Interpreting and Discussing Results

L1 Interpreting And Drawing
Frequency Polygons
Starter: Page 320 Q1

Where am We are going to learn how
to draw and interpret
I going? frequency polygons for
discrete and continuous
data
Level Outcomes
Exceeding I am able to solve problems involving

frequency polygons
Meeting I am able to interpret frequency polygons

for continuous data
Approaching I am able to draw frequency polygons for

continuous data
Frequency Diagram
Suppose we wanted to plot the following data, where each value has a frequency.
?
A suitable representation of this data would be a bar chart.
Shoe Size Frequency

8 26
100
9 42
10 103 80
11 34 Frequency 60
12 5
40
20
When bar charts have
frequency on the y-axis,
they’re known as frequency 8 9 10 11 12
diagrams. Shoe size
Frequency Polygons
But suppose that we had data grouped into ranges.
What would be a sensible value to represent each range?
IQ (x) Frequency
90 ≤ x < 100 2
100 ≤ x < 110 15 16
110 ≤ x < 120 8 14 Join the points
up with straight
120 ≤ x < 130 0 12 lines.
130 ≤ x < 140 4
10
Modal class interval: 8

100 ≤ x < ?
110 6
4
This is known as 2
a frequency
polygon.
90 100 110 120 130 140
Frequency Polygons – Exercises on sheet
Q3 Q4
? ?
b) 30 < x ≤?40
c) 16% ?
b) 20 < x ≤?30
c) 16% ?
to draw and interpret Ex 15.1 P320
I going? frequency polygons for
discrete and continuous
data
Level Outcomes

frequency polygons
Q4, 5, 6*, 7*, 8
Meeting I am able to interpret frequency polygons

Q 1, 4, 5 , 6*, 7* for continuous data
Approaching I am able to draw frequency polygons for

Q 1, 2, 3, 5, 6* continuous data
Starter: Go on LMS and join the Dr Frost Class via the link
provided
L2 Scatter Diagrams
Objectives: Understand the purpose of a scatter diagram, spotting

correlation in data, and how to draw a line of best fit.
to draw and interpret a
I going? scatter diagram
Level Outcomes

scatter diagrams
Meeting I am able to interpret a scatter diagram
Approaching I am able to draw a scatter diagram

What are Scatter Diagrams?
They display data involving two variables. For example, we might collect compare
students’ test performance in English and Maths.
Maths vs English Test Scores

100
English Maths
90
40 55
65 57 80
41 92 70
68 80
60
99 97
Maths Score
50
75 78
58 67 40
86 75 30
66 72
20
90 100
10
32 45
0
0 10 20 30 40 50 60 70 80 90 100
English Score
How can they help us interpret data?
They can help us identify if there is any relationship between the two variables.
The relationship
between two variables Maths vs English Test Scores
?
is known as correlation. 100
90
How are English and 80
Maths test scores 70
related? 60
If someone’s English
Maths Score
50
test score is higher,
their Maths?score tends
40
to be higher. 30
ro rTM :
oy E r
20 Schoolb
ig h e r English
10 “A h n s their
We call this relationship: m e a
score r e will be
Positive correlation
0
s co
? 0 10 20 30 40 50 60
M70aths 80 90 100
English Score
higher.”
Different Types of Correlation
There’s 3 types you should be able to identify.
100
25
? negative
Weak ? correlation
Weekly time on internet (hours)

90
20
80
70
15
60
Maths Score
50
40
Type of correlation: 10
30
20
? positive
Weak ? correlation 5
10
0
0
0 10 20 30 40 50 60 70 80 90 100
strength type 0 10 20 30 40 50 60 70 80 90
Age
English Score
£70.00
? correlation
£60.00
40 No
£50.00 35
Cost of train fare
30
£40.00
25
£30.00 Crime Rate 20
15
£20.00
10
5
? positive
? correlation
£10.00
Strong 0
£0.00 0 10000 20000 30000 40000 50000 60000
0 20 40 60 80 100 120 140
Number of people in city called 'Dave'
Distance travelled (km)
Line of best fit
We can add a line of best fit to the scatter diagram. This allows us to estimate one
variable’s value given the other.
If a boy gets Maths vs English Test Scores

