Lower class boundaries are 145.5,150.5 and 155.5cm.

Upper class boundaries are 150.5,155.5 and 160.5cm.

Class widths are 150.5 – 145.5 5 = = ,155.5 – 150.5 5 and 160.5 – 155.5 5 = .
Class mid-values are + 145.5 150.5 148, 150.5 155.5
+ 153 and + 155.5 160.5
= = = 158.
2 2 2
6
A histogram is best suited to illustrating continuous data but it can also be used to
illustrate discrete data. We might have to group the data ourselves or it may be given to us
in a grouped frequency table, such as those presented in the tables below, which show the
ages and the percentage scores of 100 students who took an examination.
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TIP
Age (A years) 16 18 ø A < 18 20 ø A < 20 22 øA <
‘No.’ is the
No. students ( ) f 34 46 20 abbreviation used
for ‘Number of’
throughout this
Score ( ) % 10–29 30–59 60–79 80–99 book.
No. students ( ) f 6 21 60 13

The "rst table shows three classes of continuous data; there are no gaps between the classes
and the classes have equal-width intervals of 2 years. This means that we can represent
the data in a frequency diagram by drawing three equal-width columns with column
heights equal to the class frequencies, as shown below. TIP

We concertina part
an axis to show that
of
50
a range of values has
40 been
Frequency
omi!ed.
30

20
10

0 16 17 18 19 20 21 22
Age
(years)
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Halaman 19 dari 266
Chapter 1: Representation of data Review Copy - Cambridge University Press - Review Copy
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The following table shows the areas of the columns and the frequency of each of the three
classes presented in the diagram on the previous page.

First Second Third

Area 2 3 × = 4 68 2 4 × = 6 92 2 2 × = 0 40
Frequency 34 46 20

From this table we can see that the ratio of the column areas, 68 : 92 : 40, is exactly the same
as the ratio of the frequencies, 34 : 46 : 20.

In a histogram, the area of a column represents the frequency of the corresponding class, TIP
so that the area must be proportional to the frequency.
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