MODULE TWO: DATA HANDLING (REPRESENTING, INTEPRETING AND ANALYSING DATA)
INTRODUCTION
In this module you will look at the concept of representing, interpreting and analysing data of the
following graphs:
Bar graph
Histogram
Pie chart
Line graph
Box and whisker plot
Scatter plot
OVERVIEW
In this topic, you will work with complex projects in familiar and unfamiliar contexts
SPECIFIC OBJECTIVES
At the end of this module you will be able to:
Represent different data on statistical graphs
Represent and analyse graphs
identify and describe trends
identify and describe sources of bias
answer questions under investigation
identify and describe any misleading representations and data summaries
TERMINOLOGY
TYPE OF GRAPH DESCRIPTION
Bar graph Graph represented in the form of bars representing discreet data
Histogram Graph represented in the form of bars representing continuous data
Pie chart It is a circular graphical representation of relative portions of data in the form of
slices.
Line graph It is a type of graph that displays data in the form of co-ordinates joined by line
segments.
Box and whisker It is a graphical representation of the minimum value, quartile 1, quartile 2,
plot quartile 3 and maximum value.
Scatter Plot It is the type of graph that shows the relationship between two sets of data.
CONTENT
You will study this module through the following unit(s): Data Handling Graphs
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UNIT 1: REPRESENTING, INTERPRETING AND ANALYSING DATA
INTRODUCTION
In this unit you will look at the concept of Graphs (Box and Whisker, Pie chart, Line, Bar, Histogram,
Scatter plot, etc.) with specific focus on representing, interpreting and analysing data.
LEARNING OUTCOME
At the end of this Unit, you should be able to:
Read values directly from the values provided on the graphs.
Draw specified graph from a given table of data.
Represent, interpret and analyse graphs.
LESSON NOTES
STATISTICAL CYCLE
REPRESENTATION AND INTERPRETATION OF GRAPHS
The following should be considered when working with graphs:
The type of graph
Graph title, labels and axes
Dependant and independent variables
Relationship between variables
Trends represented in the graph
Reasons for changes in the graph
Conclusion about the graph
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BAR GRAPH
It is a graph representing discrete data which is categorised and represented by bars with
spaces in between.
Discrete data is the quantitative data that can be counted and has a finite number of
possible values.
It represents dependent and independent variable.
Each bar represents a specific category.
Bar graph can be represented in the following forms:
VERTICAL BAR GRAPH
Number of cases is the DATE TOTAL POSITIVE CASES RECOVERIES
dependent variable 28-05-20 25 937 13 451
Date recorded is the 21-05-20 19137 8950
independent variable 14-05-20 12739 5676
First bar representing positive 07-05-20 8232 3153
cases recorded on different 30-04-20 5647 2073
days and 2nd bar representing 23-04-20 3953 1473
recoveries
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HORIZONTAL BAR GRAPH
Number of reported covid-19 cases per province
14-05-20
Date recorded
21-05-20
28-05-20
0 2000 4000 6000 8000 10000 12000 14000
Number of cases
KWAZULU NATAL EASTERN CAPE GAUTENG WESTERN CAPE
Number of cases is the dependent variable
Date recorded is the independent variable
Each bar representing a different province
VERTICAL BAR STACKS
Number of reported covid-19 cases per province
35000
30000
25000
Number of cases
20000
15000
10000
5000
0
WESTERN CAPE GAUTENG EASTERN CAPE KWAZULU NATAL
Provinces
28-05-20 21-05-20 14-05-20
Number of cases is the dependent variable
Province recorded is the independent variable.
Bars stacked vertically to represent data collected on different days.
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HORIZONTAL BAR STACKS
Number of reported covid-19 cases per province
KWAZULU NATAL
EASTERN CAPE
Provinces
GAUTENG
WESTERN CAPE
0 5000 10000 15000 20000 25000 30000 35000
Number of cases
28-05-20 21-05-20 14-05-20
Number of cases is the dependent variable
Province is the independent variable
Bars stacked horizontally to represent data collected on different days
HISTOGRAM
It is a graphical
representation of a
continuous data using bars.
It represents the frequency
of continuous data
The data should be first
grouped into interval
It represents dependent
and independent variable.
If the frequency is zero,
then there will be no bar
plotted
There are no gaps between
bars
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LINE GRAPH
It is a type of graph that displays data in the form of co-ordinates joined by line segments.
It compares two variables; plotted along an axis; vertical and horizontal axis.
