di tutorial 2.0

8/13/2019 DI Tutorial 2.0

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DataInterpretation


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What is DI

Data Interpretation (DI) is the mathematical equivalentof Reading Comprehension.

It deals with the understanding, organising andinterpreting of the given data so as to arrive atmeaningful conclusions

Data refers to facts associated with quantit!.

Interpretation means perception, a view point, or anunderstanding

Data Interpretation in "R# is concerned with

e$amining a comprehensive set of data relating tosome quantities.


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%uccess in DI%uccess in DI depends on

&our calculation prowess and

&our a'ilit! to understand the question correctl!

'ilit! to understand what the graph represents.

In most cases, DI is ust the use of common sense ***


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%ome tips +he DI section is not onl! a'out solving the questions

accuratel! 'ut also solving them quicl!.

&ou will 'e required to read data from the graphs and ta'lesand then address the question that has 'een presented to !ou.It will 'e mentioned that the graphs are not drawn to scale,however the! are quite accurate and !ou ma! pic upappro$imate values '! stud!ing the graphs carefull!.

%pend -/01 seconds in the 'eginning to assimilate and maesense of the chart, graph or ta'le. 2ae sure that !ou read allthe information around it. Read the captions, notes, legendsprovided with the graphs.

3efore !ou tacle the questions, get a good sense for what thevaria'les are and how the! relate to one another.


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%ome tips+he following will 'e helpful /

3e familiar with the mathematical ta'les of num'ers (at leasttill 41),

5ave a fair nowledge of reciprocals, equivalent percentagesand decimals

%quares, Cu'es and %quare roots of standard num'ers

6ractice a variet! of questions to 'ecome comforta'le withdifferent t!pes of pro'lems. +his will help !ou developunderstanding of methods !ou can appl! to solve questionsfaster.

#$posure to diversit! of question t!pes is a must. It will ensurethat the 7uestions in "R# do not come as a surprise to !ou.


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3e ver! thorough with the 'asics of all arithmetic topics lie6rofit, 8oss, Ratios, 6ercentages, 'asic num'er theor! and

formulas.

2ae sure !ou have completed the 8earning sessions of thea'ove topics in the rithmetic and lge'ra module.

+ae the review tests in these sessions and anal!se !our

performance. It will helps !ou to understand !our strengthsand weanesses. +he incorrect questions will help a lot inidentif!ing where !ou tend to go wrong.


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Tips for quick computation


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8earn short/cut methods that wor for !ou. lso tr! doingmental calculations and minimise the use of pen and paper.

9ften !ou can arrive at the correct answer '! the process ofelimination. :or some questions !ou ma! find that some of thegiven options are prett! far/fetched. #liminating those willmae it eas! to select the right answer. gain, this method

needs practice to perfect. Chec to see if the question ass for an appro$imation. If so,!ou can safel! estimate num'ers '! rounding off.ppro$imation is the 'est tool to arrive at answers quicl! 'utusing it is an art. &ou will have to learn this through trial/and/

error and practice.


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When rounding off fractions, round the numerator anddenominator in the same direction (either up or down);

otherwise !ou


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Calculations:Instead of wasting time in doing length!calculations, !ou must tr! to solve the questions using

appro$imations.

Short cuts:9ne must use shortcuts to save time whilecalculating. 5ere are two most widel! used short cuts in DI>

i. Remem'er that if quantit! ? @ quantit! &,and the question

ass> of what percent is quantity X of quantity Y,then theanswer must 'e greater than -11 percent

ii. Dou'ling the value of varia'le is equivalent to an increase of-11 per cent, tripling is equivalent to an increase of 411 percent, quadrupling to 011 per cent and so on.


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Pitfalls to be avoided


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The catch> +here are certain traps in the DI questionswhich one must understand in order to counter them.+hese are

i. Units:Jever ignore the units given for the varia'les (inmillion dollars, in thousands etc.). %ometimes theanswer choices are arranged in such a wa! that there isalwa!s a strong possi'ilit! to pic up the wrong one ifone does not consider units.

ii. Variable> Don


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Classification

+he questions in DI can 'e 'roadl! classified as +a'les,"raphs.

+38#%> In this t!pe of question the data is arrangeds!stematicall! in rows and columns with

captionsGheadings. title that tells !ou what that ta'leencompasses. "rand total figures could 'e provided inthe ta'le itself or separatel!. Nnits of measurementma! also 'e given for calculations.

Remem'er to carefull! read all titles, su'titles, and

notesGfootnotes. If !ou do not interpret the datacorrectl!, !ou might end up in incorrectl! solving all thequestions on that data.


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Tables

#$ample> the following ta'le shows the averages of five'atsmen over the period of five !ears.


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+ips on +a'les

While solving questions 'ased on ta'ulated information,remem'er to>

a. %pend time understanding the ta'le, especiall! thetitle, caption and unit of measurement. Dont waste

time 'rowsing through the data.'. Read the question carefull! and anal!se the possi'le

answer 'efore calculation. 2ost of the questions onl!call for an appro$imate answer and it ma! 'e possi'leto round off, thus saving time and effort

c. 2ae sure to e$press !our answer in the correct units.If the units of measurement in the question and givenanswer do not match then conversion is required.


