Notes/Mathematics/Paper 6/Sampling and Estimation
CAIEA Level9709§6.4

Sampling and Estimation

Why a sample must be random, how the sample mean varies far less than a single reading does, the Central Limit Theorem, and how to turn sample data into an unbiased estimate, and a confidence interval, for an unknown population parameter.

320 min read 6 sub-topics
150
question parts
2021–2025 · 37 papers
11 marks
per paper
≈ 23% of the paper
2.1/3
avg difficulty
moderate
#3
most examined
of 5 topics by marks

Every distribution studied in this paper so far has described a known population — a stated λ\lambda, a stated μ\mu and σ2\sigma^2. Real investigations rarely start there: a factory doesn't know the true mean lifetime of its bulbs; a pollster doesn't know the true proportion of voters who support a policy. What's available instead is a sample — data actually collected — and the whole point of this topic is turning that sample into trustworthy statements about the population it came from: an estimate of an unknown parameter, and a range of values that parameter plausibly lies in.

Across 2021–2025 this topic carried 424 marks over 150 tagged parts — an average of about 11.5 of the 50 marks on every Paper 6 — the third-heaviest of the five S2 topics, and the easiest on average (2.072.07 out of 44). That average hides something, though. Nearly every calculation here rests on an idea — randomness, the Central Limit Theorem, what "confidence" really means — that you have to understand rather than just substitute into, and the marks lost in this topic are usually lost on the explaining parts, not the arithmetic.

The marks split across six pieces, taught in that order:

  • why a sample must be random, and spotting when a described sampling method fails to be;
  • the sample mean Xˉ\bar X as its own random variable — its mean and variance, and its exact distribution when the population is normal;
  • the Central Limit Theorem — the sample mean becomes approximately normal for a large sample, whatever shape the population has;
  • unbiased estimation of an unknown population mean and variance from sample data;
  • confidence intervals for a population mean — building them, reading them correctly, and working backwards from one to the sample size, the standard deviation or the confidence level;
  • confidence intervals for a population proportion, and using one to judge a claim.
Before you start you should be able to
  • Standardising a normal variable and using Φ\Phi, including working backwards from a probability (§5.5)

  • E(aX+bY)E(aX+bY) and Var(aX+bY)Var(aX+bY) for independent variables, and that a linear combination of independent normal variables is itself normal (§6.2)

  • The mean and variance of the binomial and Poisson distributions (§5.4/§6.1), used as example populations

  • Solving equations and inequalities involving exe^x and ln⁡x\ln x (§2.2/§3.2), and solving quadratic equations (§1.1)

By the end of this page you can
  • Explain the distinction between a population and a sample, and why random sampling is needed for valid inference

  • Identify flaws in a described sampling method, and describe a valid random-sampling procedure

  • Apply and critique the standard randomising devices — reading labels from a string of random digits, scaling a random decimal with the round-up rule, and sharing a dice's or coins' outcomes into equal groups

  • Use E(Xˉ)=μE(\bar X)=\mu and Var(Xˉ)=σ2nVar(\bar X)=\dfrac{\sigma^2}{n}, and state the exact distribution of Xˉ\bar X when the population is normal

  • State and apply the Central Limit Theorem to model Xˉ\bar X as approximately normal for a large sample from any population

  • Find unbiased estimates of a population mean and variance from raw, summarised, coded or frequency-table sample data — and work backwards from a given estimate to a missing total or value

  • Construct and correctly interpret a confidence interval for a population mean

  • Work backwards from a given confidence interval to the sample mean, the standard deviation, the sample size, or the confidence level

  • Treat each interval as a trial that succeeds with probability equal to the confidence level, and find probabilities across several repeated intervals

  • Construct an approximate confidence interval for a population proportion, and use it to comment on a claim

01

Population, sample, and what makes a sample random

Syllabus requirement · §6.4

“

understand the distinction between a sample and a population, and appreciate the necessity for randomness in choosing samples; explain in simple terms why a given sampling method may be unsatisfactory.

”

The population is the entire group an investigation is actually about — every bulb a factory makes, every voter in a country. A sample is the subset actually measured. Testing the whole population (a census) is usually impossible: it can be too expensive, too slow, or — for destructive testing (crash-testing cars, measuring how long a bulb lasts until it fails) — it destroys the very items being studied. So a sample stands in for the population, and everything in the rest of this topic is about how much that stand-in can be trusted.

That trust depends entirely on randomness. A sample is random when every member of the population has a known (often equal) chance of being selected, independently of every other member's selection. Without this, a sample can look large and careful and still be systematically wrong — some part of the population is quietly over- or under-represented, and no amount of clever arithmetic afterwards fixes that.

