year 8 maths

9E
Frequency distribution tables
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2 Fill in the blanks.
a The tally |||| represents the number ____.
b The tally |||| || represents the number ____.
c The tally ____ represents the number 2 .
d The tally ____ represents the number 11 .
Example 8
3 A basketball player’s performance in one game is recorded in the following table.
Passes Shots at goal Shots that go in Steals
Tally ||| |||| |||| ||| |||| || ||
Frequency
a Copy and complete the table, filling in the frequency row.
b How many shots did the player have at the goal?
c How many shots went in?
d How many shots did the player miss during the game?
Example 9
4 A student surveys her class to ask how many people are in their family.
The results are:
6, 3, 3, 2, 4, 5, 4, 5, 8, 5, 4, 8, 6, 7, 6, 5, 8, 4, 7, 6
a Construct a frequency distribution table. Include a tally row and a frequency row.
b How many students have exactly five people in their family?
c How many students have at least six people in their family?
5 Braxton surveyed a group of people to find out how much time they spent watching television last
week. They gave their answers rounded to the nearest hour.
Number of hours 0–4 5–9 10–14 15–19 20–24 25 or more
Tally |||| ||| |||| |||| || |||| |||| |||| |||| |||| |||| ||
a Draw a frequency distibution table of Braxton’s results, converting the tallies to numbers.
b How many people did Braxton survey?
c How many people spent 15–19 hours watching television last week?
d How many people watched television for less than 5 hours last week?
6 The heights of a group of 21 people are shown below, given to the nearest cm.
174 179 161 132 191 196 138 165 151 178 189
147 145 145 139 157 193 146 169 191 145
a
Copy and complete the frequency distribution table below.
Height (cm) 130–139 140–149 150–159 160–169 170–179 180–189 190+
Tally
Frequency
b How many people are in the range 150–159 cm?
c How many people are 180 cm or taller?
d How many people are between 140 cm and 169 cm tall?
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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