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Inerpreting and Discussing Results (Notes)

The document is an educational material for a mathematics class at Vivek High School, focusing on interpreting data through frequency polygons, scatter graphs, and statistical analysis. It includes various questions and tasks related to analyzing student data, comparing results, and drawing conclusions based on graphical representations. The content is structured to guide students in understanding and applying statistical concepts in practical scenarios.

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Gunchandeep Kaur
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15 views11 pages

Inerpreting and Discussing Results (Notes)

The document is an educational material for a mathematics class at Vivek High School, focusing on interpreting data through frequency polygons, scatter graphs, and statistical analysis. It includes various questions and tasks related to analyzing student data, comparing results, and drawing conclusions based on graphical representations. The content is structured to guide students in understanding and applying statistical concepts in practical scenarios.

Uploaded by

Gunchandeep Kaur
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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VIVEK HIGH SCHOOL

SECTOR 38, CHANDIGARH

2024 -2025 NAME - _________________________ SUBJECT - Mathematics


CLASS - VIII (Stage-9) TOPIC – Interpreting
and discussing results
ROLL No - ___________ DATE - _____________
Interpreting and drawing frequency polygons

Q1. The table shows the masses of the students in class 9T.
a Copy and complete the table.
b Draw a frequency polygon for this data.
c How many students are there in class 9T?
d What fraction of the students have a mass less than 60 kg?

Q2.
Q3. Ahmad carried out a survey on the length of time patients waited
to see a doctor at two different doctors’ surgeries. The tables show the results of his survey.

a How many people were surveyed at each surgery?


b Copy and complete the tables.
c On the same grid, draw a frequency polygon for each set of data.
Make sure you show clearly which frequency polygon represents which surgery.
d Compare the two frequency polygons. What can you say about the waiting times at the two
surgeries?

Q4.
Q5. Jeff grew 40 plants. He grew 20 plants in a greenhouse and 20 plants outdoors.
The heights of the 20 plants grown in the greenhouse are shown in the table.
a Draw a frequency polygon for the data in the table.
b This frequency polygon shows the heights of the 20 plants grown outdoors.
Compare the two frequency polygons (the diagram shown here and the diagram you drew in
part a). What can you say about the heights of the two sets of plants?

Q6. Liza carried out a survey on the number of hours that some students spent doing
homework each week. The frequency diagrams show the results of her survey.

a On the same grid, draw a frequency polygon for each set of data.
b Compare the two frequency polygons. What can you say about the amount of time that boys
and
girls spend doing homework?
c How many boys and how many girls were surveyed?
d Do you think it is fair to make a comparison using these sets of data? Explain your answer.

Scatter Graphs
Q1. Hassan carried out a survey on 15 students in his class. He asked them how many hours a
week they spend doing homework, and how many hours a week they spend watching TV.
The table shows the results of his survey.

a Draw a scatter graph to show this data. Mark each axis with a scale from 0 to 20. Show
‘Hours doing homework’ on the horizontal axis and ‘Hours watching TV’ on the vertical axis.
b Does the scatter graph show positive or negative correlation? Explain your answer.
c Draw a line of best fit on your graph and describe the strength of the correlation.
d Hassan spends 6 hours watching TV one week. Use your line of best fit to estimate how
many hours he spends doing homework that week.

Q2. The table shows the history and music exam results of 15 students. The results for both
subjects are given as percentages.

a Without looking at the percentages or drawing a graph, do you think there will be positive,
negative, or no correlation between the history and music exam results of the students?
Explain your answer.
b Draw a scatter graph to show the data. Mark a scale from 0 to 100 on each axis. Show
‘History result’ on the horizontal axis and ‘Music result’ on the vertical axis.
c What type of correlation does the scatter graph show? Explain your answer.
d Was your conjecture in part a correct? Explain your answer.

Q3.
Q4. Work with a partner to answer this question. The scatter graph shows the body length
and wingspan of 10 birds. Marcus has drawn a line of best fit on the
scatter graph in red. Arun has drawn a line of best fit on the
scatter graph in black.
a Critique Marcus and Arun’s lines
of best fit.
b Suggest a method someone could
follow to draw a good line of best fit.
c Discuss your answers to parts a and b with other pairs of learners in your class.
d In your groups discuss the answer to this question.
Is it a good idea to use the line of best fit to make predictions outside the range of the
data? For example, estimating the wingspan of a bird with a body length of 75 cm.
Q5. The table shows the number of fish recorded at 10 different points in the Red Sea. It also
shows the temperature of the sea at each point.

a Draw a scatter graph to show this data.


b Describe the type and strength of the correlation between the number of fish and the
temperature of the sea.
c Draw a line of best fit on your scatter graph. Use your line of best fit to estimate the number
of fish at a point where the temperature is 27 °C.
d Do you think it is a good idea to use your line of best fit to predict the number of fish in the
red sea when the temperature of the sea is 30 ºC, 35 ºC or even higher? Explain your answer.
e Scientists estimate that the sea temperature in the world is increasing every year. Use your
graph to predict what will happen to the fish population in the sea as the temperature
increase.

Q6. Twenty learners in a school completed the same maths test. The length of their right foot
was also measured. This scatter graph shows the results.
a Explain why Zara is correct.
b Discuss your answer to part a with other learners in your class.

Back-to-back stem-and-leaf diagrams


Q1.

c Check your stem-and-leaf diagram is correct by comparing it with another learner’s


diagram. If your diagrams are not the same, try to find the mistake.
d Use your stem-and-leaf diagram to answer these questions:
i Which shop has the younger shoppers?
ii Which shop has the older shoppers?
e Make one conclusion about the types of clothes sold in the two different shops.
Q2.

a For each set of times, work out


i the mode ii the median
iii the range iv the mean.
b Compare and comment on the times taken by the boys and the girls to run 100m.

Q3.

a What fraction of the hedgehogs from each location had a mass less than 400 g?
b What percentage of the hedgehogs from each location had a mass greater than 415g?
c Which location, A or B, had the most variation in the mass of the hedgehogs?
d Work out the mean and median mass of hedgehogs for each location.
e Which location, A or B, do you think has more food available for the hedgehogs to eat?
Explain your answer.

Calculating statistics for grouped data

Q1.

The table shows the heights of the students in class 9R.


a Write
i the modal class interval
ii the class interval where the median lies.
b Explain why you can only give class intervals for the mode and median, and not exact
values.
c Work out an estimate for the range.
d Copy and complete the table and workings to find an estimate
of the mean.
Give your answer correct to the nearest centimetre.
Q2.

Q3.
Q4.

a Write
i the modal class interval
ii the class interval where the median lies.
b Zara decides to regroup the data, using larger group sizes.
Copy and complete this table.

c Write
i the modal class interval ii the class interval where the median lies.
d Compare your answers to parts a and b with your answers to parts d and e.
i Do you think the answers in parts a and b or the answers
in parts d and e are more accurate? Explain why.
ii Were the answers in parts a and b or the answers in parts d and e quicker to work out?
Explain why.

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