A valid method for choosing a random sample

  1. Obtain a sampling frame — a complete list of the population, with no one missing and no one repeated.
  2. Assign each member a unique label (e.g. 11 to NN, or fixed-length numeric codes).
  3. Generate random numbers (a table, or a calculator/computer), and read them off in groups matching the label length.
  4. Select the members whose labels are generated, rejecting any number outside the valid label range and any repeat of a label already chosen (unless sampling with replacement is intended).

Method described

The flaw

Surveying only members of the school sports teams about sports facilities

Excludes everyone not on a team — their views may differ systematically from the group actually sampled

Standing in one location (e.g. a music building) at one time of day and choosing whoever is there

Excludes anyone not in that location at that time — biased towards a particular sub-group, and towards whoever happens to be free then

Giving a questionnaire only to people who choose to respond

Self-selection — people with strong opinions are more likely to respond than typical members of the population

Sampling without a complete list of the population, or with some members impossible to reach

Undercoverage — anyone missing from the sampling frame has zero chance of selection, however "random" the selection from the list is

The specific mechanism of exclusion or over-representation is what the mark scheme wants named, not just the word 'biased'. Every row above is the shape of a real 1-mark exam question — the first is reproduced, properly sourced, in this section's exercises.

Describing a flaw, and describing a fix

9709/71 M/J 2019 Q6(i)–(ii)3 marks

Ramesh plans to carry out a survey to find out what adults in his town think about local sports facilities. He chooses a random sample from the adult members of a tennis club and gives each of them a questionnaire. (i) Give a reason why this will not result in Ramesh having a random sample of adults who live in the town. (ii) Describe briefly a valid method that Ramesh could use to choose a random sample of adults in the town.

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  1. 1

    (i) — identify who is systematically excluded. Every person sampled comes from the tennis club's membership, so anyone in the town who isn't a member — including anyone who dislikes or doesn't play tennis — has no chance at all of being chosen. The sample is biased towards people who like tennis, not a fair cross-section of the town.

    This is the first row of the table above in a real exam's clothing: the club membership is the sub-group, and 'has no chance at all of being chosen' is the mechanism the mark is for.

  2. 2

    (ii) — describe a procedure that gives every adult in the town an equal chance, following the general method above: obtain a complete list of all adults living in the town (the sampling frame), assign each a unique number, and use random numbers to select the required sample size, rejecting any repeats.

    Part (ii) is not a chance to say 'choose randomly' — the marks are for the three concrete stages: a complete list, unique numbers, random numbers with rejection.

Answer

(i) The sample only includes tennis club members, who are unrepresentative of (and exclude most of) the town's adults. (ii) List every adult in the town, number them, and select using random numbers.

When asked for a flaw, name specifically WHO is excluded or over-represented and why — 'not random' alone rarely scores; the context-specific group being missed is what earns the mark.

The mechanics of actually reading off the random numbers

"Use random numbers" is easy to say and easy to get wrong in the details. Two concrete methods are both examined directly, and each has its own place to slip up.

Method A — grouping a string of random digits
  1. 1

    Find the label width needed for the population size — e.g. a population of 264264 needs 33-digit labels, 001001 to 264264 (not 22-digit, since 264>99264>99).

  2. 2

    Split the digit string into non-overlapping groups of that width, reading strictly left to right — never re-use a digit in two different groups.

  3. 3

    Reject any group outside the valid label range, and reject any repeat of a label already accepted (unless sampling with replacement).

  4. 4

    Keep going until enough valid, distinct labels are found. A group of leftover digits shorter than the label width, at the very end of the string, is simply discarded.

Method A on a small invented population, before a real one

A population has 7575 members, numbered 11 to 7575. Using the random digit string 0834162950771208341629507712 find the first three valid, non-repeated member numbers.

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  1. 1

    Step 1 — find the label width. The population has 7575 members, so labels need 22 digits: 0101 to 7575.

  2. 2

    Step 2 — split the string into non-overlapping groups of 2, reading left to right. 08341629507712  →  08, 34, 16, 29, 50, 77, 1208341629507712 \;\to\; 08,\ 34,\ 16,\ 29,\ 50,\ 77,\ 12

    Each digit is used exactly once. Sliding along one digit at a time to harvest more usable labels would make some members reachable in more ways than others, which destroys the equal chance that makes the sample random.

  3. 3

    Step 3 — work through the groups in order, checking range and repeats. 0808: valid, within 0101–7575 — 11st member. 3434: valid — 22nd member. 1616: valid — 33rd member.

    None of the first three groups needed rejecting here — the next steps in the real string would still need checking for out-of-range values (like 77) and repeats, exactly as the method box describes.

Answer

0808, 3434, 1616.

Work through a small invented string like this one first to build the habit of checking every group in order — the real exam question below has the added complexity of an out-of-range value and a repeat to catch.

