frequency distribution table 2
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This document discusses preparing frequency distribution tables from discrete data series. It provides examples of making tally marks and frequency counts from data on number of children per family and word counts in a passage. As we have discussed and learned today, preparing frequency distribution tables involves organizing discrete data into class intervals and counting the frequency of observations within each interval. This allows discrete data to be organized and summarized in a tabular format.
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frequency distribution table 1
This document discusses the preparation of a frequency distribution table from a discrete data series. It provides an example of survey data from 20 homes on the number of cars registered to each household. The data is organized into a frequency distribution table with columns for the number of cars, tally marks, and frequencies. The table shows that 0 cars were recorded 3 times, 1 car was recorded 4 times, 2 cars 6 times, and so on, with the total of all frequencies equaling the 20 total data points. The document also provides the meaning and steps for creating a frequency distribution table, including organizing the data values and tallying the frequency of each value.
Frequency Distribution Table 1
This document discusses a lesson on quantitative techniques for a B.Com program. It covers preparing a frequency distribution table from a discrete data series. An example is given of survey results from 20 homes on the number of cars registered to each household. The data is presented in a frequency distribution table with columns for the number of cars, tally marks, and frequencies. Key steps discussed are forming a three column table, placing values in the first column, tallying occurrences in the second column, and counting tallies to record frequencies in the third column. The document also includes several multiple choice questions to test understanding.
Frequency Distribution Table 3
This document discusses the preparation of frequency distribution tables for continuous data series. It provides examples and steps for creating a grouped frequency distribution table, including deciding the number of classes, determining the range and class interval, and obtaining the class limits and frequencies to summarize the distribution. An example is given using test marks from 60 students to demonstrate creating a table with 10 class intervals. The document also includes review questions to assess understanding of key concepts like discrete versus continuous frequency distributions, exclusive classification limits, and how the number of classes is determined.
frequency distribution table 3
This document discusses the preparation of frequency distribution tables for continuous data series. It provides examples and steps for creating a grouped frequency distribution table, including deciding the number of classes, determining the range and class interval, and obtaining the class limits and frequencies to summarize the distribution. An example is given using test marks from 60 students to demonstrate creating a table with 10 class intervals. The document also includes review questions to assess understanding of key concepts like discrete versus continuous frequency distributions, exclusive classification limits, and how the number of classes is determined.
Frequency Distribution Table 4
The document summarizes a lesson on creating frequency distribution tables from quantitative data. It includes two examples of constructing frequency tables from lists of marks and parts used in a mill. The class intervals are grouped and the frequency of data points within each interval is counted. Multiple choice questions at the end review key concepts like calculating the number of classes and identifying class intervals versus class limits.
frequency distribution table 4
The document summarizes a lesson on quantitative techniques that included:
1) Preparing frequency distribution tables with continuous series problems and examples using student marks and machine part replacements.
2) The class intervals, tallies, and frequencies were shown for the example problems.
3) Multiple choice questions were provided to test understanding of key concepts like calculating the number of classes and identifying class intervals versus limits.
Bi variate Table 2
This document discusses a quantitative techniques course covering bi-variate frequency distribution tables. It provides two examples of creating bi-variate tables using students' exam marks and husbands and wives ages. The first example uses data on 20 students' marks in two subjects to create a table grouping the marks into class intervals of 10. The second example uses ages of 22 husbands and wives, creating a table grouping both spouses' ages into class intervals of 5 years. The document ends with multiple choice questions to test understanding of frequency distributions, classifications and bi-variate tables.
Bi variate frequency distribution table 2
This document discusses a quantitative techniques course for a B.Com program. It covers bi-variate frequency distribution tables, including two practice problems. The first problem provides marks from 20 students in two subjects and requires students to create a bi-variate frequency distribution table with class intervals of 10. The second problem provides ages of 22 husbands and wives and requires a similar table to be made with class intervals of 5 years. The document concludes with multiple choice questions to test understanding of frequency distributions and classifications.
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frequency distribution table 1
This document discusses the preparation of a frequency distribution table from a discrete data series. It provides an example of survey data from 20 homes on the number of cars registered to each household. The data is organized into a frequency distribution table with columns for the number of cars, tally marks, and frequencies. The table shows that 0 cars were recorded 3 times, 1 car was recorded 4 times, 2 cars 6 times, and so on, with the total of all frequencies equaling the 20 total data points. The document also provides the meaning and steps for creating a frequency distribution table, including organizing the data values and tallying the frequency of each value.