50% in his 100
English test,
90 f(x) = 0.547511488433679 x + 38.5265207570683
what score R² = 0.447917603484963
might we expect 80
him to get in his 70
Maths test? 60
Maths Score
50
65%
? 40
30
20
(I used Excel to generate
10
this trendline.)
0
0 10 20 30 40 50 60 70 80 90 100
English Score
Line of Best Fit
We can add a line of best fit to the scatter diagram. This allows us to estimate one
variable’s value given the other.
Here’s a more interesting Maths vs English Test Scores

question...
100
Can you come up with an 90 f(x) = 0.547511488433679 x + 38.5265207570683

R² = 0.447917603484963
equation that could estimate a 80
Maths Score (y) from an 70

English score (x)? 60
Maths Score
50
y = 0.55x ?+ 38.5 40
30
We can find the gradient by
20 The y-intercept seems
picking two random points on
10 to be about 39.
the line suitably far apart.
0
Change in y is 43 0 10 20 30 40 50 60 70 80 90 100
English Score
(0, 39) and (80, 82)
m = Δy = 43 = 0.54
Change in x is 80 Δx 80
Line of Best Fit
25
20
15
10
0
0 10 20 30 40 50 60 70 80 90
Age
y-intercept: ?
17 Gradient: ?
-0.18
Equation of line: ? + 17
-0.18x
Line of Best Fit
25
20
y = -0.18x + 17
15
10
0
0 10 20 30 40 50 60 70 80 90
Age
If someone’s age is 50, how many

hours would we therefore expect (-0.18 x 50)
? + 17 = 8
them to be on the internet?
Dr Frost + Worksheet
to draw and interpret a
I going? scatter diagram
Level Outcomes

scatter diagrams
Meeting I am able to interpret a scatter diagram
Approaching I am able to draw a scatter diagram

The Dangers of Extrapolation
L3 Stem And Leaf Diagrams
to draw and interpret back-
I going? to-back stem-and-leaf
diagrams
Level Outcomes
Exceeding I am able to solve problems involving back-

to-back stem-and-leaf diagram
Meeting I am able to interpret a stem-and-leaf

diagram
Approaching I am able to draw a stem-and-leaf diagram

Stem and Leaf Diagram - What is it?
Suppose this “stem and leaf diagram” represents the lengths of beetles.
The key tells us how two

digits combine.
1 4
2 1 2 4 5 Key:
3 2 5 6 6 6 7 7 8 8 2 | 1 means 2.1cm
4 0 1 2 2 4 5 6 7 7 7 7 8
5 0 1 1 2
The numbers must be in
order.
?
Value represented = 4.5cm
These numbers represent the

first digit of the number.
These numbers represent the second.
Example
Here are the weights of a group of cats. Draw a stem-and-leaf diagram to represent this
data.
36kg 15kg 35kg 50kg 11kg 36kg 38kg 47kg 12kg 30kg 18kg 57kg
1 1 2 5 ?8 Key:
2 ? ? 38kg
3 | 8 means
?3 0 5 6? 6 8
What do you think are the advantages
4 7 ? of displaying data in a stem-and-leaf
diagram?
5 0 7 ?
•Shows how the data is spread out.
? values.
•Identifies gaps in the
•All the original data is preserved (i.e.
we don’t ‘summarise’ in any way).
Your turn
Here is the brain diameter of a number of members of 8IW. Draw a stem and leaf diagram
representing this data.
1.3cm 2.1cm 5.3cm 2.0cm 1.7cm 4.2cm 3.3cm 3.2cm 1.3cm 4.6cm 1.9cm
1 3 3 7 ?9 Key:
2 0 1 ? ? 3.8cm
3 | 8 means
?3 2 3 ?
4 2 6 ?
5 3 ?
?
Median width = 2.1cm
?
Lower Quartile = 1.7cm
?
Upper Quartile = 4.2cm
Quick Exercises
Q1 and Q2 on your provided worksheet.
(Ref: Yr8-ChartsAndQuartilesWorksheet.doc)
0 5 7 8 8
1 0 0 0 0 2 5 5 5 6
3 | 5 = 35 mins
2 0 0 0 4 4 ?
3 3 5
15 ?
Quick Exercises
Q1 and Q2 on your provided worksheet.
(Ref: Yr8-ChartsAndQuartilesWorksheet.doc)
32?
? = 24
45 – 21
Example
Charlie wants to compare the heights of the boys and girls in her maths class.
a) Draw an ordered back-to-back stem and leaf diagram.
b) Calculate the medians and ranges.
c) Compare the heights of the boys and girls.
Boys 176 169 156 181 173 167 162 172 159 177 184 185 165 170 168
Girls 168 157 174 179 154 170 172 162 145 164 177 176 160 155 171
Girls Boys
5 14
7 5 4 15 6 9
8 4 2 0 16 2 5 7 8 9
9 7 6 4 2 1 0 17 0 2 3 6 7
18 1 4 5
Example
Boys 176 169 156 181 173 167 162 172 159 177 184 185 165 170 168
Girls 168 157 174 179 154 170 172 162 145 164 177 176 160 155 171
Girls Boys Girls Boys
×5 14 Median 168 cm
×7 ×
5×4 15 6 9
Range
8×4×2×0 16 2 5 7 8 9
×
9× 6×
7× 4×2×1×0 17 0 2 3 6 7
18 1 4 5
Example
Boys 176 169 156 181 173 167 162 172 159 177 184 185 165 170 168
Girls 168 157 174 179 154 170 172 162 145 164 177 176 160 155 171
5 14 Median 168 cm 170 cm

