MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

Sample Answer for MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life Included

A Sample Answer For the Assignment: MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

Title: MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

Hi Everyone !  Greetings !!

Please notice that in the examples of line graphs and frequency polygons above that the graphics have quantitative data on BOTH axes.

Since the injuries data set has one of its dimensions being exemplified by values such as concussions, burns, lacerations, sprains, fractures, insect and animal bites, etc. ( which are QUALITATIVE data ) then neither a line graph nor a frequency polygon ( nor a Histogram ! ) could be used for the injuries data set.

( A Histogram also has quantitative data on BOTH axes )

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Also please note that a time series graph ( pages 61-63 of the online text book ) would have something along the horizontal axis such as a number of years ( for example 2014  2015  2016  2017  2018  2019 ) or perhaps the months ( Jan Feb Mar … Nov Dec ) or perhaps if appropriate the days of the Week ( Mon Tue …  Sat  Sun ) or something similar to these.

So we could not use a time series graph for the wait times data set where we would want something like

0-4 min

5-9 min

10-14 min

15-19 min

20-24 min

25-29 min

30+ min

in the classes or bins or intervals along the horizontal axis

Everyone also please notice in the examples above that the two line graph examples seem to have discrete quantitative data on the horizontal axis while the frequency polygon example above has class midpoints on the horizontal axis which are indeed derived from continuous quantitative data.      😉

So we need to please be extremely careful what graphical display we suggest for the injuries data set and separately what graphical display we suggest for the wait times data set


Thanks Friends and I appreciate your hard work and attention and effort and progress very much !!

Please finish the Week 2 Knewton Homework assignments ASAP and please try to get off to a strong start on the Week 3 Knewton Homework assignments before the official time frame for Week 3 of the course even officially begins !  That would not be required of course, but it is suggested and recommended for best results and as a best practice.        😉


Enjoy Friends and work hard and learn a lot too !!



Holmes, A., Illowsky, B., & Dean, S.  ( 2018 ).  Introductory business statistics.  OpenStax.


Edited by Christopher Smith on Jan 11, 2021 at 6:01am


 (1 like)

MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life

For grading purposes, this particular discussion posting area runs from Sunday Jan 10 through Sunday Jan 17, inclusively.

We continue to explore Descriptive Statistics and the fundamentals of sampling techniques and quantitative research and research design this Week. This includes data, experimental design, so-called descriptive statistics, distributions, graphs and graphical displays, and measures of central tendency, variation, and position. At a somewhat basic and introductory level, we sometimes try to describe distributions using concepts of “shape, center, and spread.” Central tendency refers to “center” and variation refers to “spread.”

Please don’t forget to use an “outside” resource as part of the content and documentation for your first Post – the Post which is due on or before Wednesday of the Week – the Post where you make the most major contribution to the Weekly discussion posting area and attempt to address the discussion prompts / cues for the Week.  It could possibly include a web site that you discovered on the internet at large, so long as the web site is relevant and substantial and does not violate the Chamberlain University policy for prohibited web sites, and so forth.  It could possibly include references / resources that you discover through making use of the online Chamberlain University Library ( please click Resources along the left and then click Library to discover the link to the Chamberlain University online Library ) .    🙂

Please check out the link below to see some of the key similarities and key differences between Bar Plots / Graphs / Charts and Histograms.

Link (Links to an external site.)Links to an external site.

This is one kind of an example of using an “outside” source / resource to add to what is revealed in our Weekly Lesson in Modules and in our Weekly text book reading.

Please don’t forget to look over the Graded Discussion Posting Rubric each Week to be certain that you are meeting all of the Frequency requirements as well as all of the Quality requirements for graded discussion posting each Week.

If you have any questions about anything, please do not hesitate to post in the Q & A Forum discussion posting area or to send me a direct e-mail message to  [email protected]

Thanks Friends and Good Luck !  Work hard and learn a lot !!

