data handling - mr adamscraigangeladams.weebly.com/.../data_handling_bklt_.pdf · in data handling...

NAME: ___________________________

Class: 7 ____

DATA HANDLING

Grade 7 Mathematics

DATA HANDLING

Write down some examples of DATA.

__________________________________ ________________________________

__________________________________ ________________________________

__________________________________ ________________________________

Do you know what DATA is?

Yes I do.

Data is any INFORMATION that can be counted or measured. This means that we collect the information, analyse it (we study it) and then we represent it in some way.

Before we get started we need to first ask ourselves some QUESTIONS.

What data do I want to collect?

Why do I want to collect this data?

How am I going to collect this data?

What am I going to do with the data once I have it?

How can I sort out all the data?

What does it mean to me once it is all sorted out?

STEP 1: THE QUESTION

In data handling we do a survey. This is where you make an

assumption (a guess) and try and find out whether or not your

assumption is true. We do this by counting data, measuring

data, observing data or designing a questionnaire.

STEP 2: CHOOSING A SAMPLE

The second step is to decide who or what is going to be

included in the survey. In other words, from WHERE or WHO

are we going to collect the information. The source of your

information is called the SAMPLE.

Can you list some examples?

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

An example:

Let’s say I want to find out about how the learners in my school get to school.

Which of the following questions do you think is best for finding this out?

- Do you walk to school?

- Do you go to school by bus or car?

- How do you get to school most days?

Discuss which one question is the best for finding the information you need.

_____________________________________________________________

You need to choose your sample so that it is a small group that is similar to

the whole population. Then the results will give a fair and full picture of how

all the learners in your school get to school.

You would not only ask your question to the girls in the school because

maybe more girls get lifts to school than boys. Then you would not get the

right picture and we say your sample is biased.

Discuss which of the following samples would give the best picture of how all

the learners in the school travel to school:

- All the boys in Grade 8

- All the learners in Grade 7

- All the girls who play netball

- Five learners from each class

There are too many learners in a

school to ask them how they all

get to school. Instead we will only

ask some of them. We call this

taking a sample.

A sample is a part of a

population you want to

investigate

STEP 3: COLLECTING AND ORGANIZING DATA

The third step is collecting data by measurement or keeping a tally.

An example of a tally chart.

Forms of TRANSPORT

Number of LEARNERS

Walk

Bus

Car

Bicycle

Train

Other

This means 4

llll

This means 5

llll

STEP 4: ORGANIZING DATA

There are two methods of organizing data:

The TALLY TABLE and the STEM AND LEAF DIAGRAM

TALLY TABLE

Winter Sport

Tally

Frequency

Rugby

9

Hockey

12

Netball (girls only)

6

Soccer

1

None

2

TOTAL

30

Above is a tally table representing the sport each learner in a class

participates in during the winter season.

A tally table has three columns:

- 1st Column: The data/information you are investigating

- 2nd Column: The tally of the number for each group

- 3rd Column: The frequency (the total for each tally)

Questions relating to the TALLY TABLE

1. Which sport is the most popular?

2. How many of the learners play rugby?

3. How many girls in the class play netball?

4. What fraction of the class plays no sport?

5. What percentage of the class plays hockey?

6. Comment on the popularity of soccer.

7. Why do two learners play no sport?

Activity 1

A similar survey of age groups of learners was also conducted on the same

class.

LEARNER AGE

GROUP

LEARNER AGE

GROUP

Ben 15 Estelle 15

Arielle 16 Thalia 15

Susan 17 Lilly 16

Stephen 16 Belmont 16

David 16 Ruth 16

Joshua 17 Jodie 17

Daniel 15 Tamara 15

Candice 15 Dillon 14

Lauren 15 Michael 16

Peter 15 Neil 16

Joy 16 Judy 15

Lousie 15 Donovan 15

Albert 15 Dianne 15

Sonja 15 Walter 16

Mary 16 Anthony 17

1.1 Draw up a tally table, indicating the age groups, the tally and the

frequency.

1.2 In which age group is there the most number of learners?

1.3 What is the percentage of the age group with the least number of

learners?

Activity 2

2.1 Draw up a frequency table of all the letters of the alphabet appearing

in this sentence.

