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Frequency-Polygons Wjec-Eduqas Foundation
Exam code:C300
Frequency polygons
What are the key features of a frequency polygon?
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Frequency polygons are a very simple way of showing frequencies for continuous, grouped data and give a quick guide to how frequencies change from one class to the next
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Apart from plotting and joining up points with straight lines there are 2 rules for frequency polygons:
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Plot points at the MIDPOINT of class intervals
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Unless one of the frequencies is 0 do not join the frequency polygon to the x-axis, and do not join the first point to the last one
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The result is not actually a polygon but more of an open one that ‘floats’ in mid-air!
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You may be asked to draw a frequency polygon and/or use it to make comments and compare data
How do I draw a frequency polygon?
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This is easiest shown by an example
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e.g. The lengths of 59 songs, in seconds, are recorded in the table below
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|
Song length |
Frequency |
|
120 ≤ t < 150 |
4 |
|
150 ≤ t < 180 |
10 |
|
180 ≤ t < 210 |
24 |
|
210 ≤ t < 240 |
18 |
|
240 ≤ t < 270 |
3 |
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Frequencies are plotted at the midpoints of the class intervals
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so in this case we would plot the points (135, 4), (165, 10), (195, 24), (225, 18) and (255, 3)
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Join these up with straight lines (but do not join the last to the first!)
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How do I use and interpret a frequency polygon?
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Think about what you could you say about the data above, particularly by looking at the diagram only?
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The two things to look for are averages and spread
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The modal class is 180 ≤ t < 210
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It would be acceptable to say that 195 seconds is (an estimate of) the modal song length
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The diagram (rather than the table) shows (an estimate of) the range of song lengths is 255 – 135 = 120 seconds
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If 2 frequency polygons are drawn on the same graph comparisons between the 2 sets of data can be made
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Examiner Tips and Tricks
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Jot down the midpoints next to the frequencies so you are not trying to work them out in your head while also concentrating on actually plotting the points
Worked Example
A local council ran a campaign to encourage households to waste less food.
To compare the impact of the campaign the council recorded the weight of food waste produced by 30 households in a week both before and after the campaign.
The results are shown in the table below.
|
Food waste |
Frequency |
Frequency |
|
1 ≤ w < 1.4 |
3 |
5 |
|
1.4 ≤ w < 1.8 |
4 |
8 |
|
1.8 ≤ w < 2.2 |
8 |
14 |
|
2.2 ≤ w < 2.6 |
10 |
3 |
|
2.6 ≤ w < 3 |
5 |
1 |
a)
On the same diagram, draw two frequency polygons, one for before the council’s campaign and one for after.

Remember to include a key to show which frequency polygon is which.
b)
Comment on whether you think the council’s campaign has been successful or not and give a reason why.
The council campaign has been successful as the modal amount of waste has reduced from 2.4 kg of food waste per week to 2 kg
Remember to look for average(s) and/or spread – the mode (average) is appropriate in this case.
Responses