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2nd Chapter Statistics
2nd Chapter Statistics
Graphic representation of
data
Data
• Collection of important information is called data
• Discrete (Un grouped data)
• data can only take particular values (usually whole numbers) such as
the number of children per family.
• continuous (Grouped data)
• Continuous data can take any value in a given range, for example
height, age and temperature etc.
• Range
• The range of a set of numbers is the difference between the least
number and the greatest number in the set
Frequency Distribution
A frequency distribution is a tabular summary of data showing the
frequency (or number) of items in each of several nonoverlapping
classes.
A frequency distribution table is one way you can organize data so that it
makes more sense.
E.g class test marks
2, 8, 6, 5, 6, 4, 7, 6, 5, 6, 5, 7, 3, 5, 4, 4, 1, 7, 8, 8, 6, 9, 8, 9, 7
• frequency distribution of ungrouped data
Marks Frequency
1 1
2 1
3 1
4 3
5 4
6 5
7 4
8 4
9 2
10 0
F= 20
Frequency distribution of Grouped data
Example 2, The data below shows the weight of 40 students in a class.
The measurement is to the nearest kg.
(Construct a frequency table for the data using an appropriate scale).
55 70 57 73 55 59 64 72
60 48 58 54 69 51 63 78
75 64 65 57 71 78 76 62
49 66 62 76 61 63 63 76
52 76 71 61 53 56 67 71
• Step 1:
• Find the range.
• In this example, the greatest weight is 78 and the smallest weight is 48.
The range of the weights is then 78 – 48 = 30. The scale of the frequency
table must contain the range of weights.
• Step2:
• Find the intervals
• The intervals separate the scale into equal parts.
• We could choose intervals of 5. We then begin the scale with 45 and end
with 79
• Step 3: Draw the frequency table using the selected scale and
intervals.
weight (kg) Frequency
45 – 49 2
50 – 54 4
55 – 59 7
60 – 64 10
65 – 69 4
70 – 74 6
75 – 79 7
Graphical Representation of Data
• A picture is said to be more effective than words for describing a
• particular thing
• It is a mathematical picture.
• man.
representation of data.
• When the number of class intervals are very large i.e. width of the
• class intervals are very small and the total number of sample values
be increased indefinitely.
CONCLUSION