CH 11

MQ 8 Ch 11 Page 423 Friday, December 8, 2000 7:49 AM
Data and
graphs
11
Jemma has been asked by
the club president to
analyse the results of her
AFL football team for a
season. The points scored in
20 matches were:
85, 96, 118, 93, 73, 71, 98,
77, 106, 64, 73, 88, 62, 97,
104, 85, 73, 92, 62, 76.
What conclusions can you
draw from these data? The
data as listed are difficult to
work with so we need to
present them in a way that
makes them easier to
analyse.
This chapter looks at
various ways of displaying
data as well as different
measures which describe
aspects of the data.
424
Maths Quest 8 for Victoria
Data collection and organisation

Each day people in all types of professions are
presented with various forms of information
called data, which will assist them in
answering questions such as:
How many cans of each type of drink will
the school canteen sell in a week? What will
be the ratio of the various flavours sold? How
will this vary during the days of the week and
months of the year?
Which states of Australia need extra
funding?
Should a particular film be released in
cinemas or go straight to video?
Which products are teenagers between the ages of 13 and 15 most likely to purchase?
Would lowering the highway speed limit to 90 km/h result in fewer road casualties?
Governments, businesses and individuals need to make good decisions based on the
best available data. It is important that we are able to organise, analyse and interpret data.
Statistics is the branch of mathematics that deals with the collection, organisation,
display, analysis and interpretation of data, which are usually presented in
numerical form.
Data can be collected from existing sources (such as government records), experiments or by observation. Each item or result is called a score.
A survey is the process of collecting data. If every member of a target population is
surveyed, the process is called a census.
Due to limitations in time, cost and practicality, in many cases a sample of the population is selected at random (not in any particular order or pattern) to prevent biased
(leaning in a favoured direction) results.
A sample can give us an indication of what the whole population is like.
Consider these situations:
1. You cook a batch of muffins to take to a party. Naturally, you want to
test whether they turned out well. Do you eat the whole population
of cakes as a check?
2. A factory produces 400 cars per day.
Should there be a crash-testing of every car before it is sold to the
public?
In both cases it is not practical or viable to test each item. Therefore, a
sample needs to be taken.
Samples and surveys

Find out how samples are chosen and surveys conducted for:
a television program ratings
b top 10 songs/videos/movies, and so on.
Chapter 11 Data and graphs
425
Frequency distribution tables

Data can be displayed in a variety of forms. Throughout this chapter we will see
different ways of presenting data using tables, graphs and pictures.
One way of presenting data is using a frequency distribution table. The frequency
distribution table consists of three columns, headed score, tally and frequency.
WORKED Example 1
A particular class was surveyed to find out the
number of pets per household and the data were
recorded. The raw data were: 0, 3, 1, 2, 0, 1, 0, 1,
2, 4, 0, 6, 1, 1, 0, 2, 2, 0, 1, 3, 0, 1, 2, 1, 1, 2.
a Organise the data into a frequency distribution table.
b How many households were included in the survey?
c How many households have fewer than 2 pets?
d Which is the most common number of pets?
e How many households have 3 or more pets?
f What fraction of those surveyed had no pets?
THINK
WRITE
4
5
Draw up a frequency distribution

table comprising three columns,
headed score (that is, the number of
pets), tally and frequency.
In the first column list the possible
number of pets per household (that
is, 0 to 6).
Place a stroke in the tally column
each time a particular score is noted.
Note: A score of 5 is denoted as a
gate post (that is, four vertical
strokes and one diagonal stroke | | | | ).
Write the total tally strokes for each
pet in the frequency column.
Calculate the total of the frequency
column.
Score
Tally
Frequency
|||| ||
|||| ||||
|||| |
||
5
6
0
|
Total
26
b The total of the frequency column gives

the number of households surveyed.
b Twenty-six households were surveyed.
c Fewer than two pets = 7 + 9

= 16
Calculate the number of households

which have fewer than 2 pets.
Note: Fewer than 2 means 0 pets or
1 pet.
Answer the question.
Sixteen households have fewer than 2 pets.

Continued over page
426
THINK
WRITE
Make a note of the highest value in

the frequency column and check
which score it corresponds to.
d The score with the highest frequency

(that is, 9) corresponds to one pet.
Calculate the number of households

which have 3 or more pets.
Note: 3 or more means 3, 4, 5 or 6.
e 3 or more pets = 2 + 1 + 0 + 1
=4
Write down the number of

households with no pets.
Write down the total number of
households surveyed.
f Households with no pets = 7
1
2
The most common number of pets is one.
Four households have 3 or more pets.
Total number of households surveyed = 26
Define the fraction and substitute the

known values into the rule.
Households with no pets

7
---------------------------------------------------------------------------------------- = -----Total number of households suveyed
26
7
Of the households surveyed ------ have no pets.
26
remember
remember
1.
2.
3.
4.
5.
Each item of data is called a score.

To survey a population is to collect data.
A census surveys the whole population.
A sample is a selection from the whole population.
A frequency distribution table can have 3 columns, headed score, tally and
frequency or 2 columns headed score and frequency.
6. Frequency is the number of times a score occurs.
11A
1 The number of children per household in a particular street is surveyed and the data
recorded. The raw data are: 0, 8, 6, 4, 0, 0, 0, 2, 1, 3, 3, 3, 1, 2, 3, 2, 3, 2, 1, 2, 1, 3, 0,
1
2, 2, 4, 2, 3, 5, 2.
b How many households are included in the survey?
c How many households have no children?
d How many households have at least 3
children?
e Which is the most common number
of children?
f What fraction of those surveyed have
4 children?
WORKED
et
EXCEL
Example
Spreadshe
Spreadshe
et
EXCEL
Frequency
tally tables
Frequency
tally tables
(DIY)
Frequency distribution
tables
427
2 Complete a frequency distribution table for each of the following.

a Andrews scores in mathematics tests this semester are: 6, 9, 7, 9, 10, 7, 6, 5, 8, 9.
b The number of children in each household of a particular street are:
2, 0, 6, 1, 1, 2, 1, 3, 0, 4, 3, 2, 4, 1, 0, 2, 1, 0, 2, 0.
c The masses (in kilograms) of students in a certain Year 8 class are:
46, 60, 48, 52, 49, 51, 60, 45, 54, 54, 52, 58, 53, 51, 54, 50, 50, 56, 53, 57, 55, 48,
56, 53, 58, 53, 59, 57.
d The heights of students in a particular Year 8 class are:
145, 147, 150, 150, 148, 145, 144, 144, 147, 149, 144, 150, 150, 152, 145, 149,
144, 145, 147, 143, 144, 145, 148, 144, 149, 146, 148, 143.
3 Use these frequency distribution tables to answer the questions beside them.
a
i How many participated in the

survey?
ii What was the most frequent score?
iii How many scored less than 3?
iv How many scored 3 or more?
v What fraction of those surveyed
scored 3?
Score
Tally
Frequency
||
|||||
|||
||||| ||||| |
||||| |||
||||
11
Total
b If the tally is fairly simple, the frequency table may be simplified to two
columns. Use the simpler table at right
to answer these questions.
i How many were surveyed?
ii What score had the lowest
frequency?
iii What was the frequency of the
lowest score?
iv How many scored at least 8?
v What fraction of the total number
surveyed scored less than 8?
Score
Frequency
12
10
Total
4 multiple choice
Questioning every member of a target population is taking a:
A survey
B sample
C score
D census
E statistic
5 multiple choice
The number of times a score occurs in a survey is called its:
A data
B frequency C score
D bias
E randomness
6 Decide whether a random sample or a census would be more appropriate in these situations.
a Finding which television programs rate the highest
b Determining the average height of students in your class
c Discovering which species of wildlife are present in a
particular region
d Predicting which candidate will be elected Prime
Minister of Australia
428
7 A random sample of 30 families was surveyed to find the number of high-school-aged

children in each family. Below are the raw data collected:
2, 1, 1, 0, 2, 0, 1, 0, 2, 0, 3, 1, 1, 0, 0, 0, 1, 4, 1, 0, 0, 1, 2, 1, 2, 0, 3, 2, 0, 1.
b How many families have no children of high school age?
c How many have 2 or more children of high school age?
d Which score has the highest frequency?
e What is the greatest number of high-school-aged children in the 30 families surveyed?
f What fraction of families had 2 children of high school age?
Personal data sheet

This is a sample data sheet to be filled in by everyone in the class. You or your
teacher may decide to omit some items and include others. The data collected will
be used throughout this chapter.
Name: __________________________ Class: 8 ______ Date: ___/___/___
Age
___ years ___ months
Height
___ cm
Weight
___ kg
Hair colour (red, blond, brown, black)

Eye colour (blue/grey, green, brown)
Left-handed or right-handed
Language(s) spoken
Transport to or from school
Number of children in the family
(include yourself)
Shoe size
Favourite sport
Favourite pet
Tabulating data from the class survey

Collate and tabulate the information from your classs personal data sheets. Using
this information, create frequency distribution tables with the following categories:
1 Hair colour
2 Eye colour
3 Language(s) spoken
4 Children in family
5 Favourite sport
6 Favourite pet
7 Age
8 Height.
429
An important
important discov
discover
ery
y in 192
1921
1
Complete the frequency table for the

number of hours of television watched per week
by a group of people.The completed table will
give the puzzle answer code.
Hours of T.V. watched per week
Number of hours
Tally
Frequency
04
=A
59
=B
10 14
=D
15 19
=E
20 24
=F
25 29
=H
30 34
=I
35 39
=L
40 44
=M
40, 7, 38, 16, 33,
45 49
=N
50 54
=O
14, 51, 29, 8, 24,
55 59
=R
60 64
=S
65 69
=T
=U
12, 41, 20, 34, 6,

50, 0, 28, 15, 30,
25, 20, 39, 23, 16,
11, 34, 5, 35, 23,
22, 44, 20, 28, 12,
24, 10, 27, 35, 20,
25, 16, 30, 0, 47, 15, 49, 25, 11,
Total
57, 33, 8, 27, 38, 15, 23, 51, 21, 37, 7, 52, 21, 15,
42, 13, 37, 6, 54, 17, 13, 43, 26, 17, 36, 3, 24, 61, 18,
60, 14, 34, 21, 25, 43, 2, 32, 41, 21, 32, 26, 12, 53, 9,
45, 17, 47, 6, 24, 26, 45, 15, 63, 10, 34, 65, 19, 58, 21.
10
1
3 108 8
2 13 4
10
5 108 3
13 5
13
11
10
17 11 10 4
5
9 13
12
1
13
13 3
430
Tables and charts

As seen in worked example 1, it is far better to present data in an organised manner
rather than leave them in their raw form. The simplest way to sort and display information is to form a table or chart. Horizontal rows and vertical columns intersect to
form boxes in which the data are given.
WORKED Example 2
This table represents the
prices at Fannys Fast
Foods. Use the table to
answer the following:
a What is the cost of a
large homemade pie?
b Which is more
expensive; a family
lasagne or a family
whole chicken?
c How much more is
paid for large fries
than for a standard
serving?
d What is the total
cost of a family
chicken and family
fries?
e How much change
would there be
from $50 after
buying 2 large fries,
3 large nuggets and
a standard lasagne?
f Considering all
products, about
how many times the
cost of a standard
serving (to the
nearest whole
number) is the cost
of a family serving?
g Based on your
answer to part f, if
a standard size
pizza was $6.00 at
this shop, what
would you expect a
family pizza to
cost?
Food product
Standard
Large
Family
Fries
$1.50
$2.50
$4.00
Chicken nuggets
$2.00
$3.50
$5.50
Homemade pies
$1.80
$3.00
$5.00
Whole BBQ chicken
$4.95
$6.95
$9.95
Lasagne
$1.95
$3.95
$6.95
431
THINK
WRITE
Obtain the cost of a large homemade

pie by reading directly from the
table. Go to the box in which the row
containing homemade pies intersects
with the large column.
Product
Standard Large
Family
Fries
$1.50
$2.50
$4.00
Chicken
nuggets
$2.00
$3.50
$5.50
Homemade
pies
$1.80
$3.00
$5.00
The cost of a large homemade pie is $3.00.
Obtain the price of a family lasagne.
Obtain the price of a whole family

chicken.
Cost of a whole family chicken = $9.95
Compare the prices.
A whole family chicken is more expensive

than a family lasagne.
Obtain the price of large fries.
Obtain the price of standard fries.
Cost of standard fries = $1.50
Subtract the price of standard fries

from large fries.
Difference = large fries standard fries

= $2.50 $1.50
= $1.00
Large fries cost $1.00 more than standard

fries.
Obtain the cost of a whole family

chicken.
Obtain the cost of family fries.
Cost of family fries = $4.00
Add the two amounts.
Total cost = family chicken + family fries

= $9.95 + $4.00
= $13.95
The total cost of a family chicken and family

fries is $13.95.
Obtain the cost of 2 large fries.
Obtain the cost of 3 large nuggets.
b Cost of a family lasagne = $6.95
c Cost of large fries = $2.50
d Cost of whole family chicken = $9.95
e Cost of large fries = 2 $2.50

