# Create and interpret tables I

Lesson

Creating lists and tables helps us compare data, for things such as favourite sports, weather and many more things.  We can then show our data in a column graph, to help us compare our data.

Let's watch a video to see how.

#### Worked Examples

##### Question 1

Ben asked $35$35 people about how many siblings they have. He found that $12$12 people had no siblings, $15$15 people had one sibling, $3$3 people had two siblings and $5$5 people had three siblings.

Write Ben's results in the frequency table below.

1. Number of Siblings Frequency
$0$0 $\editable{}$
$1$1 $\editable{}$
$2$2 $\editable{}$
$3$3 $\editable{}$

##### Question 2

Mr. Smith asked his $42$42 students about what they want to be when they grow up. $10$10 wanted to be a doctor, $12$12 wanted to be a teacher, $6$6 wanted to be a civil engineer, and $14$14 wanted to be a politician.

Which list shows the correct positions $A$A, $B$B, $C$C, $D$D.

Job Frequency
$A$A $10$10
$B$B $12$12
$C$C $6$6
$D$D $14$14
1. A- teacher

B- doctor

C- politician

D- civil engineer

A

A- doctor

B- politician

C- civil engineer

D- teacher

B

A- politician

B- teacher

C- civil engineer

D- doctor

C

A- doctor

B- teacher

C- civil engineer

D- politician

D

##### Question 3

The table shows the number of people who visited Disneyland between 2008 and 2012.

Year Number of people (in hundred thousands)
2008 $158$158
2009 $155$155
2010 $155$155
2011 $157$157
2012 $160$160
1. Use the table to complete the chart.

### Outcomes

#### S3-1

Conduct investigations using the statistical enquiry cycle: – gathering, sorting, and displaying multivariate category and wholenumber data and simple time-series data to answer questions;– identifying patterns and trends in context, within and between data sets; – communicating findings, using data displays

#### S3-2

Evaluate the effectiveness of different displays in representing the findings of a statistical investigation or probability activity undertaken by others.