graphical representation 3
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This document discusses quantitative techniques for constructing graphs such as histograms, frequency polygons, and frequency curves from data. It provides examples of problems involving drawing these different types of graphs based on data about student heights, company net worth, and pensioner ages. The document also includes multiple choice questions about histograms, frequency polygons, pie charts, and other graphical representations of data.
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graphical representation 2
The document discusses different methods of graphically representing frequency distributions: histograms, frequency polygons, and frequency curves. It provides examples of how to construct each type of graph using sample data on times taken to travel to school, net worth over years, and ages of pensioners. Students will learn how to analyze and interpret these graphs as well as how to present data using histograms, frequency polygons, frequency curves, and pie charts. The document concludes with sample multiple choice questions to test comprehension.
Diagrams part 2
This document discusses one dimensional bar diagrams, including simple and subdivided bar diagrams. It provides examples of how to construct simple and component bar diagrams to present statistical data comparing production costs between companies and expenditures across categories for two schools. Multiple choice questions are also included at the end to test understanding of diagrammatic data presentation.
Diagrams part 4
This document discusses different types of two-dimensional bar diagrams that can be used to represent data graphically, including squares, pie diagrams, and rectangle bar diagrams. It provides examples of how to construct these diagrams from sample data about sales over time and expenditures by schools. Students learn how to analyze and interpret these diagrams within their given contexts. The document also includes multiple choice questions to test comprehension.
Diagrams part 3
This document discusses quantitative techniques for a B.Com program. It covers one dimensional bar diagrams, including percentage and multiple bar diagrams. It provides examples of problems involving percentage and multiple bar diagrams with solutions. It also includes learning objectives and outcomes about presenting and interpreting data graphically using various charts and diagrams. There are example problems and solutions for constructing percentage and multiple bar diagrams from given data. The document concludes with multiple choice questions and answers about different types of bar diagrams.
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.
diagrams theory
This document discusses the presentation of quantitative data through diagrams. It begins by stating the learning objectives, which are for students to learn how to present data graphically using various charts and diagrams and calculate cumulative frequency. It then discusses different types of diagrams used for data presentation, including bar diagrams, pie charts, and two-dimensional diagrams. The key advantages of diagrams over tables are that they can more quickly and easily convey complex ideas in numbers and trends may be more noticeable. Guidelines for effective diagrams include giving them a clear title, using an appropriate size and scale, including a legend if multiple variables are shown, and selecting the correct type of diagram for the data. Common one-dimensional and two-dimensional diagram types are also listed.
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
Recommended
graphical representation 2
The document discusses different methods of graphically representing frequency distributions: histograms, frequency polygons, and frequency curves. It provides examples of how to construct each type of graph using sample data on times taken to travel to school, net worth over years, and ages of pensioners. Students will learn how to analyze and interpret these graphs as well as how to present data using histograms, frequency polygons, frequency curves, and pie charts. The document concludes with sample multiple choice questions to test comprehension.
Diagrams part 2
This document discusses one dimensional bar diagrams, including simple and subdivided bar diagrams. It provides examples of how to construct simple and component bar diagrams to present statistical data comparing production costs between companies and expenditures across categories for two schools. Multiple choice questions are also included at the end to test understanding of diagrammatic data presentation.
Diagrams part 4
This document discusses different types of two-dimensional bar diagrams that can be used to represent data graphically, including squares, pie diagrams, and rectangle bar diagrams. It provides examples of how to construct these diagrams from sample data about sales over time and expenditures by schools. Students learn how to analyze and interpret these diagrams within their given contexts. The document also includes multiple choice questions to test comprehension.
Diagrams part 3
This document discusses quantitative techniques for a B.Com program. It covers one dimensional bar diagrams, including percentage and multiple bar diagrams. It provides examples of problems involving percentage and multiple bar diagrams with solutions. It also includes learning objectives and outcomes about presenting and interpreting data graphically using various charts and diagrams. There are example problems and solutions for constructing percentage and multiple bar diagrams from given data. The document concludes with multiple choice questions and answers about different types of bar diagrams.
