MYP 1 Standard Mathematics · Statistics and Probability · Updated

Bivariate data

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  1. Question 1

    A student records paired data - = the day number of the week (1 to 7) - = the number of minutes they claim they studied each day. They accidentally type the same study time for every day, so every -value is identical. Using the covariance formula , what value must the covariance have?
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    Correct answerCorrect!Incorrect
    A0

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    Method #1Algebraic Analysis

    Step 1: State what it means for $y$ to be constant

    We’re told every -value is the same. Call that fixed value . Then for each data point :

    Step 2: Work out the average of the $y$-values

    To use the covariance formula, we need . Because all values are the constant :

    So the mean is the same constant .

    Step 3: Find each $y$-deviation from the mean

    In the covariance sum we use . For any data point, since and :

    Step 4: Insert the zero deviation into the covariance formula

    Now substitute into the given covariance formula:

    Because every product includes a factor of , the entire numerator becomes .

    Step 5: Rule out the other answer choices

    From the algebra, the covariance must be , so the other options do not fit:

    • Option B is incorrect because the result is exactly , not .
    • Option C is incorrect because when the -part is always , the covariance cannot turn into .
    • Option D is incorrect because we can determine the value without needing any specific data.

    Step 6: State the final covariance value

    Since every term in the sum becomes zero when one variable is constant, the covariance is always .

    Method #2Statistical Logic

    Step 1: Interpret what covariance is measuring

    In statistics, covariance describes whether two variables tend to change together. When both increase/decrease together, covariance is positive; when one rises as the other falls, covariance is negative.

    Step 2: Reason about a variable that never changes

    Here, every -value is identical. A variable with no change has zero variance.

    If all for some constant, then as well, so for every data point:

    Step 3: Connect “no variation” to the covariance formula

    If does not vary, then and cannot “vary together.” Using

    all the terms are , so each product is and the sum in the numerator is also , no matter what the -values are.

    Step 4: Explain why the remaining choices are unreasonable

    • Option B: A value of is associated with correlation limits, not covariance.
    • Option C: is just an average of and doesn’t become the covariance.
    • Option D: We do have enough information—constant forces every to be zero.

    Step 5: Give the logical conclusion

    With one variable fixed, joint variation cannot happen, so the covariance is .

    Method #3Testing with Values

    Step 1: Make up a small set of paired data with constant $y$

    To check the idea, create an example. Take 3 points with and constant .

    Step 2: Compute $\bar{y}$ for the example

    Find the mean of the -values:

    Because all -values match, the mean equals that same number.

    Step 3: Calculate each $(y - \bar{y})$ term

    Now compute deviations from the mean:

    • Point 1:
    • Point 2:
    • Point 3:

    Every deviation is .

    Step 4: Use the covariance formula on the example

    Substitute into the formula:

    Since each is , each product is , so the total in the numerator is :

    Step 5: Compare the computed value to the answer choices

    From the test dataset, the covariance came out as .

    • Option B: We got , not .
    • Option C: Even though here is , the covariance is still .
    • Option D: The example clearly shows we can determine the covariance.

    Step 6: Identify the correct option

    Whenever one variable has no spread (all values equal the mean), the covariance calculation always gives .

  2. Question 2

    A student is sketching a trend line on a scatter plot showing the relationship between hours of practice and a test score. Their teacher says, “Make sure you balance the points when you draw the line by eye.” What is the teacher most likely telling the student to do?
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    APlace the line so about the same number of points lie above it as below it

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    Method #1Conceptual Definition

    Step 1: State the purpose

    In bivariate data, a line of best fit is a straight line that represents the overall relationship between two variables on a scatter diagram. When we talk about “balancing,” the aim is to make the line reflect the main pattern of the data instead of being pulled too much by a few unusual points.

    Step 2: Rule out definitions that don’t match

    Here’s why the other ideas are not what “balancing” means for a best-fit line:

    • Option B: The trend line does not need to go through the origin . It should be placed where the data points actually appear.
    • Option C: Whether the totals of the -values and -values match is not what determines the position of a best-fit line, especially since and can measure different things.
    • Option D: Scatter plots usually show natural variation, so a best-fit line is meant to show the general trend and typically will not pass through every point.

