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A Level · Cambridge (CIE) · 9709

Infer both normal parameters from two percentiles

Turn two cumulative statements into simultaneous equations, solve for centre and spread, and check probability ordering.

Section 5.5 · The normal distribution

Statistics 1 · Normal distribution · 5.5
Exam scope and assessment notes

Probability & Statistics 1 (Paper 5, AS & A Level) · Mathematics 9709, 2026–2027, section 5.5. N(μ,σ²) uses variance as its second parameter, with σ > 0; probabilities are areas, not density heights. Show the full standardisation Z = (X − μ)/σ. The MF19 table gives Φ(z) = P(Z ≤ z), with negative values found by symmetry. Model sketches and shaded probabilities may be required. Probability answers use quoted four-decimal table values where supplied; calculations with non-tabulated z use unrounded standardisation and numerical normal probabilities, so table interpolation can differ slightly in the last digits. Inverse examples use the quoted three-decimal MF19 critical values and are approximate. A binomial normal approximation requires both np > 5 and n(1 − p) > 5, and a continuity correction. It remains approximate, including for integer probability thresholds. A continuous normal variable has zero probability at a single exact value; a discrete binomial count does not. Sample means, the Central Limit Theorem and hypothesis testing belong to Statistics 2 and are not covered here. Model assumptions need evidence in real applications. Written practice is self-checked; human subject-teacher review remains pending.

Before you begin

  • Use signed normal critical values.
  • Solve simultaneous linear equations.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which equation corresponds to P(X < 40) = 0.10 using z ≈ −1.282?

What you will learn

  • Infer μ and σ using two distinct percentile conditions.
  • Check consistency, positivity and the precision of quoted quantiles.

Each percentile supplies one equation

Suppose P(X < 40) = 0.10 and P(X < 60) = 0.90. The quoted z values are −1.282 and 1.282, so 40 = μ − 1.282σ and 60 = μ + 1.282σ. Adding gives μ = 50; subtracting gives 20 = 2.564σ and σ ≈ 7.8003.

The variance is approximately 60.8449, calculated from the unrounded SD. These are approximate parameter estimates from rounded critical values. One percentile alone supplies only one relationship between the two unknowns; do not claim it uniquely identifies both μ and σ without further information.

Use unequal quantiles and check ordering

If P(X < 30) = 0.75 and P(X < 42) = 0.95, use z ≈ 0.674 and 1.645. Then 30 = μ + 0.674σ and 42 = μ + 1.645σ. Subtraction gives σ ≈ 12/0.971 = 12.3584, followed by μ ≈ 21.6704. The mean is not automatically the midpoint of unequal percentiles.

Cumulative probabilities must increase with their boundary. Claims P(X < 70) = 0.90 and P(X < 50) = 0.95 are incompatible: the smaller event is assigned the larger probability. Reject such a pair before fitting parameters. For a valid pair, substitute the solved μ and σ into both standardisations and ensure σ > 0.

Pause and explain

Can P(X < 50) = 0.95 and P(X < 70) = 0.90 both hold?

Put the idea to work

Worked example

P(X < 40) = 0.10 and P(X < 60) = 0.90 for a normal variable. Infer μ and σ using critical values ±1.282.

Show the worked solution
  1. Write 40 = μ − 1.282σ and 60 = μ + 1.282σ.
  2. Add to get μ = 50, then subtract to get σ ≈ 20/2.564.
  3. The inferred SD is approximately 7.8003, so σ ≈ 7.80.

Answer μ ≈ 50; σ ≈ 7.80 using the quoted critical values.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A normal variable has tenth and ninetieth percentiles 40 and 60. Infer μ and σ using critical values ±1.282.

Give me a hint

Add the two equations for the centre and subtract them for the spread.

Compare my reasoning
  1. 40 = μ − 1.282σ and 60 = μ + 1.282σ.
  2. Adding gives μ = 50; subtracting gives 20 = 2.564σ.
  3. σ ≈ 20/2.564 = 7.8003, approximately 7.80.

μ ≈ 50; σ ≈ 7.80.

Look for these in your work

  • Use both percentile equations.
  • Check the positive SD and approximate quantile precision.
2 · Independent

P(X < 30) = 0.75 and P(X < 42) = 0.95. Infer μ and σ using critical values 0.674 and 1.645.

Give me a hint

Subtract the equations before substituting back for μ.

Compare my reasoning
  1. 30 = μ + 0.674σ and 42 = μ + 1.645σ.
  2. σ ≈ 12/(1.645 − 0.674) = 12.3584.
  3. μ ≈ 30 − 0.674(12.3584) = 21.6704.