These represent dependent and independent variable.
Independent variable is a variable that is not affected by other factors (e.g. Age); and it is a plotted
on a horizontal axis.
Dependent variable is a variable that is changed by other factors; (e.g. No of pregnant girls travelled
over a period of time). In this case, distance depends on the time taken to travel. It is plotted on the
vertical axis.
PIE CHART
It is a circular graphical representation of relative portions of data in the form of slices.
To represent the data in a pie chart, each slice is represented as a proportion of 3600 and
represented as a percentage.
The total percentage of all slices of a pie chart is 100%
If 1 portion is unknown, then the unknown portion should be subtracted from 100%
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NUMBER OF POSITIVE CASES AT 5 TOP INFECTED PROVINCES ON THE 28 TH OF MAY 2020
PROVINCE POSITIVE CASES
WESTERN CAPE 12888
GAUTENG 3167
EASTERN CAPE 3047
KWAZULU NATAL 2186
FREE STATE 221
PROVINCES WESTERN EASTERN KWAZULU GAUTENG FREE
CAPE CAPE NATAL STATE
RECOVERIES 9157 1700 1180 2019 123
BOX AND WHISKER PLOT
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It is a graphical representation of quartiles, minimum and maximum values
The graph has 4 segments (quarters)
Each segment has 25% of data
If the segment is bigger, it implies that data is spread apart
If the segment is small, it implies that values are close to each other
25% 25%
25% 25%
It is a graphical representation of the minimum value, quartile 1, quartile 2, quartile 3 and
maximum value.
Each segment represents 25%
The whiskers represent minimum and maximum values
The boxes represent quartile 1, quartile 2 and quartile 3
The data that lies below the lower quartile (Q1) is 25%
The data that lies falls below the median (Q2) is 50%
The data that lies below the upper quartile (Q3) is 75%
The data that lies above the lower quartile (Q1) is 75%
The data that lies above the median (Q2) is 50%
The data that lies above the upper quartile (Q3) is 25
N.B learners are not expected to draw the box and whisker plot
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SCATTER PLOT
It is the type of graph that shows the relationship between two sets of data.
It shows one variable on the horizontal axis and another one on the vertical axis.
The pattern of the scatter points will show whether there is correlation between the
variables or not.
The closer the points, the stronger the correlation.
Take Note: Learners are not expected to do line of best fit
Positive correlation [From left to right]
When one variable increases, the other one increases too’
3
Series2
0
3.28 3.3 3.32 3.34 3.36 3.38 3.4 3.42 3.44 3.46
EASTERN CAPE ACTIVE CASES VERSUS RECOVERIES
2000
1800
1600
1400
ACTIVE CASES
1200
1000
800
600
400
200
0
0 200 400 600 800 1000 1200 1400 1600 1800
RECOVERIES
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Negative correlation [from right to left]
When one variable increases, the other one decreases
ACHIEVED BACHELOR
100000
90000
80000
70000
60000
50000
40000
30000
20000
10000
0
14 16 18 20 22 24 26 28 30 32
No correlation
There is no relationship between the variables, the pattern is irregular
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10
4 Series1
0
0 2 4 6 8 10 12
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MISLEADING GRAPHS
Data represented is not obvious but needs further analysis
Data is usually represented in a different format from the usual one.
The following graphs represent the data on the table below
DATE TOTAL POSITIVE CASES
28-05-20 25 937
21-05-20 19137
14-05-20 12739
07-05-20 8232
30-04-20 5647
23-04-20 3953
Example 1:
TOTAL POSITIVE CASES
100%
80%
60%
40%
20%
0%
21-05-20
14-05-20
7/5/2020
30-04-20
23-04-20
TOTAL POSITIVE CASES
25000
20000
15000
10000
5000
0
21-05-20 14-05-20 7/5/2020 30-04-20 23-04-20
The 2 graphs are representing the same information, 1 graph represented in percentage form and 1
represented in actual numbers.