    Step 3: Explain what “balancing” means visually

    When drawing a line of best fit by eye, “balancing” means you place the line so that:

    1. About an equal number of points are above and below the line.
    2. The overall vertical gaps (residuals) above the line are roughly matched by the overall vertical gaps below the line.

    This helps the line run through the middle of the cluster of points.

    Step 4: Choose the statement that matches the definition

    Since balancing is about keeping the data points fairly evenly split around the line to represent the central trend, Option A is the best description.

    Method #2Elimination of Distractors

    Step 1: Connect “balancing” to the purpose of a trend line

    In Topic: Sampling Methods and Bivariate Data, we learn that a line of best fit is a straight line that models the overall trend in a scatter plot. When we sketch it “by eye,” the word “balancing” describes a visual rule. We can find the correct meaning by removing common incorrect ideas.

    Step 2: Remove the idea that the line must go through the origin

    Some people think a line has to begin at , but that isn’t true for a best-fit line. The line should follow the pattern of the plotted data. If the points mostly appear between and , forcing the line through the origin would usually drag it away from the trend.

    Step 3: Remove the idea of forcing the line through all points

    Another misconception is that the line should touch every point. Real data has randomness and measurement error, so one straight line almost never goes through all points. The goal is to show the average direction, not to join the dots.

    Step 4: Remove the idea about matching totals of coordinates

    Saying the sum of the -values must equal the sum of the -values is a distractor. Although a best-fit line passes through the mean point , there is no rule that requires .

    Step 5: Confirm the correct meaning of balancing

    After eliminating the incorrect choices, “balancing” refers to how the points are spread around the line. When drawing by eye, you place the line so there are roughly the same number of points above it as below it, keeping the line centered within the data cloud.

  3. Question 3

    A coach records two linked measurements for a group of runners. The input (independent) variable is the distance of a run in metres (m), and the output (dependent) variable is the time taken in seconds (s). What unit should the covariance have?
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    Correct answerCorrect!Incorrect
    Am s

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    Method #1Formula-Based Analysis

    Step 1: State the units for each variable

    Start by noting the measurement units given:

    • The independent variable is measured in metres (m).
    • The dependent variable is measured in seconds (s).

    Step 2: Use the definition of covariance

    To work out the unit of covariance (), look at its definition:

    This shows covariance is built from adding up products of how far values and values are from their means, then dividing by .

    Step 3: Work out the units in the numerator

    Focus on the numerator term-by-term:

    1. is a difference of distances, so it is measured in metres (m).
    2. is a difference of times, so it is measured in seconds (s).
    3. Multiplying them gives the unit

    Step 4: Check whether the denominator changes units

    The denominator is . Since is just the number of data pairs, it has no units.

    Dividing by a unitless number does not affect units, so the covariance keeps the unit .

    Step 5: Rule out answers that don’t match the unit reasoning

    Using the unit result, we can reject the wrong choices:

    • Option B is wrong because covariance is not unit-free (that’s a property of the correlation coefficient ).
    • Option C is wrong because metres and seconds cannot be added; the formula uses multiplication.
    • Option D is wrong because it describes a “per second” rate (), but covariance comes from a product.

    Step 6: Choose the unit that matches covariance

    Covariance takes the product of the units of and , so its unit is .

    Method #2Correlation Coefficient Relationship

    Step 1: Connect covariance to the correlation formula

    Another way is to use how covariance links to Pearson’s correlation coefficient :

    Rearranging gives:

    Step 2: Identify which part has no units

    In , the value describes the strength/direction of a linear relationship and is dimensionless (it has no units and lies between and ).

    Step 3: Use the fact that standard deviation keeps the original units

    A standard deviation always uses the same unit as the variable it comes from.

    So:

    • Since is measured in metres (m), is also in m.
    • Since is measured in seconds (s), is also in s.

    Step 4: Multiply the units together

    Substitute units into the rearranged relationship:

    Step 5: Discard options that conflict with the derived unit

    Compare with the answer choices:

    • Option B is incorrect because only is unitless; is not.
    • Option C is incorrect because adding unlike units (metres and seconds) is not meaningful.
    • Option D is incorrect because is a rate, not a covariance unit.

    Step 6: Match the result to the correct choice

    The unit you get is , which corresponds to the first option.

