Module 5: Data Handling

MODULE 5: Data Handling

Unit 2 Organization of Data
2.1 Pictograms and Bar Charts
The objectives of this section are to
• understand how to display data using pictograms and bar charts
• understand how to use data displayed in pictograms and bar charts.

Bar charts and pictograms can be used for displaying data when the data are in
discrete categories.
For example, the bar chart and pictogram below show the favourite sports of
25 students.

8
Number
Number ofof 6 Bar Chart
Children
Students 4
2
Football

Tennis

Swimming

Cricket

Snooker
Athletics

Sports

Football

Tennis Pictogram
Swimming
Athletics
Cricket

Snooker

Worked Example 1
The pictogram shows the number of Monday
customers using a coffee shop during
Tuesday
one week.
(a) How many customers used the shop Wednesday
on Wednesday? Thursday
(b) How many customers used the shop Friday
on Monday?
Saturday
(c) How many customers visited the
coffee shop during the week? Represents 20 customers

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 Module 5: Data Handling
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Solution
(a) For Wednesday there are 5 symbols, so the number of customers was
5 × 20 = 100

(b) For Monday there are 3 12 symbols, so the number of customers was
1
3 × 20 = 70
2
(c) The total for the week is given by
70 + 60 + 100 + 50 + 100 + 130 = 510 customers.

Worked Example 2
7 5 6 8 4 5 12
John asked each person in the class 6 12 7 8 7 12 5 12 6
what their shoe size was. He obtained 6 12 5 12 7 6 6 12 8
these results. 7 5 6 12 6 7 12 7
5 12 6 5 5 12 6 7 12

Draw a bar chart to show this data.

Solution
First the data can be entered into a Shoe Size Total
tally chart, as shown here. 4 1
4 12 0
5 3
5 12 5
6 6
1
6 2 4
7 5
1
7 2 3
8 3

30

The bar chart can be drawn as shown below.

6
Number of
children 4

0
1
4 4 2 5 5 12 6 6 12 7 7 12 8
Shoe size

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 Module 5: Data Handling
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Worked Example 3
The table below shows the number of chocolate bars sold by a shop for a given
period.

Day Monday Tuesday Wednesday Thursday Friday

No. of chocolate bars 22 45 58 35 60

(a) How many more chocolate bars were sold on Friday than on Tuesday?
(b) What was the total number of chocolate bars sold for the week?
(c) What was the mean number of chocolate bars sold daily?
(d) Draw a bar chart to represent the information given in the table above.
(e) What is the probability that on a day chosen at random, less than 50
chocolate bars were sold?
(The mean of a group of numbers is the average of those numbers.)

Solution
(a) 60 − 45 = 15 . So 15 more chocolate bars were sold on Friday than on
Tuesday.
(b) Total = 22 + 45 + 58 + 35 + 60 = 220 chocolate bars.
Total number sold
(c) Mean =
Total number of days
220
= = 44
5
(d)
60

50

40
Number
Number of of
chocolates
chocolate
sold 30
bars sold

20

10

Mon Tues Wed Thurs Fri

Days of the week
3
(e) p ( no. chocolate bars < 50) = (= 0.6)
5
(Probability is covered in Unit 3 of this Module.)

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 Module 5: Data Handling
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Exercises
1. Jenny kept a record of the average 1990
2003
number of cans she recycled each
week over a number of years. 1991
2004

The pictogram shows her results. 1992

2005

(a) In which year did she recycle 1993

2006
most cans? 2007
1994
(b) How many cans did she 2008
1995
recycle each week in;
2009
1996
(i) 2006, (ii) 2004,
(iii) 2007? Represents 2 cans per week
(c) In which year did she recycle
an average of 11 cans per week?

2. The pictogram shows how many suitcases were sold by a store from 2008
to 2014, with one row missing.

1990
Property

Property
Property
of

of
of
M.

M.
M.

2008
James

James
James

1991
Property

Property

Property
Property

of

of

of
of

M.

M.

