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\nProvide reasons why the numbers in the material are important to the main message and the audience\u2019s understanding of the information. As with words, numbers can mean different things to different people. Some numbers may seem significant and worrisome to one group of people and insignificant to another group. Many people \u2013even health professionals \u2013 have difficulty interpreting and extracting a meaningful \u201cbottom line\u201d from numbers.
\nTo help people make sense of numbers, present them in context. Is the number high or low for this type of health issue or higher or lower than expected? Is the number important for an individual to know about and act on or a number describing a health outcome in a large group of people?
\nCDC often shares \u201ccase counts\u201d for many different diseases. This epidemiologic information often shows the place and time for \u201ccases,\u201d meaning a person who got sick from a particular disease or met a particular definition of a disease or condition. There should always be a description of what these numbers mean to individual or population health.
\nAvoid using qualitative descriptors, such as high and low or large and small, by themselves. When you use qualitative descriptors, you must also provide the number and explain the meaning.
\nThe amount of meat recommended as part of a healthy meal is 3 to 4 ounces \u2013 it will look about the same size as a deck of cards.
\nRadon is a poisonous gas. Testing your home is the only way to know if you have a radon problem. If your home has a radon level of 4 or higher, you will need to make a plan to fix your home. This much radon is unhealthy for you and your family. If radon levels are between 2 and 4, you may want to fix your home. No level of radon is safe.
\nAbout 1 in 8 women in the United States will get breast cancer in her lifetime. That\u2019s a very high number of women. In fact, after skin cancer, breast cancer is the most common type of cancer in women.
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