Frekwensieverdeling en grafiese

voorstelling van data

Frequency distribution and the
graphical representation of data
Hoe versamel ons data?
How do we collect data?

Die Populasie / The population ’n Steekproef / A sample

Statistiese inferensie: metodes om gevolgtrekkings oor die

populasie uit steekproefdata te maak.
Statistical inference : methods used to make conclusions
about a population from sample data.
Hoe versamel ons data?
How do we collect data?
Verskillende Steekproewe
Die Populasie / The population
Different samples
Hoe versamel ons data?
How do we collect data?
Sê ons stel belang in die gemiddelde bloeddruk van 60-jarige mans.
Say we are interested in the average blood pressure of 60-year-old men.
Verskillende Steekproewe
Die Populasie / The population
Different samples

x = 136

x = 126

μ = 132 x = 131
Frekwensieverdeling van
kontinue data
Wanneer die waardes in ʼn rou datastel nie ʼn groepe of klasse verdeel is
nie, sê ons die data is ongegroepeer.

41 32 65 48 50 53 76 81 36 46
22 66 69 63 54 78 87 79 76 71
62 57 53 28 89 65 75 79 25 70
Tabel 3.1: Wiskundepunte van 30 B.Ing.-studente

 ʼn Rou datastel dra meestal nie veel onmiddellike betekenis nie.

 Ten einde insig in die patroon (frekwensieverdeling) van die data
te kry, is dit nuttig om die data
1. te rangskik,
2. te tabuleer,
3. en grafies voor te stel.
Frequency distribution of
continuous data
When the values in a raw dataset have not been grouped into classes,
we say that the data are ungrouped.

41 32 65 48 50 53 76 81 36 46
22 66 69 63 54 78 87 79 76 71
62 57 53 28 89 65 75 79 25 70
Table 3.1: Maths marks of 30 B.Ing . students

 A raw dataset usually does not portray much immediate

information.
 In order to obtain insight into the pattern (frequency distribution)
of the data, it is useful to
1. sort,
2. tabulate,
3. And represent the data graphically.
 Rangskikking van die data
Sorting the data
41 32 65 48 50 53 76 81 36 46
22 66 69 63 54 78 87 79 76 71
62 57 53 28 89 65 75 79 25 70
Tabel 3.1: Wiskundepunte van 30 B.Ing.-studente / Maths marks of 30 B.Ing . students
As ons nou hierdie datastel van klein na groot rangskik...
If we now order this dataset from smallest to largest observation
22 25 28 32 36 41 46 48 50 53
53 54 57 62 63 65 65 66 69 70
71 75 76 76 78 79 79 81 87 89
Tabel 3.2: Skikking van wiskundepunte van 30 B.Ing.-studente /
Sorted array of the maths marks of 30 B.Ing . students

Watter gevolgtrekkings kan uit hierdie skikking gemaak word?

Which conclusions can be reached from this sorted array?
Frekwensietabelle / Frequency Tables
 ’n Frekwensietabel is ’n tabel met klasse (intervalle) van waardes en
ooreenstemmende frekwensies.
 Dit gee ʼn aanduiding waar die data meer gekonsentreerd is, m.a.w.
hoe die data versprei is oor die intervalle.
 A frequency table is a table with classes (intervals) of values and
corresponding frequencies.
 It gives an indication where the data are more concentrated, i.e. how
the data are spread out over the intervals.

Klas / Class Klasinterval / Class Interval Frekwensie / Frequancy (f)

1 [20;30) 3
2 [30;40) 2
3 [40;50) 3
4 [50;60) 5
5 [60;70) 6
6 [70;80) 8
7 [80;90) 3
 Frekwensietabelle
Stappe in die konstruksie van ʼn frekwensietabel:
 Stap 1: Bereken die variasiewydte (maksimum – minimum)
 Stap 2: Besluit op die aantal klasse
 Stap 3: Bereken die wydte van elke klas
 Stap 4: Bereken die klasgrense
 Stap 5: Tabuleer die waarnemings

22 25 28 32 36 41 46 48 50 53
53 54 57 62 63 65 65 66 69 70
71 75 76 76 78 79 79 81 87 89
Tabel 3.2: Skikking van wiskundepunte van 30 B.Ing.-studente
 Frequency tables
Steps in the construction of a frequency table:
 Step 1 : Calculate the range (maximum minimum)
 Step 2 : Decide on the number of classes
 Step 3 : Calculate the width of each class interval
 Step 4 : Calculate the class bounds
 Step 5 : Tabulate the observations

