Practice: presenting data
Practice: presenting data
A large company has 2,500 employees.
300 of them were asked how they get to work, and how many minutes the journey takes them.
What are the population and the sample? Which two variables were checked, and what kind is each of them?
What percent of the company’s employees were asked?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
The number of goals a football team scored in each of its 30 matches in the season:
| Number of goals | 0 | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| Number of matches | 4 | 9 | 8 | 5 | 3 | 1 |
What is the relative frequency of the matches with 2 goals? Write it as a fraction in its lowest terms.
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
In how many matches did the team score at most 2 goals?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
In what percent of the matches did the team score 3 goals or more?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
A family’s spending in one month, in shekels:
| Spending | Housing | Food | Transport | Leisure | Other |
|---|---|---|---|---|---|
| Sum | 4,200 | 3,000 | 1,800 | 1,200 | 1,800 |
The spending is to be shown in a pie chart.
What is the angle of the slice “Housing”, in degrees?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
What is the angle of the slice “Food”, in degrees?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
What percent of the spending is on leisure?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
A survey asked parents of young new drivers how necessary, in their view, the law requiring a companion is:
What is the variable, and what kind is it?
What percent of the parents think the law is necessary or very necessary?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
Could these data be shown in a pie chart too? Explain.
The waiting time to see the doctor of 50 patients at a clinic, in minutes:
How many patients waited 20 minutes or more?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
What percent of the patients waited less than 10 minutes?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
The class 40–50 holds three patients. Can you tell the longest waiting time? Explain.
In how many households, out of every 100, there is a smartphone, and in how many a landline:
In 2025, what is the difference between the number of households, out of 100, with a smartphone and the number with a landline?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
Describe the trend of each graph. Between which two years of the graph was the number of households with a smartphone equal to the number with a landline?
The eye colour of 200 students was checked:
| Eye colour | Brown | Green | Blue | Other |
|---|---|---|---|---|
| Relative frequency | 55% | 15% | 20% | 10% |
How many students have blue eyes?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
In a pie chart of the data, what is the angle of the slice “Green”, in degrees?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
Which charts suit these data, and which do not? Explain.
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power