M.
M.

2009
James

James

James
James

1992
Property

Property

Property
of

of

of
M.

M.

M.

2010
James

James

James

1993
Property

Property

Property

Property

Property

2011
of

of

of

of

of
M.

M.

M.

M.

M.
James

James

James

James

James

1994
Property

Property

Property

Property

Property

Property

Property

2012
of

of

of

of

of

of

of
M.

M.

M.

M.

M.

M.

M.
James

James

James

James

James

James

James

1995
2013

1996
Property

Property

Property

Property

Property

Property

Property

2014
of

of

of

of

of

of

of
M.

M.

M.

M.

M.

M.

M.
James

James

James

James

James

James

James

Represents 100 cases

Property

of
M.
James

(a) How many cases were sold in 2009?

(b) What is the smallest number of cases sold in a year?
(c) In 2013 a total of 550 cases were sold. How many suitcase symbols
should appear in the missing row?
(d) What is the greatest number of cases sold in a year?
(e) How many suitcases have been sold altogether?

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 Module 5: Data Handling
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3. A class conducted a survey to find their favourite flavours of fruit juice. The
results were:
Juice Number of Students
June Plum 4
Mango 12
Orange 9
Papaya 7

(a) Draw a pictogram to show these results.

(b) Represent this information in a bar chart.
(c) What are the advantages of each type of representation of the data?

4. A group of students recorded the number of vehicles passing their school in

one hour. The results are recorded below.
Represent this information with a bar chart.

Vehicle Type Number of Vehicles

Car 20
Taxi 8
Truck 3
Motorbike 3
Bus 2

5. Draw a bar chart to show the data given in the table for the average
temperatures in July in different cities.

City Average Temperature

in July ( ° C )
London, England 18
Los Angeles, USA 22
Montego Bay, Jamaica 28
Montreal, Canada 21
Paris, France 20
Stockholm, Sweden 18
Singapore City 28

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 Module 5: Data Handling
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6. The students in a school playground were asked which grade they were in.
Their replies were:
10 7 7 10 11 9 8 7 8 9
7 9 11 11 8 8 9 7 10 10
11 8 9 7 10 11 11 11 11 7
7 7 8 7 8 9 10 10 9 8

Draw a bar chart to show this data.

7. A Head Teacher asked a class of Grade 7 students how many younger

brothers and sisters each student had. The results were:

0 1 2 1 0 0 1 2 1 1
2 0 0 1 1 2 3 4 1 1
2 1 2 0 0 3 2 1 5 1

Draw a bar chart to illustrate this data.

8.
1992
2013 USS Matt USS Matt USS Matt USS Matt USS Matt

2014
1993 USS Matt USS Matt USS Matt

USS Matt

= 10 ships

The diagram shows how many ships were in Mathsland's navy in 2013 and
2014.
Use the diagram to answer these questions.
(a) How many ships were there in Mathsland's navy in 2013?
(b) How many ships were there in Mathsland's navy in 2014?

9. The bar chart below shows the shoe sizes of a group of 15-year-old boys.

7
6
5
4
Frequency
3
2
1
0
5 6 7 8 9 10 11 12
Shoe size

(a) How many boys are there in the group?

(b) Comment on the shape of the bar chart, saying whether or not this is
the shape you would expect.

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 Module 5: Data Handling
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10. Sally did a survey of car colours.

The notebook shows all her results. w w r w g

r w r b r Key:
r r w r r w white
b blue
b w r r w
r red
w g r w r g green

g w w b r

(a) Copy and complete COLOUR TALLY FREQUENCY

the frequency table. White
Blue
18 Red
16 Green

14

12
Frequency

10

8 (b) Show this information as a

bar chart of the form shown here.
6

White Blue Red Green

2.2 Pie Charts

The objectives of this section are to
• understand how to illustrate data using pie charts
• understand how to interpret data from pie charts.

Pie charts are particularly effective if there is only a small number of items to
illustrate. In total a complete circle, i.e. 360° , must always be used.