= $5.00
Cost of 3 large nuggets = 3 $3.50
= $10.50
Continued over page
432
THINK
3
4
5
6
1
2
WRITE
Cost of a standard lasagne = $1.95
Obtain the cost of a standard

lasagne.
Add the 3 amounts.
Total = $5.00 + $10.50 + $1.95

= $17.45
Change = $50.00 $17.45
= $32.55
The change received from fifty dollars is
$32.55.
Subtract the total amount obtained in

step 4 from $50.
Divide each family product by its

respective standard product.
Round off the answer to the nearest
whole number.
Note: If the digit in the first decimal
place is greater than or equal to 5,
round the value up.
= 2.67 ( 3)
Family nuggets
5.50
----------------------------------------- = ---------Standard nuggets 2.00
= 2.75 ( 3)
Family pies
5.00
-------------------------------- = ---------Standard pies 1.80
= 2.78 ( 3)
Family chicken
9.95
----------------------------------------- = ---------Standard chicken 4.95
= 2.01 ( 2)
Family lasagna
6.95
---------------------------------------- = ---------Standard lasagna 1.95
= 3.56 ( 4)
On average, the cost of a family product is
3 times the cost of its respective standard
product.
Note: If the digit in the first decimal

place is less than 5, round the value
down.
To obtain the family price of a

product, multiply the standard price
by 3.
Family fries
4.00
--------------------------------- = ---------Standard fries 1.50
g Family pizza 3 $6.00

= $18.00
remember
remember
Tables and charts should include:
1. an appropriate title
2. clear headings for columns
3. clear labels for rows
4. well spaced data for easy reading.
A family pizza would cost approximately

$18.00.
11B
433
Tables and charts
1 This table shows the maximum and minimum daily temperatures in a city over a oneweek period.
2
WORKED
Math
Day
Maximum (C)
26
25
27
25
24
22
23
Minimum (C)
18
18
19
17
17
16
16
Use the table to answer the following:

a What was the maximum temperature on day 5?
b Which day(s) had the lowest minimum temperature?
c Which day was the hottest?
d Which day had the warmest overnight temperature?
e What was the temperature range (variation) on day 3?
f Which day had the smallest range of temperatures?
g What would you expect the maximum and minimum temperatures to be on day 8?
2 The cost of entry to Golden Mile Centre theme park is shown in this table:
Number of
children
(under 15)
Number of
adults
0
$16
$30
$42
$55
$30
$46
$60
$72
$85
$58
$88
$100
$113
$84
$100
$126
$139
$100
$116
$130
$155
Parties of over 4 adults and 4 children by special arrangement

a What is the cost of entry for 3 children with no adults?
b What is the cost of entry for 2 adults and no children?
c Which is more expensive, the cost of entry for 2 adults and 3 children, or the cost of
entry for 1 adult and 4 children? What is the difference in cost?
d Fill in the costs left blank.
e How much does each adult save by going in a party of four adults rather than going
alone?
f How much change from $150 would there be after a group of 2 adults and 4
children paid the admission?
cad
Example
Tables
and
charts
434
g Complete this sentence describing the overall pattern of costs.

The greater the number of people in a group, the _____________ .
h Four Year 8 students decided to go together to the Golden Mile Centre. How much
did each student pay?
3 Charges for STD calls are made by the minute (or part thereof). This means you are
charged for a whole minute even if you speak for less than 60 seconds. Hence, a
3 min 5 s call would be charged as 4 min. The STD charges (per minute) for a particular
distance range and time are given in the table below.
Distance (km)
5085
85165
165745
>745
Day
MondayFriday
8.00 am6.00 pm
25c
35c
39c
50c
Evening
MondayFriday
6.00 pm8.00 pm
20c
25c
27c
34c
11c
15c
16c
18c
Period rate
Economy
MondayFriday
8.00 pm8.00 am
8.00 pm Fri.8.00 am Mon.
Use the table to answer the following.

a At 11.00 am Tuesday, how much per minute does a call 150 km away cost?
b What is the cost per minute of a call made on Wednesday evening at 7.00 pm over
a distance of 800 km?
c What is the cost per minute of a call made on Sunday over a distance of 300 km?
d Which is the most expensive rate over all distances? Suggest why this is the case.
e Which distance column would a Sydney to Melbourne call fit into?
f How much more per minute does it cost to ring at 3.00 pm Wednesday than at
8.30 pm Wednesday over 140 km?
435
g Calculate the cost of these calls:

i 5 minutes on Tuesday at 1.00 pm over 90 km
ii 8 minutes on Friday at 9.00 pm over 900 km
iii 6 minutes 10 seconds on Monday at 6.30 pm over 60 km
iv 10 minutes 55 seconds at 5.00 am on Wednesday over 650 km.
h How much would Kando save by making her 7 min 30 s call from Melbourne to
Perth at 10.00 am on Saturday rather than at 10.00 am on Friday?
i Why does the chart not show distances under 50 km?
4 Satri decides to travel by train to Geometric for a holiday with relatives. The timetable
for the Silver Streak Train Line is provided below.
Timetable Silver Streak Train Line
Mathsville to
Geometric
Daily
MondayFriday
Every
Monday
Saturday and
Sunday
Mathsville
7.00 am
6.00 pm
7.30 am
Integral
7.45
6.45
8.15
Addsville
9.30
8.30
10.00
Greater Rock
10.30
9.30
11.00
Pronumeral
Arrive 11.30
10.30
Meal Break
Leave 12.30 pm
no stop
1.00 pm
12.00 noon
Halftown
1.20
11.20
1.50
Wholetown
2.25
12.25 am
2.55
Geometric
3.05
Use the timetable to answer the following.

a If Satri left on Saturday, what time
would she arrive at Geometric?
b On what day(s) could she catch an
evening train?
c How long does the journey from Mathsville to Geometric take?
d Where does the train stop for a meal?
For how long?
e At what time does the Monday evening
train pass through Wholetown?
f If Satri took the Wednesday morning
train and slept from 1.00 to 2.30 pm,
what towns would she miss seeing?
g If Satri wants to connect with a Friday
1400 hours flight out of Geometric and
the train (leaving Friday morning) is
running on time, should she be able to
make it? Explain.
1.05
3.35
436
Pictographs
Pictographs (or picture graphs) represent data by using simple, eye-catching
pictures. There should always be a key or legend to show the number each picture
represents.
1 The pictograph at right represents the
Most Popular Videos
most popular videos hired from
= 1000
Title
Hirings
Mathsville video stores.
1. Bermuda Triangle
a How many times was the number
2. Count on me
one video hired out?
3. Pentagon Conspiracy
b Which video had hirings of 3000
4. The Decimal Factor
or less?
5. Quadrilateral Blues
c What were the total hirings of the
Source: Mathsville Video stores.
top 5 videos?
d How many more hirings of the Pentagon Conspiracy video were there than
the Quadrilateral Blues video?
e Express the hiring of the Pentagon Conspiracy compared with the
Quadrilateral Blues as a fraction.
f What percentage of the total hiring was the hiring of The Decimal Factor
video?
g How many symbols would be used to show 1900 hirings of the video,
The Pythagoras Theory?
2 a Display the data in the table below as a picture graph.
Feral cat survey
State
Queensland
New South Wales
Number of cats
(to the nearest 5000)
70 000
115 000
Victoria
90 000
Tasmania
25 000
South Australia
45 000
From the picture graph, answer the following:

b List the states in descending order of feral cat numbers.
c Express the number of feral cats in South Australia compared with the
number of feral cats in Victoria as a fraction.
d What percentage of Australias feral cats are in Victoria?
437
1
Questions 1 to 4 refer to Petes pizza price list.
Petes Pizzas
Pizza
Small
Medium
Large
Family
Vegetarian
$5.00
$7.00
$9.00
$11.00
Supreme
$6.00
$7.50
$9.50
$12.00
Chicken
$6.50
$8.00
$10.00
$12.80
Hot salami
$5.50
$7.50
$9.80
$12.50
Mexican
$5.50
$7.50
$9.00
$11.90
1 What is the cost of a large Hot salami pizza?

2 What is the most expensive medium pizza?
3 What is the cost of a family Chicken pizza and a small Supreme pizza?
4 How much change would you have from $50 after buying a small Vegetarian
pizza, a medium Mexican pizza and a family Supreme pizza?
Questions 5 to 7 refer to the following frequency distribution table which shows data
collected on magazine sales in one week at a local newagency.
Answer true or false to the following statements.
5 The magazines TV Week and
Smash Hits sold equally well in
this week.
Magazine
Who Weekly
50
6 During this week 40 copies of

Womens Weekly were sold.
TV Week
60
Womens Weekly
30
Smash Hits
60
7 Who Weekly was the most

popular magazine sold.
Total
Number of sales
200
Questions 8 to 10 refer to the following table where a number of people were surveyed
as to their most preferred water sport.
8 List the sports in ascending
Water sports survey
order of preference.
Water sports
Number of people
9 What fraction of people
surveyed prefer waterskiing?
20
Snorkelling
10 What percentage of people
surveyed prefer snorkelling?
Waterskiing
10
White water rafting
35
Diving
15
438
Column and bar graphs

Graphs are very helpful when displaying and interpreting information. It is generally easier
to analyse the data when they are displayed as a graph rather than in a frequency table.
Column graphs
When constructing column graphs, they should be drawn on graph paper and have:
1. a title
2. labelled axes which are clearly and evenly scaled
3. columns of the same width
4. an even gap between each column
5. the first column beginning half a unit (that is, half the column width) from the
vertical axis.
The graph at right represents the favourite pets of a

particular Year 8 class.
a How many students preferred a dog as a pet?
b How many students in the class had a favourite
pet?
c Which was the least favoured pet?
d How many times more popular than horses are dogs?
e If there are 28 students in the class, how many do
not have a favourite pet?
Number preferring (frequency)
WORKED Example 3
Year 8 Blues favourite pets
8
6
4
2
0
Dog
Cat
Bird Mouse Horse
Pet
THINK
WRITE
a Read the dog column of the graph and

answer the question.
a Eight people preferred a dog as a pet.
b Number of students = 8 + 6 + 4 + 3 + 2
= 23
In the class, 23 students had a favourite pet.
1
2
Add the numbers corresponding to

the top of each column.
c Make note of the shortest column and

c The least favoured pet is the horse.
d Students preferring horses = 2

Students preferring dogs = 8
Obtain the number of students

preferring horses and those
preferring dogs.
Compare the two values.
Subtract the number of students who

have a favourite pet (that is, 23) from
the total number of students.
Eight is four times as large as two; that is,

8 = 2 4.
Dogs are four times more popular than
horses.
e Number of students = 28 23
=5
Five students do not have a favourite pet.
439
Bar graphs
When constructing bar graphs, they should be drawn on graph paper and have:
1. a title
3. horizontal bars of the same width
4. an even gap between each horizontal bar
5. the first horizontal bar beginning half a unit (that is, half the bar width) above the
horizontal axis.
WORKED Example 4
Television shows
The graph at right represents the favourite television shows of 500 teenagers
aged between 13 and 15.
a What percentage of the teenagers
Favourite television shows
preferred watching comedy
Comedy
television shows?
Soaps
b How many of the teenagers in the
Police Drama
sample preferred to watch science
News
Documentaries
fiction television shows?
Cartoons
c What was the least favoured
Science Fiction
television show?
Lifestyle
d What were the two most popular
Thriller
television shows?
0
5%
10% 15% 20%
e Which television show is three times
Percentage favouring
more popular than the news?
f Which television show did 10% of the teenagers watch?
g What scale has been used on the horizontal axis?
25%
THINK
WRITE
a Read the Comedy bar of the graph and

a 10% of the teenagers preferred comedy

television shows.
b 8% of the teenagers preferred science fiction.
Read the Science fiction bar of the

graph.
Find 8% of the sample.
8% of 500
8
= --------- 500
100
= 40
Forty teenagers enjoyed science fiction
shows.
c Make note of the shortest bar(s) and

c The least favoured television shows are the

documentaries and lifestyle programs.
d Make note of the two longest bars and

d The two most popular television shows are

the cartoons and police dramas.
Continued over page
440
THINK
WRITE
e Teenagers preferring the news = 6%
Obtain the percentage of teenagers

who preferred watching the news.
Multiply the news percentage by 3.
Find the percentage obtained in step 2
on the horizontal scale of the graph and
see which bar it corresponds to.
1
2
3
f Find 10% on the horizontal scale of the

graph and see which bar(s) it corresponds
to.
g
The soaps are three times more popular

than the news.
f Comedy and thriller television shows are
preferred by 10% of the teenagers.
g 1 cm = 5%
Read the horizontal scale and

determine how many centimetres
represent each marking.
Required percentage is 3 6% = 18%

18% corresponds to the soaps.
From the graph each one centimetre

represents 5% favouring.
remember
remember
Graphs should be drawn on graph paper for greater accuracy. When constructing
column or bar graphs they must have:
1. a title
3. vertical columns or horizontal bars of the same width
4. an even gap between each column or bar
5. the first column or bar beginning half a unit from the appropriate axis.
11C
Column and bar graphs
1 This is a graph of preferred leisure activities of a

Year 8 class.
3
a How many students preferred sport as a
leisure activity?
b How many students were in the class?
c Which was the most
favoured activity?
d How many times more
popular than reading was
watching television?
e Which two activities are
closest in popularity?
Example
Number preferring (frequency)
WORKED
Favourite leisure activity

10
8
6
4
2
0
Reading Television Sport
Hanging Other
out
Leisure activity
441
sheet
Loss
Profit
($millions)
cad
2 This column graph represents the Jumpin Jeans

Math
Jumpin Jeans company profits
companys profits.
20
Column
a Which year showed the highest profit? How
10
and bar
much was it?
graphs
0
b In which year did losses start? What was the
loss that year?
10
c What was the profit or loss for 2003?
L Spread
20
XCE
d
i Find the total profits and the total losses.
99 00 01 02 03 04
ii Calculate the companys overall profit/loss
Column
Year
graphs
over the period shown.
e In which year was the only improvement made? By how much?
3 The graph at right represents the preferred television snacks of 160 Year 8 students at
L Spread
Mathsville High.
XCE
4
a Which snack is most favoured? What perPreferred television snacks Column
centage favoured it?
graphs
Lollies
b Which snack was preferred by 12% of those
(DIY)
Popcorn
surveyed?
c How much greater was the percentage preferNuts
L Spread
ring corn chips than the percentage preferring
XCE
Corn chips
popcorn?
Bar
d What must the total of all column percentages Potato chips
graphs
10% 20% 30% 40% 50% 60%
be? Why?
Percentage favouring
e How many times more popular than nuts are
potato chips?
L Spread
f What other choices could have been added to the survey?
XCE
g What scale is used on the horizontal scale?
WORKED
sheet
sheet
sheet
4 These results were obtained when a class voted to elect a captain.

a Select a suitable title and draw a
column graph to display the data.
Student
Number of votes
Label the horizontal axis Student
and the vertical axis Votes received.
6
Imran
3
Renee
Scale the vertical axis from 0 to 12
11
Julian
so as to include the highest score.
9
Gann
b Who was elected class captain?
3
Than
c What was the winning margin over
the next most popular candidate?
d Which two candidates received the same number of votes?
e If everyone in the class used their one vote, how many were in the class?
Example
Bar
graphs
(DIY)
442
5 The age-group composition of the Australian population in 1996 is shown in the table
below.
Age group
Number of millions
2.4
2.5
9.5
3.9
09
1019
2064
65 +
a
b
c
d
Draw a column graph to display the data.

