Study Notes on Data Interpretation

By Gaurav Mohanty|Updated : December 28th, 2021

When data is organized into bars and charts, it is done with the purpose of making it meaningful. The objective of data interpretation is to assess whether a student can understand tables and charts and answer some questions based on them. This act of organizing and interpreting data to get meaningful information under a given set of conditions is Data Interpretation.

All business consists of processing data and making decisions. It checks the ability of a person to calculate fast and comprehend relevant information which is essential for potential managers.

Normally D.I. combined with Logical Reasoning forms a separate section. The number of questions vary from 25‐40. It has an overall weightage of 20% and is given in combination with Logical Reasoning or Data Sufficiency. 

Numerical data pertaining to any situation can be presented in the following ways.

  1. Numerical data table

ii.

Line Graphs

* Single line, Single axis

 

 

* Multiple line, Single axis

 

 

* Multiple line, Double axis

iii.

Bar Chart

* Vertical

 

 

* Horizontal

 

  • Pie Chart
  • Case‐lets
  • Combination graph Line + Bar / Line + Pie/Bar + Pie
  • Venn diagram (Set theory)
  • Directional graphs
  •  Geometrical diagram
  •  Network diagram

Data Interpretation problems judge the person’s ability to analyze data quickly. Graphs, charts and tables are given and a person has to find out the relevant data which is required in a question and then do a calculation on it. Good observation coupled with speedier calculation helps in cracking DI problems. In the case of difficult problems, it becomes imperative to read the problem along with the options. The approach to DI problems lies in understanding:

  1. “What is given” – See the given data carefully to see the time period, the units and the trend. Each data tells a story. See whether it is a rising or declining trend.

 

  1. “What is asked” – Look at the questions and locate which is the relevant data that is required for the question.

 

  1. “What are the approximations and calculations required” – Sometimes an increase between two years may be asked, or the percentage growth, or a ratio. Look at the desired values and do quick calculations to get the answer. Choices are a big help in selecting answers.

The student must ignore superfluous information. Sometimes large tables are given and not all the data is useful to answer the questions. Sometimes there is a combination of tables and graphs. One must correlate the graphs provided and understand the relationship between the graphs, before actually attempting the question. Intelligent guessing can reduce calculations and in turn saves time.

Some quick approximation techniques are illustrated below:

Example: Study the following table and answer the questions that follow:

Number of Items (in lakhs) produced by six companies over the years

Year 

1997

1998

1999

2000

2001

Company ↓

 

 

 

 

 

P

38.5

53.4

48.6

76.4

56.5

Q

 

 

 

 

 

10.6

68.6

62.7

98.9

72.8

R

 

 

 

 

 

65.4

72.8

63.5

82.5

86.4

S

 

 

 

 

 

48.5

96.5

78.6

91.5

92.8

T

 

 

 

 

 

52.6

99.8

82.2

102.8

89.5

U

 

 

 

 

 

78.4

103.4

88.9

110.7

98.4

 

 

 

 

 

 

  1.  What was the percentage of numbers produced by Company P in 2000 to that produced by Company U in 2001?

Solution:

First, see what figures we need. Look at row P and continue till you hit column 2000. The figure is 76.4 Then look at row U and look under the column 2001.

The rest of the data is not required for this question.

 

So the fraction required to find percentage is (76.4/98.4) × 100. If we do the calculation, we find it is not very easy.

Using approximation, we first round off the figures to 77/100. (Increasing the numerator and denominator by just a little bit to get around figures)

We now visually see that the answer is close to 77%. So in this way we have avoided a calculation.

Important: While approximation, either increase both quantities or decrease both quantities, otherwise the error will be high.

  1. What is the percentage increase in production for Company P from 1997 to 2001? 

Solution: To find percentage increase, we need the figures of P in 1997 and in 2001. We see that the percentage increase required is from 38.5 to 56.5.

The formula for percentage increase is: [New value – Old value]/[Old value] × 100 The figure required in this case is: [56.5 – 38.5]/[38.5] × 100 = 18/38.5 × 100.

We again see that it is a somewhat lengthy calculation. So we try approximation.

Rounding off by increasing both numerator and denominator, we can reduce the fraction to 20/40.