Range
7 5 4 15 ×× 6 9
8 4 2 0 16 ××
2 5×7×8×
9
9 7 6 4 2 1 0 2×
17 0 × 3×6×
7
18 ×
1×4×5
Example
Boys 176 169 156 181 173 167 162 172 159 177 184 185 165 170 168
Girls 168 157 174 179 154 170 172 162 145 164 177 176 160 155 171

Range 34 cm
7 5 4 15 6 9
8 4 2 0 16 2 5 7 8 9
9 7 6 4 2 1 0 17 0 2 3 6 7
18 1 4 5
Example
Boys 176 169 156 181 173 167 162 172 159 177 184 185 165 170 168
Girls 168 157 174 179 154 170 172 162 145 164 177 176 160 155 171

Range 34 cm 29 cm
7 5 4 15 6 9
8 4 2 0 16 2 5 7 8 9
9 7 6 4 2 1 0 17 0 2 3 6 7
18 1 4 5
Example
Boys 176 169 156 181 173 167 162 172 159 177 184 185 165 170 168
Girls 168 157 174 179 154 170 172 162 145 164 177 176 160 155 171

Range 34 cm 29 cm
7 5 4 15 6 9
8 4 2 0 16 2 5 7 8 9 On average the boys are
slightly taller, and their heights
9 7 6 4 2 1 0 17 0 2 3 6 7 are more consistent than
those of the girls.
18 1 4 5
Task
Cherry grows 20 orchids, 10 with fertiliser and 10 without.

c) Decide whether the fertiliser had any effect on the orchids.
Fertiliser 28 34 29 25 14 31 36 17 27 28
No Fertiliser 22 19 30 27 21 26 18 24 31 19
Fertiliser No Fertiliser
Median
Range
Task
Cherry grows 20 orchids, 10 with fertiliser and 10 without.

c) Decide whether the fertiliser had any effect on the orchids.
Fertiliser 28 34 29 25 14 31 36 17 27 28
No Fertiliser 22 19 30 27 21 26 18 24 31 19
No Fertiliser Fertiliser Fertiliser No Fertiliser
9 9 8 4 7 Median 28 cm 23 cm
1
Range 22 cm 13 cm
7 6 4 2 1 2 5 7 8 8 9
1 0 1 4 6 On average the orchids with fertiliser
3
grew taller, but the orchids without
fertiliser were of a more consistent
height.
Where am We are going to learn how Ex 15.3 Page 332
to draw and interpret back-
I going? to-back stem-and-leaf
diagrams Q1 to 5
Level Outcomes
Exceeding I am able to solve problems involving back-

to-back stem-and-leaf diagram
Meeting I am able to interpret a stem-and-leaf

diagram
Approaching I am able to draw a stem-and-leaf diagram

L4 Calculating Statistics For
Grouped Data
Starter
Complete the jigsaw on averages.
Remember:
Mode is most
Median is middle
Mean is mean to work out
Range is the spread
The table gives information about the numbers of badges gained by the girls in a
Guide group.
a) Write down the mode. Number of badges Frequency
0 2 First 2
b) Find the range.
c) Work out the median. 1 8 Up to 10
d) Calculate the mean. 2 4 Up to 14
3 3
a) 1
b) 5 – 0 = 5 4 5
c) 25 Guides altogether 5 3
= 13th Guide
13th Guide has 2 badges Mode = most frequent
Range = biggest - smallest
Median = middle
Mean = mathematical average Total number of