μ ≈ 21.67; σ ≈ 12.36.

Look for these in your work

  • Use the difference of the distinct quantiles.
  • Do not assume the mean is the midpoint of unequal percentiles.
3 · Transfer

Assess the claims P(X < 70) = 0.90 and P(X < 50) = 0.95 for the same normal variable.

Give me a hint

Compare the containment of the two events before calculating parameters.

Compare my reasoning
  1. Every outcome below 50 is also below 70.
  2. Therefore P(X < 50) ≤ P(X < 70).
  3. The claimed 0.95 > 0.90 violates that ordering, so no valid model can satisfy both.

Incompatible cumulative ordering; no valid normal model.

Look for these in your work

  • Identify the nested events.
  • Reject the inconsistent pair without changing its values.

Common mistakes

  • Two unknown parameters need two independent relationships.
  • Unequal percentiles do not place the mean at their midpoint.
  • Reject reversed cumulative ordering instead of forcing a fitted model.
Recall without your notes

What can you explain now?

Does one known percentile determine both mean and SD?

Compare with the explanation

No; it gives only x = μ + zσ.

Different positive spreads can be paired with different means to satisfy one such relationship.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Convert each percentile to x = μ + zσ, solve the independent relationships, then check positive spread and increasing cumulative probabilities.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