The same method, from a real exam question

9709/63 M/J 2023 Q2(a)2 marks

A club has 264264 members, numbered from 11 to 264264. Donash generates random digits, and his first 2020 are: 10612  11801  21473  2275910612\ \ 11801\ \ 21473\ \ 22759 The numbers of the first two members in the sample are 106106 and 121121. Write down the numbers of the next two members in the sample.

Show full working
  1. 1

    Step 1 — find the label width. The population has 264264 members, so labels need 33 digits: 001001 to 264264.

    The width is set by the LARGEST label, not by how many you need. 264 needs three digits, so every group is read as three digits — including 021, which is written with its leading zero.

  2. 2

    Step 2 — write the digit string with no gaps, and split into non-overlapping groups of 3. 10612118012147322759  →  106, 121, 180, 121, 473, 227, 59 (discarded, only 2 digits left)10612118012147322759 \;\to\; 106,\ 121,\ 180,\ 121,\ 473,\ 227,\ 59\text{ (discarded, only 2 digits left)}

  3. 3

    Step 3 — work through the groups in order, checking range and repeats. 106106: valid, within 001001–264264 — this is the 11st member (matches the value given). 121121: valid — 22nd member (also matches).

    Confirming the working reproduces the two given values before continuing is a good check that the digit string has been split correctly.

  4. 4

    Step 4 — continue with the next groups. 180180: within range, not a repeat — the 33rd member. 121121: within range, but a repeat of the 22nd member already chosen — reject. 473473: outside the range 001001–264264 — reject.

  5. 5

    Step 5 — the next valid, non-repeated group. 227227: within range, not a repeat — the 44th member.

    Write out the rejected groups as well as the accepted ones. The method marks are for showing the test being applied to every group in turn, so a bare pair of final answers throws them away.

Answer

180180 and 227227.

Work through every group in strict left-to-right order and state a reason (valid / out of range / repeat) for each one, even the ones you reject — skipping straight to the accepted values loses the method marks that reward showing the rejections.

Method B — scaling a random decimal
  1. 1

    Multiply the random decimal by the population size NN.

  2. 2

    Round the result UP to the next whole number (never to the nearest, and never down) — rounding up is what makes member NN reachable at all, and keeps the labels running 11 to NN rather than 00 to N−1N-1.

  3. 3

    That whole number is the member label.

Method B on an invented population, before a real one

A population has 120120 members, numbered 11 to 120120. A random decimal generator gives 0.5120.512. Find the member number this produces.

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  1. 1

    Step 1 — multiply the random decimal by the population size. 0.512×120=61.440.512\times120 = 61.44

    Multiplying by 120 stretches the decimals across the whole range of member numbers. Nothing is rounded yet — rounding early is what loses the distinction the next step depends on.

  2. 2

    Step 2 — round up to the next whole number. 61.44  →  6261.44 \;\to\; 62

    61.44 rounded to the nearest whole number would also give 61, not 62 — the rule 'round up' is deliberately different from ordinary rounding, and it matters here.

Answer

Member number 6262.

Try this once with a decimal that would round the SAME way under 'round up' and 'round to nearest' (e.g. 0.98), and once like this one where the two rules disagree — it's the disagreement that the exam actually tests.

The same method, from a real exam question

9709/65 M/J 2025 Q3(a)1 mark

Maroulla's calculator can generate random numbers between 0.0000.000 and 0.9990.999 inclusive, correct to 3 significant figures. She plans to use her calculator to choose a sample of members from the 851851 members in her health club. She numbers the members from 11 to 851851. Then she uses her calculator to generate some random numbers. She multiplies each random number by 851851 and rounds up to the next whole number to give the number of a member in the sample. This is called a 'member number'. Maroulla's first random number is 0.4010.401. Find the member number that is produced by this random number.

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  1. 1

    Step 1 — multiply the random decimal by the population size. 0.401×851=341.2510.401\times851 = 341.251

  2. 2

    Step 2 — round up to the next whole number, since the rule says "round up", not "round to the nearest".

    Everything else about this question — the 851 members, the 3-figure decimals — is scene-setting for the later parts; this part is a single multiply-and-round, worth one mark, and is deliberately the easy way in.

Answer

Member number 342342.

Rounding 341.251 to the NEAREST whole number would also give 341, not 342 — always check which rounding rule the question actually states, since 'round up' and 'round to the nearest' agree only when the decimal part is 0.5 or more.

Running Method B backwards — and why it is not actually random

Method B looks fair, but it isn't — and the exam makes candidates prove that themselves, by running the method backwards.

The generator only ever produces decimals to a fixed number of places, so only finitely many decimals exist. Ask which of them land on a particular member mm, and the round-up rule answers directly: the product NdNd must be above m−1m-1 (or it would round up to m−1m-1 or lower) and at most mm (or it would round up past mm). So

m−1<Nd⩽m⟺m−1N<d⩽mNm-1 < Nd \leqslant m \quad\Longleftrightarrow\quad \frac{m-1}{N} < d \leqslant \frac{m}{N}

Count the available decimals inside that range and you have counted the ways member mm can be chosen. If different members give different counts, the members are not equally likely — and the method is not random.