(add, then divide) badges ÷ total
number of
Guides
The table gives information about the numbers of badges gained by the girls in a
Guide group.
Number of badges Frequency
a) Write down the mode.
b) Find the range. 0 2 0
c) Work out the median. 1 8 8
d) Calculate the mean. 2 4 8
3 3 9
a) 1
4 5 20
b) 5 – 0 = 5
c) 25 Guides altogether 5 3 15
= 13th Guide
13th Guide has 2 badges
Multiply the number
d) Total number of badges of badges by the
= 60 frequency
Total number of Guides
= 25
Total number of
60 ÷ 25 = 2.4 badges badges ÷ total
number of
Guides
How confident do you feel with this topic?
Write red, amber or green in your book!
Complete the corresponding activity 

Answers
Mode Range Median Mean
Q1 4 5 3 2.75
Q2 1 5 1 1.61
Q3 1 4 2 1.8
Q4 2 5 2 2.1
Bob asked each of 40 friends how many minutes they took to get to work. The table
shows some information about his results.
a) Write down the modal class.
b) Work out the class in which the median lies.
c) Calculate an estimate for the mean.
Time taken ( minutes) Frequency
3
8
11
9
9
What differences can you spot

between these questions and the
ones asked previously? Why??
Time taken ( minutes) Frequency
3 First 3
8 Up to 11
11 Up to 22
9
9
a) 20 < m ≤ 30 Mode = most frequent

b) 40 friends altogether
Median = middle
= 20.5th friend
20.5th friend takes Total number of
Mean = mathematical average
minutes ÷ total
20 < m ≤ 30 minutes (add, then divide)number of friends
Time taken ( minutes) Frequency Midpoint ()
3 5 15
8 15 120
11 25 275
9 35 315
9 45 405
a) 20 < m ≤ 30
b) 40 friends altogether
= 20.5th friend This is where
20.5th friend takes the estimating Total number of
happens minutes ÷ total
20 < m ≤ 30 minutes number of friends
Time taken ( minutes) Frequency Midpoint ()
3 5 15
8 15 120
11 25 275
9 35 315
9 45 405
a) 20 < m ≤ 30 c) Total number of minutes

b) 40 friends altogether = 1130
= 20.5th friend Total number of friends
20.5th friend takes = 40 Total number of
minutes ÷ total
20 < m ≤ 30 minutes 1130 ÷ 40 = 28.25 minutes number of friends

Answers
Estimate for
Modal class Median class
mean
Q1
Q2
Q3
Q4

Mean of Frequency Tables
We know how to find the
mean of listed data. What if
we have a frequency table?
Age of Dog Frequency Starting point: Suppose we

listed this data out with
10 3 30 ? duplicated values. What
11 4 44 ? would be the total age of
12 7 84 ? the dogs aged 10?
13 6 78 ? Once we’d found the total, we’d

14 1 14 ? usually divide by the number of
values. What is that?
TOTAL 21 250
? 21. A common mistake is to divide
by 5 because there’s 5 rows. But
that’s the number of unique
?
values, and doesn’t take into
account duplicates. There’s 21
𝟐𝟓𝟎 dogs, not 5!
𝑀𝑒𝑎𝑛=
𝟐𝟏
?=11.9
Test Your Understanding
Cost Frequency
£1.50 1
Mean cost of beefburger:
£1.65 20
£1.70 21
?
£1.80 5
£2.00 2
Weight Frequency
2kg 4 Mean weight of cats:
3kg 0
4kg 8 ?
5kg 7
6kg 3
Mean of Grouped Data
A number of members of 8EWS are running in a race.
Time (secs) Freq
Their times were as follows
We don’t know the individual times within

37.5
?
225
each group. What time could we use for

45
?
540
each person in the 35-40 group? 37.5 ? 60
?
540
TOTAL 27? ?
1305
Estimate of mean:
?
Why is it an estimate? ? times within each group.

Because we don’t know the exact
Test Your Understanding
There are 25 people in a room who do

10 GCSEs and 5 people who do 12. What
is the average number of GCSEs taken?
Age of rock (years) Frequency
?
GCSEs
11500
𝐸𝑠𝑡𝑖𝑚𝑎𝑡𝑒 𝑜𝑓 𝑚𝑒𝑎𝑛=
69
? 𝑦𝑒𝑎𝑟𝑠
=166.7
Combining Means
We can use a similar approach when combining means.
Class 7SM, with 30 students, got an average of 60 marks in a maths test.