We then get the answer as 50%, but since we have increased the numerator more (compared to 18), we need to reduce the answer somewhat. So the answer would be around 47‐48%. After getting this figure, the choices will tell us the choice that we need to tick. Note again that we have avoided a calculation.

Important: Do the increase/decrease judiciously. Also, take a look at the choices. If the choices are close, wide approximation cannot be done. However, if the answer choices are far apart, one can make good use of this technique.

 What was the share of production of Company Q in total production in 2001?

 Solution: Share of Company Q is given by (Q’s Production/Total Production) × 100 = (72.8/496.4) × 100. Using approximation, we can make this fraction as 70/490 [by reducing both numerator and denominator]. We see that 70/490 = 1/7 = 14% approximately.

  1.  Which company has shown the maximum increase in production between 1997 to 2001

Solution: No calculation is required in such sums. See the figures for each company. We see that the maximum increase happens for Company Q, which goes from 10.6 to 72.8, which is about 7 times, which is not matched by any other company

The above can be done quickly if one has a familiarity with numbers.

Thus, tables, squares, cubes, fractions, and percentages must be learned by heart.

Tables from 1‐10:

Table

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

2

4

6

8

10

12

14

16

18

20

3

6

9

12

15

18

21

24

27

30

4

8

12

16

20

24

28

32

36

40

5

10

15

20

25

30

35

40

45

50

6

12

18

24

30

36

42

48

54

60

7

14

21

28

35

42

49

56

63

70

8

16

24

32

40

48

56

64

72

80

9

18

27

36

45

54

63

72

81

90

10

20

30

40

50

60

70

80

90

100

11

22

33

44

55

66

77

88

99

110

12

24

36

48

60

72

84

96

108

120

13

26

39

52

65

78

91

104

117

130

14

28

42

56

70

84

98

112

126

140

15

30

45

60

75

90

105

120

135

150

16

32

48

64

80

96

112

128

144

160

17

34

51

68

85

102

119

136

153

170

18

36

54

72

90

108

126

144

162

180

19

38

57

76

95

114

133

152

171

190

20

40

60

80

100

120

140

160

180

200

 

Tables from 11‐20:

 

 

 

 

 

 

 

 

 

 

 

Table

11

12

13

14

15

16

17

18

19

20

1

11

12

13

14

15

16

17

18

19

20

2

22

24

26

28

30

32

34

36

38

40

3

33

36

39

42

45

48

51

54

57

60

4

44

48

52

56

60

64

68

72

76

80

5

55

60

65

70

75

80

85

90

95

100

6

66

72

78

84

90

96

102

108

114

120

7

77

84

91

98

105

112

119

126

133

140

8

88

96

104

112

120

128

136

144

152

160

9

99

108

117

126

135

144

153

162

171

180

10

110

120

130

140

150

160

170

180

190

200

11

121

132

143

154

165

176

187

198

209

220

12

132

144

156

168

180

192

204

216

228

240

13

143

156

169

182

195

208

221

234

247

260

14

154

168

182

196

210

224

238

252

266

280

15

165

180

195

210

225

240

255

270

285

300

16

176

192

208

224

240

256

272

288

304

320

17

187

204

221

238

255

272

289

306

323

340

18

198

216

234

252

270

288

306

324

342

360

19

209

228

247

266

285

304

323

342

361

380

20

220

240

260

280

300

320

340

360

380

400

Squares and Cubes:

Students should learn the squares of numbers up to 32 and cubes up to 12 so that they do not waste time in the exam. Square roots of numbers up to 16 should also be learnt.

Squares

 

 

 

 

22

= 4

102

= 100

182 = 324

262 = 676

32

= 9

112

= 121

192 = 361

272

= 729

42

= 16 122

= 144

202 = 400

282

= 784

52

= 25 132

= 169

212 = 441

292

= 841

62

= 36 142

= 196

222 = 484

302

= 900

72

= 49 152

= 225

232 = 529

312

= 961

82

= 64

162

= 256

242 = 576

322

= 1024

92

= 81

172

= 289

252 = 625

 

 

 

Square Roots

 

 

 

 