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Course scope and assessment

312 sequenced lessons provide 936 guided, independent and application problems covering the 160 objectives in sections 1.1–1.8, 2.1–2.6, 3.1–3.9, 4.1–4.5, 5.1–5.5 and 6.1–6.5. The map lists all 38 sections across six alternative components; all eight Pure Mathematics 1 sections and all six Pure Mathematics 2 sections, from Paper 2 Algebra through Numerical solution of equations, currently have full teaching sequences. Paper 3 Algebra, section 3.1, links the six shared foundation lessons plus six lessons on partial fractions and rational binomial expansions; Paper 3 logarithms, trigonometry and numerical equations use the shared lessons, with the Paper 1 graph foundation linked into trigonometry. Paper 3 differentiation combines the shared methods with its inverse-tangent derivative lesson. Paper 3 Integration links four shared standard and identity lessons plus seven advanced lessons, covering all six section 3.5 requirements. Eight Vectors lessons cover all six section 3.7 requirements, with 2D and 3D line and solid applications. Nine Differential equations lessons cover all four section 3.8 requirements, including Paper 3 integration techniques, initial conditions, equilibrium solutions and conditional model interpretations. Eleven Complex numbers lessons cover all eight section 3.9 requirements, with seven Argand diagrams and explicit argument and boundary checks. All nine Pure Mathematics 3 sections now have teaching linked to every mapped requirement. Nine Forces and equilibrium lessons cover all seven section 4.1 requirements, with six force diagrams, signed incline-friction intervals, reaction-dependent pull and push limits and separate-body third-law checks. Nine Kinematics lessons cover the four official section 4.2 requirements, with the graph requirement mapped to three relationships. Six motion diagrams support directed quantities, graph slopes and signed areas, Paper 1 time-calculus methods, reversal distances, constant-acceleration stages and shared-clock particle meetings. Six Momentum lessons cover both section 4.3 requirements, including signed system totals, conservation assumptions, outgoing velocities, coalescence, unknown masses and successive impacts. Four diagrams show system momentum through the stipulated events, and supplied kinetic-energy checks distinguish conservation of momentum from changes in kinetic energy. Twelve Newton’s laws lessons cover all four section 4.4 requirements, with vertical support and release stages, rough horizontal and incline motion, inferred parameters, hanging and surface pulley systems, rigid tow-bar thrust and slack-string transitions. Seven force diagrams support the separate-particle balances. Nine Energy, work and power lessons cover all five section 4.5 requirements, with angle-dependent work, kinetic and reference potential energy, signed net-work balances, smooth curved slides, rough and driven slopes, ideal connected-system energy and instantaneous power on hills. Five diagrams distinguish the energy inputs, losses and valid positive-speed force model. All five Mechanics sections now have teaching and staged practice linked to their mapped requirements. Thirteen Representation of data lessons cover all five section 5.1 requirements, including choice and limitations of displays, ordered and back-to-back stems, raw summaries and box plots, unequal-width density histograms, cumulative-frequency interpolation, descriptive moment calculations, grouped estimates, coding, combining two datasets and correcting totals. Six accessible diagrams retain repeated observations and distinguish numerical spread, frequency area and estimated readings. Ten Permutations and combinations lessons cover both official section 5.2 requirements, with selection and ordered roles, repeated objects, adjacency blocks, non-adjacency gaps, leading-zero cases, labelled multi-row seating and mixed restrictions. Six accessible diagrams show outcome trees, ordered versus unordered choices, repeated copies, blocks, gaps and distinct row seats. Eleven Probability lessons cover all four section 5.3 requirements, with equiprobable elementary outcomes, selection-based probabilities, complements and disjoint regions, independence tests, restricted sample spaces, two-way tables, replacement and removal trees, reversed conditions and unknown parameters. Seven accessible diagrams show dice outcomes, random subsets, event regions, a conditioned grid, a count table and two probability trees. Twelve Discrete random variables lessons cover all three official section 5.4 requirements, with complete probability tables, moment and parameter checks, binomial assumptions, exact probabilities and moments, geometric first-success probabilities, tails, expectation and integer reliability thresholds. Six accessible diagrams distinguish outcome grouping, weighted moments, fixed trials, discrete probability bars, waiting conventions and integer tail deadlines. Twelve Normal distribution lessons cover all three official section 5.5 requirements, with continuous-area interpretation, MF19 cumulative tables, full standardisation, tail and interval regions, conditional probabilities, percentiles, one- and two-parameter inference, binomial suitability, continuity corrections and approximate integer thresholds. Seven accessible diagrams show model areas, table reading, aligned scales, intervals, quantiles, matched binomial and normal shapes and whole integer cells. All five Statistics 1 sections now have teaching and staged practice linked to their mapped requirements. Fourteen Poisson distribution lessons cover all five official section 6.1 requirements, with homogeneous event-count assumptions, exposure scaling, exact masses and tails, conditional count events, moments, parameter inference, probability duration targets, disjoint and overlapping windows, rare-count binomial approximations, matched normal approximations and continuity corrections. Nine accessible diagrams show event exposures, unit conversions, discrete bars, complete tail complements, population moments, shared windows, approximate count models and integer cells. Exact checks distinguish approximate and exact close-target decisions. Fourteen Linear combinations lessons cover the six listed results in official section 6.2, with affine moments, signed scales and constant cases, expectation without independence, independent squared variance contributions, fixed and random fees, independent copies versus reused values, affine normal events, independent normal sums and differences, weighted and conditional areas, coefficient inference, exact independent Poisson sums and overlapping exposure limits. Nine accessible diagrams distinguish scale changes, variance contributions, component costs, copy mechanisms, aligned normal scales, summed areas, Poisson count pairs and unsupported distribution claims. Fourteen Continuous random variables lessons cover both official section 6.3 requirements, with density validity and units, support-aware intervals, complements and conditional regions, first and second moments, percentiles by direct density areas, symmetry checks, parameter inference, infinite-support power and exponential integrals, divergent-moment limits and combined applications. Nine accessible diagrams distinguish density height from probability, normalisation, negative-density failures, central and conditional areas, mean versus median, percentile locations and partial infinite tails. Explicit cumulative distribution function knowledge is not required. Eighteen Sampling and estimation lessons cover all eight official section 6.4 requirements, with population and frame definitions, random-number selection, sampling-quality limits, independent sample-mean moments, normal means, CLT conditions, SE scaling, raw, summarised and coded unbiased estimates, known-variance and large-sample mean intervals, repeated-sampling interpretation, precision planning, proportion intervals, sparse-outcome limits and contextual applications. Ten accessible diagrams distinguish selection frames, number rejection, repeated sample means, population versus mean density, CLT models, variance divisors, interval targets, illustrative coverage, integer size checks and proportion margins. Eighteen Hypothesis tests lessons cover all five official section 6.5 requirements, with pre-specified alternatives, inclusive count tails, explicit equal-tail conventions, integer critical regions and actual significance, exposure-aware Poisson tests, continuity-corrected count approximations, normal and large-sample mean tests, confidence-interval connections, error classifications, fixed-region binomial, Poisson and normal error probabilities and sample-size power comparisons. Nine accessible diagrams show the testing procedure, exact count regions, unequal Poisson tails, discrete significance jumps, corrected count boundaries, matching mean intervals and alternative error distributions. All shared lessons are counted once in the course total. All 38 sections now link teaching and practice. Eight earlier overview lessons remain available, but do not count as full section coverage. This is a content-availability measure, not full programme completion or exam readiness. Written practice is self-checked, not officially marked. Check the 2028–2030 syllabus separately if sitting an examination from 2028; this teaching map uses 2026–2027 requirements.

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