A

B

C

2.2 Which letter appears most frequently?

2.3 Which letter appears least frequently?

2.4 Which letters do not appear at all?

2.5 * Would you consider this sentence a reliable sample for this survey?

Give a reason for your answer.

2.6 Write a sentence which is as short as possible and which contains as

many of the letters of the alphabet as possible.

Activity 3

The data shows the scores achieved in 72 throws of a die.

5 6 4 6 3 6 5 6 6 5 4 6 2 5 6 2 4 6 6 6 6 5 6 4

1 6 6 1 3 5 6 4 3 3 6 5 2 6 1 6 1 5 6 1 4 6 6 1

5 2 4 6 6 6 4 6 1 2 3 4 5 6 6 1 5 2 3 6 4 6 1 6

3.1 Draw up a frequency table of the data.

1

2

3.2 According to the data given what is the chance out of 72 of throwing

a 6? Write your answer as a simplified fraction and a percentage.

3.3 How many 6’s should you get if you roll a die 72 times?

3.4 Discuss possible explanations for the large difference in answers for

questions 3.2 and 3.3.

Activity 4

A group of 15 learners wrote a test. Here are their marks out of 100:

73 64 52 46 51 36 74 69 80 65 72 81 94 55 80

4.1 What is the highest mark?

4.2 What is the lowest mark?

4.3 How many marks are between 60% and 70%?

4.4 Rewrite the marks in order from lowest to highest.

4.5 Is it easier to answer question 1 to 3 now?

4.6 Think of one more question about the data.

Write it down and ask another learner to answer it.

STEM AND LEAF DIAGRAM

Suppose we are investigating the assumption that most of the learners in my

class are taller than 155 cm. The learners’ heights are listed below:

141 153 158 142 147 170 162 145 159 158 144 164 167 171

141 146 156 150 160 151 153 169 161 148 146 153 139 160

155 145

The first TWO digits of each number form the stem.

The LAST digit (the UNIT digit) is called the leaf.

13 13 9

14 14 1 4 5 2 7 1 6 8 6 5

15 15 3 8 9 8 6 0 1 3 3 5

16 16 2 4 7 0 9 1 0

17 17 01

13 9

14 1 1 2 4 5 5 6 6 7 8

15 0 1 3 3 3 5 6 8 8 9

16 0 0 1 2 4 7 9

17 01

STEP 1:

List all the step digits

from smallest to

biggest underneath

each other

STEP 2:

Write down the leaf

next to the correct

stem.

STEP 3:

Arrange the leaves in

order from smallest to

biggest.

Questions relating to the STEM AND LEAF DIAGRAM

1. How many learners were included in the survey?

2. How many learners are about 160 cm tall?

3. What height is the most common?

4. Anne is short for her age. How tall do you think she is?

5. What is the difference in cm between the tallest and shortest learner?

6. How many learners are taller than 140 cm, but shorter than 152 cm?

7. If the learners are lined up from short to tall, how tall is the learner

exactly in the middle?

8. Is the assumption that most of the learners in the class are taller than

155 cm true?

Activity 5

5.1 Organise the following data according to the Stem and Leaf Method and

determine which number appears most frequently.

576 578 542 551 559 565 555

590 566 588 555 560 583 570

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

Which number occurs most frequently? ______________

5.2 Organise the following data according to the Stem and Leaf Method and

determine which number appears most frequently.

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

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

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

Which number occurs most frequently? ______________

Activity 6

A doctor counted the number of days that it took each of her 65 patients to

recover from injuries. Her first patient took 26 days to get better; her second

patient took 32 days, and so on. This is what she wrote down:

26 32 29 42 38 50 34 25 29 36 54

38 42 27 31 36 30 43 32 54 34 71

41 29 37 40 12 46 22 16 34 33 17

56 23 22 18 27 31 15 10 20 32 29

6.1 Draw up a stem and leaf diagram for the doctor.

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

6.2 Do you think the stem and leaf display is more useful to her than a

list written in order from smallest to largest? Why?

6.3 What was the longest period it took for a patient to recover?

6.4 Write down two questions to ask based on this stem and leaf

diagram. Give the questions to the person sitting next to you, to

answer.