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.
diagrams theory
This document discusses the presentation of quantitative data through diagrams. It begins by stating the learning objectives, which are for students to learn how to present data graphically using various charts and diagrams and calculate cumulative frequency. It then discusses different types of diagrams used for data presentation, including bar diagrams, pie charts, and two-dimensional diagrams. The key advantages of diagrams over tables are that they can more quickly and easily convey complex ideas in numbers and trends may be more noticeable. Guidelines for effective diagrams include giving them a clear title, using an appropriate size and scale, including a legend if multiple variables are shown, and selecting the correct type of diagram for the data. Common one-dimensional and two-dimensional diagram types are also listed.
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
graphical representation 1
This document discusses graphical representation of quantitative data. It explains that graphs are better suited than diagrams for statistical analysis as they allow interpolation, extrapolation and locating values like the median and quartiles. Diagrams are only for comparison. The document then contrasts key differences between diagrams and graphs. Finally, it provides general rules for creating graphs and examples of questions to test comprehension.
Diagrams part 5
This document discusses different types of diagrams that can be used to represent data graphically, including two-dimensional bar diagrams, histograms, frequency polygons, pie charts, and cumulative frequency curves. It provides examples of using square diagrams, rectangle bar diagrams, and pie diagrams to illustrate household expenditure data for different families with multiple categories. Students learning quantitative techniques will be able to analyze and interpret these different types of diagrams to graphically present various data sets. The document concludes with sample multiple choice questions related to the topics covered.
graphical representation 5
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.
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.
graphical representation 4
This document discusses constructing cumulative frequency (ogive) curves from data. It begins by recapping how to create histograms, frequency polygons, and pie charts. Then it provides learning objectives and outcomes around analyzing and presenting data graphically using these visualizations. The main content explains how to calculate less than and more than cumulative frequencies and draw the corresponding ogive curves. It gives examples of drawing less than ogive curves for two data sets listing number of workers by daily wage and number of pensioners by age group. Finally, it presents multiple choice questions to test understanding of ogive curves.
633e639cc8efda0018e1ca63_##_Graphical Representation 01 _ Class Notes __ (Vic...
This document discusses different methods of graphically representing statistical data, including histograms, frequency polygons, and ogives (cumulative frequency curves). It provides examples of how to construct each type of graph using sample data. Histograms involve drawing rectangles with bases proportional to class intervals and heights proportional to frequencies. Ogives involve plotting cumulative frequencies on the y-axis against upper class limits on the x-axis and joining the points with a curve. Examples and step-by-step instructions are given for drawing each graph.
Tabular and Graphical Representation of Data
This slideshow describes about type of data, its tabular and graphical representation by various ways. It is slideshow is useful for bio statisticians and students.
Frequency Distribution Table 5
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.
frequency distribution table 5
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.
Frequency distribution
IMPORTANT CONSIDERATION IN THE CONSTRUCTION OF A FREQUENCY DISTRIBUTION and
GRAPHICAL REPRESENTATION OF A FREQUENCY DISTRIBUTION
graphical representation 6
This document discusses quantitative techniques and constructing graphs from data. It covers constructing less than and more than ogive curves, which are cumulative frequency curves. An ogive curve shows the cumulative frequency distribution and can be used to find the median. Two problems are presented on drawing less than and more than ogive curves from data on weights of items and ages of pensioners. Multiple choice questions are also provided to test understanding of ogives and cumulative frequency polygons.
NWEA Math Items (3)
This document contains information for three math items:
1. An item about modeling population growth using an exponential function. It provides context and formulas.
2. An item about choosing a sine function to model periodic phenomena. It discusses amplitude, frequency, and midline.
3. An item about understanding the construction of inverse trigonometric functions by restricting domains. It includes a graph.
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.
Tabulation 2
This document provides an overview of a quantitative techniques course for a B.Com program. It discusses the objectives of learning about tabulation, including presenting data in textual and tabular formats and constructing frequency distributions. It also covers types of tables like general tables and summary tables, as well as simple and complex tables. An example is provided for constructing a blank table to show employee distribution by sex, grade, age group, and year for a nationalized bank. Finally, it concludes with some multiple choice questions about topics like bivariate frequency distributions and the components of a statistical table.