Which age groups are roughly equal in numbers?
What percentage of the population were 65 or over?
What percentage were in the income earning
2064 age group?
Questions 6, 7 and 8 relate to the following table.

A survey of houses in Statistics Street produced
the data shown in the table below.
Number of bedrooms
Number of houses
2
3
4
5
3
10
6
2
6 Select a suitable title and draw a column graph to

display the data. Label the vertical axis Number of
houses and the horizontal axis Number of bedrooms.
GAM
me
E ti
Data and
graphs
001
Work
ET
SHE
11.1
7 multiple choice
The most common number of bedrooms in the houses of Statistics Street is:
A 10
B 3
C 2
D 5
E 6
8 multiple choice
The number of houses surveyed in Statistics Street is:
A 14
B 4
C 35
D 7
E 21
Displaying your data as column or

bar graphs
Use the information from your personal data sheets for the class which has been
organised into frequency distribution tables to complete the following tasks.
1 Draw a column graph to display the class data on the number of children in the
families.
2 Draw a bar graph to display the data on favourite sports.
3 Choose another set of data and display this as either a column or a bar graph.
443
History of mathematics
NICHOLAS ORESM 1325 1382
Little is known of the early life of Nicholas Oresm.
It is believed that he was born near Caen in Normandy,
France, in 1325. In 1348, there is a record of him
attending the College of Navarre to study theology at
the University of Paris. After the award of his Masters
degree, Nicholas became the bursar of the college
until 1355, then a teaching master until 1362.
In 1358, Nicholas met and became firm friends
with the Dauphin, the future Charles V of France. The
Dauphin was having a terrible struggle to maintain the
kingdom of France. Edward III of England (the Black
Prince) had captured his father, John, and was holding
him for ransom in London. It was a time of political
turmoil and danger. The Black Death (the bubonic
plague) swept through France, killing up to 800
people every day in the years 135859. Also, Europe
was embroiled in the Hundred Years War. Nicholas
was to become one of Charles chief advisers as well
as a friend until Charles death in 1380.
As well as helping Charles V in the financial
administration of France and taking on the role of
canon in a number of cathedrals, he spent years
working in the area of mathematics. He is credited as
being the first mathematician to use pictorial

representations, or graphs, to represent the way
elements vary. There is evidence that the first
primitive graphs were produced by an Italian,
Giovanni di Cosali. However, di Cosalis efforts
lacked the clarity and purpose of those done by
Oresm.
Oresm also wrote on many scientific subjects
producing books such as the Book on the Sky and the
World where he rejected the theories of Aristotle that
stated that the Sun revolved around the Earth.
Questions
1. What was dangerous about living in
Europe in 1358 and 1359?
2. Which ruler of France did Nicholas
Oresm become chief adviser to?
3. Which area of mathematics did he gain
credit in developing?
Research
Find out more about Nicholas Oresm and
some of his other mathematical work. What
was his advice on the coinage used in France
at that time?
Line graphs
C
40
30
MILDURA
Average monthly temperature
and rainfall
mm
400
max. 300
200
20
min.
100
10
J F M A M J J A S O N D
So far we have looked at graphs which make comparisons of some sort about such
things as favourite leisure activities, heights, weights, eye colour and so on.
We will now look at graphs which display changes over a period of time. These
graphs, called line graphs, are commonly used to display such data as: temperature
changes during the day, the states monthly employment figures, a companys profits
and sales during the year. Line graphs are also used in business and sport to analyse
trends or general patterns which occur over a period of time.
A line graph is simply drawn by joining the given points with a line or smooth curve.
When constructing line graphs they must be drawn on graph paper and include:
1. a title
2. a horizontal axis which is evenly scaled and labelled (usually as time)
3. a vertical axis which is evenly scaled and labelled
4. a line or smooth curve which joins successive plotted points.
Line graphs also give meaningful information about the in-between values of particular
data. However, some personal data sheet items which would not yield meaningful
in-between values include: hair colour, languages spoken and transport. Can you list others?
444
WORKED Example 5
Temperature (C)
The line graph at right

Temperature change during the day
represents the temperature
change during a particular day.
35
a What is the value of each
30
subdivision (grid line) on:
25
ii the horizontal axis?
20
ii the vertical axis?
b What were the maximum
15
and minimum temperatures
10
during the day? At what
5
times did these occur?
c What was the temperature
0
0 6 am 7
8 9 10 11 12 1
2
at:
Time
of
day
ii 8.00 am?
ii 1.24 pm?
d At what time was the temperature: i 15C?
ii 27C?
e What would you expect the temperature to be at 5.00 pm?
THINK
a i
ii
5 6 pm
WRITE
Look at the horizontal axes of the

graph and count how many grid
lines represent 1 hour (60 minutes).
Determine how many minutes one

subdivision (grid line) represents;
that is, divide 60 minutes by 5
grid lines.
Look at the vertical axes of the

graph and count how many grid
lines represent 5C.
Determine how many degrees one

subdivision (grid line) represents;
that is, divide 5C by 5 grid lines.
Look at the graph and read off the

maximum (highest graph point) and
minimum (lowest graph point)
temperatures.
a i 5 subdivisions (grid lines) = 1 hour

That is,
5 subdivisions (grid lines) = 60 minutes.
60
1 subdivision = -----5
= 12 minutes
Each subdivision represents 12 minutes
on the horizontal axis.
ii 5 subdivisions (grid lines) = 5C
5
1 subdivision = --5
= 1C
Each subdivision represents 1C on the
vertical axis.
b Maximum temperature = 30C
Minimum temperature = 9C
THINK
2
445
WRITE
Look at the maximum temperature

point on the graph and read vertically
down until the corresponding value
on the time of day axis is obtained.
Look at the minimum temperature
point on the graph and read vertically
down until the corresponding value
on the time of day axis is obtained.
A temperature of 30C occurs at 12.00 noon.
A temperature of 9C occurs at 6.00 am.
A maximum temperature of 30C occurs at

12.00 noon and remains at this level until
1.00 pm. A minimum temperature of 9C
occurs at 6.00 am.
c i Read vertically up from 8.00 am on

the time of day axis to the point
intersecting the graph, then across to
the temperature axis to obtain the
corresponding value and answer the
question.
ii Repeat the process described in part i
to obtain the corresponding
temperature at 1.24 pm.
Note: From part a each grid line on
the horizontal (time) axis represents
12 min, therefore 1.24 pm is 2 grid
lines beyond 1.00 pm.
c i At 8.00 am the temperature is 18C.
d i Read horizontally across from 15C on

the temperature axis, to the point
intersecting the graph and then
vertically down until the corresponding
value on the time axis is obtained and
ii Repeat the process described in part i
to obtain the required times.
d i A temperature of 15C occurs at 7.24 am.
Extend the line graph so that it

intersects with the vertical grid line
corresponding to 5.00 pm.
Note: Assume that the temperature
continues to decrease at
approximately the same rate.
Locate the corresponding
temperature at 5.00 pm and answer
the question.
ii At 1.24 pm the temperature is 29C.
ii A temperature of 27C occurs twice, first

at 10.36 am and then at 2.30 pm.
At 5.00 pm the temperature is approximately

1718C.
446
WORKED Example 6
The sunrise times on successive Mondays are shown in the following table.
Week
Sunrise (am)
6.30
6.22
6.17
6.08
6.00
5.54
a Plot a line graph to display the data.

b From your knowledge of the seasons, estimate the time of year covered by the graph.
Explain your answer.
THINK
WRITE
Rule and label a set of axes on graph

paper.
Plot each of the points onto the axes.
Begin at 1 on the weeks axis and
follow the vertical axis until the
required sunrise time (that is, 6.30)
is reached; mark the point.
Repeat step
Join the points with a line.
for each set of data.
Sunrise times
6.35
6.30
6.25
6.20
Time of day (am)
6.15
6.10
6.05
6.00
5.55
5.50
5.45
5.40
1
Week number
b Observe the direction of the graph and

make note of what is happening to the
times as each week passes.
b The sunrise values are getting smaller as

each week passes. This means sunrise is
occurring earlier each week and the hours
of daylight are increasing. The time of year
represented by the graph could be the
season of spring as this is when sunrise
begins to occur earlier.
remember
remember
A line graph must be drawn on graph paper and include:
1. a title
2. a clearly labelled and evenly scaled set of axes
3. an appropriate line or smooth curve which joins the plotted points.
447
SkillS
Cynthias pulse rate
Math
120
Line
graphs
100
80
40
sheet
L Spread
XCE
60
Line
graphs
20
0
0
b What was Cynthias pulse rate after:

i 2 minutes?
ii 3 1--2- minutes?
c What were the maximum and
minimum pulse rates and at what
times did they occur?
d At what times were the pulse rates:
i 120 bpm (beats per minute)?
ii 112 bpm?
e What would you expect the pulse
rate to be after 6 minutes?
f What could have caused Cynthias
pulse rate to increase?
L Spread
XCE
Line
graphs
(DIY)
2 The line graph at right represents the conversion rate of Australian currency (A$) to
American currency (US$) on a particular day.
a What is the value of each subdiv$Australian $United States of
160
ision (grid line) on:
America conversion graph
i the A$ axis?
140
ii the US$ axis?
120
b How much United States of Amer100
ican currency can be exchanged for:
i A$20?
80
ii A$100?
60
c How much Australian currency can
40
be exchanged for:
20
i US$40?
ii US$90?
0
d What would you expect in United
0 25 50 75 100 125 150 175 200 225
A$
States of American currency for
A$200?
sheet
Time (min)
1 The line graph at right represents Cynthias

pulse rate over a six minute period.
a What is the value of each subdivision
(grid line) on the:
i horizontal axis?
ii vertical axis?
11.1
cad
Example
US$
WORKED
Pulse rate (beats/min)
11D
HEET
Line graphs
3 The line graph at right compares the heights

Yashas and Yolandes heights
200
of Yasha and Yolande over a twenty-year
period.
170
a How tall was Yasha at age:
140
i 3? ii 5? iii 14?
110
b How tall was Yolande at age:
Yasha
i 4? ii 10? iii 14?
80
Yolande
c At what age(s) were they the same
50
height?
20
d At what age was Yasha:
0
5
10
15
20
i 140 cm tall? ii 176 cm tall?
Age in years
e Between what ages was Yolande taller
than Yasha?
f Between which two birthdays did each person show fastest growth?
g How long did it take Yasha to double his birth height?
h What do the horizontal intervals mean?
i What was their height difference when they both reached maximum height?
Height (cm)
5 The following line graph displays the traffic

flow on a particular road.
a At what time of day did traffic flow hit its
peak?
b During the period studied, when was the
number of vehicles at the lowest level?
c How many cars used the road at:
i 11.00 am? ii 9.30 am?
d At what times of the day were:
i 300 cars on the road?
ii 225 cars on the road?
e Discuss why the traffic flow shows the pattern displayed.
6 A Year 8 student doing an exercise program
recorded her pulse rate at one-minute intervals, as
shown in the graph at right.
a What was her pulse rate after:
i 2 min? ii 4 min?
b After how many minutes did her pulse rate
reach its maximum?
Family income per week
Income ($)
1000
800
600
400
200
0
1992 93 94 95 96 97 98 99
Year
Traffic flow on a main road
Number of vehicles (hundreds)
4 The line graph at right displays a familys

weekly income over an eight-year period.
a What was the familys weekly income in:
i 1992? ii 1999?
b By how much had the income increased over
that period?
c In which two years did the income remain
the same?
d Between which two years did it show the
biggest increase?
e When did the income reach $650 per week?
6
5
4
3
2
1
0
6 am 7
10
11
12 1 pm
Time of day
Exercise pulse rates

