For Advanced Secondary 1 Students

Pelangi Kasih School Jakarta

Statistics 1

Chapter 1

Representation of Data
In this chapter you will learn how to:

• Display numerical data in stem-and leaf diagrams, histograms and cumulative frequency
graps
• Interpret statistical data presented data presented in various forms.
• Select an appropriate method for displaying data.
Through activities that involve data handling, we naturally begin to formulate questions. This
is a valuable skil that helps us to make informed decisions. We also acquire skills that enable
us to recognise some of the inaccurate ways in which data can be represented and analysed,
and to develop the ability and to develop the ability to evaluate the validity of someone
else’s research.
1. Type of data
There are two types of data:qualitative(or categorial) data are described by words and are
non-numerical, such as blood types or colours. Quantitave data take numerical values and
are either discrete or continuous. As a general rule, discrete data are counted and cannot be
made more precise, whereas continuous data are measurements that are given to a chosen
degree of accuracy.
Discrete data can take only certain values, as shown in the diagram. Example 1, 2, 3
or…letters.

Continous data can take any value (possibly within a limited range) as shown in the diagram.
1 1
Example shoe size such as 6 , 7
2 2

Discrete data can take only certain values.

Continous data can take any value, possibly within a limited range.

2. Representation of discrete data: stem-and leaf diagrams

A stem-and-leaf diagram is a type of table best suited to be representing small amounts of
discrete data.
Consider the raw percentage scores of 15 students in a Phsics exam, given in the following
list : 58, 55, 58, 61, 72, 79, 97, 67, 61, 77, 92, 64, 69, 62 and 53.

3. Representation of continuous data: histograms

Continous data are given to a certain degree of accuracy, such as 3 significant figures, 2
decimal places, to the nearest 10 and so on.We usually refer to this as rounding. When
values are rounded, gaps appear between classes of values and this can lead to a
misunderstanding of continuous data because the values are rounded.
The vertical axis of the histogram is labelled frequency density, which measures frequency
per standard interval. The simplest and most commonly used standard interval as 1 unit of
measurement.
 In histogram, we can see the relative frequencies of classes by compairing column areas, and
we can make estomates by assuming that the values in each class are spread evenly over the
whole class interval.
𝑐𝑙𝑎𝑠𝑠 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
For a standard interval of 1 unit of measurement, Frequency density = , which
𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ
can be rearranged to give
Class frequency=class width × frequency density

4. Representation of continuous data : cumulative frequency graphs

A cumulative frequency graph can be used to represent continuous data. Cumulative
frequency is the total frequency of all values less than a given value.

Cummulative diagram for time spent on website

5. Comparing different data representations

The following chart is guide to some of the most commonly used methods of data
representation.
Exercise:
1. The total numbers of eggs laid in the nests of two species of bird were recorded over
several breeding seasons. The numbers of eggs laid in the nests of 10 wrens and 10
dunnocks are:
Wrens : 22, 18, 21, 23, 17, 23, 20, 19, 24, 13
Dunnocks : 28, 24, 23, 19, 30, 27, 22, 25, 22, 17
a. Represent the data in a back-to-back stem-and-leaf diagram with rows of width 5.
b. Given that all of these eggs hatched and that the survival rate for dunnock chicks is
92%, estimate the number of dunnock chicks that survived.
c. Find the survival rate for the wren chicks, given that 14 did not survive.
2. This back-to-back stem-and leaf diagram shows the percentage scores of the 25 students
who were the top performers in examination.

The 25 sudents are arranged in a line in the order of their scores. Describe the student in
the middle of the line and find the greatest possible number of boys in the line who are
not standing next to a girl.

3. Each of the 70 trainees at a secretarial college was asked to type a copy of a particular
document. The times taken are shown, correct to the nearest 0.1 minutes, in the
following table.
Width (cm) 2.6 – 2.8 2.9 – 3.0 3.1 – 3.2 3.3 – 3.7
No. books(f) 15 25 20 10

a. Explain why the interval for the first class has a width of 0.3 minutes.a.
b. Represent the times taken a histogram.
c. Estimate, to the nearest second, the upper boundary of the times taken by the
fastest 10 typist.
d. It is given that 15 trainees took between 3.15 and b minutes. Calculate an estimate
for the value of b when:
I b>3.15
 Ii b<3.15
4. The thickness, k mm, of some steel sheets are represented in the histogram. It is given
that k<0.4 for 180 sheets.

