Scribd
Upload
66 views12 pages

Interpreting and Discussing Results

Uploaded by

Aastha Sharma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
66 views12 pages

Interpreting and Discussing Results

Uploaded by

Aastha Sharma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 12

Interpreting and discussing

results
Vocabulary
Data
Data is information collected about things. It can be numbers, words,
measurements, or observations. For example, if you ask your
classmates what their favorite fruit is and write down their answers,
you are collecting data.
Types of data
• Individual Data
• Discrete Data
• Continuous Data
Individual data
• Individual data refers to a single piece of information or a specific
item in a set of data. For example, if you have a list of ages of students
in your class, each student's age is an individual piece of data.
Frequency
• Frequency is the number of times a particular value or item appears
in a set of data. For example, if you roll a die ten times and get the
number 4 three times, the frequency of rolling a 4 is three. Frequency
helps us understand how often something happens.
Class Interval
• A class interval is a range of values in a set of data that is grouped
together for easier analysis. For example, if you are measuring the
heights of students and you group them into intervals like 140-150
cm, 150-160 cm, and 160-170 cm, each of these ranges is a class
interval. It helps to organize and summarize data.
Discrete data
• Discrete data refers to countable, separate values or items. These values
are distinct and cannot be broken down into smaller parts. For example,
the number of students in a classroom, the number of books on a shelf,
or the number of cars in a parking lot are all examples of discrete data.
• In discrete data there is only frequency and no class interval.
• Here's a simple table of discrete data showing the number of students in
different grades who participated in a school event:
Grade 6 7 8 9 10
Number of 12 15 10 8 20
students

• This table shows discrete data because the number of students is


countable and can only take whole number values.
Continuous data
• Continuous data refers to information that can take any value within a given
range. These values can be measured and can be divided into smaller parts. For
example, height, weight, temperature, and time are all examples of continuous
data because they can be measured to any level of precision, such as 5.5 feet,
72.3 kilograms, 98.6 degrees, or 4.75 hours.
• In continuous data it has both frequency and class interval.
• Here's an example table showing continuous data with class intervals for the
weights (in kilograms) of students:
Class Interval 40-45 45-50 50-55 55-60 60-65

Frequency 3 5 7 4 2

• In this table, weights are continuous data grouped into class intervals (e.g., 40-
45 kg, 45-50 kg, etc.). The frequency column shows how many students fall
within each interval.
Frequency diagram
• A frequency diagram shows how often particular values occur in a set
of data.
• One exam of a frequency diagram is bar chart. In bar chart, the bars
are used to represent the frequency.
Things to notice when making bar chart for
discrete data
• The bars are all the same width.
• The gaps between the bar are equal
• You label each other with relevant data group
• You give the frequency diagram a title and label the axes
• You use a sensible scale on the vertical axes.
Participation in school events
Title
25
Number of students

20
20

15
15
12
10
10
8

0
6 7 8 9 10

Grade

Labels
Things to notice when making bar chart for
Continuous data
• The class intervals are all the same width.
• There are no gaps between the bas
• You give the frequency diagram a title and label the axes
• You use a sensible scale on the horizontal axes.
• You use a sensible scale on the vertical axes.

You might also like