DATA

PRESENTATION

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 Learning outcomes
At the end of the lecture presentation students should be able to:
1. Summarize data in Frequency tables

2. Display data graphically and interpret graphs: Pie chart, Bar

graph and Histogram, stem and leaf plots
3. Draw inferences from data set

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■ Frequency is the number of times a value of the data
occurs.
■ Relative frequency is the ratio (fraction or proportion) of
the number of times a value of the data occurs in the set
of all outcomes to the total number of outcomes.
Calculated by:
Cumulative frequency is accumulation of previous
frequencies
Cumulative relative frequency is the accumulation of the
previous relative frequencies.
Calculated by: add all the previous (relative) frequencies to
the (relative) frequency for the current row
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 Data Value Frequen Relative Cumulative Relative
(Shoes cy Frequency Frequency Cumulative
sizes) Frequency

3 5 5 0.278

4 3 8

5 10 18

Complete the table for Relative cumulative frequencies.

Note: The relative cumulative frequencies should add

up to 1 or preferably close to 1.

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 Representing data, on graphs
- Graphs are visual representation of data
Note:
- Graphs should have titles
- Axis should be labelled

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 Bar graph/Chart
- Bars with Equal width, separated from each other.
- Used for discrete data
- Length of the rectangular bar is proportional to the
frequency.
- It is an effective way to visually compare items between
different groups.

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 Types of bar graphs
(a) Vertical Bar Graph- commonly used

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 (b) Horizontal bar graph

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 (c) Stacked Bar Graph
- Divides bars of multiple datasets on top of each other.
- They are used to show how a larger category is divided into smaller
categories and what the relationship of each part has on the total
amount.
- Can be vertical or horizontal
- Used to compare parts of a whole and it shows how data changes over
time.

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 Pie chart
■ Uses angles to represent data.
■ Circular graphic diagram
■ Divided into slices to illustrate numerical proportion.

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 Test your understanding
Collect information regarding the modes of transport (on foot,
taxi, bus, bicycle, other) by which Statistics for Educators
students to arrive at UNAM main campus.
- Tabulate data into frequency table
- Draw a bar graph
- Draw a pie chart

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 Histogram
■ Consists of adjoining boxes- no gaps between the
bars
■ Used to summarize discrete or continuous data.
■ It gives the shape of the data, the center, and the
spread of the data.
■ The horizontal axis is labeled with what the data
represents (for instance, distance from your home to
school).
■ The vertical axis is labeled either frequency or
relative frequency (or percent frequency or
probability).
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 Parts of a Histogram
■ The title: The title describes the information included
in the histogram.
■ X-axis: The X-axis are intervals that show the scale of
values in which the measurements fall under.
■ Y-axis: The Y-axis shows the number of times that the
values occurred within the intervals set by the X-axis.
■ The bars: The height of the bar shows the number of
times that the values occurred within the interval while
the width of the bar shows the interval that is covered.
For a histogram with equal bins, the width should be
the same across all bars.

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Distributions of a Histogram
A normal distribution:
- It is sometimes called the "bell curve
- One half of the distribution is a mirror image of the other half
- The mean and the median are the same number.

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 Skewed distributions
■ Skewedness is a measure of the distribution of values
around the mean.
■ The direction of the skew indicates which way the longer
tail extends.
■ For right-skewed/positively skewed distributions- the long
tail extends to the right while most values cluster on the
left,
■ Conversely, for left-skewed / negatively skewed
distributions - the long tail extends to the left while most
values cluster on the right.
■ In skewed distribution, the mean and median in a skewed
distribution become different numbers
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Negatively skewed
■ The mean is to the left of the peak. This is the main definition
behind “skewness”, which is technically The tail is longer on the
left.

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 Positively/Right Skewed
■ The mean is also to the right of the peak

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 Constructing a Histogram
■ Histogram can be of equal and unequal intervals
■ Can be created in MS excel (see link to educate yourself:
https://trumpexcel.com/histogram-in-excel/

Example:
The table shows the ages of 25 children on a school trip.

Age frequency Class Frequency

width/clas density
s interval (f/cw)
5-10 6 6 ((10-5)+1) 1

11-15 15 5 3
16-17 4 2 2

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■ TO BE SKETCHED IN CLASS

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 Exercise (82)
Use the following data set to construct an histogram
Table

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 Note
In some cases the following may be required:
■ The number of bars or intervals, also called classes needs
to be decided.
■ The number of bars needs to be chosen.
■ Choose a starting point for the first interval to be less than
the smallest data value. A convenient starting point is a
lower value carried out to one more decimal place than the
value with the most decimal places.
■ For example, if the value with the most decimal places is
6.1 and this is the smallest value, a convenient starting
point is 6.05 (6.1–0.05=6.05).We say that 6.05 has more
precision.