More Related Content
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QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
QRB 501 Final Exam 2015 version
QRB 501 Final Exam Answers
QRB 501 Final Exam
1) Write the following as an algebraic expression using x as the variable:
Triple a number subtracted from the number
A. 3(x - x)
B. x 3 – x
C. 3x - x
D. x - 3x
2) Write the following as an algebraic expression using x as the variable: A
number decreased by 25 and multiplied by 4
A. x – 25 · 4
B. -25x · 4
C. 4x - 25
D. 4(x – 25)
3. Write the following as an algebraic expression using x as the variable: The
sum of a number and -8
A. -8 + x
B. -8 - x
C. x (-8)
D. -8x
4) Write the following as an algebraic expression using x as the variable:
Twelve less than six times a number
A. 12 – 6x
B. –6x
C. –12(6x)
D. 6x – 12
5) Solve: -3 – (-2 + 4) - 5
A. 15
B. 10
C. -6
D. -10
6) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
D. -.039
7) Solve: 3(32) – 8(9 – 2) ÷ 2
A. -14.5
B. 55
C. 66.5
D. -1
8) Solve: (–5)2 · (9 – 17)2 ÷ (–10)2
A. 16
B. 64
C. -6.4
graphical representation 1
This document discusses graphical representation of quantitative data. It explains that graphs are better suited than diagrams for statistical analysis as they allow interpolation, extrapolation and locating values like the median and quartiles. Diagrams are only for comparison. The document then contrasts key differences between diagrams and graphs. Finally, it provides general rules for creating graphs and examples of questions to test comprehension.
Diagrams part 5
This document discusses different types of diagrams that can be used to represent data graphically, including two-dimensional bar diagrams, histograms, frequency polygons, pie charts, and cumulative frequency curves. It provides examples of using square diagrams, rectangle bar diagrams, and pie diagrams to illustrate household expenditure data for different families with multiple categories. Students learning quantitative techniques will be able to analyze and interpret these different types of diagrams to graphically present various data sets. The document concludes with sample multiple choice questions related to the topics covered.
graphical representation 5
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.
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.
graphical representation 4
This document discusses constructing cumulative frequency (ogive) curves from data. It begins by recapping how to create histograms, frequency polygons, and pie charts. Then it provides learning objectives and outcomes around analyzing and presenting data graphically using these visualizations. The main content explains how to calculate less than and more than cumulative frequencies and draw the corresponding ogive curves. It gives examples of drawing less than ogive curves for two data sets listing number of workers by daily wage and number of pensioners by age group. Finally, it presents multiple choice questions to test understanding of ogive curves.
633e639cc8efda0018e1ca63_##_Graphical Representation 01 _ Class Notes __ (Vic...
This document discusses different methods of graphically representing statistical data, including histograms, frequency polygons, and ogives (cumulative frequency curves). It provides examples of how to construct each type of graph using sample data. Histograms involve drawing rectangles with bases proportional to class intervals and heights proportional to frequencies. Ogives involve plotting cumulative frequencies on the y-axis against upper class limits on the x-axis and joining the points with a curve. Examples and step-by-step instructions are given for drawing each graph.
Tabular and Graphical Representation of Data
This slideshow describes about type of data, its tabular and graphical representation by various ways. It is slideshow is useful for bio statisticians and students.
Frequency Distribution Table 5
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.
frequency distribution table 5
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.
Frequency distribution
IMPORTANT CONSIDERATION IN THE CONSTRUCTION OF A FREQUENCY DISTRIBUTION and
GRAPHICAL REPRESENTATION OF A FREQUENCY DISTRIBUTION
graphical representation 6
This document discusses quantitative techniques and constructing graphs from data. It covers constructing less than and more than ogive curves, which are cumulative frequency curves. An ogive curve shows the cumulative frequency distribution and can be used to find the median. Two problems are presented on drawing less than and more than ogive curves from data on weights of items and ages of pensioners. Multiple choice questions are also provided to test understanding of ogives and cumulative frequency polygons.