Pulse rate
(beats/min)
448
120
80
40
0
0
2 3 4
Time (min)
449
After how many minutes was her pulse rate 80 beats/min? Explain why there are
two answers to this question.
d What was her pulse rate after 3 1--2- minutes?
e For how long was her pulse rate above 80 beats/min?
WORKED
Example
7 Sunset times on six successive Fridays are shown in

the table below.
Week
Sunset (pm) 6.15 6.08 6.00 5.54 5.47 5.40

a Plot a line graph to display the data. Label the
horizontal axis Week and the vertical axis
Sunset (pm).
b Estimate the time of year covered by the graph
for your location. Explain your answer.
8 Weekly CD sales for the pop group The Mathemagics
are shown in the table below.
Week
Sales
1500
2800
3750
4000
3600
3000
2400
1900
a Construct a line graph of the data.

b Estimate the sales for week 9.
9 The average daily minimum temperatures for a city are shown in this table.
Month
Temp (C)
January
February
March
April
May
June
29
26
22
19
15
10
a Construct a line graph to display the data.

b What would you expect the average daily minimum temperature to be in July?
10 Vanis times for the 100 m sprint in training sessions are shown below.
Run
Time(s)
12.4
12.1
11.9
12.2
11.8
12.0
a What do you notice about Vanis times? How

will this affect the graph?
b How might the time axis scale be adjusted to
better highlight the time variations?
c Using the suggestion from part b, show the
information as a line graph.
d What was Vanis average time over all training
sessions?
450
11 Jani and Kosmo are twins. These heights were recorded each year on their birthday.
Age (yr)
Janis height (cm)
49
56
64
74
83
Kosmos height (cm)
50
58
65
76
86
a Display the height records as two lines of different colours on the one graph.
b At which age was the height difference the greatest?
c How tall would you expect each of the twins to be at age 6?
Questions 12, 13 and 14 relate to the following table showing variation in temperature
on a snowfield on one day.
Time of day
5.00
am
7.00
am
9.00
am
11.00
am
1.00
pm
3.00
pm
5.00
pm
7.00
pm
Temperature (C)
10
12 a Draw a line graph to show the temperatures recorded at a snowfield resort during
the ski season.
b Estimate the temperatures at: i 10 am ii 8 pm.
13 multiple choice
The temperature at 8.00 am would be approximately:
A 8C
B 7 1--2- C
C 7C
D 6 1--2- C
E 6C
14 multiple choice
At what time(s) was the temperature at freezing point (0C)?
A 12.00 pm
B 11.30 am, 5.30 pm
C 11.30 am, 6.30 pm
D 12.30 am, 5.30 pm
E 6.00 pm
Recording temperature
Use a thermometer to measure classroom temperature at hourly intervals from 8 am
to 3 pm. Record the data in a table, then display it as a line graph. Label the horizontal
axis Time, the vertical axis Temperature. Scale the axes and add a title to the graph.
451
Histograms and frequency polygons

In this section we will use our knowledge of column and line graphs to create two
similar types of graphs: the histogram and the frequency polygon.
Histograms
A special type of column graph is called a histogram. It must be drawn on graph paper
and has the following characteristics.
1. All columns are of equal width.
2. No gaps are left between columns.
3. Each column straddles an x-axis score; that is, the column starts and finishes
halfway between scores.
4. Usually a half-interval is left at the beginning and end of the graph. That is, the first
score is one unit in from the frequency (y)-axis.
Score
Tally
Frequency
|
Total
Children in family
6
4
2
0
4
5
7
3
0
1
||||
||||
|||| ||
|||
0
1
2
3
4
5
f
8
Frequency
The histogram at right displays the data collected

in a survey conducted to find the number of
children in a family. The data collected for 20
families is shown in the table below.
3 4
Score
20
Frequency polygons
A special type of line graph, called a frequency
polygon, has the following characteristics.
1. The frequency polygon uses the same scaled
axes as the histogram.
2. The midpoints of the tops of the histogram columns are joined by straight
intervals.
3. The polygon is closed by drawing lines at each end down to the score (x)-axis.
The data presented in the histogram above can be used to create a frequency polygon.
Children in family
f
8
Frequency
Frequency
f
8
4
2
0
0
3 4
Score
Children in family
6
4
2
0
0
3 4
Score
452
WORKED Example 7
The table at right represents the
number of hours of sport played
per week by Year 8 students.
a Draw a histogram which
represents the data in the table.
b Which is the most common
score (that is, the most common
number of hours of sport
played per week)?
c Which is the least common
score (that is, the least common
number of hours of sport
played per week)?
d How many students play at
least 6 hours of sport per week?
e How many students play, at
most, 3 hours of sport per
week?
f How many students were
included in the survey?
g Draw a frequency polygon of
the data.
Score (x) (hours of sport played)
Frequency (f)
10
12
16
7
Total
64
THINK
WRITE

paper. Give the graph a title.
Add a scale to the horizontal and
vertical axes.
Note: Leave half an interval at the
beginning and end of the graph; that
is, label the first score one unit in
from the vertical (frequency) axis.
Draw in the first column so that it
starts and finishes halfway between
scores and reaches a vertical height
of three units.
Repeat step 3 for each of the other
scores.
Use the frequency distribution table to

determine the largest frequency value
and which score it corresponds to.
b The largest frequency value of 16

corresponds to 5 hours of sport played
per week.
The most common number of hours of sport
played per week is 5 hours.
Hours of sport played by

Year 8 students
f
Frequency
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8
Scores (Hours of sport played)
453
THINK
WRITE
c The smallest frequency value of 3

corresponds to 1 hour of sport being played
per week.
The least common hours of sport played per
week is 1 hour.
Use the frequency distribution table to

determine the least frequency value
and which score it corresponds to.
d Add all of the frequencies which

correspond to at least 6 hours of sport
being played per week (that is, 6 and
7 hours) and answer the question.
d At least 6 hours: 8 + 7 = 15.

There are 15 students who played at least
6 hours of sport per week.
e Add all of the frequencies which

correspond to, at most, 3 hours of sport
being played per week (that is 1, 2 and
3 hours) and answer the question.
e At most, 3 hours: 3 + 8 + 10 = 21.

There are 21 students who played, at most,
3 hours of sport per week.
Add each of the frequencies to

determine the total number of students
surveyed.
f Total = 3 + 8 + 10 + 12 + 16 + 8 + 7
= 64
Mark the midpoints of the tops of the

columns obtained in the histogram
from part a.
Join the midpoints by straight line
intervals.

Year 8 students
f
18
16
14
12
10
8
6
4
2
0
0
Close the polygon by drawing lines

at each end down to the score (x)
axis.
The frequency polygon may be left
overlayed on the histogram or may
be transferred to a separate set of
axes.
1 2 3 4 5 6 7 8

Year 8 students
f
Frequency
64 students were surveyed.
Frequency
18
16
14
12
10
8
6
4
2
0
0
1 2 3 4 5 6 7 8
454
Grouping data using class intervals

When the data are spread over a wide range or there is a large amount of data, it is
helpful to group the scores into class intervals. The size of the class interval is important
when drawing up a frequency distribution table. In general, the choice for the size of a
class interval should lead to the formation of 5 to 10 groups.
WORKED Example 8
The following data are the results of testing the lives (in hours) of
100 torch batteries.
20, 31, 42, 49, 46, 36, 42, 25, 28, 37, 48, 49, 45, 35, 25, 42, 30, 23, 25, 26,
29, 31, 46, 25, 40, 30, 31, 49, 38, 41, 23, 46, 29, 38, 22, 26, 31, 33, 34, 32,
41, 23, 29, 30, 29, 28, 48, 49, 31, 49, 48, 37, 38, 47, 25, 43, 38, 48, 37, 20,
38, 22, 21, 33, 35, 27, 38, 31, 22, 28, 20, 30, 41, 49, 41, 32, 43, 28, 21, 27,
20, 39, 40, 27, 26, 36, 36, 41, 46, 28, 32, 33, 25, 31, 33, 25, 36, 41, 28, 33
a Choose a suitable class interval for the given data and present the results in
a frequency distribution table.
b Draw a histogram of the data.
c Add a polygon to the histogram.
THINK
WRITE
Choose a suitable size for the class

interval.
Obtain the range for the given data.

Range = largest value smallest
value.
Range = largest value smallest value

= 49 20
= 29
Divide the results obtained for the

range by 5 and round to the nearest
whole number.
29
Number of class intervals: ------ = 5.8
5
6
Note: A class interval of 5 hours will

result in 6 groups.
4
Rule up a frequency table and list

the class intervals in the first column,
beginning with the smallest value.
Note: The class interval 20<25
includes hours ranging from and
including 20 to less than 25.
Systematically go through the data

and determine the frequency of each
class interval.
Calculate the total of the frequency

column.
Lifetime
(hours)
20<25
25<30
30<35
35<40
40<45
45<50
Frequency
(f )
Tally
||||
||||
||||
||||
||||
||||
|||| ||
|||| |||| |||| |||
|||| |||| ||||
|||| |||| |
|||| |||
|||| |||| |
Total
12
23
20
16
13
16
100
455
THINK
WRITE
20
Draw in the first column so that it

starts and finishes halfway between
class intervals and reaches a vertical
height of 12 units.
Repeat step
scores.
Mark the midpoints of the tops of the

columns obtained in the histogram
from part b.
15
10
5
0
0
Lifetime of torch batteries (hours)
for each of the other
Join the midpoints by straight line

intervals.
Close the polygon by drawing lines

at each end down to the class
interval (x) axis.
Battery life
f
25
20
15
10
5
0
0
20
<
2
25 5
<
3
30 0
<
3
35 5
<
4
40 0
<
4
45 5
<
50
Add scales to the horizontal and

vertical axes.
Note: Leave a half interval at the
beginning and end of the vertical
axis.
20
<
2
25 5
<
3
30 0
<
3
35 5
<
4
40 0
<
4
45 5
<
50
Battery life
f
25
Frequency

paper. Give the graph a title.
Frequency
Lifetime of torch batteries (hours)
remember
remember
A histogram must be drawn on graph paper and should include:
1. a title
2. clearly labelled and evenly scaled axes
3. columns of equal width, with no gaps between them
4. columns which each straddle a score on the x-axis
5. a half-interval left at each end of the x-axis.
Frequency polygons should include:
1. the same scaled axes as the histogram
2. straight lines which join the midpoints of the tops of the columns
3. lines drawn (which close the polygon) at each end down to the score (x) axis.
Class intervals are used when:
1. data are spread over a wide range
2. there is a large amount of data.
The size of a class interval should lead to the formation of 5 to 10 groups.
11E
Mat
d
hca
Histograms
and frequency
polygons
WORKED
Example
Histograms and frequency

polygons
1 The following histogram displays the heights

of a group of students.
a Which is the most common height?
b Which is the least common height?
c How many students are taller than 156 cm?
d How many students are shorter than
156 cm?
e Which height occurred 18 times?
f How many students were included in the
survey?
2 The following frequency distribution
table represents the scores obtained by
a group of Year 10 students in a test.
Score (x)
Student heights
f
20
Frequency
456
15
10
5
0
0
150 152 154 156 158 160 162
Heights (cm)
Frequency (f )
2
3
6
9
11
7
4
1
2
3
4
5
6
7
Spreadshe
et
EXCEL
Total
Spreadshe
et
EXCEL
Histograms
and frequency
polygons
Histograms
and frequency
polygons (DIY)
GC p
am
rogr
UV stats
a Draw a histogram which represents the data in the table above, using grid paper.
To decide on scaling for the axes, ask yourself: What is the highest score
(x-axis)? What is the highest frequency (y-axis)? Use the title: Student Ratings.
b Which is the most common score?
c Which is the least common score?
d How many students received a score of at least 5?
e How many students received a score of, at most, 3?
f How many students were included in the survey?
g Draw a frequency polygon of the data.
3 A quality control officer obtained random samples of bags of corn chips from the
production line and weighed them. Here are the data:
Corn chips: Net weight (grams)
252, 247, 249, 250, 248, 246, 251, 248, 250, 249,
246, 249, 247, 248, 247, 248, 249, 248, 250, 249,
250, 246, 247, 251, 248.
a Sort the data into a frequency distribution table.
b How many packets of corn chips were in the sample?
c How many packets weighed less than the printed weight of 250 g?
d How many packets weighed more than the target weight?
e Present the data in the table as a histogram, and overlay a frequency polygon on it.
Be sure to label the graph and give it a title.
457
4 These are the results of a test out of 10 for a Year 8 class:

2, 6, 5, 9, 8, 7, 3, 6, 9, 4, 8, 8, 6, 7, 6, 4, 7, 8, 7, 8, 6, 7, 8, 5, 3, 9, 2, 6, 5, 8.
a Present the data in a frequency distribution table.
b How many students were in the class?
c What was the most common test score?
d Give the highest and lowest test scores.
e Display the data as a histogram/frequency polygon combination graph.
Questions 5 and 6 refer to the following information.
The number of hours of sleep during school week nights for a
Year 8 class are recorded below:
6, 9, 7, 8, 7, 8 1--2- , 6 1--2- , 8, 7 1--2- , 7 1--2- , 8, 8 1--2- , 6 1--2- , 8, 8, 7, 7 1--2- , 8, 9, 8.
5 a
b
c
d
e
Sort the information into a frequency table.