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 Cumulative Frequency Curve/Ogive
■ Also known as Ogive
■ A curve drawn for the cumulative frequency
distribution,
■ Marked above the upper boundaries of classes
■ Heights are equivalent to cumulative frequencies of
respective classes.

Example: Use the data under exercise 82 to construct

an Ogive

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 Locating: Measures of the
Location of the Data
■ The common measures of location are quartiles and percentiles.
■ Quartiles are special percentiles.
 The first quartile, Q1 (middle value of the lower half of the data) , is the
same as the 25th percentile,
 Third quartile, Q3 , is the same as the 75th percentile.
 The median, M, is called both the second quartile (Q2) and the 50th
percentile.
 The interquartile range IQR, indicates the spread of the middle half or the
middle 50% of the data. It is the difference between the third quartile
(Q3) and the first quartile (Q1).
IQR=Q3 –Q1

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■ IQR can help to determine potential outliers
■ To calculate quartiles and percentiles, the data must be ordered
from smallest to largest.
■ Quartiles divide ordered data into quarters. Percentiles divide
ordered data into hundredths.
■ To score in the 90th percentile of an exam does not mean,
necessarily, that one received 90% on a test. It means that 90%
of test scores are the same or less than your score and 10% of
the test scores are the same or greater than your test score.

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 Note:
■ The median is a number that measures the "center" of the
data.
■ The median and quartiles value do not actually have to be
one of the observed values.
■ An outlier data point significantly different from the other
data points. May be due to errors or some kind of
abnormality or they may be a key to understanding the
data
■ A value is suspected to be a potential outlier if it is less
than(1.5)(IQR) below the first quartile or more than (1.5)
(IQR) above the third quartile.

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Examples

Consider the following data. 1; 11.5; 6; 7.2; 4; 8; 9; 10; 6.8; 8.3; 2; 2; 10;
1
(a) Median (Q2)- 7
(b)Q1- 2
(c) Q3- 9
(d)IQR – 7
(e) 90th percentile
(f) 28th percentile

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 Interpreting Percentiles,
Quartiles, and Median
■ A percentile indicates the relative standing of a data value when data are
sorted into numerical order from smallest to largest. Percentages of data
values are less than or equal to the pth percentile.
Example:
On a timed Maths test, the first quartile for time it took to finish the exam was
35 minutes. Interpret the first quartile in the context of this situation.
Solution 2.19 •
 Twenty-five percent of students finished the exam in 35 minutes or less. •
 Seventy-five percent of students finished the exam in 35 minutes or more. •
 A low percentile could be considered good, as finishing more quickly on a
timed exam is desirable. (If you take too long, you might not be able to
finish.)

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Exercise: interpret the following:
1. For the 100-meter dash, the third quartile for times for finishing the
race was 11.5 seconds. Interpret the third quartile in the context of
the situation.
2. On a 20 question Maths test, the 70th percentile for number of
correct answers was 16.Interpret the 70th percentile in the context
of this situation.

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 Stem and leaf plots (Stem
■ It is aplots)
good choice when the data sets are small.
■ It is a quick way to graph data and gives an exact picture of
the data
■ To create the plot, divide each observation of data into a
stem and a leaf. The leaf consists of a final significant digit
Note:
 23 has stem two (2) and leaf three (3).
 The number 432 has stem 43 and leaf two.
 Likewise, the number 5,432 has stem 543 and leaf two.
 The decimal 9.3 has stem nine and leaf three.

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 Example

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 Test your understanding
For the Park City basketball team, scores for the last 30 games
were as follows (smallest to largest): 32; 32; 33; 34; 38; 40; 42; 42;
43; 44; 46; 47; 47; 48; 48; 48; 49; 50; 50; 51; 52; 52; 52; 53; 54;
56; 57; 57; 60; 61
Construct a stem plot for the data

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 Dot plot
■ Also known as dot chart or strip plot,
■ Graphical display of data using dots
■ Useful in comparing frequencies
■ Regarded as a type of simple histogram-like chart for relatively small data
sets where values fall into a number of discrete bins (categories).
■ A dot plot is similar to a bar graph because the height of each “bar” of dots is
equal to the number of items in a particular category (frequency).
To draw a dot plot,
■ Count the number of data points falling in each bin and draw a stack of dots
that number high for each bin.

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 Example 1

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 Example 2
Illustrate the following student heights (inches) using a dot plot.
54 57 58 59 59 61 61 61 61 62 62
62 62 62 62 63 63 63 65 68 64
64
Solution
Student heights Frequency
54 1
57 1
58 1
59 2
61 4
62 6
63 3
64 2
65 1
68 1

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