Histograms
Construct and interpret histograms for continuous or numerical data grouped into equal-width class intervals on a continuous number-line scale, with no gaps between bars; state the interval-boundary convention used (e.g. 140 ≤ h < 150, so a value of exactly 150 belongs to the next interval); read frequencies from bar heights; describe the distribution shown; and explain how a histogram differs from a bar chart of categories. Unequal-width intervals and frequency density are not included.
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Histograms means practising the idea at the table with counters or paper models and one clear check. We will demo once, then your child tries.
Materials: Tally sheet or simple bar/dot sketch; A short set of category counts. 1. Say the goal of Histograms in plain words once. 2. Adult tallies one category and sketches a bar or dot plot. 3. Child tallies three small data sets and compares the tallest category. 4. Fresh check: one fresh tally comparison. Record and stop. Done: three correct tallies with a comparison sentence each. Proof: parent note of examples and results. Stop: End after the fresh check; keep optional challenge for another day.
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Secondary
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Secondary supports Histograms. An adult previews and guides; this is a learning page, not a scored quiz.
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Before you openAsk the learner one fact they learned and one question they still have.
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Public NRICH page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.
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Check understanding
- Group 30 pupils' heights into equal-width 10 cm intervals (130 ≤ h < 140, 140 ≤ h < 150, …), stating that a height of exactly 150 cm is counted in the 150 ≤ h < 160 interval, and draw the histogram with a continuous horizontal scale, touching bars and labelled axes
- Read frequencies accurately from a histogram (e.g. how many pupils are at least 150 cm but less than 160 cm, and how many are shorter than 150 cm in total) and describe the distribution's centre, spread and shape in context
- Explain why a histogram's bars touch and sit on a numerical scale while a bar chart of categories (e.g. favourite sport) has gaps and an order that could be rearranged — and identify claims the histogram cannot support, such as the exact height of the tallest pupil or how many pupils are exactly 145 cm tall
“If your child sorted the heights of everyone in their class into groups like '130 cm up to 140 cm' and '140 cm up to 150 cm', could they draw a histogram with the bars touching — and explain why it isn't the same kind of chart as a bar chart of favourite colours?”
Curriculum record
- Type
- Representational
- Subject
- Mathematics
- Domain
- Data & Statistics
- Age range
- Ages 11–13
Standards