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 Module 5: Data Handling
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Worked Example 1
Tara uses her pocket money of $18 per month in the following way.
Books $4
Sweets $3
Sports $6
Transport $4
Savings $1
Draw a pie chart to show how Tara uses her pocket money.

Solution
Tara has a total of $18.
360°
= 20°
18
So 20° should be used for each $1. The angles needed are given in this list.
Books 4 × 20° = 80°
Sweets 3 × 20° = 60°
Sports 6 × 20° = 120°
Transport 4 × 20° = 80°
Savings 1 × 20° = 20°

Alternatively, you could calculate each angle by taking the appropriate fraction
of 360° .
For example, for Books, we have
4
× 360° = 80°
18
and for Sweets,
3
× 360° = 60° , etc.
18
The pie chart can now be drawn, as follows.
The diagram below, on the left, shows the first section for 'Books'.
The completed pie chart is on the right.
Savings
Books Books
Transport

80° 80° 80°

60°
120°
Sweets

Sports
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 Module 5: Data Handling
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Worked Example 2
The pie chart was constructed after asking 72 students how
they travel to school. Route
(a) How many of these students travel to school by: Taxi
Walk
110°
(i) car, (ii) bus, (iii) taxi?
190°
(b) What percentage walk to school? 20°
Bus 40°

Solution Car

(a) There are 72 students so

360°
= 5° per student
72
(i) The angle for travelling by car is 40° .
40°
= 8
5°
So 8 students travel by car.

(ii) The angle for travelling by bus is 20° .

20°
= 4
5°
So 4 students travel by bus.

(iii) The angle for travelling by taxi is 110° .

110°
= 22
5°
So 22 students travel by taxi.

(b) The number who walk to school is given by

190°
= 38
5°
so the percentage who walk is
38
× 100 ≈ 52.8%
72
Note
Alternatively, you could just use the angles in the pie chart to give
190
× 100 ≈ 52.8%
360

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 Module 5: Data Handling
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Worked Example 3
The pie chart below, not drawn to scale, shows the favourite activities of a
group of 120 children.

Athletics
Swimming

x° Dance
150°
Soccer

(i) The sector for soccer is represented by an angle of 150° . Determine the
number of children who prefer soccer.
(ii) Given that 46 children enjoy athletics the most, calculate the value of x.
(iii) Determine the probability that a child chosen at random lists dance as
their favourite activity.
Solution
150
(i) Number playing soccer = × 120
360

= 50 children

46
(ii) Angle for athletics = × 360°
120
= 138°

(iii) Number dancing = 120 − (50 + 46)

= 120 − 96
= 24
24 1
So probability of dancing = =
120 5

Exercises
1. In an opinion poll 360 people were asked who they would vote for in the
next election. Their responses were:
Peoples National Party 160
Jamaica Labour Party 170
Marcus Garvey People's Progressive Party 20
National Democratic Movement 10
Draw a pie chart to show this.

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 Module 5: Data Handling
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2. Bella recorded how she spent the last 24 hours. Her results are shown below.
Sleeping 9 hours
School 7 hours
Homework 2 hours
Watching TV 3 hours
Eating 1 hour
Travelling 2 hours
Draw a pie chart to show this information.

3. A student estimated that he had 30 hours available each week for home study
and for sports. The table below shows the percentage of time he spent on each
activity.
Activities %
Languages 30
Mathematics 20
Computer Studies 15
Sciences 15
Sports x

(a) Calculate the number of hours he spent on sports.

(b) Calculate the angles in a pie chart that would be used to represent the
hours spent on
(i) Mathematics (ii) Languages.

(c) Draw a pie chart to represent the distribution of hours in the week,
which the student spends on the activities indicated in the table above.
(d) One hour in the 30 hours is chosen at random. Calculate the
probability that the student is
(i) playing sports
(ii) studying Mathematics or Languages.

