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Pearson Edexcel 4MA1 IGCSE  ·  Topic G6.11  ·  Higher tier

G6.11 Cumulative Frequency

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01 — Explanation

How do I build a cumulative frequency table from grouped data?

Run a cumulative total down the frequency column, each row adding on to the one before. The last cumulative frequency must equal the total number of data points — always check this before plotting.

Weight (ww kg)FrequencyCumulative Frequency
0<w≤10<w\le188
1<w≤21<w\le21018
2<w≤32<w\le32139
3<w≤43<w\le41958
4<w≤54<w\le51371
5<w≤65<w\le6980 ✓ matches total

02 — Explanation

Where do I actually plot each point?

Always at the upper class boundary — a cumulative frequency of 18 means "18 values are at most 2 kg," so it belongs at x=2x=2, never at the midpoint. Discrete data grouped as "1010–1919", "2020–2929" has a genuine gap, so the true upper boundary sits halfway across it, at 19.519.5.

Plot one extra "anchor" point at (lowest lower bound, 00) — before any data exists, cumulative frequency is zero — then join every point with a smooth curve (the ogive), not straight lines.

Exam Tip: never start the y-axis anywhere but 0, and never use an axis break on the cumulative frequency axis.

03 — Explanation

How do I estimate the median and quartiles from the graph?

Don't use the discrete-list formula n+12\frac{n+1}{2} here — a cumulative frequency graph models a continuous spread, so quartile positions on the y-axis are N4\frac{N}{4}, N2\frac{N}{2}, 3N4\frac{3N}{4} for Q1Q_1, median, Q3Q_3. For each: find that value on the y-axis, draw across to the curve, then down to the x-axis — and show these construction lines, since they often carry their own marks.

N=120N=120: median position =60=60th, Q1Q_1 position =30=30th, Q3Q_3 position =90=90th.

04 — Explanation

How do I answer "how many are above/below/between" questions?

"Fewer than" a value is a direct read: go up from that x-value to the curve, across to the y-axis.

"More than" a value needs one extra step — the curve only ever shows totals up to a point, so subtract from NN: if 77 of 80 people waited up to 70 minutes, then 80−77=380-77=3 waited more.

"Between" two values is a subtraction of two direct reads: CF(high)−CF(low)CF(\text{high}) - CF(\text{low}). E.g. between 50 and 70 minutes =77−49=28=77-49=28 people.

Common Mistake: forgetting the subtraction step for "more than" and "between" questions — reading the graph correctly is only half the work.

05 — Explanation

How do I handle "top X%" or percentile questions?

A "bottom 30%" position is simply 0.30×N0.30\times N on the y-axis, read across then down as usual. A "top X%" question is the trap: since the graph only counts "up to" a value, the top 10% corresponds to the 90th percentile, not the 10th.

"Top 10% of insects are 'large' — find the minimum mass", N=80N=80: position =0.90×80=72=0.90\times80=72 on the y-axis; read across to the curve, down to the x-axis (e.g. 47 g). Any insect ≥47\ge47 g is "large."

06 — Worked example

Worked exam-style question

A cumulative frequency graph shows the time (minutes) for 120 students to finish a puzzle. Estimate the median and the interquartile range.

  1. N=120N=120; median position =60=60, Q1Q_1 position =30=30, Q3Q_3 position =90=90.
  2. Reading across and down the curve: median ≈42\approx42 min, Q1≈35Q_1\approx35 min, Q3≈51Q_3\approx51 min.
  3. IQR=Q3−Q1=51−35=16\text{IQR} = Q_3-Q_1 = 51-35 = 16 minutes.

The IQR describes the spread of the middle 50% of students and, unlike the full range, ignores any extreme stragglers — always state what it represents if asked to interpret it, not just calculate it.