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Example 2:
28-05-20
WESTERN CAPE GAUTENG EASTERN CAPE KWAZULU NATAL
FREE STATE LIMPOPO NORTH WEST MPUMALANGA
NORTHERN CAPE UNALLOCATED TOTAL
PROVINCE WC GP EC KZN FS LP NW MP NC
POSITIVE 16 3167 3047 3040 221 141 138 106 48
CASES 893
Smallest values do not appear on the graph
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ACTIVITY 2.1.1 (Q2.1 – 2.3)
Instructions
You should form groups of 4 – 5
Duration: 15 minutes
Refer to the questions provided
Task 1: Answer all the questions
Task 2: Prepare a marking grid for the activities below
Task 3: explain mark allocation for the solutions
These questions are intended to prompt you to consolidate the unit and possible ways in which this
section can be taught
Report Back and Discussion
Resources: Training manual, Note pad, Pen and Calculator
2.1. The table below shows the statistics on Medical aid scheme coverage from 2008 to 2017. During this
period, the number of individuals who were covered by a medical aid scheme increased from 8,1 million to
9,5 million.
Use the table below to answer the questions that follow.
2.1.1. State why the data for people covered by medical aid is regarded as discrete.
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2.1.2. Name the type of data collecting instrument used to collect this data.
2.1.3. Write down in words, the number of people not covered by a medical aid scheme in 2011.
2.1.4. Calculate the median number of the unspecified people.
2.1.5. Write down the ratio of the total population to the number of people covered by a medical aid
scheme in 2008, in the form … : 1
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TABLE 1 : Medical aid coverage in thousands from 2008 – 2017
2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
Number of
people 8 057 8 502 8 967 8 312 9 157 9 608 9 470 9 307 9 447 9 475
covered by a
medical aid
scheme
Number of
people not 41 26 41 28 41 60 43 01 42 81 43 30 43 94 45 06 45 46
covered by a 6 4 6 3 9 0 6 5 646 654
medical aid
scheme
Subtotal 49 49 78 50 57 51 32 51 97 52 90 53 41 54 37 55 09 56
323 6 3 5 6 8 6 2 3 129
Percentage
of people
covered by a 16,3 17,1 17,7 16,2 17,5 18,2 17,7 17,1 17,1 16,9
medical aid
scheme
Number of
people who
do not know 101 19 23 0 58 36 46 71 53 24
about
medical aid
scheme
coverage
Unspecified 56 347 254 249 291 161 451 308 474 369
people
Total
population 49 48 50 15 50 85 51 57 52 32 53 10 53 91 54 75 55 62 56
0 2 0 4 5 5 2 1 0 522
[Adapted from [Link]]
2.1.6. Determine the probability (as a percentage) of randomly selecting the number of people who do
not know about medical aid scheme coverage in 2013.
2.1.7. Draw a broken line graph on the ANSWER SHEET to represent the percentage of people covered by
a medical aid scheme from 2008 - 2017.
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2.2. The graphs below show two types of graphs. The pie chart shows the percentages of
different perfume sales for March to May. The incomplete bar graph shows ONLY the
number of Fantasy perfumes sold for March and April. A total of 12 000 bottles of perfume
was sold during this period
2.2.1. Calculate the number of bottles of Fantasy perfume during period. (5)
2.2.2. Pat claimed that more Fantasy perfumes were sold in May than in March. Verify his
claim. (3)
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PERCENTAGE OF PERFUMES SOLD FROM MARCH - MAY
BLACK OPIUM
19%
OLYMPEA
23%
BUTTER-
FLY BLACK XS
18%
ANGEL
8% FANTASY
D%
D represent unknown percentages of perfumes indicated in the pie chart
Number of perfumes sold in a term
800
700
Number of Perfumes Sold
600
500
400
689 681
300
550
200
100
0
March April May
term in months
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2.3. Regal plans to tour the country over holidays. He then investigated temperature changes to help him
decide on the suitable time to visit different areas. The table below shows the average temperatures
recorded for 11 cities.