Question 1:

__________________________________________________________

__________________________________________________________

Answer:

__________________________________________________________

__________________________________________________________

Question 2:

__________________________________________________________

__________________________________________________________

Answer:

__________________________________________________________

__________________________________________________________

STEP 5: REPRESENTING DATA

Tables were used to present data but data can also be

represented in graphs.

BAR GRAPHS AND DOUBLE BAR GRAPHS

A bar graph has a set of individual bars, each of which represent a number of

things. The bars do not touch each other. An important advantage of a bar

graph is that you can compare the heights of the bars to interpret data. A

double bar graph can be used to compare two sets of data in the same

graph.

Walk 8

Bicycle 4

Taxi 7

Bus 5

Train 6

Car 3

0

1

2

3

4

5

6

7

8

9

Walk Bicycle Taxi Bus Train Car

Num

be

r o

f P

eo

ple

Type of Transport

TYPES OF TRANSPORT TO SCHOOL

I asked each

person in my class

how he or she gets

to school.

Here are the numbers

of learners who said

“yes” to each form of

transport.

The scale on the

vertical axis shows the

number of people.

The horizontal axis

shows the type of

transport used.

Activity 7

Draw a bar graph using the numbers in the following table.

The number of cars in Roseville from 1997 to 2005.

Year 2000 2001 2002 2003 2004 2005

Cars 400 450 500 750 650 800

Activity 8

Study the birthday bar graph below carefully then answer the questions:

8.1 In which month do most children have their birthday?

8.2 Which two months are the next most popular for children’s birthdays?

8.3 In which month do the least children have their birthday?

8.4 How many birthdays are in that month?

0

1

2

3

4

5

6

7

8

9

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

Nu

mb

er

of

Bir

thd

ays

Months

BIRTHDAYS OF GRADE 7 CLASS

Activity 9

Draw a bar graph to represent the SHOE SIZES in your class.

Shoe Size

Number

Activity 10

The bar graph below shows the distribution of the population of South Africa

by language most often spoken at home. This data was collected in the

population census of 2001.

10.1 How many official languages are spoken in South Africa?

10.2 What percentage of the population gave Zulu as their home language?

23.8

17.6

13.3

9.4 8.2 8.2 7.9

4.4

2.7 2.3 1.6

0.6

0

5

10

15

20

25

Pe

rce

nta

ge o

f S

pea

ke

rs

Languages

DISTRIBUTION OF POPULATION BY LANGUAGE SPOKEN AT HOME

10.3 Which two languages are spoken by the same percentage of the

population?

10.4 The population of South Africa was nearly 44 820 000.

Use the percentage at the top of each bar to calculate:

10.4.1 How many people gave Zulu as their home language?

10.4.2 How many people gave English as their home language?

10.5 What percentage of the population do Xhosa, English and Afrikaans

speakers make up combined?

Activity 11

The double bar graph shows the number of boys and girls in Grades 4 to

7 in a school.

11.1 In which grade is there the same number of boys and girls?

11.2 In which grade are there more boys than girls?

0

10

20

30

40

50

60

70

80

90

Grade 4 Grade 5 Grade 6 Grade 7

Nu

mb

er

of

Le

arn

ers

Grades

NUMBER OF BOYS AND GIRLS IN GRADE 4 - 7

Boys

Girls

11.3 How many more girls than boys are there in Grade 4?

11.4 How many learners are there in Grade 5?

11.5 Calculate the difference in the number of girls in Grade 5 to the number

of girls in Grade 7.

11.6 Calculate the number of boys in the school.

11.7 Calculate the total number of learners in the school.

Activity 12

Paula divided the year up into 4 quarters:

January – March, April – June, July – September, October – December.

She measured the quantity of rain that fell during each quarter for 2 years.

She then drew this graph from her headings.

12.1 What was the rainfall during the first quarter of 2004?

12.2 What was the rainfall during the second quarter of 2005?

0

1000

2000

3000

4000

5000

6000

Q 1 Q 2 Q 3 Q 4 Q 1 Q 2 Q 3 Q 4

Rain

fall

in

mm

2004 2005

RAINFALL FOR 2004 - 2005

12.3 During which quarter was the rainfall 3 400 mm?

12.4 During which quarter was the rainfall 1 000 mm?

12.5 What was the total rainfall for 2004?

12.6 What was the total rainfall for 2005?

12.7 Why do you think there is a large difference in the amount of rainfall for

the first two quarters of 2005 compared to that of 2004?

