1. State the name of the dataset chosen and identify the source of the data. 2. Identify a variable in the dataset that can be used to create a frequency table. (Please do not select the same variable inside of the same dataset as a classmate.) ⚫ State whether the variable is nominal, ordinal, discrete, or continuous. ⚫ Give rationale for your choice of type of variable. о • Explain how you would create classes to organize the data in a frequency table. ■ Identify if there would be class limits. Why or why not? Identify if there would be meaning to a cumulative relative frequency. Why or why not? Year White 2000 Black Hispanic 929,102 108,018 75,063 Asian/Pacific Islander American Indian/Alaskan Native 77,909 8,717 2001 927,357 111,307 77,745 78,902 9,049 2002 958,597 116,623 82.966 83,093 9.165 2003 994,616 124,253 89,029 87,964 9.875 2004 1,026,114 131,241 94,644 92,073 10,638 2005 1,049,141 136,122 101,124 97,209 10,307 2006 1,075,561 142.420 107,588 102,376 10,940 2007 1,099,850 146,653 114,936 105,297 11,455 2008 1,122,675 152,457 123,048 109,058 11,509 2009 1,144,628 156,603 129,473 112,581 12.221 2010 1,167,322 164,789 140,426 117,391 12,405 2011 1,182,690 172,731 154,450 121,118 11,935 2012 1,212,417 185,916 169,736 126,177 11,498 2013 1,221,908 191,233 186,677 130,129 11,432 2014 1,218,998 191,437 202,425 131,662 10,784 2015 1,210,071 192,829 218,098 133,916 10,202 2016 1,197,399 194,473 235,014 138,270 9,737
1. State the name of the dataset chosen and identify the source of the data. 2. Identify a variable in the dataset that can be used to create a frequency table. (Please do not select the same variable inside of the same dataset as a classmate.) ⚫ State whether the variable is nominal, ordinal, discrete, or continuous. ⚫ Give rationale for your choice of type of variable. о • Explain how you would create classes to organize the data in a frequency table. ■ Identify if there would be class limits. Why or why not? Identify if there would be meaning to a cumulative relative frequency. Why or why not? Year White 2000 Black Hispanic 929,102 108,018 75,063 Asian/Pacific Islander American Indian/Alaskan Native 77,909 8,717 2001 927,357 111,307 77,745 78,902 9,049 2002 958,597 116,623 82.966 83,093 9.165 2003 994,616 124,253 89,029 87,964 9.875 2004 1,026,114 131,241 94,644 92,073 10,638 2005 1,049,141 136,122 101,124 97,209 10,307 2006 1,075,561 142.420 107,588 102,376 10,940 2007 1,099,850 146,653 114,936 105,297 11,455 2008 1,122,675 152,457 123,048 109,058 11,509 2009 1,144,628 156,603 129,473 112,581 12.221 2010 1,167,322 164,789 140,426 117,391 12,405 2011 1,182,690 172,731 154,450 121,118 11,935 2012 1,212,417 185,916 169,736 126,177 11,498 2013 1,221,908 191,233 186,677 130,129 11,432 2014 1,218,998 191,437 202,425 131,662 10,784 2015 1,210,071 192,829 218,098 133,916 10,202 2016 1,197,399 194,473 235,014 138,270 9,737
Holt Mcdougal Larson Pre-algebra: Student Edition 2012
1st Edition
ISBN:9780547587776
Author:HOLT MCDOUGAL
Publisher:HOLT MCDOUGAL
Chapter11: Data Analysis And Probability
Section11.3: Using Data Displays
Problem 2C
Related questions
Question
Data set is Bachelor Degree's Conferred by Race and Ethnicity.
Transcribed Image Text:1. State the name of the dataset chosen and identify the source of the data.
2. Identify a variable in the dataset that can be used to create a frequency
table. (Please do not select the same variable inside of the same dataset as
a classmate.)
⚫ State whether the variable is nominal, ordinal, discrete, or
continuous.
⚫ Give rationale for your choice of type of variable.
о
• Explain how you would create classes to organize the data in a
frequency table.
■ Identify if there would be class limits. Why or why not?
Identify if there would be meaning to a cumulative relative
frequency. Why or why not?
Transcribed Image Text:Year
White
2000
Black Hispanic
929,102 108,018 75,063
Asian/Pacific Islander American Indian/Alaskan Native
77,909
8,717
2001
927,357 111,307
77,745
78,902
9,049
2002
958,597 116,623
82.966
83,093
9.165
2003 994,616 124,253
89,029
87,964
9.875
2004 1,026,114 131,241
94,644
92,073
10,638
2005
1,049,141 136,122
101,124
97,209
10,307
2006
1,075,561 142.420
107,588
102,376
10,940
2007
1,099,850 146,653
114,936
105,297
11,455
2008
1,122,675 152,457
123,048
109,058
11,509
2009
1,144,628 156,603
129,473
112,581
12.221
2010
1,167,322 164,789
140,426
117,391
12,405
2011
1,182,690 172,731
154,450
121,118
11,935
2012
1,212,417 185,916
169,736
126,177
11,498
2013
1,221,908 191,233
186,677
130,129
11,432
2014
1,218,998 191,437
202,425
131,662
10,784
2015
1,210,071 192,829
218,098
133,916
10,202
2016
1,197,399 194,473
235,014
138,270
9,737
Expert Solution
This question has been solved!
Explore an expertly crafted, step-by-step solution for a thorough understanding of key concepts.
Step by step
Solved in 2 steps
Recommended textbooks for you
Holt Mcdougal Larson Pre-algebra: Student Edition…
Algebra
ISBN:
9780547587776
Author:
HOLT MCDOUGAL
Publisher:
HOLT MCDOUGAL
Glencoe Algebra 1, Student Edition, 9780079039897…
Algebra
ISBN:
9780079039897
Author:
Carter
Publisher:
McGraw Hill
Holt Mcdougal Larson Pre-algebra: Student Edition…
Algebra
ISBN:
9780547587776
Author:
HOLT MCDOUGAL
Publisher:
HOLT MCDOUGAL
Glencoe Algebra 1, Student Edition, 9780079039897…
Algebra
ISBN:
9780079039897
Author:
Carter
Publisher:
McGraw Hill