Reversing the method on an invented population, before a real one

A generator produces random decimals to 22 decimal places, from 0.000.00 to 0.990.99 inclusive. A population of 5050 members, numbered 11 to 5050, is sampled by multiplying each decimal by 5050 and rounding up. Find every random decimal that produces member 77, and every one that produces member 5050.

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  1. 1

    Step 1 — write the range condition for member m=7m=7, with N=50N=50. 7−1<50d⩽7⟹6<50d⩽77-1 < 50d \leqslant 7 \quad\Longrightarrow\quad 6 < 50d \leqslant 7

    The strict < on the left and the ⩽ on the right are not decoration: 50d = 6 exactly rounds up to 6, so it belongs to member 6, while 50d = 7 exactly rounds up to 7 and belongs here.

  2. 2

    Step 2 — divide through by 5050 to get a range for dd itself. 650<d⩽750⟹0.12<d⩽0.14\frac{6}{50} < d \leqslant \frac{7}{50} \quad\Longrightarrow\quad 0.12 < d \leqslant 0.14

  3. 3

    Step 3 — list the 22-d.p. decimals the generator can actually produce inside that range. 0.130.13 and 0.140.14 qualify; 0.120.12 does not, because the inequality on the left is strict. So two decimals give member 77.

    This is the step that decides the whole question — do not just state the interval, list the actual values the generator can produce inside it, because the count is what the argument rests on.

  4. 4

    Step 4 — repeat for member m=50m=50. 49<50d⩽50⟹0.98<d⩽1.0049 < 50d \leqslant 50 \quad\Longrightarrow\quad 0.98 < d \leqslant 1.00

  5. 5

    Step 5 — list the available decimals in this range. The generator stops at 0.990.99, so 1.001.00 is never produced, and 0.980.98 is excluded by the strict inequality. Only 0.990.99 survives — one decimal gives member 5050.

    The top member is always the loser: its range runs up to 1, but the generator's largest value falls short of 1, so part of its interval is unreachable.

Answer

Member 77 comes from d=0.13d=0.13 or d=0.14d=0.14 (two ways); member 5050 comes only from d=0.99d=0.99 (one way) — so the two members are not equally likely.

Always sanity-check a reversed range by multiplying back: 0.13 × 50 = 6.5 → 7 ✓ and 0.14 × 50 = 7 → 7 ✓, while 0.12 × 50 = 6 → 6 ✗. Two multiplications catch an off-by-one in the inequality immediately.

The same reversal, from the real exam question — and the conclusion it forces

9709/65 M/J 2025 Q3(b)(i)–(c)3 marks

Maroulla's calculator can generate random numbers between 0.0000.000 and 0.9990.999 inclusive, correct to 3 significant figures. She numbers the 851851 members of her health club from 11 to 851851, multiplies each random number by 851851 and rounds up to the next whole number to give a 'member number'. (b) Find all possible random numbers, correct to 3 decimal places, that would produce the following member numbers. (i) A member number of 680680. (ii) A member number of 850850. (c) Explain briefly how your answers to part (b) show that Maroulla's method does not produce a random sample.

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  1. 1

    Step 1 — (b)(i): write the range condition for m=680m=680, with N=851N=851. 679<851d⩽680⟹679851<d⩽680851679 < 851d \leqslant 680 \quad\Longrightarrow\quad \frac{679}{851} < d \leqslant \frac{680}{851}

  2. 2

    Step 2 — evaluate both endpoints to enough decimal places to decide the 33-d.p. values. 679851=0.797884…,680851=0.799059…\frac{679}{851} = 0.797884\ldots, \qquad \frac{680}{851} = 0.799059\ldots

    Three decimal places of accuracy is not enough at this stage — 0.798 sits between 0.7978… and 0.7991…, and rounding the endpoints first would hide exactly the values being counted.

  3. 3

    Step 3 — list the 33-d.p. decimals strictly inside that range. 0.7980.798 and 0.7990.799 both lie between 0.797884…0.797884\ldots and 0.799059…0.799059\ldots, so both produce member 680680. Two random numbers give member 680680.

  4. 4

    Step 4 — (b)(ii): repeat for m=850m=850. 849<851d⩽850⟹849851<d⩽850851849 < 851d \leqslant 850 \quad\Longrightarrow\quad \frac{849}{851} < d \leqslant \frac{850}{851} 849851=0.997649…,850851=0.998824…\frac{849}{851} = 0.997649\ldots, \qquad \frac{850}{851} = 0.998824\ldots

  5. 5

    Step 5 — list the 33-d.p. decimals inside this range. Only 0.9980.998 lies between 0.997649…0.997649\ldots and 0.998824…0.998824\ldots — 0.9970.997 is below it and 0.9990.999 is above it. One random number gives member 850850.