4. The 30 students in a class state their favourite sport. Their results are shown
below.
Basketball 3
Cricket 9
Athletics 6
Netball 2
Football 10
Draw a pie chart to show this information.

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 Module 5: Data Handling
2.2
Jamaica News
5. The pie chart shows how the time Robert BBC One
Channel
spends watching television is split between Hype TV
ITV2
different channels, for one day.
Robert spends 1 hour watching Jamaica
90° 45°
News Channel.
(a) How long does he spend watching 225°
Hype TV?
(b) How long does he spend watching
TVJ?
TVJ
Sky Sports

Cell phone
Cinema tickets
upgrade
6. Andrew was given $60 on his birthday. The
pie chart shows how he spent this money.
How much did he spend on:
60°
(a) cell phone upgrade,
210° 90°
(b) his new jeans, Sports
equipment
New
(c) sports equipment? jeans

7. The pie chart shows the football teams supported by a class of students.
There are 3 students who support Harbour View.

Portmore
Tivoli United
Gardens

Harbour
View

Boys Town

(a) What is the angle representing Tivoli Gardens?

(b) How many students support Boys Town?
(c) How many students are there in the class?
(d) How many students support Portmore United?

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 Module 5: Data Handling
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8. A small Post Office dealt with 720 letters in one week. They were sorted
into First Class, Second Class and Air Mail.
The pie chart shows the different number of each type.
How many letters of each type were handled?

Second First
Class 175˚ 160˚ Class

25˚

Air Mail

9. Kelly spent $90.

The table shows what she spent it on.

Items Amount spent

Bus fares $12

£12
Going out £25
$25
Clothes £30
$30
DVDs £15
$15
Other £8
$8

Total Spending $90

£90

Kelly is asked to construct a pie chart to show her spending.

(a) Work out the angle of each sector in the pie chart.

Items Angle of sector

Bus fares
Going out
Clothes
DVDs
Other

Total of angles 360°

(b) Construct the pie chart to illustrate the data.

(c) What fraction of Kelly's spending was on clothes?

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 Module 5: Data Handling
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10. Andrew spends $180 per week.
The way in which he spends his money is shown in the table.

Items (£ )
Spending ($)

Food 30
Heating and lighting 12
Clothes 20
Other items 20
Housing 98

Total Spending 180

(a) Draw a pie chart to show how Andrew spends his money.
This pie chart shows how the average person spends money.

Other
items
Food

Clothes
Housing

Heating and
lighting

(b) Describe one way in which Andrew's spending differs from the
average person's spending.

11. This question is about how water is used in two Mozambique villages.
(a) In village A, 324 litres of water are used each day.
The pie chart shows how the water is used.

Cooking Washing
themselves

90˚ 90˚
54˚ 72˚
Given to 54˚
animals Washing
clothes
Washing
pots

(i) How much water (in litres) is used each day for cooking?
(ii) What fraction of the water used is given to animals?

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 Module 5: Data Handling
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(b) In village B, the water is used as follows:

Cooking 20%
Washing themselves 50%
Washing clothes 20%
Washing pots 10%

Represent this information in a pie chart.

2.3 Line Graphs

The objectives of this section are to
• understand how to draw line graphs
• use line graphs to interpret trends in data.

A line graph is drawn by plotting data points and joining them with straight
lines. It is really only the actual data points that count, but by drawing the lines
you get a better impression of the trend in the data points. This method of
representation is particularly useful when illustrating trends over time.

Worked Example 1
Sam recorded the temperature in his shed at 6 am each day for a week. His
records are shown on this line graph.

30

25

20
Temperature
(˚C)
15

10

M T W T F S S
Day

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 Module 5: Data Handling
2.3

(a) What was the temperature on Wednesday?

(b) What was the lowest temperature recorded?
(c) What was the highest temperature recorded?

Solution
(a) For Wednesday the temperature can be read as 25°C .

30 25 C

25

20
Temperature
(˚C) 15

10

M T W T F S S
Day

(b) The lowest temperature occurred on Friday and was 19°C .