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS MATH 225N Week 2 Discussion: Graphing and Describing Data in Everyday Life:

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For the first question, I created a frequency table of a list of injuries one might see in a walk-in clinic over the past month:

Week 2 Injury Freq Table.jpg

Rather than sort alphabetically, I sorted from highest number of injuries to lowest and then created a horizontal bar graph with the types of injuries on the y axis simply as a matter of preference, since either is acceptable in a bar graph (Holmes, Illowsky and Dean, 2018):

Week 2 Injury Bar Graph.jpg

It might be interesting to see where the data falls over the course of many months using a cumulative review of the frequency of the various injuries. I would expect bee stings to increase during warmer weather when people spend more time outside, therefore the clinic would have data to be well prepared to treat those injuries. A histogram wouldn’t be useful here, as the labels are categorical, not quantitative (Stattrek, 2020).

For the second question, Let’s assume the following wait time in minutes for a given day: 5, 5, 5, 5, 9, 10, 10, 15, 15, 30, 30, 35, 35, 40, 45, 60, 65, 70, 70, 75. First, I created a frequency table, but using the math rules taught us this week in the Knewton Lesson on frequency tables (Chamberlain University, 2020), I really didn’t care for the groups of times created, so I created a second table using increments of 15 minutes since the frequency outcome didn’t change:

Week 2 Wait times Freq Table.jpg

I like a pie chart best to show that while most people (45%) only had a wait of less than 15 minutes, still another 45% had waits of more than 30 minutes. This pie chart makes it easy to see where improvement needs to be made.

Week 2 Wait times Pie Chart.jpg to an external site.

Holmes, A., Illowsky, B., & Dean, S.  (2018).  Introductory business statistics.  OpenStax Chamberlain University, (2020). MATH225. Week 2 Knewton Lesson Frequency Tables (online lesson). Downers Grove, IL. Adtalem.

    For data set 1, the graph does not seem to be biased since the x-axis is equally spaced. It is also a good idea to sort the injuries from lowest to highest frequency because it made the graph easier to understand. For data set 2, I think since the data is continuous, histograms are more appropriate to use. This would make sure that the distribution of the data is taken accounted for. Different distributions have different effects on the graphs. For example, if the data is normally distributed, the histogram would look bell-shaped. On contrary, if it is normally distributed, the bars of the histogram would approximately be equal.

I have a question.  If you sorted the injuries from lowest to highest frequency to make the graph easier to understand on this data set, how would you make the next months’ graphs if the results changed?   Would the graph still be organized lowest to highest frequency of injuries or stay in the same order as the first month?  I used alphabetical order for the injuries in my frequency table and on my histogram.  I was thinking of the results in the following months if the study was going to continue.  If the amount of each injury changes and is recorded on the graph, my injuries would be in the same position and yours would potentially be in different positions. The different positions might be harder to compare when two or more graphs of the months were viewed side by side.

When describing a given data, there must be an inclusion of graphical charts of the selected data. Any given chart takes after the data from the records of a shared database. “The person describing the data may choose to plot graphs from lists of predefined data, organizing that given set of data in a reasonable and logical form.” (Adusumilli, V., Kappell, C., Morrison, D., & Sundaram, R. 2004) However, using too many visualizations in a paper can destroy and interfere with the data quality.

There are several and different ways of presenting data in a simple, logical and understandable way. “Using too much data can be tiresome for the presenter and confusing to the readers or those who will use the data.” (Fah, T. S., & Aziz, A. F. A. 2006) Due to this, information needs a summary in terms of visual presentations such as frequency distribution tables, bar graphs and charts in general.

Adding visual data to a paper will significantly increase its effect and legibility. “So it is essential to take a bit of time to make the correct choice of the visual presentation, taking into account all the available instruments and the data to present form.” (Adusumilli, V., Kappell, C., Morrison, D., & Sundaram, R. 2004) In this case, there is a need to arrange two data sets. The data includes a record of total injuries reports in a clinic and the number of minutes that pass while waiting for examination and treatment of the injuries in the doctor’s waiting room. The presentation of this data is as follows.