2.3.1. Why are temperatures regarded as average temperatures? (2)
2.3.2. Identify the town and season on the table with lowest average temperature. (2)
2.3.3. A line graph representing the summer maximum temperatures has been drawn, on the same system
of axis, draw the graph representing summer minimum temperatures. (5)
MAXIMUM AND MINIMUM SUMMER AND WINTER TEMPERATURES
CITIES SUMMER WINTER
MAXIMUM MINIMUM MAXIMUM MINIMUM
Bloemfontein 31 15 17 -2
Cape Town 26 16 18 7
Durban 28 21 23 11
East London 26 18 21 10
Johannesburg 26 15 17 4
Kimberley 33 18 19 3
Polokwane 28 17 20 4
Port Elizabeth 25 18 20 9
Pretoria 29 18 20 5
Richards Bay 29 21 23 12
Upington 36 20 21 4
Min and max summer temperatures of 11 cities
25
20
15
Temperatures in C
10
0
n n an on rg y e th ria ay on
ei w rb bu rle an be gt
nt To u ond s be kw a e to sB n
fo pe D tL
e iz Pr rd i
m s nn Ki
m
Po
lo E l a Up
oe Ca Ea ha rt ch
Bl Jo Po Ri
Cities
SUMMER MINIMUM
ACTIVITY 2.1.2 (Q2.4 – 2.7)
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Instructions
You should form groups of 4 – 5
Duration: 15 minutes
Refer to the questions provided
Task 1: Answer all the questions
Task 2: Decide on marks to be allocated to these questions
Task 3: explain mark allocation for the solutions
These questions are intended to prompt you to consolidate the unit and possible ways in which this
section can be taught
Report Back and Discussion
Resources: Training manual, Note pad, Pen and Calculator
4.4. On the first of March 2020 the first case of Covid -19 was reported in South Africa and the 27 th of
March 2020, the first Covid-19 death was reported. Since then the death cases of covid-19 were
recorded. The following graph above represent the death cases of covid-19 deaths recorded on the 7 th
of June 2020. Study the graph and Use it to answer the following questions
2.4.1. Calculate the range of the death cases.
2.4.2. Show that the median of the death cases is ----------------
2.4.3. Determine the interquartile range of the set of data
COVID-19 DEATH RATE PER AGE CATEGORY ON 7 JUNE 2020
300
280
260
240
220
200
NUMBER OF CASES
180
160
140
120
100
80
60
40
20
0
0-9 19-Oct 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-99
AGES
2.5. Western Cape has recorded the highest number of Covid-19 cases. The active cases and infection cases
for Western Cape were recorded for the whole month of May and the graph was drawn from the data
collected. Study the graph below and answer the following questions:
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12000
10000
8000
RECOVERY CASES
6000
4000
2000
0
0 2000 4000 6000 8000 10000 12000 14000 16000 18000 20000
INFECTIONS CASES
2.5.1. Write a suitable title for this graph
2.5.2. Which method was used to collect this set of data?
2.5.3 Explain the trend represented by this graph.
2.5.4. Estimate the maximum cases of infection cases represented on this graph.
I.6. Infection cases were recorded for the 2 provinces that had high infection rate for the month of May
2020. Note that: infection cases recorded is accumulative, the data is added to the recorded one.
The data collected was summarized into 5 number summary. Study the table and graph below and
answer the following questions.
GAUTENG EASTERN CAPE
MINIMUM 1507 691
Q1 1845.5 959
Q2 2210 1662
Q3 2703 2808
MAXIMUM 3583 3583
2.6.1. Which province shows the high rate of infection? Explain.
2.6.2. Write the median of Gauteng.
2.6.3. Determine the interquartile range of Eastern Cape.
2.6.4. What percentage of data lies above the upper quartile?
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2.7. The data of the 4 provinces with highest reported cases was recorded and represented on the
following graph. Study the graph and answer the following questions:
KWAZULU NATAL
EASTERN CAPE
PROVINCES
GAUTENG
WESTERN CAPE
0 5000 10000 15000 20000 25000 30000 35000
RECORDED CASES
14-05-20 21-05-20 28-05-20
2.7.1. Which instrument was used to collect this data?
2.7.2. Is number of cases the dependent or independent variable?
2.7.3. How many cases were recorded at Western Cape on the 21st of May 2020?
2.7.4. Determine the estimated difference between the cases recorded on the 28 th of May 2020
between Eastern Cape and Kwazulu-Natal?
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RESOURCES FOR MODULE 2
Mathematical Literacy NSC Exam 2018 Diagnostic Report
Statistics SA reports
DBE question papers
Provincial question papers
SUMMARY
In this module, you:
Represented and interpreted box and whisker plots, pie charts, bar, histogram, line graphs and
scatter plot
Determined trends in the data and use these to answer questions and make predictions based
on the data
Read and analyse information from the graph.
REFLECTION
A careful reading of tables/graphs is a crucial skill in solving mathematical problems. Teachers
should give learners enough opportunities, during contact time, to practise and develop this
skill.
Teachers must incorporate large numbers in their lessons, across all topics in Mathematical
Literacy. It is advisable that every assessment (formal or informal) task should involve a
problem on big numbers so that learners can familiarise themselves with them.
Learners should be taught how a trend should be described.
Teachers should teach learners first to make sense of the information before attempting the
questions.
END OF MODULE 2
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