Mean, Median & Mode (Cambridge (CIE) IGCSE International Maths)

Revision Note

Mean, Median & Mode

What is the mode?

  • The mode is the value that appears the most often

    • The mode of 1, 2, 2, 5, 6 is 2

  • There can be more than one mode

    • The modes of 1, 2, 2, 5, 5, 6 are 2 and 5

  • The mode can also be called the modal value

What is the median?

  • The median is the middle value when you put values in size order

    • The median of 4, 2, 3 can be found by

      • ordering the numbers: 2, 3, 4

      • and choosing the middle value, 3

  • If you have an even number of values, find the midpoint of the middle two values 

    • The median of 1, 2, 3, 4 is 2.5

      • 2.5 is the midpoint of 2 and 3

    • The midpoint is the sum of the two middle values divided by 2

What is the mean?

  • The mean is the sum of the values divided by the number of values

    • The mean of 1, 2, 6 is (1 + 2 + 6) ÷ 3 = 3

  • The mean can be fraction or a decimal

    • It may need rounding

    • You do not need to force it to be a whole number

      • You can have a mean of 7.5 people, for example!

How do I know when to use the mode, median or mean?

  • The mode, median and mean are different ways to measure an average

  • In certain situations it is better to use one average over another

  • For example:

    • If the data has extreme values (outliers) like 1, 1, 4, 50
      The mode is 1
      The median is 2.5
      The mean is 14

      • Don't use the mean (it's badly affected by extreme values)

    • If the data has more than one mode 

      • Don't use the mode as it is not clear

    • If the data is non-numerical, like dog, cat, cat, fish

      • You can only use the mode

Worked Example

15 students were timed to see how long it took them to solve a mathematical problem. Their times, in seconds, are given below.

12

10

15

14

17

11

12

13

9

21

14

20

19

16

23

(a) Find the mean time, giving your answer to 3 significant figures.

 Add up all the numbers (you can add the rows if it helps) 

12 + 10 + 15 + 14 + 17 = 68
11 + 12 + 13 + 9 + 21 = 66
14 + 20 + 19 + 16 + 23 = 92

Total = 68 + 66 + 92 = 226 

Divide the total by the number of values (there are 15 values)

table row cell 226 over 15 end cell equals cell 15.066 space 666 space... end cell end table

Write the mean to 3 significant figures
Remember to include the units

The mean time is 15.1 seconds (to 3 s.f.)

(b) Find the median time.

Write the times in order and find the middle value

up diagonal strike 9 space space space space up diagonal strike 10 space space space space up diagonal strike 11 space space space space up diagonal strike 12 space space space space up diagonal strike 12 space space space space up diagonal strike 13 space space space space up diagonal strike 14 space space space space circle enclose 14 space space space space up diagonal strike 15 space space space space up diagonal strike 16 space space space space up diagonal strike 17 space space space space up diagonal strike 19 space space space space up diagonal strike 20 space space space space up diagonal strike 21 space space space space up diagonal strike 23

The median time is 14 seconds

(c) Explain why the median is a better measure of average time than the mode.

Try to find the mode (the number that occurs the most)

There are two modes: 12 and 14

Explain why the median is better

There is no clear mode (there are two modes, 12 and 14), so the median is better

(d) If a 16th student has a time of 95 seconds, explain why the median of all 16 students would be a better measure of average time than the mean.

The16th value of 95 is extreme (very high) compared to the other values
Means are affected by extreme values

The mean will be affected by the extreme value of 95 whereas the median will not

You've read 0 of your 10 free revision notes

Unlock more, it's free!

Join the 100,000+ Students that ❤️ Save My Exams

the (exam) results speak for themselves:

Did this page help you?

Mark Curtis

Author: Mark Curtis

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.