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Table 2 Academic Performance Frequency Relative Frequency O to 9 0.12 10 to 19 0.08 20 to 29 0.08 30 to 39 40 to 49 0.12 s0 to 59 0.08 60 to 69 70 to 79 2 0.08 80 to 89 0.12 Total 25 1.0 The preceding table obeys some basic rules of grouped frequency tables. First, the table has approximately 10 . The width of each interval is a relatively number. The bottom score in each dass interval is a of the width In which interval would a score of 29.6 fall?

Table 2 Academic Performance Frequency Relative Frequency O to 9 0.12 10 to 19 0.08 20 to 29 0.08 30 to 39 40 to 49 0.12 s0 to 59 0.08 60 to 69 70 to 79 2 0.08 80 to 89 0.12 Total 25 1.0 The preceding table obeys some basic rules of grouped frequency tables. First, the table has approximately 10 . The width of each interval is a relatively number. The bottom score in each dass interval is a of the width In which interval would a score of 29.6 fall?

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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A researcher wants to study the academic performance of large primary schools (defined as four or more classrooms per grade) in his county. He decides to measure each school's academic performance by collecting data on the percentage of students performing at or above grade level. The following table shows each school with the percentage of students performing at or above grade level. Tablei No. School Academic Performance 1 Buckwood Hills Elementary 86 2 Community Elementary 83 3 Irving Street Elementary 81 4 Takoma Canyon Elementary 76 Unity Elementary 71 High Street Elementary 68 7 Longwood Academy 64 South Central Elementary 60 Wildwood Elementary 55 10 Central Academy 53 11 Wilbur Cross Elementary 49 12 Metropolitan Community School 47 13 Anapolis Elementary 44 14 Washington Elementary 39 15 American Elementary 37 16 John F. Kennedy Elementary 34 17 Ukiah Township Elementary 33 18 Rossmore Academy 30 19 Santa Ana Elementary 27 20 Gunn Academy 21 21 Monroe Elementary 15 22 Dunwood Academy 13 23 Piedmont Avenue Elementary 8 24 Samuel Clemens Elementary 6 25 Florence Nightingale Elementary
Transcribed Image Text:A researcher wants to study the academic performance of large primary schools (defined as four or more classrooms per grade) in his county. He decides to measure each school's academic performance by collecting data on the percentage of students performing at or above grade level. The following table shows each school with the percentage of students performing at or above grade level. Tablei No. School Academic Performance 1 Buckwood Hills Elementary 86 2 Community Elementary 83 3 Irving Street Elementary 81 4 Takoma Canyon Elementary 76 Unity Elementary 71 High Street Elementary 68 7 Longwood Academy 64 South Central Elementary 60 Wildwood Elementary 55 10 Central Academy 53 11 Wilbur Cross Elementary 49 12 Metropolitan Community School 47 13 Anapolis Elementary 44 14 Washington Elementary 39 15 American Elementary 37 16 John F. Kennedy Elementary 34 17 Ukiah Township Elementary 33 18 Rossmore Academy 30 19 Santa Ana Elementary 27 20 Gunn Academy 21 21 Monroe Elementary 15 22 Dunwood Academy 13 23 Piedmont Avenue Elementary 8 24 Samuel Clemens Elementary 6 25 Florence Nightingale Elementary
(Note: Academic Performance is measured as the percentage of students performing at or above grade level) In order to organize the data in Table 1, the researcher needs to decide whether to use a grouped frequency distribution table or whether to list each possible score individually from the lowest score to the highest score (or from the highest score to the lowest score), including scores in between that A-Z have zero frequencies. If he lists all possible scores individually, the frequency distribution table would have v rows. The researcher decides that a grouped frequency table would better organize this data. Table 2 divides the range of these 25 schools' academic performance into nine intervals and gives some of their frequencies and relative frequencies. Based on the information provided in Table 1, use the dropdown menus to complete Table 2. Table 2 Academic Performance Frequency Relative Frequency O to 9 3 0.12 10 to 19 2 0.08 20 to 29 2 0.08 30 to 39 40 to 49 3 0.12 50 to 59 2 0.08 60 to 69 70 to 79 2 0.08 80 to 89 3 0.12 Total 25 1.0 The preceding table obeys some basic rules of grouped frequency tables. First, the table has approximately 10 The width of each interval is a relatively v number. The bottom score in each class interval is a v of the width. In which interval would a score of 29.6 fall? In which interval would a score of 19.4 fall?
Transcribed Image Text:(Note: Academic Performance is measured as the percentage of students performing at or above grade level) In order to organize the data in Table 1, the researcher needs to decide whether to use a grouped frequency distribution table or whether to list each possible score individually from the lowest score to the highest score (or from the highest score to the lowest score), including scores in between that A-Z have zero frequencies. If he lists all possible scores individually, the frequency distribution table would have v rows. The researcher decides that a grouped frequency table would better organize this data. Table 2 divides the range of these 25 schools' academic performance into nine intervals and gives some of their frequencies and relative frequencies. Based on the information provided in Table 1, use the dropdown menus to complete Table 2. Table 2 Academic Performance Frequency Relative Frequency O to 9 3 0.12 10 to 19 2 0.08 20 to 29 2 0.08 30 to 39 40 to 49 3 0.12 50 to 59 2 0.08 60 to 69 70 to 79 2 0.08 80 to 89 3 0.12 Total 25 1.0 The preceding table obeys some basic rules of grouped frequency tables. First, the table has approximately 10 The width of each interval is a relatively v number. The bottom score in each class interval is a v of the width. In which interval would a score of 29.6 fall? In which interval would a score of 19.4 fall?
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