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(b) Draw a side-by-side bar chart to describe the data. I Cell Phone No Cell Phone Trequency 10 Gender Boys Girts I Cell Phone No Cell Phone I Cell Phone No Cell Phone I Cell Phone NNo Cell Phone Frequency Frequency Frequency 10 Gender Gender Gender Boys Girts Boys Girts Boys Girts (c) What can you say about the similarties or differences between boys and giris? O The proportions of eighth-grade boys with and without cell phones is nearly the same as that of eighth-grade giris Ot is dificult to discem any differences or similarities in the proportions of boys and girts who have cell phones since the number of boys surveyed was less than the number of girts Ois dficult to discem any differences or simliarities in the proportions of boys and girls who have cell phones since the number of boys surveyed was greater than the number of giris. O The proportion of eighth-grade boys with cell phones is much lower than that of eighth-grade giris. O The proportion of eighth-grade boys with cell phones is much higher than that of eighth-grade giris.

(b) Draw a side-by-side bar chart to describe the data. I Cell Phone No Cell Phone Trequency 10 Gender Boys Girts I Cell Phone No Cell Phone I Cell Phone No Cell Phone I Cell Phone NNo Cell Phone Frequency Frequency Frequency 10 Gender Gender Gender Boys Girts Boys Girts Boys Girts (c) What can you say about the similarties or differences between boys and giris? O The proportions of eighth-grade boys with and without cell phones is nearly the same as that of eighth-grade giris Ot is dificult to discem any differences or similarities in the proportions of boys and girts who have cell phones since the number of boys surveyed was less than the number of girts Ois dficult to discem any differences or simliarities in the proportions of boys and girls who have cell phones since the number of boys surveyed was greater than the number of giris. O The proportion of eighth-grade boys with cell phones is much lower than that of eighth-grade giris. O The proportion of eighth-grade boys with cell phones is much higher than that of eighth-grade giris.

MATLAB: An Introduction with Applications
MATLAB: An Introduction with Applications
6th Edition
ISBN:9781119256830
Author:Amos Gilat
Publisher:Amos Gilat
Chapter1: Starting With Matlab
Section: Chapter Questions
Problem 1P
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(b) Draw a side-by-side bar chart to describe the data. I Cell Phone I No Cell Phone Frequency 60 50 40 30 20 10 Gender Воys Girls I Cell Phone No Cell Phone I Cell PhoneI No Cell Phone Cell PhoneI No Cell Phone Frequency 60r Frequency 60r Frequency 60 50F sof 50 40 40 40 30 30 30 20 20 20 10 10 10 Gender of Gender ol Gender Boys Girls Воys Girls Воys Girls (c) What can you say about the similarities or differences between boys and girls? O The proportions of eighth-grade boys with and without cell phones is nearly the same as that of eighth-grade girls. O It is difficult to discern any differences or similarities in the proportions of bays and giris who have cell phones since the number of bays surveyed was less than the number of girls. O It is difficult to discern any differences or similarities in the proportions of bays and giris who have cell phones since the number of bays surveyed was greater than the number of girls. O The proportion of eighth-grade boys with cell phones is much lower than that of eighth-grade girls. O The proportion af eighth-grade boys with cell phones is much higher than that of eighth-grade giris.
Transcribed Image Text:(b) Draw a side-by-side bar chart to describe the data. I Cell Phone I No Cell Phone Frequency 60 50 40 30 20 10 Gender Воys Girls I Cell Phone No Cell Phone I Cell PhoneI No Cell Phone Cell PhoneI No Cell Phone Frequency 60r Frequency 60r Frequency 60 50F sof 50 40 40 40 30 30 30 20 20 20 10 10 10 Gender of Gender ol Gender Boys Girls Воys Girls Воys Girls (c) What can you say about the similarities or differences between boys and girls? O The proportions of eighth-grade boys with and without cell phones is nearly the same as that of eighth-grade girls. O It is difficult to discern any differences or similarities in the proportions of bays and giris who have cell phones since the number of bays surveyed was less than the number of girls. O It is difficult to discern any differences or similarities in the proportions of bays and giris who have cell phones since the number of bays surveyed was greater than the number of girls. O The proportion of eighth-grade boys with cell phones is much lower than that of eighth-grade girls. O The proportion af eighth-grade boys with cell phones is much higher than that of eighth-grade giris.
How young is too young to have a cell phone? A group of eighth-grade boys and girls were surveyed and asked if they had a cell phone, with the following results. Cell Phone No Cell Phone Boys 54 46 Girls 57 43 (a) Draw a stacked bar chart to describe the data. I Cell Phone I No Cell Phone 1 Cell Phone I No Cell Phone 1 Cell Phone I No Cell Phone Frequency Frequency Frequency 100 100 100 80 80 80 60 60 60 40 40 40 20 20 20 Gender- Gender- Gender Boys Girls Вoys Girls Воys Girls Cell Phone No Cell Phone Frequency 100 80 60 40 20
Transcribed Image Text:How young is too young to have a cell phone? A group of eighth-grade boys and girls were surveyed and asked if they had a cell phone, with the following results. Cell Phone No Cell Phone Boys 54 46 Girls 57 43 (a) Draw a stacked bar chart to describe the data. I Cell Phone I No Cell Phone 1 Cell Phone I No Cell Phone 1 Cell Phone I No Cell Phone Frequency Frequency Frequency 100 100 100 80 80 80 60 60 60 40 40 40 20 20 20 Gender- Gender- Gender Boys Girls Вoys Girls Воys Girls Cell Phone No Cell Phone Frequency 100 80 60 40 20
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