Draw a histogram of the data.
How many students were in the sample?
How many students slept for at least 8 hours?
How many students slept for less than 7 hours?
6 multiple choice
The number of students who slept between 6 and 7 hours inclusive is:
A 1
B 4
C 6
D 5
E 3
Questions 7 and 8 refer to the following information.
The amount of pocket money (in dollars) available to a random sample of 13-year-olds
each week was found to be as shown below:
10, 15, 5, 4, 8, 10, 4, 15, 5, 6, 10, 6, 5, 10, 8, 10, 5, 10, 10, 6.
7 a
b
c
d
Compile a frequency distribution table from the data.

Draw a histogram which represents the given data.
What was the most common amount of pocket money?
How many received less than $8 per week?
8 multiple choice
The number of 13-year-olds who received at least $8 per week is:
A 9
B 3
C 6
D 5
E 12
WORKED
Example
9 The following data give the results of testing the lives (in hours) of 100 torch
batteries:
25, 36, 30, 34, 21, 40, 36, 46, 29, 38, 20, 41, 34, 45, 25, 40, 31, 39, 24, 45,
27, 44, 23, 35, 47, 49, 20, 37, 43, 26, 35, 28, 48, 30, 20, 36, 41, 26, 32, 42,
21, 31, 45, 42, 26, 37, 33, 24, 45, 38, 36, 43, 21, 34, 38, 35, 28, 41, 30, 22,
29, 32, 39, 25, 44, 21, 35, 38, 41, 35, 30, 23, 37, 43, 33, 34, 28, 39, 22, 31,
35, 42, 38, 27, 36, 46, 28, 34, 37, 29, 24, 30, 39, 44, 31, 24, 36, 28, 47, 21.
a Choose a suitable class interval for the given data and present the results on a
frequency distribution table.
b Draw a histogram of the data.
c Add a polygon to the histogram.
458
Work
ET
SHE
11.2
10 For each of the following data, choose a suitable class interval and represent the result
on a frequency distribution table.
a The data below show the fat
content (%) of 30 types of biscuits selected from a supermarkets shelves:
6, 12, 1, 5, 8, 13,
20, 18, 12, 2, 25, 13,
18, 20, 8, 9, 17, 21,
7, 22, 30, 28, 12, 19,
29, 12, 28, 2, 7, 17.
b The following data give the number of hours of
television watched by a group of 28 students in a typical week:
16, 20, 5, 2, 60, 40, 13,
2, 25, 30, 45, 24, 12, 8,
10, 16, 9, 25, 0, 50, 16,
29, 32, 41, 30, 12, 12, 6.
c Anna was required to measure the mass (in grams) of a variety of ingredients for
her home economics assignment. The following data represent Annas results in
the range of 0 g mass 250 g.
8, 29, 110, 56, 74,
128, 160, 205, 227, 16,
5, 61, 27, 130, 92,
35, 50, 230, 80, 160.
d Nadias duties at the delicatessen require her to weigh out a number of products.
The following data represent Nadias results in the range of 250 g mass 500 g:
260, 300, 410, 289, 310, 278,
316, 480, 410, 270, 360, 492,
321, 325, 380, 252, 312, 291,
315, 280, 460, 400, 280, 265,
350, 290, 460, 370, 425, 310.
Graphics Calculator tip!
Plotting a
histogram
1. Clear the Y= editor and turn off any existing plots by pressing
and choosing 4: PlotsOff .
2. Press STAT , select 1: Edit and enter x
data in L1 and frequencies in L2.
(For grouped data use the midpoint of
the class interval for x.)
2nd
[STATPLOT]
459
3. Press
2nd
[STATPLOT] then press
ENTER (or select 1 ).

Choose settings for a histogram as
shown at right using arrow keys and
press ENTER .
4. Press ZOOM and choose 9: ZoomStat .

5. Press TRACE to explore.
2
Questions 1 to 3 refer to the column graph at right.
Favourite football clubs

80
2 Which two clubs are supported by 50 people?

3 Which football club has the highest number
of supporters?
Frequency
1 How many people support Hawthorn?
60
40
20
5 What was her speed during the first two

distance
minutes? (Remember: Speed = ------------------- ).
time
6 What total distance did she travel?
w
oo
d
ng
on
on
lli
Co
Ri
Maries trip
100
Distance (m)
4 After how much time was Marie furthest away

from her starting point?
ch
rlt
or
n
Ca
th
aw
H
Questions 4 to 6 refer to the line graph at right.
80
60
40
20
0
0
2 3 4
Time (min)
Chris received the following results (out of 10) in his mathematics tests in semester 1:
5, 8, 7, 9, 10, 6, 8, 9, 8, 8, 5, 6, 7, 5.
7 Organise the data into a frequency distribution table.
8 Display the data as a histogram/frequency polygon combination graph.
9 What was the highest score Chris obtained?
10 Which score has the highest frequency?
460
Stem-and-leaf plots
When displaying data, a stem-and-leaf plot may be used as an alternative to the
frequency distribution table. Each piece of data in a stem-and-leaf plot is made up of
two components; a stem and a leaf.
For example, the value 28 is made up of a tens component (the stem) and the units
component (the leaf) and would be written as: Stem Leaf
2
8
WORKED Example 9
The following data give the number of fruit that have
formed on each of 40 trees in an orchard:
45, 48, 52, 39, 36, 38, 72, 36, 75, 42,
82, 63, 30, 70, 89, 90, 46, 27, 56, 50,
62, 82, 61, 33, 72, 65, 47, 57, 72, 30,
28, 63, 52, 48, 70, 65, 54, 72, 33, 40.
Prepare an ordered stem-and-leaf plot which displays the
data.
THINK
1
2
4
5
Rule up two columns headed stem and leaf.

Make a note of the smallest and largest
values of the data (that is, 27 and 90
respectively). List the stems in ascending
order in the first column
(that is, 2, 3, 4, 5, 6, 7, 8, 9).
Note: The tens component of the number
represents the stem.
Systematically work through the given data
and enter the leaf (unit component) of each
value in a row beside the appropriate stem.
Note: The first row represents the interval
2029, the second row represents the
interval 3039 and so on.
Include a key to the plot. This informs the
reader of the meaning of each entry.
Redraw the stem-and-leaf plot so that the
numbers in each row of the leaf column are
in ascending order. This is called an ordered
stem-and-leaf plot.
WRITE
Key: 2 7 = 27
Stem Leaf
2 78
3 96860303
4 5826780
5 260724
6 321535
7 2502202
8 292
9 0
Key: 2 7 = 27
Stem Leaf
2 78
3 00336689
4 0256788
5 022467
6 123355
7 0022225
8 229
9 0
461
From worked example 9 it is evident that there are some advantages in displaying
grouped data in a stem-and-leaf plot compared with a frequency distribution graph.
All the original data are retained, therefore it is possible to identify the smallest and
largest values as well as any repeated values. This can not be done when values are
grouped in class intervals. Stem-and-leaf plots also give a graphical representation of
the data, as they resemble histograms turned on their side.
It is important to provide a key when drawing up stem-and-leaf plots as the plots
may be used to display a variety of data; that is, values ranging from whole numbers to
decimals.
WORKED Example 10
Prepare an ordered stem-and-leaf plot for each of the following sets of data:
a 129, 148, 137, 125, 148, 163, 152, 158, 172, 139, 168, 121, 134.
b 1.6, 0.8, 0.7, 1.2, 1.9, 2.3, 2.8, 2.1, 1.6, 3.1, 2.9, 0.1, 4.3, 3.7, 2.6.
THINK
WRITE
a Key: 12 1 = 121
Stem Leaf
12 9 5 1
13 7 9 4
14 8 8
15 2 8
16 3 8
17 2
1
2
Rule up two columns headed stem

and leaf.
Include a key to the plot which
informs the reader of the meaning of
each entry.
Make a note of the smallest and
largest values of the data (that is, 121
and 172 respectively). List the stems
in ascending order in the first column
(that is, 12, 13, 14, 15, 16, 17).
Note: The hundreds and tens
components of the number represent
the stem.
Systematically work through the
given data and enter the leaf (unit
component) of each value in a row
beside the appropriate stem.
Note: The first row represents the
interval 120129, the second row
represents the interval 130139 and
so on.
Redraw the stem-and-leaf plot so
that the numbers in each row of the
leaf column are in ascending order.
Key: 12 1 = 121
Stem Leaf
12 1 5 9
13 4 7 9
14 8 8
15 2 8
16 3 8
17 2
Continued over page
462
THINK
WRITE
b Key: 0 1 = 0.1
Stem Leaf
0 871
1 6296
2 38196
3 17
4 3
1
2
Rule up two columns headed stem

and leaf and include a key.
Make a note of the smallest and
largest values of the data (that is, 0.1
and 4.3 respectively). List the stems
in ascending order in the first column
(that is, 0, 1, 2, 3, 4).
Note: The units components of the
decimal represent the stem.
Systematically work through the
given data and enter the leaf (tenth
component) of each decimal in a row
beside the appropriate stem.
Note: The first row represents the
interval 0.10.9, the second row
represents the interval 1.01.9 and
so on.
Redraw the stem-and-leaf plot so
that the numbers in each row of the
leaf column are in ascending order to
produce an ordered stem-and-leaf
plot.
Key: 0 1 = 0.1
Stem Leaf
0 178
1 2669
2 13689
3 17
4 3
remember
remember
A stem-and-leaf plot allows:
1. all the original data to be retained
2. a graphical representation of the data to be seen as it resembles a histogram
turned on its side.
11F
Stem-and-leaf plots
1 The following stem-and-leaf plot gives the age of members

of a theatrical group.
a How many people are in the theatrical group?
b What is the age of the youngest member of the group?
c What is the age of the oldest member of the group?
d How many people are over 30 years of age?
e What age is the most common in the group?
f How many people are over 65 years of age?
Key: 2 4 = 24
Stem Leaf
1 78899
2 2479
3 1338
4 022266
5 57
6 4
463
2 The following stem-and-leaf plot represents data for the height of trees (in cm) in a
nursery.
Key: 23 7 = 237
Stem Leaf
20 7 4 2 9
21 2 0 7
22 9 3 3 8 6
23 0 2 1 2 1 6
24 5
a Redraw this stem-and-leaf plot as an ordered stem-and-leaf plot.
b Write down the tenth number in the ordered stem-and-leaf plot.
3 The following data give the number of fruit that have
formed on each of 40 trees in an orchard:
9
29, 37, 25, 62, 73, 41, 58, 62, 73, 67,
47, 21, 33, 71, 92, 41, 62, 54, 31, 82,
93, 28, 31, 67, 29, 53, 62, 21, 78,
81, 51, 25, 93, 68, 72, 46, 53, 39,
28, 40.
WORKED
Example
Prepare an ordered stem-and-leaf

plot which displays the data.
4 The number of errors made each
week by 30 machine operators is
recorded below:
12, 2, 0, 10, 8, 16, 27, 12, 6, 1,
40, 16, 25, 3, 12,
31, 19, 22, 15, 7, 17, 21, 18, 32,
33, 12, 28, 31, 32, 14.
Prepare an ordered stem-and-leaf
plot which displays the data.
5 Prepare an ordered stem-and-leaf plot
for each of the following sets of data:
10a
a 132, 117, 108, 129, 165, 172, 145, 189,
137, 116, 152, 164, 118
b 131, 173, 152, 146, 150, 171, 130, 124, 114
c 196, 193, 168, 170, 199, 186, 180, 196, 186, 188, 170,
181, 209
d 207, 205, 255, 190, 248, 248, 248, 237, 225, 239, 208, 244
e 748, 662, 685, 675, 645, 647, 647, 708, 736, 691, 641, 735.
WORKED
Example
6 Prepare an ordered stem-and-leaf plot for each of the following sets of data:
a 1.2, 3.9, 5.8, 4.6, 4.1, 2.2, 2.8, 1.7, 5.4, 2.3, 1.9
10b
b 2.8, 2.7, 5.2, 6.2, 6.6, 2.9, 1.8, 5.7, 3.5, 2.5, 4.1
c 7.7, 6.0, 9.3, 8.3, 6.5, 9.2, 7.4, 6.9, 8.8, 8.4, 7.5, 9.8
d 14.8, 15.2, 13.8, 13.0, 14.5, 16.2, 15.7, 14.7, 14.3, 15.6, 14.6, 13.9,
14.7, 15.1, 15.9, 13.9, 14.5
e 0.18, 0.51, 0.15, 0.02, 0.37, 0.44, 0.67, 0.07.
WORKED
Example
464
Mean
We collect data in order to find out
what is going on now in our area of
interest. Then we can interpret the
results to make decisions and predictions such as: Where should the
new school be built? What do we
expect its enrolment to be by 2005?
When do most teenagers watch television? What food should be sold at the
school canteen? If sales continue to rise at this
rate, what profits can we expect next quarter?
Simple calculations based on collected data can help give us typical values, or values
which show how the data cluster. These typical values are commonly referred to as
averages. We will look at 3 different types of averages used in interpreting data: mean,
median and mode. The first is the mean.
The mean or average of a set of scores is the sum of all the scores divided by the
number of scores.
WORKED Example 11
Jans basketball scores were: 18, 24, 20, 22, 14, 12.
What was his mean score? Calculate your answer,
correct to 1 decimal place.
THINK
Calculate the total of the basketball

scores.
Count the number of basketball scores.
Define the rule for the mean.
Substitute the known values into the

rule.
Evaluate, rounding to 1 decimal place.
WRITE
Total score = 18 + 24 + 20 + 22 + 14 + 12
= 110
Number of scores = 6
total score
Mean = ----------------------------------------number of scores
110
Mean = --------6
= 18.3
465
WORKED Example 12
Calculate the mean of the frequency distribution data given below.
Score (x)
Frequency (f )
THINK
1
WRITE
Rearrange the rows as columns and

include an extra column headed:
Score frequency (x f ).
Score
(x)
Frequency
(f )
Score
frequency
(x f )
Enter the information into the third

column; that is:
Score of 1 occurred 3 times. Therefore,
x f = 1 3 = 3.
Score of 2 occurred 2 times. Therefore,
x f = 2 2 = 4.
Continue this process for each pair of
data.
13=3
22=4
3 4 = 12
40=0
51=5
Determine the total of the frequency

column. This shows how many scores
there are altogether.
6 5 = 30
15
54
Total
Determine the total of the score

frequency column. This shows the
overall value of all the scores.

rule.
Evaluate the answer to 1 decimal place.