36

37

38

39

40

41

06:00AM

10:00AM

02:00PM

06:00PM

10:00PM

02:00AM

06:00AM

10:00AM

02:00PM

06:00PM

10:00PM

Te

mp

era

ture

in

°C

Time from Friday AM to Saturday PM

JOSEPH'S TEMPERATURE READINGS

LINE AND BROKEN-LINE GRAPHS

Line graphs and broken-line graphs are used to illustrate what happens to

data as time changes. The readings are taken at regular intervals. The time

intervals (DEPENDENT Variables) are shown on the horizontal axis and the

data values (INDEPENDENT Variables) on the vertical axis.

When Joseph was in hospital a nurse took his temperature every four

hours for two days. When he was feeling better he drew a broken-line

graph of the results.

Questions

1. What was his temperature at 2 pm on Friday?

2. When was his temperature the highest?

3. When was his temperature 39°C?

4. Describe the general trend in Joseph’s temperature over those two

days.

5. Can you use the graph to find out what Joseph’s temperature was at

04:00 pm on Friday afternoon? Give a reason for your answer.

6. Why does the scale on the vertical axis not start at 0°C?

Activity 13

This graph shows the number of car accidents in Cape Town every month

for a year.

0

500

1000

1500

2000

2500

3000

3500

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

Nu

mb

er

of

Ac

cid

en

ts

Month

CAR ACCIDENTS IN CAPE TOWN OVER A YEAR PERIOD

13.1 Name the 2 months of the year in which the highest number of

accidents took place?

13.2 Why do you think there were more accidents during these 2 months

than at any other time of the year?

13.3 How many accidents occurred during February and March combined?

13.4 During which months were there 1000 accidents and 800 accidents?

13.5 What was the total number of accidents during the year?

13.6 What does the graph show us about the rate at which accidents

happen?

Activity 14

The table gives the rainfall (in mm) per month recorded in Cape Town over a

certain year.

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

Rainfall (mm) 10 5 3 12 30 76 90 70 50 35 20 12

14.1 Draw a broken-line graph to show how the rainfall at the particular

weather station in Cape Town varied over the year.

14.2 Which month was the wettest?

14.2 Which month was the driest?

14.3 Is summer or winter the rainy season in Cape Town?

How does the graph show you this?

60°

45°

Favourite Pet

PIE CHARTS

Pie charts are circles divided up to show the various parts into which the

whole is divided.

A class of 48 learners was asked to indicate their favourite pet. Their

preferences are shown in the table.

DOG CAT MOUSE GOLDFISH

16 18 6 8

To convert the data to a pie chart, we need to express each figure as a part

of a complete circle/whole. A complete circle is equal to __________, so

each animal will take up a part of the full circle.

Complete these calculations to work out each animal’s share of the pie chart.

(Remember, the total, represented by the whole circle, is 48.)

DOG

CAT

MOUSE

GOLDFISH

Write Dog, Cat, Mouse or Goldfish in the corresponding sector of the circle

and colour in each sector a different colour.

Sleeping 37,5%

Reading 12,5%

Sport 15%

Watching TV 10%

Visiting friends 25%

Pia's Day

Activity 15

During the holidays Pia would spend most of her days as shown on this pie

chart.

15.1 What fraction of the day did Pia spend reading?

15.2 How many hours did she spend reading?

15.3 How many hours per day did she sleep?

15.4 How many hours and minutes per day did she spend playing sport?

15.5 How many hours and minutes per day did she spend watching TV?

Homework

Play

Supper

Watching TV

Reading

Lionel's day from 4 pm to 10 pm

Activity 16

The pie chart shows how Lionel spent his time from 4 pm to 10 pm on different

activities.

