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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%.

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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.

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Most popular questions from this chapter

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 one-way commuting times (in minutes) from home to work for a random sample of 50 workers. $$ \begin{array}{llrlllllll} 23 & 17 & 34 & 26 & 18 & 33 & 46 & 42 & 12 & 37 \\ 44 & 15 & 22 & 19 & 28 & 32 & 18 & 39 & 40 & 48 \\ 16 & 11 & 9 & 24 & 18 & 26 & 31 & 7 & 30 & 15 \\ 18 & 22 & 29 & 32 & 30 & 21 & 19 & 14 & 26 & 37 \\ 25 & 36 & 23 & 39 & 42 & 46 & 29 & 17 & 24 & 31 \end{array} $$ Construct a stem-and-leaf display for these data. Arrange the leaves for each stem in increasing order.

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?

A local gas station collected data from the day's receipts, recording the gallons of gasoline each customer purchased. The following table lists the frequency distribution of the gallons of gas purchased by all customers on this one day at this gas station. $$ \begin{array}{lc} \hline \text { Gallons of Gas } & \text { Number of Customers } \\ \hline 0 \text { to less than } 4 & 31 \\ 4 \text { to less than } 8 & 78 \\ 8 \text { to less than } 12 & 49 \\ 12 \text { to less than } 16 & 81 \\ 16 \text { to less than } 20 & 117 \\ 20 \text { to less than } 24 & 13 \\ \hline \end{array} $$ a. How many customers were served on this day at this gas station? b. Find the class midpoints. Do all of the classes have the same width? If so, what is this width? If not, what are the different class widths? c. Prepare the relative frequency and percentage distribution columns. d. What percentage of the customers purchased 12 gallons or more? e. Explain why you cannot determine exactly how many customers purchased 10 gallons or less. f. Prepare the cumulative frequency, cumulative relative frequency, and cumulative percentage distributions using the given table.

In the past few years, many states have built casinos and many more are in the process of doing so. Forty adults were asked if building casinos is good for society. Following are the responses of these adults, where \(\mathrm{G}\) stands for good, B indicates bad, and I means indifferent or no answer. $$ \begin{array}{lllllllll} \text { B } & \text { G } & \text { B } & \text { B } & \text { I } & \text { G } & \text { B } & \text { I } & \text { B } & \text { B } \\ \text { G } & \text { B } & \text { B } & \text { G } & \text { B } & \text { B } & \text { B } & \text { G } & \text { G } & \text { I } \\ \text { B } & \text { G } & \text { B } & \text { B } & \text { I } & \text { G } & \text { G } & \text { G } & \text { B } & \text { B } \\ \text { I } & \text { G } & \text { B } & \text { B } & \text { B } & \text { G } & \text { G } & \text { B } & \text { B } & \text { G } \end{array} $$ a. Prepare a frequency distribution table. b. Calculate the relative frequencies and percentages for all categories. c. What percentage of the adults in this sample said building casinos is good? d. What percentage of the adults in this sample said building casinos is bad or were indifferent? e. Draw a bar graph for the frequency distribution. f. Draw a pie chart for the percentage distribution. g. Make a Pareto chart for the percentage distribution.

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