Note: The mean is often not one of the
given scores.
total of score frequency values

Mean = -----------------------------------------------------------------------------total frequency values
54
Mean = -----15
= 3.6
remember
remember
1. To determine the mean of values in a list, obtain the total of all the scores and
divide by the number of scores.
2. To determine the mean of values in a table, add the (x f ) column, and divide
by the total of the frequency column (f ).
466
11G
am
rogr
WORKED
GC p
Example
UV stats
11
Mean
1 Carolines basketball scores were: 28, 25, 29, 30, 27, 22. What was her mean score?
Give the answer correct to 1 decimal place.
2 Find the mean (average) of each set of the following scores. Give the answers correct
to 2 decimal places.
a 1, 2, 3, 4, 7, 9.
b 2, 7, 8, 10, 6, 9, 11, 4, 9.
c 3, 27, 14, 0, 2, 104, 36, 19, 77, 81.
d 4, 8.4, 6.6, 7.0, 7.5, 8.0, 6.9.
Mat
d
hca
Mean
3 Francescas soccer team has the following

goals record this season:
2, 0, 1, 3, 1, 2, 4, 0, 2, 3.
a What total number of goals have they
scored?
b How many games have they played?
c Find the teams average score.
4 multiple choice
Friscos athletics coach timed 5 consecutive 200 m training runs. He recorded times
of 25.1, 23.9, 24.8, 24.5 and 27.3 seconds. His mean 200 m time (in seconds) is:
A 24.60
B 25.20
C 25.12
D 25.42
E 26.12
5 An Olympic figure skater was given these scores by the panel of judges:
4.8, 4.6, 4.5, 4.7, 4.8, 4.9, 4.2, 4.0, 4.8.
If the highest and lowest scores are omitted, what is the average (mean) of the
remaining scores?
7 A third Year 8 group had the following results in the same test as in question 6:
5, 7, 8, 4, 6, 8, 5, 9, 8.
a What is the average score of this group?
b What must a tenth student (who was originally absent) score to bring this groups
average to 7?
c What is the most common score for the original group of 9?
d If the scores of the original group of 9 students were rearranged in ascending
order, what would be the middle score?
Spreadshe
et
EXCEL
6 Two Year 8 groups did the same mathematics test. Their results out of 10 were:
Group A: 5, 8, 7, 9, 6, 7, 8, 5, 4, 2.
Group B: 5, 6, 4, 5, 9, 7, 8, 8, 9, 7.
a Which group had the highest mean?
b Compare the spread of the marks for the groups.
Spreadshe
et
EXCEL
Mean from
a frequency
table
Mean from
a frequency
table (DIY)
WORKED
Example
12
8 Calculate the mean of this frequency distribution.

Score (x)
Frequency (f )
467
9 Calculate the mean of this frequency distribution.

Score (x)
10
Frequency (f )
10 Which are the most common scores in: i question 8? ii question 9?

11 A survey of the number of occupants in each house in
a street gave the following data:
2, 5, 1, 6, 2, 3, 2, 4, 1, 2, 0, 2, 3, 2, 4, 5, 4, 2, 3, 4.
Prepare a frequency distribution table with an x f
column and use it to find the average number of
people per household.
12 The number of children in each family in a suburban
street was as shown:
0, 2, 1, 3, 0, 1, 2, 0, 4, 0, 2, 1.
a Compile a frequency distribution table of the data.
b Find:
i the mean of the distribution
ii the most common number of children.
c How many children (in total) would you expect
there to be in 1000 families in similar locations?
13 These scores show the number of people in each apartment in a block of flats. Use a
frequency table to calculate the mean number of people per unit, correct to 1 decimal
place.
1, 3, 2, 4, 2, 1, 3, 5, 3, 2, 4, 1, 3, 2, 1, 2.
14 The table shows the number of tries converted in football matches over a particular
period.
Score (x)
Frequency (f )
a Calculate the average (mean)

number of tries converted,
correct to the nearest tenth.
b What was the most common
number tries converted?
c How many tries would you
expect to be converted in the
next game? Explain.
15 The mean of 10 scores is 8. What
is the total of all the scores?
16 The mean of 5 scores is 7.2.
a What is the sum of the scores?
b If four of the scores are 9, 8, 7
and 5, what is the fifth?
468
Median, mode and range

Median
The median is the middle score for an odd number of scores and the average of the
two middle scores for an even number of scores.
To obtain the median, the scores must be arranged in numerical order.
WORKED Example 13
Find the median of the scores:
a 10, 8, 11, 5, 17
b 9, 3, 2, 6, 3, 5, 9, 8.
THINK
WRITE
Arrange the values in ascending order.

Select the middle value.
Note: There are an odd number of scores;
that is, 5. Hence, the third value is the
middle number or median.
a 5, 8, 10 , 11, 17
Arrange the values in ascending order.

Select the middle value/s.
Note: There are an even number of
scores; that is, 8. Hence, the fourth and
fifth values are the middle numbers, or
median.
b 2, 3, 3, 5 , 6 , 8, 9, 9
1
2
1
2
Obtain the average of the two middle

values.
The median of the scores is 10.
5+6
Median = -----------2
11
= -----2
= 5 1--2- (or 5.5)
The median of the score is 5 1--2- or 5.5.
Finding the median

(or the mean)
To find the median of a list of numbers press
2nd
[LIST] , arrow across to MATH and select 4: Median( .
Press
2nd
[ { ] and enter the scores separated by a
comma. Press 2nd [ } ] to close the brackets and then

press ENTER .
You can find the mean easily by following the same
steps but selecting 3: Mean( rather than 4: Median( .
469
When determining the median, recall:

1. There are as many scores above the median as there are below it.
2. For an even number of scores, the median may not be one of the listed scores.
WORKED Example 14
Find the median of the data presented in the following stem-and-leaf plots.
a Key: 14 5 = 145
Stem
14
15
16
17
18
Leaf
2788
24
1399
022266
5
b Key: 25 3 = 253
Stem
21
22
23
24
25
26
Leaf
306
432497
9315
262067
57
47311
THINK
WRITE
a The stem-and-leaf plot is ordered.
Check that the given stem-and-leaf

plot is ordered.
Count the pieces of data and

determine the middle value/s.
There are 17 pieces of data. Therefore, the

middle value is the ninth term.
The median is 169.
Check if the stem-and-leaf plot is

ordered. It is not.
Order the stem-and-leaf plot.
Key: 25 3 = 253
Stem Leaf
21 0 3 6
22 2 3 4 4 7 9
23 1 3 5 9
24 0 2 2 6 6 7
25 5 7
26 1 1 3 4 7
Count the pieces of data and

determine the middle value/s.
There are 26 pieces of data. Therefore, the

two middle values are the thirteenth and
fourteenth terms.
Add the two middle terms and divide

by 2; that is, obtain the average.
b The stem-and-leaf plot is not ordered.
239 + 240
Median = -----------------------2
479
= --------2
= 239.5
The median is 239.5.
470
Mode
The mode is the most common score in a set of data.
It is the score with the highest frequency.
It measures clustering of scores.
Some sets of scores have more than one mode, or no mode at all; that is, there is no
score which corresponds to the highest frequency, as all values occurred once only.
WORKED Example 15
Find the mode of the following scores:
a 5, 7, 9, 8, 5, 8, 5, 6
b 10, 8, 11, 5, 17
c 9, 3, 2, 6, 3, 5, 9, 8.
THINK
WRITE
Look at the set of data and circle any

values that have been repeated.
Choose the value(s) which have been
repeated the most.
a 5 , 7, 9, 8 , 5 , 8 , 5 , 6

Note: No mode is not the same as
having a mode which equals 0.
b 10, 8, 11, 5, 17
No values have been repeated.
The following set of data has no mode, since
none of the scores correspond to a highest
frequency. Each of the numbers occur only
once.

Choose the value(s) which have been
repeated the most.
c 9 , 3 , 2, 6, 3 , 5, 9 , 8
1
2
3
1
2
1
2
3
The number 5 occurs 3 times.

The mode for the given set of values is 5.
The number 3 occurs twice. The number 9

occurs twice.
The modes for the given set of values are 3
and 9.
What is the difference?

Mean, median and mode are all types of averages.
1 Provide two examples of situations where each type of average is the best one
to use.
2 At times, these measures are used to mislead people. Describe some situations
where this may occur.
3 Write a paragraph to describe the difference between the three types of average.
471
Range
In analysing a set of scores, it is helpful to see not only how the scores tend to cluster,
or how the middle of the set looks, but also how they spread or scatter. Two classes may
have the same average mark, but the spread of scores may differ considerably.
The range of a set of scores is the difference between the highest and lowest scores.
WORKED Example 16
Find the range of the following sets of data.
a 7, 3, 5, 2, 1, 6, 9, 8.
b
10
THINK
WRITE
a Highest value = 9
Lowest value = 1
Range = highest value lowest value
1
2
3
4
5
2
3
4
5
Obtain the highest and lowest

values.
Define the range.
rule.
Evaluate.
Obtain the highest and lowest
values.
Note: Consider the values only, not
the frequencies.
Define the range.
rule.
Evaluate.
=91
=8
The set of values has a range of 8.
b Highest value = 10
Lowest value = 7
Range = highest value lowest value
= 10 7
=3
The frequency distribution table data have a
range of 3.
remember
remember
1. The median is the middle score for an odd number of scores and the average
of the two middle scores for an even number of scores that are arranged in
numerical order. There are as many scores above the median as there are
below it.
2. The mode is the most common score.
3. The range is the difference between the highest and lowest scores.
472
11H
11.2
Spreadshe
et
EXCEL
SkillS
HEET
Median
WORKED
Example
13a
WORKED
Spreadshe
Median
(DIY)
WORKED
Example
14
Spreadshe
et
EXCEL
13b
Mode
Spreadshe
et
EXCEL
1 Find the median of the following scores:

a 5, 5, 7, 12, 13
b 28, 13, 17, 21, 18, 17, 14.
2 Find the median of the following scores:

a 2, 52, 46, 52, 48, 52, 48
b 4, 1.5, 1.7, 2.0, 1.8, 1.5, 1.7, 1.8, 1.9.
et
EXCEL
Example
Median, mode and range
Mode
(DIY)
WORKED
Example
3 Find the median of the data presented in the following stem-and-leaf plots.
a Key: 1
Stem
1
2
3
4
5 = 15
Leaf
12789
28
1379
0126
b Key: 24
Stem
24
25
26
28
7 = 247
Leaf
27
24668
01359
5668
Key: 17
Stem
15
16
17
18
4 = 174
Leaf
624
86139
02186734
415271
4 For each set of scores in questions 1 and 2, find the mode.
15
WORKED
Example
5 For each of the scores in questions 1 and 2, find the range.
16a
WORKED
d
hca
Mat
Example
Median,
mode and
range
16b
6 Find the range of the following sets of data.

a
10
10
10
10
7 Find: i the mode and ii the mean for each set of data in question 6.
GC p
am
rogr
UV stats
8 The canteen recorded the number of 24-can cartons of soft drink sold in a week:
46, 28, 25, 32, 28, 36, 40, 34, 37, 39, 40, 28.
a Find the median number of cartons sold.
b Find the mode.
c Which of the two averages better shows the typical weekly sales?
d Find the range.
Questions 9 and 10 refer to the following set of scores:
1, 1, 1, 4, 4, 5, 5, 6, 3, 3, 7, 6, 5, 4, 6, 2, 1, 8.
9 multiple choice
The median of the given scores is:
A 1
B 4.5
C 4
D 5
E 8
10 multiple choice
The mode of the given scores is:
A 5
B 6
C 4
D 3
E 1
473
11 Over 10 matches, a Rugby League team scored the

following number of tries:
2, 3, 1, 0, 4, 5, 2, 3, 3, 4.
a What was the most common number of tries
scored?
b What was the median number of tries
scored?
c In this case, does the mode or the median
give a score that shows a typical performance?
12 Here are Greg Normans scores (numbers of
strokes) hole by hole for the first 9 holes of a major
golf tournament.
Hole number
Score
a How many strokes were most commonly hit?