(c) The highest temperature occurred on Sunday and was 30°C .

30 C

30

Temperature ˚C 25

20

15 19 C

10

M T W T F S S
Day

Worked Example 2
As part of a science project Evan records the height of a plant every week. His
results are shown in this table.

Week 0 1 2 3 4 5 6

Height (cm) 0 1 3 4 6 8 9

Draw a line graph to show the data.

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 Module 5: Data Handling
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Solution
First draw a suitable set of axes.
Then plot a point for each measurement as shown on the following graph.

Week 6, Height 9
9

Week 5, Height 8
8

Week 4, Height 6
6
Height
(cm) 5

Week 3, Height 4
4

Week 2, Height 3
3

Week 1, Height 1
1

Week 0, Height 0
0
0 1 2 3 4 5 6
Week

The points can then be joined with straight lines as shown in the next graph.

Height
(cm) 5

3
.
2

0
0 1 2 3 4 5 6
Week
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 Module 5: Data Handling
2.3

Exercises
1. The line graph shows the monthly rainfall for a town in France.

5
Rainfall
(cm)
4

0
J F M A M J J A S O N D
Month

(a) How much rain was there in September?

(b) In which month was the rainfall 5 cm?
(c) Which months were the wettest?
(d) Which months were the driest?

2. Paul recorded the temperature outside his house in New York at 8.00 am
every day. His results are in the table.

Day M T W T F S S
Temperature ( C) 8 5 4 6 7 5 3

Draw a line graph for this data.

3. Annie counted the number of cars that drove past her while she was waiting
at the bus stop each morning on her way to work.

Day M T W T F S
Number of cars 18 12 22 36 4 10

Draw a line graph for this data.

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2.3 Module 5: Data Handling

4. A mug was filled with hot water and the temperature was recorded every
5 minutes. The graph below shows the results.

80

70

60

50
Temperature
(˚C) 40

30

20

10

0
0 5 10 15 20 25 30 35 40
Time (mins)

(a) What was the temperature after 25 minutes?

(b) What was the temperature at the start of the experiment?
(c) When was the temperature 45°C ?
(d) How long did it take for the temperature to drop from 68°C to 36°C ?

5. Anna recorded the time it took her to walk to school every day for a week.

Day M T W T F
Time taken (mins) 8 9 15 12 7

Draw a line graph for this data.

6. The following graph shows how the height of a sunflower plant changed in
the weeks after it was planted in a garden.
(a) What was the height of the plant when it was planted in the garden?
(b) How much did the plant grow in the first week?
(c) What is the greatest height that the graph shows?
(d) How long did it take for the height to increase from 54 cm to 78 cm?

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 Module 5: Data Handling
2.3

80

70

60

50
Height
(cm)
40

30

20

10

0
0 1 2 3 4 5 6 7
Weeks

2.4 Stem and Leaf Plots

The objectives of this section are to
• understand how to draw and use stem and leaf plots.

There are many ways of representing data. For example, you should already be
familiar with
histograms and pie charts
but there is another very simple way which quickly gives an overall view of the
general characteristics of the data. This is called a
stem and leaf plot
and the following example illustrates how it works.
Suppose the marks gained out of 50 by 15 pupils in a Biology test are as given
below.
27 36 24 17 35 18 23 25
34 25 41 18 22 24 42

Stem Leaf
We form a stem and leaf plot by recording
0
the marks with the 'tens' as the stem and the 1 7 8 8
'units' as the leaf, as shown opposite. 2 7 4 3 5 5 2 4
3 6 5 4
4 1 2

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 Module 5: Data Handling
2.4

The leaf part is then reordered to give a final Stem Leaf

plot as shown.
0
This gives at a glance both an impression of 1 7 8 8
the spread of the numbers and an indication 2 2 3 4 4 5 5 7
3 4 5 6
of the average.
4 1 2

Worked Example 1
Form a stem and leaf plot for the following data.