    The two ranges are the same width — 1/851 each — yet one catches two of the generator's values and the other catches one. That is entirely an accident of where the finite grid of 3-d.p. decimals happens to fall.

  6. 6

    Step 6 — (c): turn the two counts into the conclusion the mark is for. Member 680680 can be produced in two ways out of the 10001000 available random numbers, and member 850850 in only one, so P(member 680)=21000,P(member 850)=11000P(\text{member }680) = \frac{2}{1000}, \qquad P(\text{member }850) = \frac{1}{1000} The two members are not equally likely to be chosen, so the method does not give a random sample.

    The mark scheme requires the answer to refer back to part (b) — a general remark like 'the method is biased' scores nothing here, because the two counts you just found ARE the evidence.

Answer

(b)(i) 0.7980.798 and 0.7990.799. (b)(ii) 0.9980.998 only. (c) Member 680680 can be produced by two different random numbers but member 850850 by only one, so 680680 and 850850 are not equally likely to be chosen — the sample is therefore not random.

Part (c) is one mark for one sentence, but it must name the two specific member numbers from part (b) and say they are not equally likely. 'Not random because the method is flawed' is a restatement of the question, not an explanation.

Dice, coins, and the equal-groups rule

Random digits and random decimals are not the only randomising devices examined — a fair dice or a set of fair coins is used just as often, to pick one person or one item from a handful. The test that decides whether any such device works is always the same one, and it is the definition of randomness, not a special rule:

every member of the population must end up with equal probability.

A device's outcomes are equally likely, so the only way to hand out equal probability is to split those outcomes into equal-sized groups, one group per member, using every outcome. Two consequences follow, and the exam tests both:

  • if the number of outcomes divides exactly by the number of members, a single throw works — 66 outcomes for 33 people means 22 outcomes each;
  • if it doesn't divide exactly, the leftover outcomes must be rejected and re-thrown, never quietly absorbed into one member's group. Absorbing them is precisely what makes a method non-random.

Two coins are the trap: they give three results (00, 11 or 22 heads) for three people, which looks like a perfect fit — but the three results are not equally likely in the first place.

An invented case where the outcomes don't divide evenly

One of four people AA, BB, CC, DD is to be chosen at random. Explain how a fair six-sided dice could be used to make the choice.

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  1. 1

    Step 1 — compare the number of outcomes with the number of people. The dice has 66 equally likely outcomes and there are 44 people. Since 66 does not divide exactly by 44, no assignment of all six outcomes can give the four people equal shares.

    Do this division first, every time: it decides immediately whether a single throw can work, and it is the only thing that separates this question from the version with three people.

  2. 2

    Step 2 — give each person one outcome, which is the largest equal share available. 1→A,2→B,3→C,4→D1\to A, \quad 2\to B, \quad 3\to C, \quad 4\to D

  3. 3

    Step 3 — deal with the two leftover outcomes by rejecting them. If the dice shows 55 or 66, make no choice and throw again, repeating until a score of 11 to 44 appears.

    Rejection keeps every person on exactly one outcome out of the four that count, so each ends up with probability 1/4 — the re-throw costs time but costs nothing in fairness.

  4. 4

    Step 4 — check the probabilities really are equal. On each accepted throw the score is equally likely to be 1,2,31, 2, 3 or 44, so each person has probability 14\frac14. Assigning 55 and 66 to AA and DD instead would have given those two probability 26\frac{2}{6} against 16\frac16 for BB and CC — not random.

    Absorbing the spare outcomes is the tempting shortcut because it avoids re-throwing; it is also exactly the error the 'show this is not random' questions are built around.

Answer

Throw the dice: 1→A1\to A, 2→B2\to B, 3→C3\to C, 4→D4\to D; if the score is 55 or 66, ignore it and throw again. Each person then has probability 14\frac14.

A question that says 'using a SINGLE throw' is telling you the numbers do divide exactly — if your assignment needs a re-throw, you have misread either the number of outcomes or the number of members.

Showing a method is not random, by comparing probabilities

9709/63 M/J 2025 Q4(a)2 marks

Emma needs to choose one person at random from three people, PP, QQ and RR. She plans to throw two fair coins and note the number, nn, of heads. If nn is 00, she will choose PP. If nn is 11, she will choose QQ. If nn is 22, she will choose RR. By considering probabilities, show that the choice made by this method is not random.

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  1. 1

    Step 1 — list the equally likely outcomes of the device itself, which are the four ordered results of two coins, not the three values of nn. HH,HT,TH,TTHH, \quad HT, \quad TH, \quad TT

    This is the whole question in one step: the three values of n are NOT the equally likely outcomes, and treating them as if they were is the misconception being tested.