b What was his median score?
c As Norman prepares to tee off towards the next hole, how many strokes could the
crowd expect him to take to complete the hole? Discuss factors which could
influence the outcome.
13 A small business pays the following annual wages (in thousands of dollars) to its
employees: 18, 18, 18, 18, 26, 26, 26, 40, 80.
a What is the mode of the distribution?
b What is the median wage?
c Which measure would you expect the employees union to use in wage
negotiations?
d Which might the boss use in such negotiations?
e Find the mean.
14 The clothing sizes for a group of students were:
Size
10
12
14
16
18
Number of students
a What was the most common size?

b Find the median size.
c If you were the stock controller of a clothing store, which size would you order
most of?
Work
time
15 The following data represent the mathematics exam results (as percentages) for 28
GAME
Year 8 students:
65, 70, 67, 82, 71, 25, 83, 78, 58, 72, 94, 66, 86, 73
Data and
graphs
71, 31, 71, 87, 65, 76, 86, 66, 98, 74, 84, 96, 100, 73.
002
a Present the data as an ordered stem-and-leaf plot.
b Find the median result.
ET
SHE 11.3
c Find the mode.
d Find the range.
e Comment on the results obtained by the class.
474
Finding the mean, median, mode

and range
To enter data into the TI83 graphics calculator, press STAT and select 1:Edit. Type
your data in the L1 column. Press ENTER after each entry. (You can type over existing
numbers or press DEL to delete.) To find the mean and median of your data, press
STAT then arrow across to select CALC and 1:1 Var Stats and press ENTER . The
mean is the value given for x . Scroll down to find the median. This is shown as Med=.
You will also be able to calculate the range by viewing the values for minX (the lowest
value) and maxX (the highest value).
To assist you in finding the mode you can sort the data list into ascending order.
Press STAT select 2:Sort A(, then press 2nd L1 (to sort List 1) and press ENTER .
(Note that selecting 3:Sort D( sorts the data in descending order.) You can view the
sorted data by pressing STAT 1:Edit. (Highlighting L1 shows the full list of the data
across the bottom of the screen for easier viewing.)
The screens below show the summary statistics for the data: 3, 4, 8, 4, 5, 6.
Mean = 5
Mode = 4
Median = 4.5
Range = 8 3 = 5
Interpreting boxplots
Another way of displaying data is in the use of a boxplot (or a box-and-whisker plot).
A boxplot consists of a central divided box with attached whiskers. The box indicates
the median, the lower quartile and upper quartile while the whiskers indicate the range.
lowest
result
lower
median
quartile
upper
quartile
highest
result
Quartiles are found by dividing the data into quarters. The lower quartile is the
middle value of the lower half of the data while the upper quartile is the middle value
of the upper half of the data. (The median is the middle quartile.)
Boxplots are always drawn to scale.
475
WORKED Example 17
This boxplot shows the marks achieved by a class on their end of year examination.
a Find:
i the median
ii the lowest mark
iii the highest mark
iv the range
0 10 20 30 40 50 60 70 80 90 100
v the lower quartile
vi the upper quartile
b interpret the results.
THINK
WRITE
a i The median is represented by the

vertical line inside the box.
a i The median is 70.
ii The lowest mark is represented by the

end point of the left whisker.
ii The lowest mark is 30.
iii The highest mark is represented by

the end point of the right whisker.
iii The highest mark is 95.
iv Subtract the lowest mark from the

highest mark to calculate the range.
iv Range = 95 30
= 65
v The lower quartile is represented by

the left edge of the box.
v The lower quartile is 55.
vi The upper quartile is represented by

the right edge of the box.
vi The upper quartile is 80.
b Interpret the results.
b The boxplot indicates that the marks range

from 30 to 95, with half of the students
scoring between 55 and 80. One quarter of
the students scored between 30 and 55 and
one quarter scored between 80 and 95. The
middle score (median) was 70. This means
that half or 50% of the students scored
between 30 and 70 while the other half
scored between 70 and 95.
remember
remember
A boxplot displays data by indicating the lower quartile, median, upper quartile
and range.
lowest
result
lower
median
quartile
upper
quartile
highest
result
476
11I
Interpreting boxplots
1 The boxplot below shows the number of hours per week that each Year 11 student uses
the Internet. Use the data to find:
17
WORKED
Example
0
Mat
d
hca
Interpreting
boxplots
GC p
am
rogr
9 10
a the median number of hours

b the lowest number of hours
c the highest number of hours
d the range
e the lower quartile
f the upper quartile.
Interpret the results.
UV stats
2 The boxplot at right shows the distribution of

final points scored by a football team over a
seasons roster.
50
70
90
110 130 150 Points
a What was the teams greatest score?
b What was the teams smallest score?
c What was the teams median score?
d What was the range of points scored?
e The difference between the upper quartile and the lower quartile is called the interquartile range. Calculate the interquartile range for this set of data.
f What does the interquartile range show us about these data? (Hint: What percentage
of results lie in this range?)
477
3 The boxplot at right shows the distribution of

data formed by counting the number of honey
bear biscuits in each packet of a large sample
of packets. In any packet, what was:
a the largest number of honey bears?
b the smallest number of honey bears?
c the median number of honey bears?
d the range of numbers of honey bears?
e the interquartile range of honey bears?
Interpret the results.
30
35
40
45
50
55
60
Questions 4 to 7 refer to the boxplot shown below.
10
15
20
25
30 Scale
4 multiple choice
The median of the data is:
A 20
B 23
D 30
E 35
C 25
5 multiple choice
The range of the data is:
A 5
B 20
C 23
D 25
E 30
6 multiple choice
Half the data lie between:
A 5 and 30
B 5 and 20
C 20 and 25
D 25 and 30
E 20 and 30
7 multiple choice
The number of pieces of data displayed in the boxplot is:
A 30
B 25
C 20
D 100
E not able to be determined
QUEST
GE
EN
M AT H
8 List some limitations of using a boxplot to display data.
CH
AL
1 Find five numbers that have a mean of 10 and a median of 12.

2 The mean of 5 different test scores is 15. What are the largest and
smallest possible test scores, given that the median is 12? All test scores
are whole numbers.
3 The mean of 5 different test scores is 10. What are the largest and smallest
possible values for the median? All test scores are whole numbers.
4 The mean of 9 different test scores that are whole numbers and range
from 0 to 100 is 85. The median is 80. What is the greatest possible range
between the highest and lowest possible test scores?
478
Analysing data
To understand what information the data give, and perhaps to draw conclusions from it,
we must appreciate what each statistical measure does.
Statistical measures
Mode
Median
Mean
Range
The most
common value or
category. Tells us
nothing about the
rest of the data.
Data may have no
mode, one or
more than one
mode.
The score in the

exact middle of
the values placed
in numerical order.
Tells us nothing
about other values.
It is unaffected by
exceptionally large
or small scores.
Uses all the

scores as a total,
divided by the
number of scores.
Affected by
exceptionally
large or small
scores.
Highest score minus

the lowest score.
Shows how far the
scores are spread
apart.
Particularly useful
when combined
with mean or
median.
WORKED Example 18
Explain which statistical measure is referred to in these statements.
a The majority of people surveyed prefer Activ-8 sports drink.
b The ages of fans at the Rolling Stones concert varied from 8 to 80.
c The average Australian family has 2.1 children.
THINK
WRITE
Write down the statement and

highlight the key word(s).
Relate the highlighted word to one
of the statistical measures.
a The majority of people surveyed prefer

Activ-8 sports drink.
Majority implies most, which refers to the
mode.
This statement refers to the mode.

b The ages of fans at the Rolling Stones

concert varied from 8 to 80.
The statement refers to the range of fans
ages at the concert.
This statement refers to the range.

c The average Australian family has 2.1

children.
The statement deals with surveying the
population and finding out how many
children are in each family.
This statement refers to the mean.
1
2
3
1
2
3
1
2
479
WORKED Example 19
Elios batting scores in last years cricket series were 65, 30, 0, 0, 0, 80; while Gaetanos
scores were 0, 30, 30, 80, 25, 20 in the same matches.
a Calculate the range for each. Does this show that both had equal results?
b Find the mean for each. Does this give a better measure of their abilities?
THINK
WRITE
a Range = highest value lowest value

Elio: Range = 80 0
= 80
Gaetano: Range = 80 0
= 80
Elios and Gaetanos range values are the
same. This does not show that they have
equal results as the range gives no
information of their other scores.
Calculate the range for each person

by subtracting the lowest score from
the highest score.
Compare the ranges and answer the

question.
1
2
Calculate the total of the batting

scores.
Count the number of batting scores.

rule.
Evaluate, rounding the value to
1 decimal place.
Repeat steps 1 to 5 for Gaetanos
mean.
5
6
Compare the mean values and

b Elios total score = 65 + 30 + 0 + 0 + 0 + 80

= 175
total score
Mean = ----------------------------------------number of scores
175
= --------6
= 29.2
Gaetanos total score
= 0 + 30 + 30 + 80 + 25 + 20
= 185
185
Mean = --------6
= 30.8
Gaetanos batting average is slightly higher
than Elios and his results are more
consistent.
The mean is a better measure of their
abilities.
remember
remember
This is a summary of what each statistical measure does.
Mean:
Uses all the scores as a total, divided by the number of scores.
Median: The score in the exact middle of values placed in numerical order.
Mode:
The most common value or category.
Range: Highest score minus the lowest score.
480
11J
Analysing data
1 Explain which statistical measure is referred to in these statements.

a There was a 15 temperature variation during the day.
18
b Children at this school are absent 3.4 days per semester, on average.
c Most often you have to pay $79.95 for those sports shoes.
d The average Australian worker earns about $470 per week.
e A middle-income family earns about $35 000 per annum.
WORKED
d
hca
Mat
Example
Summary
statistics
am
rogr
2 Frank scored 5, 7, 6, 8, 7 in a series of spelling tests, while Erik scored 8, 8, 6, 8, 9 in

the same tests.
19
a Calculate the range for each. Does this show that both had equally good results?
b Find the mean for each. Does this give a better measure of their abilities?
WORKED
GC p
Example
UV stats
3 The following scores were made by four teams in sports matches.

Jackals:
4, 0, 5, 9, 4, 8
Panthers: 7, 10, 10, 11, 10, 9
Wallabies: 2, 15, 1, 17, 10, 3
Tigers:
9, 10, 20, 25, 0, 14
a Which team has the highest mean?
b Which team shows the greatest range of scores?
c Compare modal scores for Jackals and Panthers.
d Find the median score for each team.
4 End of semester tests produced the following results in mathematics for a class:
Rating
Number of students
10
a What is the mode?

b What is the median rating?
c Is it possible to calculate the mean?
5 Jennifers batting scores in indoor cricket were: 28, 35, 31, 29, 37, 30, 34, 40, 28, 33.
a What measure would show the degree of consistency in her performances?
Calculate it.
b Find the mean, median and modal scores.
c Which of the three measures in b would selectors use to evaluate her performance?
Why?
d If you were Jennifer, would you use the mode to describe your record to others?
Explain your reasoning.
6 Here are Marks scores in the same matches as Jennifer in question 5:
57, 14, 68, 0, 22, 80, 9, 49, 16, 62.
a Find range, mean, median and mode.
b Compare each measure with Jennifers from question 5.
c If you were the team selector, whom would you choose? Give reasons.
d Which measure would Mark use in talking about his performance? Explain.
481
Academy Award winners

The data below list the ages of Academy Award winners over a twenty-year period
from 197695.
Best male actor (age): 60, 30, 40, 42, 37, 76, 39, 52, 45, 35, 61, 43, 51, 32, 42, 54,
52, 37, 38, 30.
Best female actor (age): 35, 31, 41, 33, 31, 72, 33, 49, 38, 76, 21, 41, 26, 80, 42,
29, 33, 34, 45, 49.
1 Prepare an ordered stem-and-leaf plot for each set of data. What do the shapes
of the stem-and-leaf plots tell you about the ages of female award winners and
male award winners?
2 Find the mean, median and mode
for each set of data. Which average
best represents each data set?
Explain.
3 The diagram below shows the
boxplots representing the data for both
male winners and female winners.
Ages of Academy Award
winners, 197695
Ages of
male winners
Ages of
female winners
20
30
40
50
60
70
80
For each boxplot, state:

a the lowest result (age)
b the highest result (age)
c the range
d the lower quartile
e the upper quartile.
4 Interpret your answers to part 3. Explain to another person what each answer
represents.
5 Jessica Tandy was 80 years old when she received the Academy Award for best
female actor. Is this unusual? Explain your answer.
Analysing your class data

