Portage Math 110 Elementary Statistics
(Module 2)
frequency distribution - ANS-A tabular summary of data showing the number
(frequency) of observations in each of several distinctive (nonoverlapping) categories or
classes.
relative frequency - ANS-A ratio that compares the frequency of each category to the
total.
frequency of the class / n where n = total count of all classes
relative percentage - ANS-percentage of time the value occurs in the sample or
population
relative frequency x 100
charting - ANS-a means to represent frequencies visually
column chart - ANS-Data graphed as a series of vertical bars
x-axis: class
y-axis: frequency of class
bar chart - ANS-Data graphed as a series of horizontal bars
x-axis: frequency of class
y-axis: class
pie chart - ANS-a chart that shows the relationship of a part to a whole
best suited for the distributions focused on the proportions
3 step method to group numerical data into classes - ANS-1. determine the number of
classes to be evaluated
2. determine the width of each class
3. determine the limits of each class
Number of classes - ANS-(usu b/w 5 and 20)
less than 25 > 5 to 6
25 to 50 > 7 to 14
(Module 2)
frequency distribution - ANS-A tabular summary of data showing the number
(frequency) of observations in each of several distinctive (nonoverlapping) categories or
classes.
relative frequency - ANS-A ratio that compares the frequency of each category to the
total.
frequency of the class / n where n = total count of all classes
relative percentage - ANS-percentage of time the value occurs in the sample or
population
relative frequency x 100
charting - ANS-a means to represent frequencies visually
column chart - ANS-Data graphed as a series of vertical bars
x-axis: class
y-axis: frequency of class
bar chart - ANS-Data graphed as a series of horizontal bars
x-axis: frequency of class
y-axis: class
pie chart - ANS-a chart that shows the relationship of a part to a whole
best suited for the distributions focused on the proportions
3 step method to group numerical data into classes - ANS-1. determine the number of
classes to be evaluated
2. determine the width of each class
3. determine the limits of each class
Number of classes - ANS-(usu b/w 5 and 20)
less than 25 > 5 to 6
25 to 50 > 7 to 14