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1. An item about modeling population growth using an exponential function. It provides context and formulas.
2. An item about choosing a sine function to model periodic phenomena. It discusses amplitude, frequency, and midline.
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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.
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This document summarizes a session on tabulation of data from a quantitative techniques course. It defines tabulation as systematically organizing data in rows and columns in a table. The objectives of tabulation are to simplify complex data, highlight essential features, facilitate comparison and statistical analysis, and save space. Rules for effective tabulation include using an appropriate table size, arranging column and row headers systematically, clearly defining units of measurement, rounding figures, avoiding unnecessary details, making the table self-explanatory, and avoiding abbreviations. Multiple choice questions are provided to test understanding.
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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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Measures of Dispersion
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Missing frequency 1
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KPC skewness 2
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This document discusses quantitative techniques for a B.Com program. It covers measures of central tendency and dispersion such as mean, median, mode, range, mean deviation, standard deviation, and quartile deviation. The learning objectives are to understand these concepts and apply them to sample data. An example is provided to calculate the mean deviation and coefficient of mean deviation from the mean, median, and mode for household income data. Multiple choice questions review key concepts like the definition of mean deviation and properties of variance. References for further reading on statistics are also included.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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graphical representation 3
- 1. PROGRAMME B.COM SUBJECT QUANTITATIVE TECHNIQUE – I SEMESTER III UNIVERSITY VIJAYANAGAR SRI KRISHNADEVARAYA UNIVERSITY, BALLARI SESSION 25
- 2. RECAP • Construction of Graphs ( Histogram, Frequency Polygon and Curve) Problems--------------- 01
- 3. LEARNING OBJECTIVES • After Studying this unit, the students able to know how to present data Graphically using Histogram, Frequency Polygon and Curve, and Pie charts and working out cumulative frequency
- 4. LEARNING OUTCOMES • Students will be able to analyze and interpret with in the Contexts they are written in Diagrams and to present data Graphically using Histogram, Frequency Polygon and Curve, and Pie charts
- 5. SESSION - 25 • Construction of Graphs ( Histogram, Frequency Polygon and Curve) Problems--------------- 02
- 6. CONTD PROBLEM on Histogram Draw the histogram for the 50 students in a class whose heights (in cms) are given below.
- 7. CONTD For drawing a histogram, the frequency distribution should be continuous. If it is not continuous, then make it continuous as follows.
- 8. CONTD
- 9. CONTD • FREQUENCY POLYGON PROBLEM 02. A firm reported that its Net Worth in the years 2011-2016 are as follows. Draw frequency polygon
- 10. CONTD
- 11. CONTD FREQUENCY CURVE PROBLEM 03 The ages of group of pensioners are given in the table below. Draw the Frequency curve to the following data.
- 12. CONTD
- 13. SUMMARY As we already discussed and learnt today on Diagrammatic and Graphical Representation as below • Construction of Graphs ( Histogram, Frequency Polygon and Curve) Problems--------------- 02
- 14. MCQs 1 . A frequency polygon is constructed by plotting frequency of the class interval and the a) The upper limit of the class b) The lower limit of the class c) Mid value of the class d) Any values of the class 2. A circle in which sectors represents various quantities is called a) Histogram b) Frequency Polygon c) Pie Chart d) Component Bar chart
- 15. MCQs 3 . A graphical representation of a cumulative relative frequency distribution is called a) Histogram b) Pie chart c) Box and Whisker plot d) None of these 4. In a histogram, the area of each rectangle is proportional to a) The class mark of the corresponding class interval b) The class size of the corresponding class interval c) Frequency of the corresponding class interval d) Cumulative frequency of the corresponding class interval
- 16. MCQs 5 . Which of the following statement is false? a) Ranked or ordinal data is presented with Pie chart b) In a positively skewed histogram, the mean is larger than the median c) A histogram can have more than one mode d) In stem and leaf display the individual values don’t vanish e) None of these
- 17. CONTD ANSWERS 1. C 2. C 3. D 4. C 5. A
- 18. 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
- 19. THANK YOU