Statistical Diagrams

Students learn how to plot and interpret various statistical diagrams ranging from pictograms and barcharts to frequency polygons and time series.  Throughout the unit emphasis is place on interpreting the diagrams as much as it is plotting them.

This unit takes place in Year 9 Term 1 and is followed by calculating statistical measures such as averages and range.


Statistical Diagrams Lessons
Revision Lessons
Prerequisite Knowledge
  • solve comparison, sum and difference problems using information presented in a line graph
  • complete, read and interpret information in tables, including timetables.
Success Criteria

interpret and construct

  • frequency tables
  • bar charts
  • pie charts
  • pictograms
  • pie charts

for categorical data.

  • interpret and construct
  • vertical line charts for ungrouped discrete numerical data
  • tables and line graphs for time series data

and know their appropriate use.

Key Concepts
  • Frequency tables must not have overlapping categories
  • Diagrams must not imply bias (e.g., equal width bar charts0
  • Pictograms need to use suitable symbols to illustrate fractional amounts
  • Students need to spend time interpreting the diagrams as well as creating them.
Common Misconceptions
  • Bar charts are often drawn with unequal width bars.
  • Students often use nonlinear scales for bar and line graphs.
  • The frequency is often incorrectly taken as the angle when drawing pie charts.
  • Diagrams are often drawn without the correct labels and missing titl

Leave a Reply

Your email address will not be published. Required fields are marked *

You may use these HTML tags and attributes:

<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Mr Mathematics Blog

Area of Compound Shapes

To find the area of compound shapes students need to understand what the word compound means.  Therefore, I ask students to discuss in pairs a definition for the word compound and to extend it to include the shapes below.  As a result of their learning in science students agree that a compound can be defined […]

Priorities for the Spring Term

At the start of the Spring Term these are three main priorities for me as the Head of Mathematics.

Mutually Exclusive Outcomes and Events

I teach mutually exclusive outcomes directly after students have encountered Venn diagrams. This is the fifth Year 8 Probability lesson.