  2. 2

    Step 2 — count how many of those four outcomes give each value of nn. n=0n=0 comes only from TTTT; n=1n=1 comes from either HTHT or THTH; n=2n=2 comes only from HHHH.

  3. 3

    Step 3 — turn the counts into probabilities. P(n=0)=14,P(n=1)=24=12,P(n=2)=14P(n=0) = \tfrac14, \qquad P(n=1) = \tfrac24 = \tfrac12, \qquad P(n=2) = \tfrac14

  4. 4

    Step 4 — state the comparison the mark is for. P(Q)=12P(Q)=\frac12 but P(P)=P(R)=14P(P)=P(R)=\frac14, so the three people are not equally likely to be chosen — indeed QQ is twice as likely as either of the others. The choice is therefore not random.

    The command 'by considering probabilities' is an instruction about the method of proof: one mark is for saying the probabilities are unequal, the other for the numerical values that show it, so both must appear.

Answer

P(n=0)=14P(n=0)=\frac14, P(n=1)=12P(n=1)=\frac12, P(n=2)=14P(n=2)=\frac14, so QQ has twice the chance of PP or of RR. The three probabilities are not equal, so the choice is not random.

Whenever a device's outcomes are combined (two coins into a count of heads, two dice into a total), the combined values are almost never equally likely — go back to the underlying equally likely outcomes and count them.

Your turn — randomising devices

  1. 19709/62 M/J 2025 Q1(a)1 mark

    One of a group of three students is to be chosen at random. Explain how a single throw of a fair six-sided dice could be used to make the choice.

    Stuck? Show hint

    Six outcomes, three students — does 6 divide exactly by 3? If so, no re-throw is needed, and every outcome must be used.

    Show solution
    1. 1

      66 outcomes shared between 33 students gives 22 outcomes each, with none left over — so a single throw is enough.

    2. 2

      Assign, for example, scores 11 and 22 to student 11, scores 33 and 44 to student 22, and scores 55 and 66 to student 33. Each student then has probability 26=13\frac26=\frac13.

      The mark scheme accepts any assignment, but insists it be unambiguous: if you describe it in words rather than by example you must say two different numbers per student AND that all six numbers are used.

    Answer

    E.g. 11–22: choose student 1; 33–44: choose student 2; 55–66: choose student 3 — every outcome used, two per student, so each has probability 13\frac13.

  2. 29709/63 M/J 2025 Q4(b)2 marks

    Emma has to choose two people at random from three people PP, QQ and RR. Describe how Emma could use a single throw of a fair six-sided dice to make this random choice.

    Stuck? Show hint

    How many different PAIRS can be chosen from three people? Count them first, then share the six outcomes out.

    Show solution
    1. 1

      Identify what is being chosen. There are only three possible pairs: PQPQ, QRQR and RPRP — equivalently, choosing a pair is the same as choosing which single person to reject.

      Reframing 'choose two of three' as 'reject one of three' turns an unfamiliar question into the three-way choice of part (a); either framing scores, but you must commit to one and say which.

    2. 2

      Share the six outcomes equally between the three pairs, two each, using all six. E.g. 11 or 22 →\to choose PQPQ; 33 or 44 →\to choose QRQR; 55 or 66 →\to choose RPRP.

    3. 3

      Each pair then has probability 26=13\frac26=\frac13, and only one throw is used.

      More than one throw of the dice scores zero here — the question specifies a single throw, and since 3 divides 6 exactly, no rejection is needed.

    Answer

    The three possible pairs are PQPQ, QRQR, RPRP. E.g. 11 or 22 →\to PQPQ; 33 or 44 →\to QRQR; 55 or 66 →\to RPRP (equivalently, 11 or 22 →\to reject RR, 33 or 44 →\to reject PP, 55 or 66 →\to reject QQ). Each pair has probability 13\frac13.

  3. 39709/63 M/J 2023 Q2(b)1 mark

    A club has 264264 members, numbered from 11 to 264264. Donash generates random digits, and his first 2020 are 10612  11801  21473  2275910612\ \ 11801\ \ 21473\ \ 22759, from which he takes the first four members of his sample. To obtain the numbers for members after the 4th member, Donash starts with the second random digit, 00, and obtains the numbers 061061 and 211211. Explain why this method will not produce a random sample.

    Stuck? Show hint

    He has not generated any new digits — he is re-reading the same twenty. What does that do to the numbers he gets out, and to the members who never appear in that string at all?

    Show solution
    1. 1

      Re-reading the same twenty digits produces numbers that are not independent of the ones already used — 061061 and 211211 are built entirely from digits that have already determined the first four members.

