Bar Charts & Pictograms (Edexcel GCSE Maths)

Revision Note

Mark Curtis

Last updated

Line Charts, Bar Charts & Pictograms

What is a line chart and what is it used for?

  • Sometimes called a vertical line chart, this a visual way to represent discrete data

    • Line charts are used for numerical data (rather than categorical data)

      • They are particularly useful when there are lots of different options to show
        e.g.  Results of a test where scores are given as percentages

  • The vertical axis shows the frequency

    • The scale should start at zero and increase in equal amounts

  • The horizontal axis shows the different outcomes

    • A vertical line is drawn for each outcome and its height is its frequency

6-2-2-line-chart
  • You can easily identify the mode using a line chart

    • The mode is the most common outcome

    • This will be the outcome with the highest (tallest/longest) line

    • e.g.  In the line chart above, 11 was the modal test score, with a frequency of 7

  • You can quickly see how the data is spread using a line chart

    • Lines may be crowded around a particular group of options with only a few elsewhere

    • This may help identify anomalies or outliers in the data

    • e.g.  In the line chart above we can see

      • the majority of the test scores, out of 20, were between 7 and 12

      • one pupil scored 19 out of 20, much higher than anyone else in the class

What is a bar chart?

  • A bar chart is a visual way to represent discrete data

    • Discrete data is data that can be counted 

      • This can be numerical like shoe sizes in a class

      • Or non-numerical (categorical) like colours of cars down a road

  • The horizontal axis shows the different outcomes

  • The vertical axis shows the frequency

  • The heights of the bars show the frequency

    • Bars should be separated by gaps

    • Bars should have equal widths

Bar chart showing shoe sizes in a class
  • The mode is the outcome with the highest bar

  • You can also get dual bar charts to compare two data sets

    • Bars are in pairs (side-by-side) for each outcome

A dual bar chart showing the number of hot food items and ice creams sold each month for February, March, and April

What is a pictogram?

  • A pictogram is an alternative to a bar chart

    • It is used in the same situations

  • There are no axes

    • Frequency is represented by symbols

    • A key shows the value of 1 symbol

      • For example, 1 symbol represents a frequency of 2

    • Half and quarter symbols are often used

A pictogram showing shoe sizes in a Year 11 class
  • The pictogram above shows the shoe sizes of students in a class

    • As 1 picture of a shoe represents 2 students

      • Half a shoe represents 1 student

    • The number of students with a shoe size of 7, is 3

Examiner Tips and Tricks

  • If asked to draw a bar chart, find the largest frequency and choose a scale which makes that fit in the space provided

  • If asked to draw a pictogram, pick a symbol that is easy to duplicate and draw half (or quarter) of

Worked Example

Mr Barr teaches students in Year 7 and Year 8.
He records the number of pets that students in each year have.
His results are shown below.

A dual bar chart showing the number of pets owned by Year 7 and Year 8 students

(a) Write down the modal number of pets for his Year 7 students.

The modal number (mode) is the number of pets that occurs the most
Visually, this will be the highest bar for Year 7s

The mode for Year 7 is 1 pet

(b) How many Year 8 students does he teach?

Add up all the heights (frequencies) of the Year 8 bars

4 + 8 + 4 + 3 + 0 + 2

He teaches 21 Year 8 students

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Mark Curtis

Author: Mark Curtis

Expertise: Maths

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.