16.1 How many hours does the pie chart represent?

16.2 What fraction of the time was spent having supper?

16.3 What fraction of the time did he play?

16.4 How much time did Lionel spend on homework?

16.5 For how many minutes did he read?

16.6 For how many hours and minutes did he watch TV?

45

30

PICTOGRAPH

A pictograph represents information in the form of a picture.

NUMBER OF LOAVES BROUGHT FOR FEEDBACK

KEY

10 Loaves

CLASS A CLASS B CLASS C CLASS D CLASS E

Note that a key is needed to indicate how many loaves each picture represents.

Activity 17

WATERMELON SALES DURING THE SUMMER

SHOP A

SHOP B

SHOP C

SHOP D

SHOP E

KEY

17.1 How many watermelons does represent? 100 Watermelons

17.2 How many watermelons does represent?

17.3 How many watermelons did Shop E sell?

17.4 How many watermelons have been sold altogether?

17.5 What fraction of the total were Shop C’s watermelons?

THE MEAN

Example:

Ten friends in Grade 7 compared their masses in kilograms.

Their masses were: 47; 63; 77; 82; 51; 38; 59; 66; 47; 54

In everyday language

when we talk about

“the average” what we

normally refer to is the

mean.

If I want to find my mean test

mark and I have three marks:

7; 8 and 9, then I add these

together and divide by 3.

The answer is 8, and this is

the mean.

THE MEDIAN

Example:

Find the median of the following masses:

47; 63; 77; 82; 51; 38; 59; 66; 47; 54

In order from smallest to largest:

38; 47; 47; 51; 54; 59; 63; 66; 77; 82

The median is the

middle number when

the numbers are

arranged in order from

smallest to largest.

But when we have an

even number of figures

there is no middle

figure. So then we take

the mean of the two

middle figures.

THE MODE

Example:

Find the mode of the following masses:

47; 63; 77; 82; 51; 38; 59; 66; 47; 54

Mode = 47 kg

THE RANGE

Example:

What is the range of the following temperatures (all in °C)

47; 63; 77; 82; 51; 38; 59; 66; 47; 54

Range = 82 – 38

= 44° C

The mode is the

number that occurs

most often.

Finding the mode is

easy. Just see which

number is repeated

the most.

The range is

not a kind of

average.

The range is the size between

the biggest number and the

smallest number.

Range = Highest number -

Lowest number

Activity 18

Find the mean, median, mode and range of the following data set:

Test marks out of 10: 3; 5; 8; 4; 8; 5; 8; 7; 6

Mean

Median

Mode

Range

Activity 19


Ages in years: 13; 12; 14; 15; 12; 11; 12; 14; 10; 9

Mean

Median

Mode

Range

Activity 20


Heights in metres: 1,15; 1,10; 1,05; 1,12; 1,10; 1,11; 1,16; 1,11; 1,10; 1,08

Mean

Median

Mode

Range

Activity 21


Eight learners receive the following amounts of pocket money daily.

50c; R1; R1,50; 75c; R2,00; R5,00; 75c; R10,00

Mean

Median

Mode

Range

Stem Leaf

Stem Leaf

Activity 22

The heights of the learners in John’s class in centimeters, measured correct

to the nearest cm, are:

145; 161; 140; 148; 158; 142; 150; 144; 143; 138; 144; 158; 158; 164; 142; 174; 136; 139; 150; 163; 146; 145; 169; 171; 151

22.1 What is the spread of the heights?

22.2 Use a stem-and-leaf plot to arrange the learners from shortest to

tallest.

22.3 What is the height of the learner standing in the middle?

22.4 What is the most common height?

22.5 What is the average height, to the nearest cm, of the learners in the

class?

22.6 What are the correct names given to the statistics found in

Questions 2.1 to 2.5?

WHICH AVERAGES SHOULD WE USE?

Activity 23

Here are the hourly wages in Rands of thirteen workers at a Clothing Factory:

32; 37; 50; 68; 82; 62; 22; 90; 16; 42; 32; 46; 32

23.1 What wage was paid most often?

23.2 To find the answer to (1), would you find the mean, the mode or the

median?

23.3 The union that represents the workers went to the management of

the company and said that the average worker was earning less

than R35 per hour. What method did they use, the mean, median or

mode?