22 25 28 32 36 41 46 48 50 53
53 54 57 62 63 65 65 66 69 70
71 75 76 76 78 79 79 81 87 89
Table 3.2: Sorted array of the maths marks of 30 B.Ing . students
Frekwensietabelle / Frequency tables
22 25 28 32 36 41 46 48 50 53
53 54 57 62 63 65 65 66 69 70
71 75 76 76 78 79 79 81 87 89
 Stap 1: Bereken die variasiewydte (𝑅𝑅 = ma𝑘𝑘𝑘𝑘 − min)
Step 1: Calculate the range (𝑅𝑅 = ma𝑥𝑥 − min)
𝑅𝑅 = ma𝑥𝑥 − min = 89 − 22 = 67

 Stap 2: Besluit op aantal klasse (𝑘𝑘)

Step 2: Decide on the number of classes (𝑘𝑘)
Verkieslik nie minder as 5 en nie meer as 15. (Hoekom?)
Preferably not less than 5 and not more than 15. (Why?)

As ʼn riglyn kan ons Sturge se reël gebruik: 𝑘𝑘 = 1 + 1.4 ln 𝑛𝑛

As a guideline use Sturge’s rule: 𝑘𝑘 = 1 + 1.4 ln 𝑛𝑛
Thus 𝑘𝑘 = 1 + 1.4 ln 𝑛𝑛 = 1 + 1.4 ln 30 = 5.76 ≈ 6 classes
Frekwensietabelle / Frequency tables
 Stap 3: Bereken die wydte (𝑤𝑤) van elke klas
Step 3: Calculate the width of each class interval

𝑅𝑅 67
𝑤𝑤 = = = 11.17
𝑘𝑘 6

 Stap 4: Bereken die klasgrense

Step 4 : Calculate the class bounds

Klasinterval / Class Interval Frekwensie / Frequency (𝑓𝑓)

[22; 33.17)
[33.17; 44.34)
[44.34; 55.51)
[55.51; 66.68)
[66.68; 77.85)
[77.85; 89.02)
Frekwensietabelle / Frequency tables
22 25 28 32 36 41 46 48 50 53
53 54 57 62 63 65 65 66 69 70
71 75 76 76 78 79 79 81 87 89

 Stap 5: Tabuleer die waarnemings

Step 5 : Tabulate the observations

Klasinterval / Class Interval Frekwensie / Frequency (𝑓𝑓)

[20; 33.17) 4
[33.17; 44.34) 2
[44.34; 55.51) 6
[55.51; 66.68) 6
[66.68; 77.85) 6
[77.85; 89.02) 6
Totaal 30
 ʼn Netjieser tabel / A neater table
Die intervalgrense in die laaste voorbeeld is baie ongerieflik en lelik. Die
volgende tabel is netjieser. (Hier is 𝑘𝑘 = 7 en 𝑤𝑤 = 10 .) Die stappe in die
handboek is slegs riglyne en moenie te letterlik gevolg word nie.
The interval bounds in the last example are very inconvenient and ugly. The
following table is neater.(Here 𝑘𝑘 = 7 and 𝑤𝑤 = 10.) The steps given in the
textbook are merely guidelines and are not to be taken too seriously
Klasinterval / Frekwensie /
Class Interval Frequency (𝑓𝑓)
Watter
[20;30) 3 gevolgtrekkings kan
[30;40) 2 uit hierdie
[40;50) 3 frekwensietabel
gemaak word?
[50;60) 5
Which conclusions
[60;70) 6 can be reached
[70;80) 8 from this frequency
table?
[80;90) 3
Totaal 30
Kumulatiewe frekwensieverdelings
Cumulative Frequency Distributions
 Die kumulatiewe frekwensie (𝐹𝐹) tot by ʼn punt x word gedefinieer as die
aantal waarnemings in die data met waardes kleiner as x.
 The cumulative frequency 𝐹𝐹) of a point 𝑥𝑥is defined as the total number
of observations in the data set with values less than or equal to 𝑥𝑥

Klasgrens Kumulatiewe frekwensie (𝐹𝐹)

