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The following data give the numbers of television sets owned by 40 randomly selected households. $$ \begin{array}{rrrrrrrrrr} 1 & 1 & 2 & 3 & 2 & 4 & 1 & 3 & 2 & 1 \\ 3 & 0 & 2 & 1 & 2 & 3 & 2 & 3 & 2 & 2 \\ 1 & 2 & 1 & 1 & 1 & 3 & 1 & 1 & 1 & 2 \\ 2 & 4 & 2 & 3 & 1 & 3 & 1 & 2 & 2 & 4 \end{array} $$ a. Prepare a frequency distribution table for these data using single-valued classes. b. Compute the relative frequency and percentage distributions. c. Draw a bar graph for the frequency distribution. d. What percentage of the households own two or more television sets?

Short Answer

Expert verified
The frequency distribution table and bar graph give an overview of how television sets are distributed among the households. The relative frequency and percentage distributions provide a more detailed proportion for each number of television sets. About 60% of households own two or more television sets.

Step by step solution

01

Creating a Frequency Distribution Table

First, identify the unique values in given data: 0, 1, 2, 3 and 4. Now calculate the frequency of each value by counting how many times each value is appeared in data. For this, let's arrange the given data in ascending order and then count the number of each value.
02

Calculate Relative Frequency and Percentage Distributions

Relative frequency can be calculated as the ratio of the frequency of a particular value and the total number of data. To calculate the percentage distribution, multiply the relative frequency of each class by 100.
03

Drawing a Bar Graph

The bar graph for this data can be drawn by taking values on the x-axis and frequency on the y-axis. There will be bars of height equal to the frequency of respective values.
04

Calculating the Percentage of Households Owning Two or More Televisions

For this, add the frequencies of the households that have two, three, and four television sets and divide it by the total number of households, and then multiply the result by 100 to convert it into a percentage.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Relative Frequency
Relative frequency is a fundamental concept in statistics that provides insight into how often a particular event or value occurs relative to the total number of observations. In simpler terms, it answers the question: "Out of all observations, how frequently does a particular event happen?"
To calculate the relative frequency, use the following formula: \( \text{Relative Frequency} = \frac{\text{Frequency of a specific value}}{\text{Total number of observations}} \). This formula gives a decimal value between 0 and 1, where a higher relative frequency indicates that an event occurs more often.
Understanding relative frequency is crucial because it helps you compare different data sets and analyze trends without needing to look at raw data counts. It's particularly useful in predicting probabilities in larger samples.
Percentage Distribution
Percentage distribution helps translate the relative frequencies into a more easily understandable format, which is the percentage. This step involves converting the relative frequency into a percentage to help visualize and interpret the data with just a glance.
To calculate percentage distribution, multiply the relative frequency by 100. The formula is: \( \text{Percentage} = \text{Relative Frequency} \times 100 \). This conversion is helpful because, for most people, percentages are more intuitive than raw numbers or fractions.
It's common to use percentage distribution in reports and presentations because it provides a clear indication of each category's proportion relative to the whole dataset. Thus, providing a complete overview of the data and its significance.
Bar Graph
A bar graph is an effective visual representation that helps display the frequency distribution of a dataset. It consists of rectangular bars, where each bar represents a category or value and its height corresponds to the frequency of that category.
To draw a bar graph:
  • List the unique values on the x-axis (horizontal axis).
  • Represent the frequency of each value on the y-axis (vertical axis).
  • Draw bars for each value, ensuring that the height of each bar corresponds to its frequency.
Bar graphs are popular because they are easy to interpret. They provide a quick visual comparison of the different frequencies within a dataset. This makes them especially useful in statistical data analysis, as they allow you to spot trends and patterns at a glance.
Statistical Data Analysis
Statistical data analysis is a process of collecting, exploring, and presenting large sets of data to uncover patterns or insights. It is a cornerstone of data science, allowing researchers and analysts to make informed decisions based on the evidence from the data.
In this process, you typically:
  • Collect and organize data, as done with the television sets example.
  • Create frequency distributions to see how data is spread across different values.
  • Calculate relative frequencies and percentages to understand data proportions.
  • Use visualizations, like bar graphs, to make data more digestible.
By systematically analyzing statistical data, we can transform raw data into meaningful information, answering questions such as "What percentage of households own two or more television sets?" This enhances our understanding of real-world scenarios and helps guide future actions.