23.4 Does the union’s statement give an accurate impression?

23.5 The Department of Labour says that R35 per hour is the minimum

wage. How many employees are earning less than the minimum

wage?

23.6 What is the range of these wages?

Activity 24

The ages of ten people injured in a bus accident were:

65; 13; 14; 17; 12; 13; 64; 14; 12; 14

A newspaper report said that the average age of this group was 23,8 years.

24.1 How was this average calculated?

24.2 Does this average give a correct impression of the ages of the

people who were injured?

24.3 Would a different kind of average have been better? If yes, state

which average.

Activity 25

Nine houses were sold for the following prices:

A R200

000

B R835

000

C R212

000

D R201

000

E R180

000

F R233

500

G R160

000

H R245

000

I R190

500

25.1 Compare the median for this data with the mean. What is the

difference?

25.2 Which is the better average in this case, the median or the mean?

25.3 How does the price of House B affect the mean?

25.4 How does the price of House B affect the median?

10000

20000

30000

40000

50000

60000

70000

J F M A M

Nu

mb

er

of

ma

ga

zin

es

so

ld

Months

45000

50000

55000

60000

65000

J F M A M

Nu

mb

er

of

ma

gazin

es

so

ld

Months

SCALE AND BIAS IN GRAPHS

A magazine increased its sales during the first five months of a year.

Study the following two graphs carefully.

Graph 1 Graph 2

The scale is the numbering

on the side of the graph.

The scale can make the

changes on the graph seem

big or small.

The person who draws a

graph can change the scale

to show different pictures

of the data.

Questions

1. What is the difference between the scales of the 2 graphs?

2. Which graph gives a more accurate picture of the sales increase? Why?

3. What does the other graph make you think happened to the number of

magazines that were sold? How does it do this?

4. Which graph indicates that the magazine sales had improved by a bigger

amount?

5. Which graph do you think the publishers of the magazine would want to

publish?

6. Why do you think they would want to show this graph instead of the other

one?

Activity 26

Ruby donates a certain amount of her pocket money to charity as shown

in these pie charts.

26.1 What percentage of her pocket money does Ruby actually give to

charity?

26.2 Which chart(s) record this fact best?

26.3 Which chart would Ruby use if she wanted to make an impression with

what she donated to charity?

26.4 Which chart would Ruby use if she was shy about it and did not want to

appear to be boasting?

A B

B

C

Bibliography

Barry, H ,& Dugmore, V, On Track with Maths Gr 7 Ch 10 Percentages Phemelela Books

Bopape, M.; Magadla, L.; Shongwe, S. & Taylor, N. 2005. New Understanding Mathematics

Grade 7 Learner’s Book: Chapter 11 Using Data. (J. Maclay-Mayers. (eds), New Understanding

Mathematics Grade 7 Learner’s Book , Cape Town: Maskew Miller Longman. p. 239-264.)

Burczak, L.; Cousins, L.; Mnyandu, P.; Prokopiak, D.; Tonkin, R. & Tonkin, S. 2004. Shuters

Mathematics: Section B Unit 8, Section C Unit 11. (Shuters Mathematics, South Africa: Shuter

& Shooter Publishers . p. 91-103, p. 143-154.)

Groenewald, M.; Kroon, M.; Minshall, G.; Naudé, B.; Otto, H.; Prins, E. & van der Westhuizen,

G. 2005. Maths Today Grade 7: Learning Outcome 5: Data Handling. (John Linnegar . (eds),

Maths Today, Cape Town: Maskew Miller Longman. p. 221-237.)

Laridon, P. et al. 2005. Classroom Mathematics: Chapter 14 Handling Data and Chance.

(Classroom Mathematics, Sandton: Heinemann Publishers. p. 297-330.)

Ladewig, W.; Potgieter, R. & Pretorius, J. 1992. Mathematics Plus 7: Chapter 13 Statistics.

(Mathematics Plus 7, Cape Town: Oxford University Press. p. 235-260.)

Mahlomaholo, P. & Moseki, M. 2005. Mathematics Millenium Series: Module 5: Data Handling.

(Mathematics Millenium Series, Wierda Park: Action Publishers. p. 139- 152.)

Note: Information taken directly or part thereof for use in this booklet.

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