year 8 maths

552 Chapter 9 Data collection, representation and analysis
Example 8
Interpreting tallies
a
The different car colours along a quiet road are noted. Convert the following tally into a frequency
distribution table.
White Black Blue Red Yellow
||| |||| |||| ||| |||| |||| |||| || |||| | |||| ||||
b Hence, state how many red cars were spotted.
SOLUTION
a
Colour white black blue red y ellow
Frequency 3 13 17 6 9
EXPLANATION
Each tally is converted into a frequency.
For example, black is two groups of 5 plus 3 ,
giving 10 + 3 = 13 .
b Six red cars were spotted. This can be read directly from the table.
Example 9
Constructing tables from data
Put the following data into a frequency distribution table: 1, 4, 1, 4, 1, 2, 3, 4, 6, 1, 5, 1, 2, 1 .
SOLUTION
Number 1 2 3 4 5 6
Tally |||| | || | ||| | |
Frequency 6 2 1 3 1 1
EXPLANATION
Construct the tally as you read through the
list. Then go back and convert the tally to
frequencies.
Exercise 9E
UNDERSTANDING AND FLUENCY
1–5 2–6
3–6
1 The table below shows survey results for students’ favourite colours.
Colour Frequency
red 5
green 2
orange 7
blue 3
Classify the following as true or false.
a Five people chose red as their favourite colour.
b Nine people chose orange as their favourite colour.
c Blue is the favourite colour of three people.
d More people chose green than orange as their favourite colour.
Cambridge Maths NSW
Stage 4 Year 8 Second edition
ISBN 978-1-108-46627-1 © Palmer et al. 2018
Cambridge University Press
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