      Independence is half the definition of a random sample, and it is the half this method breaks: nothing new is being generated, so the later selections are fixed by the earlier ones.

    2. 2

      Equivalently: only a finite number of digits is ever used, so the members whose numbers cannot be read out of that particular string have no chance at all of being selected.

      Either reason earns the single mark, but a bare 'not random' or 'biased' does not — the mark scheme requires the reason, not the verdict.

    Answer

    The numbers obtained are not independent of the numbers already used (only a finite set of digits is being recycled), so members whose numbers do not appear in that string can never be chosen.

Common mistakes
  • Describing a method as "not random" without saying which group is excluded or over-represented, and why

    Name the specific people left out (or the specific people more likely to be included) — that mechanism is the actual answer

    A correct diagnosis names a cause; 'it's biased' restates the symptom without identifying it.

  • Assuming a large sample is automatically a good sample

    Size and randomness are separate properties — a huge but non-random sample is still unrepresentative

    A biased sampling method doesn't average itself out by collecting more data from the same skewed source.

  • Splitting a digit string into overlapping groups (e.g. reusing the last digit of one group as the first digit of the next) to manufacture more valid labels

    Groups must be non-overlapping — read strictly left to right, using each digit exactly once

    Overlapping groups make some member numbers reachable in more ways than others, which breaks the equal-chance requirement for randomness even though every individual group still looks like a fair 3-digit number.

  • Sharing a device's leftover outcomes out among some of the members — e.g. giving 55 and 66 on a dice to two of four people so that no throw is ever wasted

    Leftover outcomes must be rejected and re-thrown; every member keeps exactly the same number of outcomes

    Absorbing the spares doubles those members' chances, which is the same equal-probability failure as the two-coins method — and it is the error the 'show this is not random' questions are written to catch.

Your turn

  1. 1

    A council wants to find out residents' opinions on a new park. They stand outside the park itself on a Tuesday morning and interview the first 5050 people who pass. Give a reason why this is unsatisfactory.

    Stuck? Show hint

    Think about who is more or less likely to be near the park on a weekday morning.

    Show solution
    1. 1

      People near the park (and free on a weekday morning) are more likely to already use or support it than a typical resident — the sample excludes residents who don't visit the park, or who work during that time.

    Answer

    Biased towards people already near/using the park at that specific time; excludes residents who don't visit, or aren't free then.

  2. 2

    Describe briefly how a company could choose a random sample of 2020 employees from its 340340 employees, each already listed in a staff database numbered 11 to 340340.

    Stuck? Show hint

    You already have the sampling frame — the numbered list. What's left is generating and applying random numbers.

    Show solution
    1. 1

      Generate random numbers (e.g. three-digit numbers from 001001 to 340340), rejecting any outside this range and any repeats, until 2020 distinct valid numbers are obtained; select the employees with those numbers.

    Answer

    Use random numbers from 001 to 340 (rejecting out-of-range values and repeats) to select 20 distinct employee numbers from the existing list.

  3. 39709/63 M/J 2022 Q3(a)1 mark

    Batteries of type AA are known to have a mean life of 150150 hours. It is required to test whether a new type of battery, type BB, has a shorter mean life than type AA batteries. Give a reason for using a sample rather than the whole population in carrying out this test.

    Stuck? Show hint

    What actually happens to a battery while its lifetime is being measured?

    Show solution
    1. 1

      Measuring how long a battery lasts means running it until it fails, so every battery tested is destroyed — testing the whole population would leave nothing to sell.

      This is destructive testing, and it is the strongest of the three accepted reasons because it is specific to the context rather than generic.

    2. 2

      The generic reasons are also accepted here: the population of type BB batteries is too large, or testing all of them would be too costly or too time-consuming.

    Answer

    The batteries are unusable after testing (destructive testing) — or the population is too big / too costly / too time-consuming to test in full.

  4. 49709/62 F/M 2025 Q6(a)1 mark

    Nikki is investigating the views of students at her school about the school sports facilities. She plans to give a survey to a sample of students. Nikki's friend says, "This survey is about sports facilities, so you should choose a sample of students from the school sports teams." State, with a reason, whether you agree with Nikki's friend.

    Stuck? Show hint

    The population Nikki cares about is all students at the school, not just the sporty ones. Who does the friend's sample leave out?

    Show solution
    1. 1

      Answer the yes/no part explicitly first: no. The friend's method samples only students already in sports teams, so every student not in a team has no chance of being chosen.

      A reason with no verdict, or a verdict with no reason, is not enough — the single mark needs both halves, and 'No' is the half candidates often leave out.

    2. 2

      Give the reason in terms of the views being measured. Students who play in teams are likely to have different views about the sports facilities from students who do not, so the sample is not representative of the school.

    Answer

    No — the views of students in sports teams may differ from those of other students, so the sample is biased and not representative of all students at the school.

