/*! 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 9 How are the relative frequencies... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

How are the relative frequencies and percentages of classes obtained from the frequencies of classes? Illustrate with the help of an example.

Short Answer

Expert verified
The relative frequencies are obtained by dividing the frequency of each class by the total number of data points. Then, percentages are calculated by multiplying the relative frequencies by 100. For instance, in a class quiz score dataset: Low: 20%, Medium: 30%, High: 50%.

Step by step solution

01

Understand Basic Definitions

The frequency of a class is the number of data points in a specific class, whereas the relative frequency is the proportion of the total frequency that each class represents. The percentage of a class is the relative frequency multiplied by 100.
02

Decide Classes and their Frequencies

As an example, consider a dataset for quiz scores of a class of 10 students: {89, 90, 75, 88, 92, 76, 81, 90, 85, 92} We can start by categorizing scores into three classes: Low (70-79), Medium (80-89), and High (90-100). The frequencies (how many students scored within each range) are: Low: 2, Medium: 3, High: 5.
03

Compute Relative Frequencies

To compute relative frequencies, divide the frequency of each class by the total number of data points. In our case: Low: 2/10 = 0.2, Medium: 3/10 = 0.3, High: 5/10 = 0.5.
04

Calculate Percentages

To calculate the percentages, multiply the relative frequencies by 100. Hence: Low: 0.2 * 100 = 20%, Medium: 0.3 * 100 = 30%, High: 0.5 * 100 = 50%.

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!

Key Concepts

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

Frequency Distribution
A frequency distribution is a crucial method in data analysis. Imagine you conducted a survey or gathered some numerical data. To make sense of this information, it's helpful to group it into categories or "classes." Each of these classes will contain the number of data points that fit into its range. So, frequency distribution helps in organizing raw data.

For example, consider student quiz scores as follows: {89, 90, 75, 88, 92, 76, 81, 90, 85, 92}. By categorizing these scores into three classes—Low (70-79), Medium (80-89), and High (90-100)—we can count how many scores are in each category. This organizing process makes it easier to see patterns, such as most scores being in the High category. The frequencies in this case are 2 for Low, 3 for Medium, and 5 for High.
Percentages
Once we have a frequency distribution, percentages offer a simple way to express how significant each class is relative to the whole dataset. To convert relative frequencies into percentages, we multiply by 100. This conversion helps in understanding the data's distribution at a glance.

For our quiz score example, the class frequencies (Low: 2, Medium: 3, High: 5) need to represent a portion of the total data. To find these percentages:
  • Low class relative frequency: 0.2 becomes 20%
  • Medium class relative frequency: 0.3 becomes 30%
  • High class relative frequency: 0.5 becomes 50%
These percentages demonstrate, in a simplified form, that half of the students scored in the High class.
Data Classification
Data classification involves sorting or arranging data into groups or classes. The purpose is to simplify data analysis and interpretation by creating categories that are easier to understand and manage.

In the case of quiz scores, we created these classes: Low, Medium, and High. This classification makes it clear to discern score ranges and see which class is most frequent. When developing classes, make sure:
  • They cover all data points, without overlaps
  • They are meaningful and relevant to the data's context
  • Class limits are logical and easy to interpret
Effective classification is the cornerstone of a meaningful frequency distribution.
Mathematical Calculation
Mathematical calculations are necessary to transform raw data into useful information like relative frequencies and percentages. This process involves basic arithmetic operations such as division and multiplication.

For instance, to find the relative frequency, the frequency of each class is divided by the total number of data points. Using our example, the calculation for the Low class is:\[\text{Relative Frequency} = \frac{\text{Low Class Frequency}}{\text{Total Data Points}} = \frac{2}{10} = 0.2\]Then, to convert to a percentage:\[\text{Percentage} = \text{Relative Frequency} \times 100 = 0.2 \times 100 = 20\%\]Through these calculations, we transform abstract numbers into valuable insights that describe data characteristics.

