Grouped frequency distribution tables and real limits of intervals A researcher wants to study the academic...

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Grouped frequency distribution tables and real limits of intervals A researcher wants to study the academic performance of urban secondary schools in his county. He decides to measure each school's academic performance by collecting data on the percentage of students passing at least one Advanced Placement (AP) exam. The following table shows each school with the percentage of students passing at least one Advanced Placement (AP) exam, No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 School Booker T. Washington High School Central Academy Hsi Lai Academy Performing Arts High School Springfield High School Hebrew Academy Immaculate Conception High School Mystic Valley Regional Charter School West Springfield Technical High School Buckhead Heights High School Westwood Heights High School Longwood Academy Anderson Technical High School Taylor Technical High School Arborville High School Inglewood Heights Academy Robert Wood Johnson Health Academy Metropolitan Community School Medfield Senior High Grover Cleveland High School Lowell High School Danville High School Salaam Learning Academy Northside College Preparatory High School Friends Academy Academic Performance 3 4 7 8 11 14 16 17 19 22 23 25 26 29 30 36 39 42 51 53 58 60 68 72 80 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 have zero frequencies. If he lists all possible scores individually, the frequency distribution table would have 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. Academic Performance 0 to 9 10 to 19 20 to 29 30 to 39 40 to 49 50 to 59 60 to 69 70 to 79 80 to 89 Total Table 2 Frequency 5 in which interval would a score of 29,4 fall? 1 3 In which interval would a score of 10.6 fall? 25 of the width. Relative Frequency 0.16 0.20 0.20 The preceding table obeys some basic rules of grouped frequency tables, First, the table has approximately 10 each class interval is a 0.04 0.12 0.04 0.04 1.0 The width of each interval is a relatively number. The bottom score in Grouped frequency distribution tables and real limits of intervals A researcher wants to study the academic performance of urban secondary schools in his county. He decides to measure each school's academic performance by collecting data on the percentage of students passing at least one Advanced Placement (AP) exam. The following table shows each school with the percentage of students passing at least one Advanced Placement (AP) exam, No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 School Booker T. Washington High School Central Academy Hsi Lai Academy Performing Arts High School Springfield High School Hebrew Academy Immaculate Conception High School Mystic Valley Regional Charter School West Springfield Technical High School Buckhead Heights High School Westwood Heights High School Longwood Academy Anderson Technical High School Taylor Technical High School Arborville High School Inglewood Heights Academy Robert Wood Johnson Health Academy Metropolitan Community School Medfield Senior High Grover Cleveland High School Lowell High School Danville High School Salaam Learning Academy Northside College Preparatory High School Friends Academy Academic Performance 3 4 7 8 11 14 16 17 19 22 23 25 26 29 30 36 39 42 51 53 58 60 68 72 80 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 have zero frequencies. If he lists all possible scores individually, the frequency distribution table would have 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. Academic Performance 0 to 9 10 to 19 20 to 29 30 to 39 40 to 49 50 to 59 60 to 69 70 to 79 80 to 89 Total Table 2 Frequency 5 in which interval would a score of 29,4 fall? 1 3 In which interval would a score of 10.6 fall? 25 of the width. Relative Frequency 0.16 0.20 0.20 The preceding table obeys some basic rules of grouped frequency tables, First, the table has approximately 10 each class interval is a 0.04 0.12 0.04 0.04 1.0 The width of each interval is a relatively number. The bottom score in

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