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more than 1 week ago

To formulate a frequency distribution table, follow these steps:

1. Collect your data: Gather the data you want to analyze. This could be a set of numbers, categories, or any other type of data.

2. Determine the number of classes: Decide how many classes or categories you want to divide your data into. The number of classes should be appropriate for the range and variability of your data.

3. Determine the class width: Calculate the class width by dividing the range of your data by the number of classes. Round up to the nearest whole number if necessary.

4. Create the classes: Start with the minimum value of your data and add the class width to create the upper limit of the first class. Continue adding the class width to create the upper limits of the remaining classes.

5. Count the frequencies: Count the number of data points that fall into each class. This is the frequency for each class.

6. Create the frequency distribution table: Create a table with two columns. In the first column, list the classes or categories. In the second column, list the frequencies for each class.

7. Calculate cumulative frequencies (optional): If desired, you can add a third column to the table to calculate the cumulative frequencies. The cumulative frequency for each class is the sum of the frequencies of that class and all previous classes.

8. Calculate relative frequencies (optional): To calculate the relative frequency for each class, divide the frequency of that class by the total number of data points. Multiply by 100 to express it as a percentage if desired.

9. Calculate cumulative relative frequencies (optional): If you have calculated relative frequencies, you can also calculate cumulative relative frequencies by adding up the relative frequencies for each class and all previous classes.

10. Format and label the table: Format the table neatly and clearly label the columns and rows. You may also want to include a title for the table.

Remember to choose appropriate class boundaries and ensure that each data point falls into only one class.

1. Collect your data: Gather the data you want to analyze. This could be a set of numbers, categories, or any other type of data.

2. Determine the number of classes: Decide how many classes or categories you want to divide your data into. The number of classes should be appropriate for the range and variability of your data.

3. Determine the class width: Calculate the class width by dividing the range of your data by the number of classes. Round up to the nearest whole number if necessary.

4. Create the classes: Start with the minimum value of your data and add the class width to create the upper limit of the first class. Continue adding the class width to create the upper limits of the remaining classes.

5. Count the frequencies: Count the number of data points that fall into each class. This is the frequency for each class.

6. Create the frequency distribution table: Create a table with two columns. In the first column, list the classes or categories. In the second column, list the frequencies for each class.

7. Calculate cumulative frequencies (optional): If desired, you can add a third column to the table to calculate the cumulative frequencies. The cumulative frequency for each class is the sum of the frequencies of that class and all previous classes.

8. Calculate relative frequencies (optional): To calculate the relative frequency for each class, divide the frequency of that class by the total number of data points. Multiply by 100 to express it as a percentage if desired.

9. Calculate cumulative relative frequencies (optional): If you have calculated relative frequencies, you can also calculate cumulative relative frequencies by adding up the relative frequencies for each class and all previous classes.

10. Format and label the table: Format the table neatly and clearly label the columns and rows. You may also want to include a title for the table.

Remember to choose appropriate class boundaries and ensure that each data point falls into only one class.

Anonymous

more than 1 week ago

6. Employees of the firm were rated as high(H), average(A), or low(L) performers by supervisors.

Additionaly, they have taken a job aptitude test and have been classified as Qualify(Q) or Fail(F). The

following table shows the figure

Test Result

Performance on job

Total

High(H)

Average(A)

Low(L)

Qualify(Q)

80

120

300

Fail(F)

100

Total

130

5

Additionaly, they have taken a job aptitude test and have been classified as Qualify(Q) or Fail(F). The

following table shows the figure

Test Result

Performance on job

Total

High(H)

Average(A)

Low(L)

Qualify(Q)

80

120

300

Fail(F)

100

Total

130

5

Nardos Kifelew

more than 1 week ago

I.

Work out( Show the necessarily steps clearly)

1. Suppose we roll a die and let A be the event that the number of spots showing on the

die is 4. We then toss a coin and let B be the event that the coin comes up head. Then

P(A and B) ?

2. In a given class, 70% of the students study only Math and 30% of students study both

Math and Science. What is the probability of the student studying science given she/he

is already studying Math?

3. If P(A)= 0.28 , P(B)= 0.75 , and P(A∩ 𝐵)= 0.48; then P(A∪ 𝐵)=?

4. If event A and B are mutually exclusive events with P(A) = 0.3 and P(B) = 0.5, then

P(A∪ 𝐵) = ?

5. ABC Company manufactures window air conditioners in both a deluxe model (D)and a

standard model (S). An auditor engaged in a compliance audit of the firm is validating the

sales account for the month April. She has collected 300 invoices for the month, some of

which were sent to wholesalers (W) and the remainders to retailers (R). Of the 180 retail

invoices, 54 are for the standard model. Only 36 of the wholesale invoices are for the

standard model. If the

auditor selects one invoice at random, find the following probabilities.

a) The invoice selected is for the deluxe model.

b) The invoice selected is for the standard model.

c) The invoice selected is a wholesale invoice. d) The invoice selected is a retail

Work out( Show the necessarily steps clearly)

1. Suppose we roll a die and let A be the event that the number of spots showing on the

die is 4. We then toss a coin and let B be the event that the coin comes up head. Then

P(A and B) ?

2. In a given class, 70% of the students study only Math and 30% of students study both

Math and Science. What is the probability of the student studying science given she/he

is already studying Math?

3. If P(A)= 0.28 , P(B)= 0.75 , and P(A∩ 𝐵)= 0.48; then P(A∪ 𝐵)=?

4. If event A and B are mutually exclusive events with P(A) = 0.3 and P(B) = 0.5, then

P(A∪ 𝐵) = ?

5. ABC Company manufactures window air conditioners in both a deluxe model (D)and a

standard model (S). An auditor engaged in a compliance audit of the firm is validating the

sales account for the month April. She has collected 300 invoices for the month, some of

which were sent to wholesalers (W) and the remainders to retailers (R). Of the 180 retail

invoices, 54 are for the standard model. Only 36 of the wholesale invoices are for the

standard model. If the

auditor selects one invoice at random, find the following probabilities.

a) The invoice selected is for the deluxe model.

b) The invoice selected is for the standard model.

c) The invoice selected is a wholesale invoice. d) The invoice selected is a retail

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