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 number of turnovers (fumbles and interceptions) made by both teams in each of the football games played by a university during the 2014 and 2015 seasons. $$ \begin{array}{lllllllllllll} 2 & 3 & 1 & 1 & 6 & 5 & 3 & 5 & 5 & 1 & 5 & 2 & 1 \\ 5 & 3 & 4 & 4 & 5 & 8 & 4 & 5 & 2 & 2 & 2 & 6 & \end{array} $$ a. Construct a frequency distribution table for these data using single-valued classes. b. Calculate the relative frequency and percentage for each class. c. What is the relative frequency of games in which there were 4 or 5 turnovers? d. Draw a bar graph for the frequency distribution of part a.

Briefly explain how to prepare a dotplot for a data set. You may use an example to illustrate.

The following data give the number of text messages sent on 40 randomly selected days during 2015 by a high school student: $$ \begin{array}{llllllllll} 32 & 33 & 33 & 34 & 35 & 36 & 37 & 37 & 37 & 37 \\ 38 & 39 & 40 & 41 & 41 & 42 & 42 & 42 & 43 & 44 \\ 44 & 45 & 45 & 45 & 47 & 47 & 47 & 47 & 47 & 48 \\ 48 & 49 & 50 & 50 & 51 & 52 & 53 & 54 & 59 & 61 \end{array} $$ a. Construct a frequency distribution table. Take 32 as the lower limit of the first class and 6 as the class width. b. Calculate the relative frequency and percentage for each class. c. Construct a histogram for the frequency distribution of part a. d. On what percentage of these 40 days did this student send 44 or more text messages? e. Prepare the cumulative frequency, cumulative relative frequency, and cumulative percentage distributions.

Stem-and-leaf displays can be used to compare distributions for two groups using a back-to-back stem-and-leaf display. In such a display, one group is shown on the left side of the stems, and the other group is shown on the right side. When the leaves are ordered, the leaves increase as one moves away from the stems. The following stem-and-leaf display shows the money earned per tournament entered for the top 30 money winners in the \(2008-09\) Professional Bowlers Association men's tour and for the top 21 money winners in the 2008 09 Professional Bowlers Association women's tour. $$ \begin{array}{r|c|l} \text { Women's } & & \text { Men's } \\ \hline 8 & 0 & \\ 8871 & 1 & \\ 65544330 & 2 & 334456899 \\ 840 & 3 & 03344678 \\ 52 & 4 & 011237888 \\ 21 & 5 & 9 \\ & 6 & 9 \\ 5 & 7 & \\ & 8 & 7 \\ & 9 & 5 \end{array} $$ The leaf unit for this display is 100 . In other words, the data used represent the earnings in hundreds of dollars. For example, for the women's tour, the first number is 08 , which is actually 800 . The second number is 11 , which actually is 1100 . a. Do the top money winners, as a group, on one tour (men's or women's) tend to make more money per tournament played than on the other tour? Explain how you can come to this conclusion using the stem-and-leaf display. b. What would be a typical earnings level amount per tournament played for each of the two tours? c. Do the data appear to have similar spreads for the two tours? Explain how you can come to this conclusion using the stemand-leaf display. d. Does either of the tours appears to have any outliers? If so, what are the earnings levels for these players?

The following data give the political party of each of the first 30 U.S. presidents. In the data, D stands for Democrat, DR for Democratic Republican, \(\mathrm{F}\) for Federalist, \(\mathrm{R}\) for Republican, and \(\mathrm{W}\) for Whig. $$ \begin{array}{llllllllll} \text { F } & \text { F } & \text { DR } & \text { DR } & \text { DR } & \text { DR } & \text { D } & \text { D } & \text { W } & \text { W } \\ \text { D } & \text { W } & \text { W } & \text { D } & \text { D } & \text { R } & \text { D } & \text { R } & \text { R } & \text { R } \\ \text { R } & \text { D } & \text { R } & \text { D } & \text { R } & \text { R } & \text { R } & \text { D } & \text { R } & \text { R } \end{array} $$ a. Prepare a frequency distribution table for these data. b. Calculate the relative frequency and percentage distributions. c. Draw a bar graph for the relative frequency distribution and a pie chart for the percentage distribution. d. Make a Pareto chart for the frequency distribution. e. What percentage of these presidents were Whigs?

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.