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Most popular questions from this chapter

The accompanying table lists the 2006-07 median household incomes (rounded to the nearest dollar), for all 50 states and the District of Columbia. $$ \begin{array}{lccc} \hline \text { State } & \begin{array}{c} \text { 2006-07 Median } \\ \text { Household Income } \end{array} & \text { State } & \begin{array}{c} 2006-07 \text { Median } \\ \text { Household Income } \end{array} \\ \hline \text { AL } & 40,620 & \text { MT } & 42,963 \\ \text { AK } & 60,506 & \text { NE } & 49,342 \\ \text { AZ } & 47,598 & \text { NV } & 53,912 \\ \text { AR } & 39,452 & \text { NH } & 65,652 \\ \text { CA } & 56,311 & \text { NJ } & 65,249 \\ \text { CO } & 59,209 & \text { NM } & 42,760 \\ \text { CT } & 64,158 & \text { NY } & 49,267 \\ \text { DE } & 54,257 & \text { NC } & 42,219 \\ \text { D.C. } & 50,318 & \text { ND } & 44,708 \\ \text { FL } & 46,383 & \text { OH } & 48,151 \\ \text { GA } & 49,692 & \text { OK } & 41,578 \\ \text { HI } & 63,104 & \text { OR } & 49,331 \\ \text { ID } & 48,354 & \text { PA } & 49,145 \\ \text { IL } & 51,279 & \text { RI } & 54,735 \\ \text { IN } & 47,074 & \text { SC } & 42,477 \\ \text { IA } & 49,200 & \text { SD } & 46,567 \\ \text { KS } & 47,671 & \text { TN } & 41,521 \\ \text { KY } & 40,029 & \text { TX } & 45,294 \\ \text { LA } & 39,418 & \text { UT } & 54,853 \\ \text { ME } & 47,415 & \text { VT } & 50,423 \\ \text { MD } & 65,552 & \text { VA } & 58,950 \\ \text { MA } & 57,681 & \text { WA } & 57,178 \\ \text { MI } & 49,699 & \text { WV } & 40,800 \\ \text { MN } & 57,932 & \text { WI } & 52,218 \\ \text { MS } & 36,499 & \text { WY } & 48,560 \\ \text { MO } & 45,924 & & \\ \hline \end{array} $$ a. Construct a frequency distribution table. Use the following classes: \(36,000-40,999,41,000-\) \(45,999,46,000-50,999,51,000-55,999,56,000-60,999,61,000-65,999\) b. Calculate the relative frequencies and percentages for all classes. c. Based on the frequency distribution, can you say whether the data are symmetric or skewed? d. What percentage of these states had a median household income of less than \(\$ 56,000 ?\)

The following data give the money (in dollars) spent on textbooks by 35 students during the \(2009-10\) academic year. $$ \begin{array}{lllllllll} 565 & 728 & 470 & 620 & 345 & 368 & 610 & 765 & 550 \\ 845 & 530 & 705 & 490 & 258 & 320 & 505 & 457 & 787 \\ 617 & 721 & 635 & 438 & 575 & 702 & 538 & 720 & 460 \\ 540 & 890 & 560 & 570 & 706 & 430 & 268 & 638 & \end{array} $$ a. Prepare a stem-and-leaf display for these data using the last two digits as leaves. b. Condense the stem-and-leaf display by grouping the stems as \(2-4,5-6\), and \(7-8\).

A sample of 80 adults was taken, and these adults were asked about the number of credit cards they possess. The following table gives the frequency distribution of their responses. $$ \begin{array}{lc} \hline \text { Number of Credit Cards } & \text { Number of Adults } \\ \hline 0 \text { to } 3 & 18 \\ 4 \text { to } 7 & 26 \\ 8 \text { to } 11 & 22 \\ 12 \text { to } 15 & 11 \\ 16 \text { to } 19 & 3 \\ \hline \end{array} $$ a. Find the class boundaries and class midpoints. b. Do all classes have the same width? If so, what is this width? c. Prepare the relative frequency and percentage distribution columns. d. What percentage of these adults possess 8 or more credit cards?

A data set on money spent on lottery tickets during the past year by 200 households has a lowest value of $$\$ 1$$ and a highest value of $$\$ 1167$$. Suppose we want to group these data into six classes of equal widths. a. Assuming that we take the lower limit of the first class as $$\$ 1$$ and the width of each class equal to $$\$ 200$$, write the class limits for all six classes. b. What are the class boundaries and class midpoints?

Three methods-writing classes using limits, using the less-than method, and grouping data using single-valued classes-were discussed to group quantitative data into classes. Explain these three methods and give one example of each.

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