You will need: Personal data sheets
Analyse your class statistically by using the measures range, mode, median and
mean for the attributes for which you gathered data: age, height, and so on.
Develop a profile of the average student in your class. You may like to compare
the results from your class with another class results.
482
Footy season
Let us look at the data presented at the start of this chapter. Jemma obtained the
following data for the results of her AFL football team over a season. The points
scored in 20 matches were:
85, 96, 118, 93, 73, 71, 98, 77, 106, 64, 73, 88, 62, 97, 104, 85, 73, 92, 62, 76.
1 Decide on an appropriate class interval and complete a frequency distribution
table.
2 Display these data as a histogram and overlay it with a frequency polygon.
3 What is the modal class of these data?
4 Display the data as a stem-and-leaf plot.
5 Calculate a the mean b the mode c the median.
6 What is the range of the data?
7 What conclusions can you draw from analysing these data?
Michael has obtained a similar set of data for his local football team. The points
scored in 20 matches were:
83, 75, 93, 67, 62, 105, 118, 96, 84, 99, 92, 81, 88, 93, 100, 98, 87, 104, 84, 76.
8 Repeat the analysis described in 1 to 7 above.
9 Compare the two sets of data. Write a summary of your findings.
10 At the start of the season, the president of Jemmas football club offered an
incentive to the team. If the teams average over the season was 90 or more,
they would be rewarded with a night out at a restaurant. Does the team receive
their reward?
11 If Michaels football team had the same incentive plan, would they receive the
reward? Explain your answer.
Obtaining your own data

1 Use the Internet or library to obtain two sets of data related to an area of
interest to you. (One Web site you may like to try is www.statistics.gov.au
which links to the Australian Bureau of Statistics.) Write a report on the
analysis of these data. Explain whether the data have been obtained from a
sample or from the entire population.
2 Collect two sets of data for yourself by surveying students in your class on a
question of your choice. For the first set, survey the whole population of your
class (census). For the second set, work out a way of randomly choosing
10 students (sample).
Write a report on your findings. How do the two sets of data compare? What
are the advantages and disadvantages of using a sample compared to surveying
a whole population?
483
summary
Copy the sentences below. Fill in the gaps by choosing the correct word or
expression from the word list that follows.
1
Statistics involves collecting data using a survey of

the target
, or of the whole population (census).
The data are then sorted into a frequency

each score and the number of times it occurs.
To display the results we can use

and charts, consisting of
data arranged in columns and rows; column graphs, bar graphs or
graphs.
Column and bar graphs should have these features:

i
table, which shows
an appropriate
ii
iii
samples of
labelled and clearly scaled

all columns or bars of the
width.
Histograms are special

graphs showing scores on the horizontal (x) axis and
(f ) on the vertical axis. No gaps are left
between columns, which straddle the scale marks on the x-axis.
Frequency
the top of the
x-axis.
A
side.
Data analysis uses the

(average) = total of all scores number
of scores, median (
score), and
(most common
score) as measures of how scores cluster.
The
is defined as the highest score minus the lowest score
and gives an overall impression of how scores tend to
.
10
A boxplot is drawn with a box to show the lower

, the median
and the upper quartile and lines or
to indicate the range of
the data.
WORD
mode
distribution
axes
middle
leaf
are special line graphs joining the midpoints of

columns, and starting and finishing on the
and
plot resembles a histogram turned on its
LIST
spread
random
whiskers
mean
quartile
population
title
range
column
frequency
histogram
tables
same
line
polygons
stem
484
CHAPTER
review
11A
1 Eighty students in a school of 800 participated in a survey to find their favourite drinks. The
results were: Coke: 20, Pepsi: 14, other soft drink: 10, milk/milk-based: 16, coffee: 9, tea:
4 and fruit juice: 7.
a Describe a method of selecting the students at random; that is, without bias.
b Is the survey a sampling or a census?
11A
2 Use this frequency distribution table to answer

the following questions.
a How many participated in this survey?
b What was the most frequent score?
c What was the least frequent score?
d How many scored, at most, 15?
e How many scored at least 16?
11A
Score
Frequency
13
14
15
16
17
18
3 A random sample of 24 families was surveyed to determine the number of vehicles in each
household. Here are the raw data collected:
2, 0, 3, 2, 1, 0, 2, 3, 4, 2, 2, 1, 0, 1, 3, 2, 1, 0, 0, 0, 2, 2, 3, 3.
b How many families have no vehicles in their household?
c How many families have 2 or more vehicles in their household?
d Which score has the highest frequency?
e Which is the highest score?
f What fraction of families had 2 vehicles in their household?
485
4 The following table represents the statistics for the various Rugby League teams.
Key: P = matches played
W = number won
D = number drawn
L = number lost
F = points for
A = points against
Pts = competition points awarded
11B
Standings
RUGBY LEAGUE
P
5
5
5
5
5
5
5
5
4
5
5
5
5
5
5
5
4
5
5
5
Brisbane
Newcastle
Balmain
Parramatta
Melbourne
North Queensland
Sydney City
St George
North Sydney
Penrith
Canberra
Auckland
Cronulla
Canterbury
Western Suburbs
Illawarra
South Sydney
Manly
Gold Coast
Adelaide
W
5
5
4
4
4
4
3
3
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
2
2
2
3
3
3
3
4
4
4
3
4
4
4
F
166
146
114
112
102
78
110
105
84
126
90
87
68
76
98
80
46
62
56
56
A
58
64
56
68
78
95
85
102
58
119
86
111
102
98
124
114
88
106
120
130
Pts
10
10
8
8
8
8
6
6
4
4
4
4
4
2
2
2
2
2
2
2
a
b
c
d
How many matches had most teams played?

Which teams had won 3 matches and lost 2?
Which team shows the narrowest gap between F and A?
Why is Brisbane placed ahead of Newcastle if they have both gained the same number
of competition points?
e How many points are awarded for a win?
5 This table shows the maximum and minimum daily temperatures in a city over a one-week
period.
Day
Maximum (C)
12
13
10
11
10
Minimum (C)
Use the table to answer the following questions.

a What was the maximum temperature on day 3?
b Which day had the lowest minimum temperature?
c Which day was the coldest?
d Which day had the warmest overnight temperature?
e What was the temperature range (variation) on day 2?
f Which day had the smallest range of temperatures?
11B
486
11C
6 The table below shows the components which make up the body mass of a typical teenager.
Bone
Brain
Fat
Blood
Muscle
Other
12.5 kg
2.5 kg
5 kg
10 kg
25 kg
5 kg
a What is the teenagers total mass?

b What fraction of the teenagers body
mass is muscle?
c How much more mass of blood than
fat does he have?
d What percentage of the total mass is
the brain?
e Draw a column graph to display the
data.
7 This table below shows the weekly
expenses of a typical Australian family.
Item
Food and drink
Rent or mortgage
Transport
Clothing
Recreation
Other
a
b
c
d
e
11D
Amount ($)
120
180
60
40
60
140
Select a suitable title and draw a bar graph.

Which item is the least expensive?
Which item is half as expensive as food and drink?
What fraction of the familys expenses goes on other expenses?
What percentage of the familys expenses goes on rent and mortgage?
8 The graph at right represents

the acrehectare conversion.
a Convert to hectares:
i 5 acres
ii 7.4 acres.
b Convert to acres:
i 4 hectares
ii 2.4 hectares
iii 3.5 hectares.
Acrehectare conversion graph

4
Hectares
11B
3
2
1
0
0
5 6
Acres
10
487
9 The table below represents the estimated insect population in a particular region of Victoria.
Year
Population
1970
1980
1990
2000
2010
120 000
160 000
230 000
330 000
460 000
11D
a Draw a line graph to display the data in the table of insect population growth. Label the
horizontal axis Year, and the vertical axis, Population. Choose your own scale for the
horizontal axis. Use the scale 1 cm = 50 000 for the vertical axis, starting at 100 000.
b i Which decade showed the smallest increase?
ii Which decade showed the largest increase?
c i What should be the approximate population in 1999?
ii What should be the approximate population in 2005?
d If the trends continue, in what year should the insect population reach:
i 250 000? ii 370 000?
10 A number of people were asked to rate a video on a scale of 0 to 5. Here are their scores:
1, 0, 2, 1, 0, 0, 1, 0, 2, 3, 0, 0, 1, 0, 1, 2, 5, 3, 1, 0.
a Sort the data into a frequency distribution table.
b Display the data as a histogram, with a frequency polygon overlay.
11E
11 The number of hours spent watching TV on a Friday night by students in a selected Year 8
11E
class are: 1 1--2- , 2, 0, 1--2- , 1, 2, 1 1--2- , 3, 0, 1--2- , 1, 2, 2, 3, 3 1--2- , 0, 1, 4, 2, 1--2- , 1, 0, 2, 1 1--2- , 0, 1 1--2- .
a
b
c
d
e
f
Compile a frequency distribution table of the data.

How many students were surveyed?
What was the most common time that students spent watching TV?
How many students spent more than 2 hours watching TV?
How many students watched less than 1 hour of TV?
Display the data as a histogram with a frequency polygon overlay.
12 The following data give the speed of 30 cars recorded by a roadside speed camera along a
stretch of road where the speed limit is 80 km/h.
75, 90, 83, 92, 103, 96, 110, 92, 102, 93,
78, 94, 104, 85, 88, 82, 81, 115, 94, 84,
87, 86, 96, 71, 91, 91, 92, 104, 88, 97.
Present an ordered stem-and-leaf plot.
13 Comment on the data recorded by the roadside speed camera in question 12.
14 Calculate the mean of the following scores 1, 2, 2, 2, 3, 3, 5, 4 and 6.
15 The mean of 10 scores was 5.5; 9 of the scores were: 4, 5, 6, 8, 2, 3, 4, 6 and 9; what was
the tenth score?
11F
11F
11G
11G
488
Questions 16 and 17 refer to the following distribution table.

x
11G
11H
16 Calculate the mean of the given frequency distribution table.
11H
18 a Determine the mode of the following values: 3, 2, 6, 5, 9, 8, 1, 7. Explain your answer.

b Determine the median of the following values: 10, 6, 1, 9, 8, 5, 17, 3.
c Calculate the range of the following values: 1, 6, 15, 7, 21, 8, 41, 7.
11H
11I
19 Find the mode, median and range of the data in question 10.
17 For the given frequency distribution table, determine:

a the mode
b the median
the range.
20 The following boxplot displays the results of a survey into the number of pieces of mail
delivered in a week to a number of households.
10 12 14 16
a What is the smallest number of pieces of mail

delivered?
b What is the highest number of pieces of mail
delivered?
c What is the median number of pieces of mail
delivered?
d What is the lower quartile of these data?
e What is the upper quartile of these data?
f Calculate the interquartile range.
g Interpret the data.
11J
CHAPTER
test
yourself
11
21 A frozen goods section manager recorded the following sales of chickens by size during a
sample week:
16, 14, 13, 12, 15, 14, 13, 11, 12, 14,
14, 16, 15, 13, 11, 12, 14, 13, 15, 17,
13, 12, 14, 16, 13, 11, 15, 14, 12, 11,
15, 12, 13, 12, 12, 15, 13, 11, 11, 13,
16, 13, 12, 15, 17, 13, 14, 16, 12, 15.
a Construct a frequency distribution table showing x, f, and x f columns. You may
include a tally column if you wish.
b Draw a histogram to display the data.
c Identify the mode of the distribution.
d Calculate the mean and median sizes of the chickens sold.
e Of which size should the manager order most? Explain.
f What is the range of sizes?
g What percentage of total sales are in the size 12 to 14 group?
h Is the mean a useful measure to the manager? Explain.

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MQ 8 Ch 11 Page 423 Friday, December 8, 2000 7:49 AM

MQ 8 Ch 11 Page 424 Friday, December 8, 2000 7:49 AM

Maths Quest 8 for Victoria

Data collection and organisation

Samples and surveys

MQ 8 Ch 11 Page 425 Friday, December 8, 2000 7:49 AM

Chapter 11 Data and graphs

Frequency distribution tables

Draw up a frequency distribution

b The total of the frequency column gives

b Twenty-six households were surveyed.

c Fewer than two pets = 7 + 9

Calculate the number of households

Sixteen households have fewer than 2 pets.

MQ 8 Ch 11 Page 426 Friday, December 8, 2000 7:49 AM

Maths Quest 8 for Victoria

Make a note of the highest value in

d The score with the highest frequency

Calculate the number of households

Write down the number of

f Households with no pets = 7

The most common number of pets is one.

Four households have 3 or more pets.

Total number of households surveyed = 26

Define the fraction and substitute the

Answer the question.

Households with no pets

Each item of data is called a score.

MQ 8 Ch 11 Page 427 Friday, December 8, 2000 7:49 AM

Chapter 11 Data and graphs

2 Complete a frequency distribution table for each of the following.

i How many participated in the

MQ 8 Ch 11 Page 428 Friday, December 8, 2000 7:49 AM

Maths Quest 8 for Victoria

7 A random sample of 30 families was surveyed to find the number of high-school-aged

Personal data sheet

___ years ___ months

Hair colour (red, blond, brown, black)

Tabulating data from the class survey

MQ 8 Ch 11 Page 429 Friday, December 8, 2000 7:49 AM

Complete the frequency table for the

40, 7, 38, 16, 33,

14, 51, 29, 8, 24,

12, 41, 20, 34, 6,

24, 10, 27, 35, 20,

25, 16, 30, 0, 47, 15, 49, 25, 11,

MQ 8 Ch 11 Page 430 Friday, December 8, 2000 7:49 AM

Maths Quest 8 for Victoria

Tables and charts

Whole BBQ chicken

MQ 8 Ch 11 Page 431 Friday, December 8, 2000 7:49 AM

Chapter 11 Data and graphs

Obtain the cost of a large homemade

Answer the question.

The cost of a large homemade pie is $3.00.

Obtain the price of a family lasagne.

Obtain the price of a whole family

Cost of a whole family chicken = $9.95

Compare the prices.

Answer the question.

A whole family chicken is more expensive

Obtain the price of large fries.

_ years _ months