21 7 9 22 17 15 31 5 17 22 19 18 23
10 17 18 21 5 9 16 22 17 19 21 20

Solution
Without reordering we have, Stem Leaf

0 7 9 5 5 9
1 7 5 7 9 8 0 7 8 6 7 9
2 1 2 2 3 1 2 1 0
3 1
and reordering,
Stem Leaf

0 5 5 7 9 9
1 0 5 6 7 7 7 7 8 8 9 9
2 0 1 1 1 2 2 2 3
3 1

Worked Example 2
Blood samples were taken from forty blood donors and the lead concentration (in
mg per 100 ml) in each sample was determined. The results are given below.

39 24 19 31 65 53 25 17 30 28

25 30 60 22 31 44 24 38 18 18

36 64 43 25 23 28 20 42 30 45

25 24 41 45 35 32 28 53 17 28

(a) Construct a stem and leaf diagram to represent these data.

(b) For these data, write down the values of
(i) the range, (ii) the median.
(c) Describe the shape of the distribution.

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 Module 5: Data Handling
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Solution
(a) Reading from the table,

Stem Leaf

0
1 9 7 8 8 7
2 4 5 8 5 2 4 5 3 8 0 5 4 8 8
3 9 1 0 0 1 8 6 0 5 2
4 4 3 2 5 1 5
5 3 3
6 5 0 4

and, reordering,

Stem Leaf

0
1 7 7 8 8 9
2 0 2 3 4 4 4 5 5 5 5 8 8 8 8
3 0 0 0 1 1 2 5 6 8 9
4 1 2 3 4 5 5
5 3 3
6 0 4 5

(b) (i) The range is 65 − 17 = 48

1
(ii) Using these 40 data values, the median is the (40 + 1) = 20.5th ,
2
1
i.e. the average of the 20th and 21st values. This is (30 + 30) = 30.
2

Exercises
1. Ten students took the following times in minutes to get to school:
5 12 7 14 23 11 18 10 8 11
Draw an ordered stem and leaf diagram to show this information.

Key: 1 2 represents 12 minutes

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................

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 Module 5: Data Handling
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2. The stem and leaf diagram shows the amounts that 15 students spend on
sweets in a month.

Key: 3 5 means $35.

3 5 9
4 0 5 8 8
5 0 1 5 6 8 9
6 5 8
7 5

(a) What is the range of the amounts spent?

(b) What is the median of the amounts spent?
(c) What is the mode of the amounts spent?

3. Some students took part in an obstacle race and their times (in seconds) are
recorded below.
23 36 18 29 44 39 36 54 43 41
35 42 30 47 25 36 44 50 36 22

(a) Draw an ordered stem and leaf diagram to show this information.

Key: 2 3 represents 23 seconds

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................
(b) What was the time taken by the winner?

4. A class of 25 students obtained the following marks in a Mathematics test.

26 18 37 42 29
49 21 52 31 32
15 28 24 35 36
51 31 24 46 41
38 40 16 22 57

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 Module 5: Data Handling
2.4

(a) Construct a stem and leaf diagram. Place the figures on the leaves in
order of size.

(b) Using your stem and leaf diagram, or otherwise, find

(i) the range,
(ii) the median.

5. The ages of drivers involved in fatal accidents in England during one week
are given below.
17 82 40 48 21 35 23 24 18 57 62 45
20 21 33 27 24 37 58 69 65 19 15 21
28 71 43 31 73 26 18 21 34 35 51 63
23 65 22 45 23 27 18 19 32 25 61 36

Illustrate the data using a stem and leaf plot.

6. The lengths, in seconds, of the tracks on a double CD are:

Volume 1 203 288 249 215 254 283 266

202 237 221 262 240 253 266
246 273 203

Volume 2 170 185 240 195 202 174 179

182 195 263 190 210 183 201
179

(a) Illustrate the data with a stem and leaf plot with Volume 1 on the left-
hand-side and Volume 2 on the right-hand-side.
Compare the two sets of data.