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Classification on "raphs

"R65%> Nnlie ta'les that depict data precisel!,graphs give !ou a pictorial representation. %o, !ou onl!get an appro$imate idea of data. 5owever, the graphsare more vivid in depicting trends lie growth, declineand plateaus. +he! can 'e of various t!pes

a. 3ar "raphs

'. 8ine "raphs

c. Cumulative 3ar "raph

d. 6ie "raph e. Com'ination "raph


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3ar "raphs

Bar Graphs:3ar graphs use two a$es forrepresentation of data. In the e$ample 'elow, the ?/a$is denotes the !ear and the &/a$is shows the averageruns scored.

common difficult! is that the 'ars dont alwa!s havenum'ers on them and !ou have to figure out what thevalue is '! matching up the 'ar with the &/a$is. It is

possi'le to use the appro$imation method to hasten thecalculation i.e. !ou can assume - to 'e 1.


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%taced "raph

Stacked Graph/Cumulative Bar Graph:

In this t!pe of a graph, the 'ar carries information of

more than one parameters. +he different parametersare staced over the other for a particular !ear.

+his stac can 'e e$pressed in percentage as well.When !ou add the percentages, in one !ear, it will addup to -11.


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n #$ample


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8ine "raph

Line Graphs:In the e$ample 'elow, the various lines

represent the pla!ers and their average scores. 8inegraphs show, most vividl!, trends lie growth anddecline over a period of time.


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An Example


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6ie "raph

Pie Graph:+he pie chart is a pie lie representation ofdata, hence the name.

In the graph 'elow, the entire pie is 'roen intopercentages adding up to -11B.

Remem'er that one percent 0.F degrees


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n #$ample

5ere in 6ie chart, we o'serve that the graph is given foronl! one !ear


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Com'ination "raph

Combination Graph:Com'ination graphs com'inedata of one graph with that of another. +hese ma! loointimidating initiall! 'ut can 'e tacled if taen one at atime and are rather eas!.

In gleaning data from a chart, graph or ta'le, it


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Worsheet M #as! (8evel -)

-. What was the total amount of facult! salaries at college R in-E1O

4.What was the Income from tuition gained '! College R in-P1O

0.What was the num'er of faculties in the !ear -P1O. In which !ear, was the ratio of students to facult! is goodO

.What was the average salar! received '! a facult! in the!ear -F1O


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Worsheet M #as! (8evel 4)

-.+he num'er of students enrolled in -F1 was appro$imatel!what fraction of the num'er enrolled in -P1O

. PG 3. GF C. 4G0 D. -G0 #.-G

4. +he increase in tuition per student from -E1 to -P1 wasappro$imatel! how man! times as great as the increase from-F1 to -E1O

. 0B 3. 1.0 times C. 0 times D. 4G0

times #. 4 times


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Worsheet M #as! (8evel 0)

-. If the increase in the num'er of students enrolled from -1to -F1 was half the increase from -F1 to -E1, what wasthe student enrolment in -1O

4. If the total amount of facult! salaries in -P1 was paid fromtuition income, appro$imatel! how much of each student


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Distri'ution of the %6C registered dogs '! 'reedingfor two counties

ROPE COUNTYAll A!PCA

registered (ogsTotal ) *+,+++

GREENCOUNTY

All A!PCAregistered (ogsTotal ) -+,+++

Worksheet !edium

Pure Breed

Pure Breed


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Worsheet / 2edium-.5ow man! more pure 'red dogs are regd, with %6C in Rope

count! in "reen Count!O. 111 3. --111 C. -0111 D. -111 #. -E11

4.:or "reen count! and Rope count! com'ined appro$imatel!what percent of all dogs registered With %6C are mi$ed'reedO . 44 3. 0 C. D. #. F1

0.Which of the following statements can 'e inferred from thegraphsO

I. 2ore mi$ed 'red dogs are regd with %6C in "reencout! than in Rope count!

II. 2ore rare 'red dogs are in green count! than in Rope

count!.

III. In Rope count! twice as man! companion dogs are regd asto! dogs

. I Q II Q III 3. II onl! C. III onl! D. I Q III onl! #. II Q

III onl!


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Worsheet / 5ard

. In the -EP/-E school !ear, if -4B of the amountof contri'utions allocated to scholarships andoperational e$penses was allocated to heating costs,appro$imatel! how much was J9+ allocated to heatingcostsO . 4,111 3. 4,111

C. -EF,111 D.41,111 #. 41,111

. ppro$imatel! what was the total amount ofcontri'utions to College R from the !ear -EP/-Eschool !ear through the -P1/-P- school !ear

inclusiveO . FE,1113. -,111,111 C. ,111,111

D. ,FFE,111 #. -1,111,111

di tutorial 2.0

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