A. Find the ratio between the frequencies of the three classes. Give your answer in
simplified form.
B. Find the value of n, given that frequency density measures sheets per n mm.
C. Calculate an estimate of the number of sheets for which:
I k<0.5
Ii 0.75 ≤ 𝑘 ≤ 0.94
D. The sheets are classified as thi, medium or thick in the ratio 1 : 3: 1
Estimate the thickness of a medium sheet, giving your answer in the form 𝑎 ≤ 𝑘 ≤
𝑏. How accurate are your values for a and b?
5. The masses, in kilograms, of the animals treated at a veterinary clinic in the past year are
illustrated in a histogram. The histogram has four columns of equal height. The following
table shows the class intrevals and the number of animals in two of classes.
Mass (kg) 3–5 6 – 12 13 – 32 33 – 44
No. animals (f) a 371 1060 b

a. Find the value of a and b, and show that a total of 2226 animals were treated at the
clinic.
b. Calculate an estimate of the lower boundary of the masses of the heaviest 50% of
these animals.
6. The daily journey times for 80 bank staff to get to work are given in the following table.
Time (t T<10 T<15 T<20 T<25 T<30 T<45 T<60
min)
No. staff 3 11 24 56 68 76 80
(cf)

a. How many staff take between 15 and 45 minutes to get to work?

𝑥+𝑦
b. Find the exact number of staff who take minutes or more to get work, given that
2
85% of the staff take less than x minutes and that 70%of the staff take y minutes or
more.
7. A fashion company selected 100 12-years-old boys and 100 12-year-old girls to audition
as model. The heights h cm, of the selected children are represented in the following
graph.
 a. What features of the data suggest that the children were not selected at random?
b. Estimate the number of girls who are taller than the shortest 50 boys.
c. What is the significance of the value of h where the graph intersect?
d. The shortest 75 boys and tallest 75 girls were recalled for a second audition. On a
cumulative frequency graph, show the heights of the children who were not
recalled.
8. University students measured the heights of the 54 trees in the grounds of a primary
school. As part of a talk on conversation at a school assembly, the students have decided
to present their data using one of the following diagrams.

a. Give one disadvantage of using each of the representations shown.

b. Name and describe a different type of representation that would be appropriate for
the audience, and that has none of the disadvatages given in part a
9. Last year Tom renovated an old building during which he worked for at least 9 hours
each week. By plotting four points in a graph, he has represent the time he spent
working.

a. What can you say about the time that Tom spent working on the basis of this graph?
b. Explain why Tom’s graph might be consider to be misleading.
c. Name the different types of representation that are suitable for displaying the
amount of the time that Tom worked each week throut the year.
Consider the benefits of each type of representation and then fully describe (but do
not draw) the one you believe the most suitable.

Answer:

1. a.
b. 218
c. 93%
2. The girl who scored 92%; 5 boys
3. a. 2.85 – 2.55=0.3
b. Boundaries at 2.55, 2. 85, 3.05, 3.25, 3. 75 min
Density 50,125, 100, 20
c. 2 min 45s or 165s
d. I 3.5 ii 3.01
4. a. 12: 8:3
1
b. N=
150
c. i 210 ii 36
d. 0.215 ≤ 𝑘 < 0.720 mm
We can be certain only that 0.1 ≤ 𝑎 < 0.4 and that 0.4 ≤ 𝑏 < 0.8
5. a. 𝑎=159, b=636 b 23.5
6. a. 65 b. 24
7. a. Ratio of under 155 cm is 3:1 for boys and 1:3 for girls
b. 81 or 82
c. There are equal numbers of boys and girls below and above this height.
d. Polygon or curve through (140,0), (155, 25), (175, 50)
8. a. Histogram : Frequency density may be mistaken for frequency.
b. Pictogram: short, medium, tall: two, three and four symbols, each for six
trees, plus a key.
Show 12, 18, 24 and a total of 54 trees.
9. a. E.g. He worked for less than 34 hours in 49 weeks, and for more than 34 hours
in 3 weeks.
b. It may appear that Tom worked for more than 34 hours in a significant
number of weeks.
c. Histogram : boundaries at 9, 34, and 44; densities 98 and 15
Pie chart : sector angles=339.2° and 20.8°
Sectional percentage bar chart = 94,2 and 5.8%