2.5 Misrepresentation of Data

The objective of this section is to
• show that data can be manipulated and does not always give a true
reflection of the information it represents.

The media (press, TV and internet postings) often misrepresent data in order to
unfairly emphasise a particular point. You will see some instances of this in the
following examples.

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 Module 5: Data Handling
2.5

Example 1
The following diagram shows how the average price of a house in a village in the
UK increased in less than 2 years.

£72 800
£72 800
£61 520
£61 520

Explain why the diagram is misleading.

Solution
The sizes (or volumes) of the houses are not in the ratio
61 520 : 72 800 ≈ 1 : 1.18
The linear ratio is about 2 : 3, i.e. 1 : 1.5, so the area ratio is 1 : 2.25 and the
volume ratio is 1 : 3.375, none of which is correct.

Example 2

BIGGER BOTTLES
- smaller prices!

1 litre
70 cl
$6.65 $9.15

Old size New size

(a) Explain why the slogan "BIGGER BOTTLES – smaller prices!" on the
advertisement could be misleading.
(b) Explain why this advertisement is correct.

Solution
(a) It sounds as if the bigger bottle is actually cheaper than the smaller bottle.
(b) The cost per litre of the smaller bottle is
100
$6.65 × = $9.50
70
so, in fact, the bigger bottle has a smaller price for the equivalent volume.

CCSLC 25 CXC
 Module 5: Data Handling
2.5

Exercises
The diagrams below illustrate various data from a variety of statistics. Look
carefully at the presentations and answer the questions.

1. Sales of CDs, 2004-2008

(a) What does this graph show? 125

(b) Why is it misleading? 120

Sales
(thousands)
(c) How could the graph be 115
improved?
110

105
84
04 85
05 86
06 87
07 88
08

2. Road deaths in France

Drivers or Motor-
(a) What conclusion can be drawn? passengers
in cars
cyclists
Pedal cyclists
(b) What other information is needed?
(c) How could the presentation be Pedestrians
improved?

16
3. Number of TV sets per household 14
12
Number
The results from a survey of 50 houses of 10
is shown opposite. house- 8
holds 6

(a) What is missing from this illustration? 4

2
(b) What other data would be relevant?
1 2 3 4 or more

1.0
CHICCHOC

Sales
4. Chocolate bar sales (average/week) millions
per
week
YUMMY BAR

Why is this illustration misleading? 0.5

WOW!

CCSLC 26 CXC
 Module 5: Data Handling
2.5

5. Methods of travelling to work

Car
A survey of how 1000 people travel to
work gave these results.
Bus
Car: 430 Bus: 356
On foot: 136 Other: 78 OnTrain
foot

This is illustrated in the pictogram. Other

a) What is wrong with this pictogram?

b) How could the pictogram be improved?

6. Favourite breakfast food 64

32% 44%
32
Why is this diagram misleading? 16 16%
8 8%
4
2
Johnny cakes

Ackee and saltfish

Callaloo

Breadfruit

7. The diagram below shows the percentage of British people who own their
own house.

Growth of owner occupation as a % of all British householders

70%

60

50

40

30
1961
1990 1971
2000 1981
2010 1991
2011

State two ways in which the diagram is misleading.

CCSLC 27 CXC
 Module 5: Data Handling
2.5
8. The diagram shows the number of visits (in millions) made to the United
Kingdom by overseas residents for the years from 1979 to 1989.

Visits to the UK by overseas residents

20

Number 17.2
of Visitors 15.6 15.8
15 14.4
13.6 13.9
12.5 12.4 12.5
11.5 11.6

10

Other areas
North America
Western Europe
5
79 80 81 82 83 84 85 86 87 88 89
Years

Source: International Passenger Survey

(a) Give two reasons why the diagram is misleading.

(b) In which year did the total number of visitors exceed 14 million for
the first time?
(c) Estimate, to the nearest million, the number of visitors from Western
Europe in 1983.
(d) In which year did the total number of visitors from Western Europe
and North America exceed 13.6 million?

CCSLC 28 CXC