/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 32 Briefly explain the concept of c... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Briefly explain the concept of cumulative frequency distribution. How are the cumulative relative frequencies and cumulative percentages calculated?

Short Answer

Expert verified
Cumulative Frequency Distribution describes how the number of data points that fall below a specific value in a data set add up. Cumulative Relative Frequency is the accumulation of relative frequencies, where the relative frequency of an observation is its frequency divided by the total number of data points. Cumulative Percentage is the cumulative frequency expressed as a proportion of total frequency in percentage form.

Step by step solution

01

Understanding Cumulative Frequency Distribution

Cumulative Frequency Distribution is a method of portraying a data set. In cumulative frequency distribution, the frequency of each data point is added to sums of the frequencies of all data points prior to it. This gives the total number of data points that fall below the upper limit of a specific class.
02

Calculation of Cumulative Relative Frequencies

The Cumulative Relative Frequency of a data set is the accumulation of the previous relative frequencies added to the relative frequency for the current observation. The relative frequency for an observation is the frequency of the data point divided by the total number of data points. So for a current observation, we add its relative frequency to the sum of relative frequencies of all previous observations.
03

Calculation of Cumulative Percentages

Cumulative percentage is a way of expressing cumulative frequency as a percentage of the total frequency. To find the cumulative percentage for a particular data point, we divide the cumulative frequency up to that data point by the total frequency and multiply the result by 100.

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

The following data give the numbers of orders received for a sample of 30 hours at the Timesaver Mail Order Company. \(\begin{array}{llllllllll}34 & 44 & 31 & 52 & 41 & 47 & 38 & 35 & 32 & 39 \\\ 28 & 24 & 46 & 41 & 49 & 53 & 57 & 33 & 27 & 37 \\ 30 & 27 & 45 & 38 & 34 & 46 & 36 & 30 & 47 & 50\end{array}\) a. Construct a frequency distribution table. Take 23 as the lower limit of the first class and 7 as the width of each class. b. Calculate the relative frequencies and percentages for all classes. c. For what percentage of the hours in this sample was the number of orders more than 36 ?

The National Highway Traffic Safety Administration collects information on fatal accidents that occur on roads in the United States. Following are the number of fatal motorcycle accidents that occurred in each of South Carolina's 46 counties during the year 2009 (http://www-fars.nhtsa.dot.gov). \(\begin{array}{rrrrrrrrrrr}3 & 28 & 3 & 35 & 3 & 7 & 13 & 38 & 6 & 44 & 11 & 14 \\ 12 & 18 & 17 & 17 & 6 & 20 & 3 & 7 & 29 & 17 & 51 & 12 \\ 5 & 60 & 12 & 18 & 17 & 21 & 14 & 34 & 3 & 12 & 8 & 5 \\ 11 & 29 & 20 & 40 & 3 & 30 & 23 & 5 & 10 & 23 & & \end{array}\) a. Construct a frequency distribution table using the classes \(1-10,11-20,21-30,31-40,41-50\), and \(51-60\) b. Calculate the relative frequency and percentage for each class. c. Construct a histogram and a polygon for the relative frequency distribution of part b. d. What percentage of the counties had between 21 and 40 fatal motorcycle accidents during \(2009 ?\)

Each state collects information on every birth that occurs within its borders. The following data give the 2008 birth rates (number of births per 1000 people) for all of the 56 counties in the state of Montana (http://www.dphhs.mt.gov/statisticalinformation/vitalstats/index.shtml). \(\begin{array}{rrrrrrrr}10.1 & 22.2 & 15.8 & 12.2 & 7.7 & 3.1 & 14.5 & 7.8 \\\ 13.6 & 8.8 & 10.9 & 8.9 & 14.7 & 9.6 & 14.2 & 14.9 \\ 18.3 & 22.8 & 5.4 & 5.6 & 19.6 & 8.2 & 9.9 & 14.7 \\ 13.7 & 10.3 & 9.7 & 9.8 & 8.6 & 9.4 & 14.1 & 12.3 \\ 10.5 & 11.4 & 2.2 & 9.8 & 10.9 & 4.6 & 6.6 & 8.5 \\ 10.2 & 14.4 & 20.4 & 18.5 & 10.8 & 6.5 & 11.6 & 12.1 \\ 10.5 & 9.3 & 8.1 & 7.4 & 10.2 & 9.7 & 5.6 & 14.5\end{array}\) a. Construct a frequency distribution table using the classes 2 to less than 5,5 to less than 8,8 to less than 11,11 to less than 14,14 to less than 17,17 to less than 20 , and 20 to less than 23 . b. Calculate the relative frequency and percentage for each class. c. Construct a histogram and a polygon for the birth-rate percentage distribution. d. What percentage of the counties had a birth rate of less than 11 births per 1000 people?

What is a stacked dotplot, and how is it used? Explain.

Statisticians often need to know the shape of a population to make inferences. Suppose that you are asked to specify the shape of the population of weights of all college students. a. Sketch a graph of what you think the weights of all college students would look like. b. The following data give the weights (in pounds) of a random sample of 44 college students (F and M indicate female and male, respectively). \(\begin{array}{llllllll}123 \mathrm{~F} & 195 \mathrm{M} & 138 \mathrm{M} & 115 \mathrm{~F} & 179 \mathrm{M} & 119 \mathrm{~F} & 148 \mathrm{~F} & 147 \mathrm{~F} \\ 180 \mathrm{M} & 146 \mathrm{~F} & 179 \mathrm{M} & 189 \mathrm{M} & 175 \mathrm{M} & 108 \mathrm{~F} & 193 \mathrm{M} & 114 \mathrm{~F} \\ 179 \mathrm{M} & 147 \mathrm{M} & 108 \mathrm{~F} & 128 \mathrm{~F} & 164 \mathrm{~F} & 174 \mathrm{M} & 128 \mathrm{~F} & 159 \mathrm{M} \\ 193 \mathrm{M} & 204 \mathrm{M} & 125 \mathrm{~F} & 133 \mathrm{~F} & 115 \mathrm{~F} & 168 \mathrm{M} & 123 \mathrm{~F} & 183 \mathrm{M} \\ 116 \mathrm{~F} & 182 \mathrm{M} & 174 \mathrm{M} & 102 \mathrm{~F} & 123 \mathrm{~F} & 99 \mathrm{~F} & 161 \mathrm{M} & 162 \mathrm{M} \\ 155 \mathrm{~F} & 202 \mathrm{M} & 110 \mathrm{~F} & 132 \mathrm{M} & & & & \end{array}\) i. Construct a stem-and-leaf display for these data. ii. Can you explain why these data appear the way they do? c. Construct a back-to-back stem-and-leaf display for the data on weights, placing the weights of the female students to the left of the stems and those of the male students to the right of the stems. (See Exercise \(2.89\) for an example of a back-to-back stem-and-leaf plot.) Does one gender tend to have higher weights than the other? Explain how you know this from the display.

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.