  5. 59709/62 F/M 2024 Q1(b)1 mark

    The lengths, XX cm, of a sample of 100100 insects of a certain type were summarised as n=100n=100, ∑x=36.8\sum x = 36.8, ∑x2=17.34\sum x^2 = 17.34. Part (a) gave the unbiased estimates Est(μ)=0.368\text{Est}(\mu)=0.368 and Est(σ2)=0.0384\text{Est}(\sigma^2)=0.0384. State a necessary condition for the estimates found in part (a) to be reliable.

    Stuck? Show hint

    The arithmetic in part (a) is unarguable — so what is the assumption it silently rests on?

    Show solution
    1. 1

      Nothing in the calculation itself can fail; what the estimates depend on is how the 100100 insects were obtained. They must be a random sample of the population.

      This is the single idea this whole section exists to establish: every estimate and every confidence interval later in the topic assumes a random sample, and a non-random one makes the arithmetic meaningless rather than merely imprecise.

    2. 2

      Equivalent wordings that score: the values must have been randomly selected; the sample should be representative of the population; all values should have had an equal chance of being selected; the sample must be unbiased; the insect lengths must be independent of one another.

    Answer

    The sample must be a random sample (equivalently: representative / unbiased / every value equally likely to be selected).

  6. 69709/62 F/M 2022 Q1(b)1 mark

    The lengths, in millimetres, of a random sample of 1212 rods made by a certain machine are 200,201,198,202,200,199,199,201,197,202,200,199200, 201, 198, 202, 200, 199, 199, 201, 197, 202, 200, 199. Part (a) gave the unbiased estimates Est(μ)=199.83\text{Est}(\mu)=199.83 mm and Est(σ2)=2.33\text{Est}(\sigma^2)=2.33 mm². Give a statistical reason why these estimates may not be reliable.

    Stuck? Show hint

    The question already tells you the sample was random, so randomness is not the issue here. What else about the sample is stated?

    Show solution
    1. 1

      The question states the sample is random, so the previous exercise's answer is unavailable — the only remaining statistical objection is the sample size: n=12n=12 is small.

      These two 1-mark stems look identical and have opposite answers, so read the stem for the word 'random' before answering: if it is present, the answer is the sample size; if it is absent, the answer is randomness.

    2. 2

      Est(μ)\text{Est}(\mu) and Est(σ2)\text{Est}(\sigma^2) are not fixed numbers — they change with every sample — and a small sample makes the estimate jump around more, as §02 will show.

      The mark scheme accepts 'small sample' on its own, but will NOT accept 'not representative' unless it is qualified — an unqualified representativeness claim is treated as the symptom, not a statistical reason.

    Answer

    The sample is small (n=12n=12), so the estimates are subject to a large sampling variation.

Practise sampling and randomness from real Paper 6 papersReal past-paper questions · Distinction between sample and population; need for random sampling

The rest of this note

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Can you do all of these?

  • Random sampling needs every member an equal/independent chance — describe the concrete frame-label-random number procedure, not just the word 'random'

  • A randomising device is fair only if every member ends up with an equal number of outcomes — any outcomes left over must be rejected and re-thrown, never absorbed into one member's share

  • Var(X̄) = σ²/n — always divide the population variance by n before taking a square root for the standard error

  • Use the exact 'population normal ⟹ X̄ normal' result only when the population is actually stated to be normal; otherwise justify with the CLT and a large n

  • Divide by n − 1, never n, when finding an unbiased estimate of a population variance

  • '95% confidence' describes the long-run success rate of the method across repeated samples — not the probability that this one interval contains μ

  • A confidence interval for a mean says nothing about individual population values — check what quantity a question is actually asking about

  • A proportion's confidence interval uses the sample proportion p̂ inside its own standard error, never a claimed or hypothesised value of p

  • Interval width is twice the margin of error — halve a given width before equating it to z × standard error

  • z is always the two-tailed value: Φ(z) = ½(1 + c) for a confidence level c, so 93% gives Φ⁻¹(0.965) = 1.811, not Φ⁻¹(0.93) = 1.476

  • Going backwards from an interval to its confidence level, finish with α = 100(2Φ(z) − 1) — stopping at Φ(z) gives the one-tailed area, not the confidence level

  • When coding with y = x − a, add a back for the mean but never for the variance — a shift moves the centre and leaves the spread alone

  • To judge a claim, say whether the tested value lies inside the interval and hedge ('unlikely to be true') — quoting only an endpoint, or saying 'it lies outside', scores nothing

  • Explaining the CLT: 'the population is not normal' says why it was NEEDED; 'the sample is large' says why it is ALLOWED — read which one the question asks for

Now do the questions
150 real Paper 6 parts from 2021–2025, sorted by difficulty, with mark schemes