√2 = 1.414

√6 = 2.449 √10 = 3.162

√14 = 3.741

√3 = 1.732

√7 = 2.646

√11 = 3.316

√15 = 3.873

 

√4 = 2

√8 = 2.828

√12 = 3.464

√16 = 4

 

√5 = 2.236

√9 = 3

√13 = 3.605

 

 

Cubes

 

 

 

 

 

23

= 8

63 = 216

 

103 = 1000

33

= 27

73 = 343

 

113 = 1331

43

= 64

83 = 512

 

123 = 1728

53

= 125

93 = 729

 

 

 

 

 

Equivalent Percentages of some commonly used Fractions

 

It is useful to learn these by heart

 

 

 

Fraction

Equivalent

Fraction

Equivalent

Fraction

Equivalent

 

%

 

%

 

%

1

50%

3

75%

2

22.22%

2

 

4

 

9

 

1

33.33%

4

80%

1

6.67%

3

 

5

 

15

 

1

25%

1

12.5%

1

5%

4

 

8

 

20

 

1

20%

1

8.33%

1

4%

5

 

12

 

25

 

1

16.67%

3

37.5%

1

2%

6

 

8

 

50

 

2

40%

5

62.5%

4

133.33%

5

 

8

 

3

 

3

60%

7

87.5%

5

125%

5

 

8

 

4

 

2

66.67%

1

11.11%

6

120%

3

 

9

 

5

 

 

Units

 

™ 1 Lakh = 1,00,000 = 105

1 Crore = 1,00,00,000 = 107

1

Million = 1,000,000 = 106

1

Billion = 1,000,000,000 = 109

⇒ 1 Billion = 10 Crores = 1000 Million

1

Million = 10 Lakhs

™ 1 Km = 1000 m.

1 m = 100 cms.

1 inch = 2.54 cms.

1 Foot = 12 inch = 30.48 cms.

1 Yard = 3 foot = 36 inch = 91.44 cms.

1 Mile = 1760 yards = 1.6 kms.

STRATEGY FOR DI:

In DI, read the data and questions very carefully. You can't solve questions correctly if you haven't understood the questions. Many students read the questions very fast in order to save time. They find that they either have to read the questions again or they leave those questions for lack of understanding. Read the question slowly and carefully. Concentrate and make it a point that you understand the question in one single reading. Similarly, you should spend some time on the data and understand it. There is no point in trying to solve questions if you haven't understood the data.

  1. First spend 15 to 30 seconds in having a look at and analyzing the graph. Spending this time once would necessarily reduce the 12‐18 seconds you will otherwise spend in solving every question in the block.

 

  1. Read all the information carefully, specifically the minor details (which you consider minor) given, like
  • data in ’000
  • in tons of
  • lakh bales of 150 kg each
  • profit = revenue – cost
  1. last nine months/for the first quarter
  2. If any * or like symbol is given, carefully read the information next to the symbol in the footnote and relate it with the graph.
  3. Read every question without missing even a single word from the statement. Be cautious where the information given in the graph denotes in ‘000 or in lakhs. In such cases either the questions should also include ‘000 or lakhs respectively or the options should have ‘000 or lakhs in them respectively. A very common error is to solve the question correctly but mark the choice with the wrong units. For example, if your answer is 234(000) a common mistake is to mark the choice as 234 units, whereas the answer should be 2.34 lakh units.
  1. After reading the question relate the question to the graph and then see what is required to be calculated.
  2. Keep the choices in focus. How far away they are from each other and what kind of guesses can take you closer to the answer.
  3. After seeing the choices you can calculate the approximate answer, e.g. in order to multiply 122 and 179 you can multiply 12 with 18 along with 2 zeroes, in the end, this would give you an approximation. In 95% of the cases there would be only one option close to the approximation and that would be the right answer.
  4. Remember that a question on “increase” and the “percentage increase” are toe different things. The former represents the absolute increase that can be calculated as the final minus initial figure. The percentage increase represents the relative increase that is calculated as: (Final – initial figure)/(initial figure) × 100.
  5. See what is required: is it “X is what percent of Y” or “X is how much percent more than Y.” In the former case (X ÷ Y)× 100 will give you the answer and in the latter case [(X – Y) ÷ Y] × 100 will give you the answer.

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