This post stems from this Question to which the author has never taken the time to give any answer whatsoever.

To help the reader understand what this is all about, I reproduce an abriged version of this question

I have the following data ... [and I want to]  create a cumulative histogram with corresponding polygon employing this same information...

The data the author refers to is a collection of decimal numbers.

The term "histogram" has a very well meaning in Statistics, without entering into technical details, let us say an histogram is an estimator of a Probability Density Function (continuous random variable) or of a mass function (discrete random variable), see for instance Freedman & Diaconis.

The expression "cumulative histogram" is more recent, see for instance Wiki for a quick explanation. Shortly a cumulative histogram can be seen as an approximation of the Cumulative Density Function (CDF) of the random variable whose the sample at hand is drawn from.

In fact there exists an alternative concept named ECDF (Empirical Cumulative Distribution Function) which has been around for a long time and which is already an estimator of the CDF.
Personally I am always surprised, given the many parameters it depends upon (anchors, number of bins, binwidth selection method, ...), when someone wants to draw a cumulative histogram: Why not draw instead the ECDF, a more objective estimator, even simpler to build than the cumulative histogram, and which does not use any parameter (that people often tune to get a pretty image instead of having a reliable estimator)? 

Anyway, I have done a little bit of work arround the OP's question, and it ended in a procedure named Hodgepodge (surely not a very explicit name but I was lacking inspiration) which enables plotting (if asked) several informations in addition to the required cumulative histogram:

• The histogram of the raw data for the same list of bin bounds.
• The kernel density estimator of this raw-data-histogram.
• The ECDF of the data.

Here is an example of data

and here is what procedure Hodgepodge.mw  can display when all the graphics are requested

As a calculus instructor, one thing I’ve noticed year after year is that students don’t struggle with calculus because they’re incapable.

They struggle because calculus is often introduced as a list of procedures rather than as a way of thinking.

In many first-year courses, students quickly become focused on rules: differentiate this, integrate that, memorize formulas, repeat steps. And while procedural fluency is certainly part of learning mathematics, I’ve found that this approach can sometimes come at the cost of deeper understanding.

Students begin to feel that calculus is something to survive, rather than something to make sense of.

Research supports this concern when calculus becomes overly mechanical; students often miss the conceptual meaning behind the mathematics. That realization has pushed me to reflect more carefully on what I want students to take away from my class.

Over time, I’ve become increasingly interested in teaching approaches that emphasize mathematical thinking, not just computation.

Thinking Beyond Formulas

When I teach calculus, I want students to ask questions that go beyond getting the right answer:

1. What does this derivative actually represent?
2. How does the function behave when something changes?
3. Why do certain patterns keep appearing again and again?

These kinds of questions are often where real learning begins.

In The Role of Maple Learn in Teaching and Learning Calculus Through Mathematical Thinking, mathematical thinking is described through three key processes:

1. Specializing - exploring specific examples
2. Conjecturing - noticing patterns and testing ideas
3. Generalizing - extending those patterns into broader principles

This framework captures the kind of reasoning I hope students develop as they move through calculus.

What Helps Students See the Mathematics

One of the biggest challenges in teaching calculus is helping students see the mathematics, not just perform it.

It’s easy for students to get stuck in algebraic steps before they ever have the chance to build intuition. I’ve found that students learn more effectively when they can explore examples, visualize behavior, and experiment with ideas early on.

Sometimes that happens through discussion, sometimes through carefully chosen problems, and sometimes through interactive tools that allow students to test patterns quickly.

The goal isn’t to replace thinking it’s to support it.

A Meaningful Example

One activity highlighted in the study, Inflation and Time Travel, places exponential growth into a context students can relate to: wages and inflation.

When students adjust values, observe trends, and ask what happens over long periods of time, calculus becomes much more than an abstract requirement. It becomes a way of understanding real phenomena.

Activities like this remind students that mathematics is not just symbolic work on paper; it is a way of describing and interpreting the world.

Final Thoughts

For me, calculus is not meant to be a barrier course.

It’s meant to be a gateway into powerful ways of reasoning about change, structure, and patterns.

When students begin to specialize, make conjectures, and generalize ideas for themselves, they start to experience calculus as something meaningful, not just mechanical.

And as an instructor, that is exactly what I hope to cultivate in my classroom.