Class Boundary Cumulattive Frequency (𝐹𝐹)
<20 0
<30 3
<40 5
<50 8
<60 13
<70 19
<80 27 Tabel 3.4
<90 30 Table 3.4
 Relatiewe frekwensieverdelings
Relative Frequency Distribution
 Relatiewe frekwensies (𝑟𝑟) word bereken deur die
frekwensies (𝑓𝑓) te deel deur die totale aantal
waarnemings (𝑛𝑛) in die datastel.
𝑓𝑓
𝑟𝑟 =
 Relative frequencies (𝑟𝑟) are calculated by dividing the
frequencies (𝑓𝑓) by the total number of observations (𝑛𝑛)
𝑛𝑛
in the data set from which it was constructed.
Klasinterval Frekwensie (f) Relatiewe frekwensie (𝑟𝑟)
Class Interval Frequency (𝒇𝒇) Relative Frequency (𝒓𝒓)
[20;30) 3 0.100
[30;40) 2 0.067
[40;50) 3 0.100
[50;60) 5 0.167
[60;70) 6 0.200
[70;80) 8 0.267
[80;90) 3 0.100
Tabel 3.5 / Table 3.5
 Relatiewe kumulatiewe
frekwensieverdelings
 Relatiewe kumulatiewe frekwensies ( 𝑅𝑅 )
word bereken deur die kumulatiewe 𝐹𝐹
frekwensies (𝐹𝐹 ) te deel deur die totale 𝑅𝑅 =
aantal waarnemings (𝑛𝑛) in die datastel. 𝑛𝑛
Klasgrens Kumulatiewe Relatiewe kumulatiewe
frekwensie (𝐹𝐹) frekwensie (𝑅𝑅)
<20 0 0
<30 3 0.1
<40 5 0.167
<50 8 0.267
<60 13 0.433
<70 19 0.633
<80 27 0.9
<90 30 1
Tabel 3.6
 Relative Cumulative Frequency
Distribution
 Relative cumulative frequencies( 𝑅𝑅 ) are
calculated by dividing the cumulative 𝐹𝐹
frequencies ( 𝐹𝐹 ) by the total number of
𝑅𝑅 =
observations (𝑛𝑛) in the data set from which it
was constructed. 𝑛𝑛
Class bound Cumulative Relative Cumulative
Frequency (𝐹𝐹) Frequency (𝑅𝑅)
<20 0 0
<30 3 0.1
<40 5 0.167
<50 8 0.267
<60 13 0.433
<70 19 0.633
<80 27 0.9
<90 30 1
Table 3.6
Oefening 1 / Exercise 1
Die volgende datastel bevat die leeftye (in dae) van 21
identiese gloeilampies.
The following dataset contains the lifetime (in days) of 21
identical light bulbs.
8.5 15.1 18.5 13.9 14.4 8.9 11.5

10.1 14.7 13.2 19.1 12.8 16.7 16.2

14.2 13.0 15.8 11.4 9.8 14.2 14.3

Stel ’n frekwensietabel van die data op. Stel ook ’n

kumulatiewe frekwensietabel op. (Gee in elke geval ook
die relatiewe frekwensies.)
Construct a frequency table of the data. Also construct
a cumulative frequency table. (In each case, also give
the relative frequencies.)
Frekwensieverdelings van diskrete data
Frequency distribution of discrete data
Onderwyspeil / Education level Kode / Code
Laerskool / Primary School 0
Graad 8 tot 10 / Grade 8 to 10 1
Graad 10 tot 12 / Grade 11 to 12 2
Naskools tot gegradueerdes / Tertiary Education to graduates 3
Nagraads / Postgraduates 4

Tabel 3.6: Onderwyspeile / Education levels

1 2 3 2 1 2 2 2
3 2 1 3 2 2 3 3
𝑁𝑁 = 2000
2 3 3 1 0 4 2 3
𝑛𝑛 = 40
3 2 1 2 2 3 3 0
2 1 3 0 2 4 1 1
Tabel 3.7: Onderwyspeile van 40 persone
Table 3.7: Education levels of 40 people
Frekwensieverdelings van diskrete data
Frequency distribution of discrete data

Kumulatiewe
Onderwyspeil (x) Frekwensie (f) frekwensie (F)
Education level (x) Frequency (f) Cumulative
Frequency (F)
0 3 3
1 8 11
2 15 26
3 12 38
4 2 40

𝑓𝑓 𝐹𝐹
𝑟𝑟 = 𝑅𝑅 =
𝑛𝑛 𝑛𝑛
Gegroepeer of ongegroepeer?
Grouped or ungrouped?
 Ongegroepeerde data
 Rou data wat nie in klasse 22 25 28 32 36 41 46 48 50 53
ingedeel is nie. 53 54 57 62 63 65 65 66 69 70

 Ungrouped data 71 75 76 76 78 79 79 81 87 89

 Raw data not divided into

classes/categories

Klas Interval Frek. (f)