    Method #3Elimination of Inconsistent Units

    Step 1: List the measurement units provided

    To decide the unit for covariance, begin with the units of the variables:

    • The independent variable is in metres (m).
    • The dependent variable is in seconds (s).

    This fits with Bivariate Data and checking units carefully.

    Step 2: Remove the option that adds different units

    You can only add/subtract quantities with matching units. Since metres and seconds are different, writing does not make sense as a measurement.

    So that option must be wrong.

    Step 3: Remove the option that represents a “per second” rate

    The unit means “metres per second,” which is used for rates like speed or gradients.

    Covariance is not found by dividing one variable by the other; it comes from multiplying their deviations, so this unit doesn’t fit.

    Step 4: Remove the unitless option

    A quantity is dimensionless only when units cancel. That happens for the correlation coefficient (), but covariance itself is not scaled to cancel units.

    So covariance cannot be unit-free.

    Step 5: Verify the remaining choice by checking the covariance formula

    Using the covariance formula:

    • carries m.
    • carries s.
    • Their product has units .
    • The denominator (or ) is just a count, so it has no units.

    So the covariance unit must be .

  4. Question 4

    A student plots a scatter graph of two variables (for example, hours of gaming and test score). They mark the mean point and notice that most of the points lie in the Top-Left Quadrant (TLQ) and the Bottom-Right Quadrant (BRQ) relative to that mean point. What sign is most likely to have?
    No clue? Show me the answer
    Correct answerCorrect!Incorrect
    CNegative

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    Method #1Covariance Formula Analysis

    Step 1: State the covariance idea using its formula

    Whether is positive or negative depends on adding up the products of each point’s deviations from the mean point . The key relationship is:

    So we decide the sign by checking whether is mostly positive or mostly negative for points in the given quadrants.

    Step 2: Work out the sign for points in the Top-Left Quadrant

    For points in the Top-Left Quadrant (TLQ):

    • They are left of the mean in , so .
    • They are above the mean in , so .

    That makes the product

    So each TLQ point adds a negative term into the covariance sum.

    Step 3: Work out the sign for points in the Bottom-Right Quadrant

    For points in the Bottom-Right Quadrant (BRQ):

    • They are right of the mean in , so .
    • They are below the mean in , so .

    So the product is

    Therefore BRQ points also contribute negative values to the total.

    Step 4: Rule out answers that don’t match a mostly negative sum

    Because most of the points are in TLQ and BRQ, most terms in are negative, so the overall sum is expected to be negative.

    • A Positive covariance would need more points in the Top-Right and Bottom-Left quadrants.
    • A value of Zero would require the negative products to be balanced by enough positive products, which is not likely if the majority are negative.

    Step 5: Choose the option that matches the covariance sign

    Since the deviation products are mainly negative, is negative overall. That corresponds to a downward (negative) linear pattern in the scatter plot.

    Method #2Correlation and Linear Trend

    Step 1: Describe what TLQ and BRQ mean around $(\bar{x}, \bar{y})$

    Treat the mean point like the center that splits the scatter plot into quadrants.

    • The Top-Left Quadrant (TLQ) has points with and .
    • The Bottom-Right Quadrant (BRQ) has points with and .

    If points mainly fall in these two quadrants, it suggests a negative relationship: when goes up, tends to go down.

    Step 2: Connect covariance to products of deviations

    Covariance tells us how two variables vary together. It is computed using:

    So the sign of depends on whether the products are mostly positive or mostly negative.

    Step 3: Check the sign of the deviation product in TLQ and BRQ

    Now determine the sign of in each relevant quadrant:

    1. TLQ: is negative while is positive, so the product is negative.
    2. BRQ: is positive while is negative, so the product is negative.

    With most points in TLQ and BRQ, most products are negative, so the total sum is negative and the covariance is negative.

    Step 4: Cross out options that contradict a negative trend

    Using the pattern of the scatter plot:

    • Option A is wrong because a positive covariance would match points mostly in the Top-Right and Bottom-Left quadrants.
    • Option D is wrong because a clear diagonal pattern through TLQ and BRQ would not usually cancel perfectly to give zero.
    • Option B is wrong because covariance can still be computed for any finite set of paired data.

    Step 5: Pick the option consistent with the relationship

    Since the data cluster in TLQ and BRQ indicates a negative association, the covariance must be negative.

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