The first collection of data is a list of all treated injuries in a clinic in a month. The frequency distribution table is the most suitable for the arrangement of this. According to Chamberlain, 2019, a frequency table has the first column consisting of the categories or classes. The second column is a frequency count for each record in the data set on that category or type. In this situation, the first column will be a list of all accidents recorded in the clinic for that given month. The second column would consist of the relative numbers. Picking a frequency distribution table is because the information needs collection and organization into the entire picture. An example of the frequency distribution table would be;

Classes of injuries frequency

sprain.                       5

Fracture                         3

burns                         8

cuts                         10

A bar chart would be sufficient for the details, and it is straightforward to read/understand. “Bar graphs consist of bars that are isolated from each other.” (Holmes et al., 2017) For this incidence, the y-axis will record the type of accidents, for instance, fractures, sprains, fall injuries, cuts, burns, traffic injuries and pressure accidents. The x-axis, in turn, would record the relative number of occurrences of the accident in question as reported into the clinic.

The second case contains data on patients’ minutes in the waiting bay near the doctor’s consultation room. The frequency distribution table is more suitable for this data than both the cumulative frequency table and the relative frequency table. This data can fit into two categories. One class has the total number of minutes each patient spent in the waiting room, and the second category covers patients’ frequency of arriving in the waiting room. An example of the frequency distribution table in this case would be;

Minutes spent No of patients

30.                    5

15.                    3

11.                    8

6.                       10

Using a line graph will be a reasonable representation of this information. The y axis would contain the frequency points in the line graph, and the x-axis would reflect the total number of used minutes per patient in the waiting room with an interval of five minutes and range from 0-30 minutes. The act of connecting frequency points is always through the use of a line segment that passes through the aligned points of the plot, according to Holmes et al., 2017. “One of the disadvantages of using a line graph is that since lines connect plotted points into something like a single line, the plot can be misquoted at first sight as introducing a data pattern, even if there is no data-related trend.” (Peebles & Ali, 2015) In case that happens, a suitable alternative would be a bar chart to do away with the confusion.  


Adusumilli, V., Kappell, C., Morrison, D., & Sundaram, R. (2004). U.S. Patent Application No. 10/235,085.

Chamberlain College of Nursing. (2019). Math-225N Week 2 Lesson: Graphing and Describing Data. [Online lesson]. Downers Grove, IL: DeVry Education Group.

Holmes, A., Dean, S., Illowsky, B., & Hadley, K. (2017). Introductory Business Statistics.  Retrieved from

Peebles, D., & Ali, N. (2015). Expert interpretation of bar and line graphs: the role of graphicacy in reducing the effect of graph format. Frontiers in psychology, 6, 1673. doi:10.3389/fpsyg.2015.01673

5. Grading Rubric

Discussion Criteria A
Outstanding or highest level of performance 
Very good or high level of performance
Competent or satisfactory level of performance
Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
16 points
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.16 pointsAddresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.14 pointsAddresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.12 pointsMinimally addresses the initial discussion question(s) or does not address the initial question(s).0 points
Integrates evidence to support discussion. Sources are credited.*
( APA format not required)
12 points
Integrates evidence to support your discussion from:assigned readings** OR online lessons, ANDat least one outside scholarly source.***Sources are credited.*12 pointsIntegrates evidence to support discussion from:assigned readings OR online lesson.Sources are credited.*10 pointsIntegrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.Sources are credited.*9 pointsDoes not integrate any evidence.0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week.
14 points
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.14 pointsResponds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.12 pointsResponds to a classmate and/or instructor but does not further the discussion.10 pointsNo response post to another student or instructor.0 points
Communicates in a professional manner.
8 points
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).8 pointsPresents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).7 pointsPresents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).6 pointsPresents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 points
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
0 points lostStudent posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.-5 pointsStudent does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
Total posts: Participates in the discussion thread at least three times on at least two different days.
0 points lostPosts in the discussion at least three times AND on two different days.-5 pointsPosts fewer than three times OR does not participate on at least two different days.

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