Frequency Distribution Table 1
This document discusses a lesson on quantitative techniques for a B.Com program. It covers preparing a frequency distribution table from a discrete data series. An example is given of survey results from 20 homes on the number of cars registered to each household. The data is presented in a frequency distribution table with columns for the number of cars, tally marks, and frequencies. Key steps discussed are forming a three column table, placing values in the first column, tallying occurrences in the second column, and counting tallies to record frequencies in the third column. The document also includes several multiple choice questions to test understanding.
Frequency Distribution Table 3
This document discusses the preparation of frequency distribution tables for continuous data series. It provides examples and steps for creating a grouped frequency distribution table, including deciding the number of classes, determining the range and class interval, and obtaining the class limits and frequencies to summarize the distribution. An example is given using test marks from 60 students to demonstrate creating a table with 10 class intervals. The document also includes review questions to assess understanding of key concepts like discrete versus continuous frequency distributions, exclusive classification limits, and how the number of classes is determined.
frequency distribution table 3
This document discusses the preparation of frequency distribution tables for continuous data series. It provides examples and steps for creating a grouped frequency distribution table, including deciding the number of classes, determining the range and class interval, and obtaining the class limits and frequencies to summarize the distribution. An example is given using test marks from 60 students to demonstrate creating a table with 10 class intervals. The document also includes review questions to assess understanding of key concepts like discrete versus continuous frequency distributions, exclusive classification limits, and how the number of classes is determined.
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The document summarizes a lesson on creating frequency distribution tables from quantitative data. It includes two examples of constructing frequency tables from lists of marks and parts used in a mill. The class intervals are grouped and the frequency of data points within each interval is counted. Multiple choice questions at the end review key concepts like calculating the number of classes and identifying class intervals versus class limits.
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The document summarizes a lesson on quantitative techniques that included:
1) Preparing frequency distribution tables with continuous series problems and examples using student marks and machine part replacements.
2) The class intervals, tallies, and frequencies were shown for the example problems.
3) Multiple choice questions were provided to test understanding of key concepts like calculating the number of classes and identifying class intervals versus limits.
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This document discusses a quantitative techniques course covering bi-variate frequency distribution tables. It provides two examples of creating bi-variate tables using students' exam marks and husbands and wives ages. The first example uses data on 20 students' marks in two subjects to create a table grouping the marks into class intervals of 10. The second example uses ages of 22 husbands and wives, creating a table grouping both spouses' ages into class intervals of 5 years. The document ends with multiple choice questions to test understanding of frequency distributions, classifications and bi-variate tables.
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This document discusses a quantitative techniques course for a B.Com program. It covers bi-variate frequency distribution tables, including two practice problems. The first problem provides marks from 20 students in two subjects and requires students to create a bi-variate frequency distribution table with class intervals of 10. The second problem provides ages of 22 husbands and wives and requires a similar table to be made with class intervals of 5 years. The document concludes with multiple choice questions to test understanding of frequency distributions and classifications.
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This document discusses presenting data in textual and tabular formats. It includes two examples showing how to take information about coffee drinking habits and candidates for university exams and present them in tables. The learning objectives are to teach students how to present data in textual and tabular formats, including creating frequency distributions and bi-variate tables. Students will learn about classification rules, class intervals, and principles of tabulation.
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This document discusses cumulative frequency curves or ogives. It provides examples of how to construct more than ogive curves using data from frequency distributions. Specifically, it discusses how the more than cumulative frequency is plotted against the lower limit of each class to form the curve. Two example problems are worked through demonstrating how to draw the more than ogive curve from data on test marks and pensioner ages. Multiple choice questions are also provided to assess understanding of key concepts like the different types of ogive curves and how cumulative frequency polygons are used.
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This document discusses frequency distribution tables and includes three examples of creating frequency distribution tables from raw data. It summarizes the key steps as: 1) Preparation of Frequency Distribution Table - Continuous Series(Inclusive) Problems -03; 2) Three examples are provided of constructing frequency distribution tables from raw data by grouping the data into class intervals; 3) Multiple choice questions are then provided to test understanding of concepts related to frequency distribution tables like class intervals, class boundaries, and class limits.
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This document discusses frequency distribution tables and includes three examples. It summarizes the key steps in creating frequency distribution tables: (1) grouping data into class intervals, (2) tallying the frequency of values within each interval, and (3) constructing a table with the class intervals, tallies, and frequencies. Three examples are provided that demonstrate creating frequency distribution tables using both inclusive and exclusive class intervals for sets of student test scores and worker hours. The document concludes with multiple choice questions to test understanding of class intervals, boundaries, and other concepts relating to frequency distribution tables.