 Gegroepeerde data 1 [20;30) 3

2 [30;40) 2
 Data wat in klasse verdeel is.
3 [40;50) 3
 Grouped data 4 [50;60) 5

 Data divided into classes 5 [60;70) 6

6 [70;80) 8
7 [80;90) 3
Grafiese voorstelling van kontinue data
Graphical representation of continuous
data

Tegnieke Techniques
o Puntediagramme o Dot plots
o Histogramme o Histograms
o Frekwensieveelhoeke o Frequency polygons
o Kumulatiewe o Cumulative frequency
frekwensieveelhoeke polygons
o Relatiewe o Relative frequency
frekwensieveelhoeke polygons
Puntediagram / Dot plot

22 25 28 32 36 41 46 48 50 53
53 54 57 62 63 65 65 66 69 70
71 75 76 76 78 79 79 81 87 89

Tabel 3.2 / Table 3.2

Statistics Marks
Figuur 3.1
Histogram
’n Histogram is ’n grafiese voorstelling van ’n
frekwensietabel.
A histogram is a graphical representation of a
frequency table.

Klas Klasinterval Frekwensie (f)

Class Class Interval Frequency (f)
1 [20;30) 3
2 [30;40) 2
3 [40;50) 3
4 [50;60) 5
5 [60;70) 6
6 [70;80) 8
7 [80;90) 3
Histogram
’n Histogram is ’n grafiese voorstelling van ’n
frekwensietabel.
A histogram is a graphical representation of a
frequency table.

Figuur 3.2 / Figure 3.2

 Frekwensieveelhoek
Frequency polygon
’n Frekwensieveelhoek is ’n grafiek waarby die frekwensie vir elke
klasinterval gestip word teenoor die klasmiddelwaarde van die
betrokke interval en die punte met reguit lyne verbind word.
A frequency polygon is a graph where the frequencies of each class
interval are plotted against the class mid points of the corresponding
class interval and then the points are joined with straight lines.

Statistiekpunte / Statistics Marks

Kumulatiewe Frekwensieveelhoek
Cumulative Frequency Polygon

Statistiekpunte / Statistics Marks

Relatiewe frekwensieveelhoek
Relative Frequency Polygon

Statistiekpunte / Statistics Marks

Relatiewe kumulatiewe frekwensieveelhoek
Relative Cumulative Frequency Polygon

Statistiekpunte / Statistics Marks

Opmerking (bl. 52) / Remarks (p. 52)
As die steekproef redelik groot is, is dit in die
literatuur aangetoon dat die relatiewe
frekwensieveelhoek van ’n ewekansige steekproef
benaderd dieselfde is as die relatiewe
frekwensieveelhoek van die populasie waaruit die
steekproef geneem is. Dieselfde kan gesê word van
die relatiewe kumulatiewe frekwensieveelhoek.

If the sample is reasonably large, then the literature

says that the relative frequency polygon obtained
from a randomly chosen sample is approximately
the same as relative frequency polygon obtained
from the whole population from which the original
sample was taken The same can be said of the
relative cumulative frequency polygon.
 Grafiese voorstelling van diskrete data
Graphical representation of discrete data

Tegnieke Techniques
o Puntediagramme o Dot plots
o Staafkaarte o Bar charts
o Sektorkaarte o Pie charts
 Puntediagram / Dot plot
1 2 3 2 1 2 2 2
Tabel 3.7: Onderwyspeile van 40 persone
3 2 1 3 2 2 3 3 Table 3.7: Education levels of 40 people
2 3 3 1 0 4 2 3
3 2 1 2 2 3 3 0
2 1 3 0 2 4 1 1

0 3
1 8
2 15
3 12
4 2
Onderwyspeil / Level of education
 Staafkaart / Bar chart
1 2 3 2 1 2 2 2
3 2 1 3 2 2 3 3
Tabel 3.7: Onderwyspeile van 40 persone
2 3 3 1 0 4 2 3
Table 3.7: Education levels of 40 people
3 2 1 2 2 3 3 0
2 1 3 0 2 4 1 1

Onderwys- Frekwensie
peil (𝑥𝑥) (𝑓𝑓)
0 3
1 8
2 15
3 12
4 2
Onderwyspeil / Level of education
Sektorkaart / Pie chart
1 2 3 2 1 2 2 2
3 2 1 3 2 2 3 3
Tabel 3.7: Onderwyspeile van 40 persone
2 3 3 1 0 4 2 3 Table 3.7: Education levels of 40 people
3 2 1 2 2 3 3 0
2 1 3 0 2 4 1 1

0 3
1 8
2 15
3 12
4 2