Class 7XQ, with 25 students, got an average of 75 marks in the same maths test.
What was the average mark across all students?
?
Exercise 5 (on provided sheet)
At a party, thirty people have an age of

1 4 Sam collects the weights of 15 squirrels and
30, forty have an age of 40 and fifty an puts them into weight ranges. His data is
age of fifty. What is their average age? presented below. Estimate the mean weight
? of a squirrel.
Weight 10-16kg 16-20kg 20-30kg 30kg-32kg
In a hardware shop, there are 30 Frequency 7 3 4 1
2 spanners costing £6, 55 hacksaws
costing £9 and 10 soldering irons ?
costings £20. What is the average cost
5 Miss Clarke values a number of pieces of
per item?
artwork in the Tiffin School Vault. The price
? ranges are summarised below. Estimate the
average value of a piece of art in school.
Using this frequency table, find the
3 average height of a turnip. Value £0-£1000 £1 000-5 000 £5 000-£20 000 £20 000-£100 000
Frequency 10 25 6 1
Height (nearest cm) 6cm 7cm 8cm 9cm 10cm
?
Frequency 3 8 12 4 1
£5119.05
? 6
I record the times of 50 runners in a 10km
race. Their times are summarised below.
Determine their mean time in minutes.
Time (minutes) 35-40 40-42 42-48 48-60
Frequency 5 15 20 10
?
44.85 minutes
Exercise 5 (on provided sheet)
The 180 students of Year 7 9 If I mix 2kg of substance A which

7
have an average IQ of 124 contains 8% poison with 8kg of
and the 150 students of substance B which contains 2% poison,
Year 8 have an average IQ of what percentage poison is the mixture?
95. What’s the average IQ
of all the students?
i.e.
?
?
8 10 friends have an average of

5 dogs each. When 5 friends
joined them the average
number of dogs dropped to
4.6. What was the average
number of dogs these extra
five men had?

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L1 Interpreting And Drawing

Starter: Page 320 Q1

Exceeding I am able to solve problems involving

Meeting I am able to interpret frequency polygons

Approaching I am able to draw frequency polygons for

Shoe Size Frequency

Modal class interval: 8

Exceeding I am able to solve problems involving

Meeting I am able to interpret frequency polygons

Approaching I am able to draw frequency polygons for

Objectives: Understand the purpose of a scatter diagram, spotting

Exceeding I am able to solve problems involving

Meeting I am able to interpret a scatter diagram

Approaching I am able to draw a scatter diagram

Maths vs English Test Scores

How are English and 80

Maths test scores 70

Weekly time on internet (hours)

If a boy gets Maths vs English Test Scores

him to get in his 70

Here’s a more interesting Maths vs English Test Scores

Can you come up with an 90 f(x) = 0.547511488433679 x + 38.5265207570683

Maths Score (y) from an 70

If someone’s age is 50, how many

Exceeding I am able to solve problems involving

Meeting I am able to interpret a scatter diagram

Approaching I am able to draw a scatter diagram

Exceeding I am able to solve problems involving back-

Meeting I am able to interpret a stem-and-leaf

Approaching I am able to draw a stem-and-leaf diagram

The key tells us how two

These numbers represent the

Girls Boys Girls Boys

Girls Boys Girls Boys

5 14 Median 168 cm 170 cm

Girls Boys Girls Boys

5 14 Median 168 cm 170 cm

Girls Boys Girls Boys

5 14 Median 168 cm 170 cm

Girls Boys Girls Boys

5 14 Median 168 cm 170 cm

Cherry grows 20 orchids, 10 with fertiliser and 10 without.

Cherry grows 20 orchids, 10 with fertiliser and 10 without.

No Fertiliser Fertiliser Fertiliser No Fertiliser

Exceeding I am able to solve problems involving back-

Meeting I am able to interpret a stem-and-leaf

Approaching I am able to draw a stem-and-leaf diagram

Complete the jigsaw on averages.

Range = biggest - smallest

Mean = mathematical average Total number of

Write red, amber or green in your book!

Complete the corresponding activity 

Mode Range Median Mean

What differences can you spot

a) 20 < m ≤ 30 Mode = most frequent

a) 20 < m ≤ 30 c) Total number of minutes

Write red, amber or green in your book!

Complete the corresponding activity 

Write red, amber or green in your book!

Complete the corresponding activity 

Age of Dog Frequency Starting point: Suppose we

13 6 78 ? Once we’d found the total, we’d

We don’t know the individual times within