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This document discusses preparing frequency distribution tables from discrete data series. It provides examples of creating frequency distribution tables from survey data on family sizes and word counts in a passage. The learning objectives are to present data in tables and calculate bi-variate distributions. Students will learn about classification, frequency distributions, class intervals, and sorting data into tables. Multiple choice questions review key concepts like discrete vs continuous distributions and the form of frequency data.
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This document discusses frequency distribution tables and includes three examples of creating frequency distribution tables from raw data. It summarizes the key steps as: 1) Preparation of Frequency Distribution Table - Continuous Series(Inclusive) Problems -03; 2) Three examples are provided of constructing frequency distribution tables from raw data by grouping the data into class intervals; 3) Multiple choice questions are then provided to test understanding of concepts related to frequency distribution tables like class intervals, class boundaries, and class limits.
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1. List the raw data:
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frequency distribution table 2
- 1. PROGRAMME B.COM SUBJECT QUANTITATIVE TECHNIQUE – I SEMESTER III UNIVERSITY VIJAYANAGAR SRI KRISHNADEVARAYA UNIVERSITY, BALLARI SESSION 09
- 2. RECAP • Preparation of Frequency Distribution Table Meaning-- Discrete Series Problems -- 01
- 3. LEARNING OBJECTIVES • The aim of the chapter is to make students to present data in textual and Tabular format including the technique of creating frequency distribution and working out bi-variate distribution table
- 4. LEARNING OUTCOMES • After the Chapter, The Students Shall be able to Describe and Understand the Rules & Types of Classification, Frequency Distribution, Class Interval & its Types, Basic Principles Tabulation and The Sorting of Data.
- 5. SESSION - 9 • Preparation of Frequency Distribution Table Discrete Series Problems -- 02
- 6. Discrete Series Problems • 1. In a survey of 35 families in a village, the number of children per family was recorded and the following data was obtained : 1 0 2 3 4 5 6 7 2 3 4 0 2 5 8 4 5 12 6 3 2 7 6 5 3 3 7 8 9 7 9 4 5 4 3
- 7. CONTD NUMBER OF CHILDREN TALLY MARKS FREQUENCY 0 II 2 1 I 1 2 IIII 4 3 IIII I 6 4 IIII 5 5 IIII 5 6 III 3 7 IIII 4 8 II 2 9 II 2 10 -- 0 11 -- 0 12 I 1 TOTAL FREQUENCY 35
- 8. CONTD • 2. Count the number of letters in each word of the para given below (ignoring comma, full-stop, etc.) and prepare a discrete frequency distribution. “TODAY, TO A VERY STRIKING DEGREE, OUR CULTURE HAS BECOME A STATISTICAL CULTURE. EVEN A PERSON WHO MAY NEVER HAVE HEARD OF AN INDEX NUMBER, IS ATTACHED IN AN INTIMATE FASHION BY THE GYRATIONS OF THOSE INDEX NUMBERS WHICH DESCRIBE THE COST OF LIVING.’’
- 9. CONTD NUMBER OF CHILDREN TALLY MARKS FREQUENCY 1 III 3 2 IIII IIII 9 3 IIII I 6 4 IIII 4 5 IIII II 7 6 IIII 5 7 IIII 4 8 IIII 4 9 I 1 10 - 0 11 I 1 TOTAL FREQUENCY 44
- 10. SUMMARY As we already discussed and learnt today on Classifications and Tabulation as below • Preparation of Frequency Distribution Table Discrete Series Problems
- 11. MCQs 1 . The following frequency distribution: X 5 8 7 8 10. F 2 4 9 3 1 . Is classified (a) Relative frequency distribution (b) Continuous distribution (c) Percentage frequency distribution (d) Discrete distribution
- 12. MCQs 2 . Frequency distribution is often constructed with the help of: (a) Entry table (b) Tally sheet (c) Both (a) and (b) (d) Neither (a) and (b) 3 . The data given as 3, 5, 15, 35, 70, 84, 96 will be called as: (a) Individual series (b) Discrete series (c) Continuous series (d) Time series
- 13. MCQs 4 . Frequency of a variable is always in: (a) Fraction form (b) Percentage form (c) Less than form (d) Integer form 5 . Data arranged in ascending or descending order of magnitude is called: (a) Ungrouped data (b) Grouped data (c) Discrete frequency distribution (d) Arrayed data
- 14. CONTD ANSWERS 1. D 2. C 3. A 4. D 5. D
- 15. REFERENCES • S.P. Gupta, Sultan Chand and Sons Publications, 2017 • S. C. Gupta, Himalaya Publishing House, Fundamentals of Statistics, 2018 • R.S.N Pillai and Bagavathi, S.Chand publications, 2010
- 16. THANK YOU