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    Tessa Tupper
    This document presents categorical data about students' favorite core and elective classes. It includes a table with counts of students' choices. The document discusses using relative frequencies and graphs like bar graphs and pie charts to analyze relationships between the two categorical variables. It emphasizes starting bar graphs at zero and avoiding misleading vertical axes. Key ideas discussed are marginal, joint, and conditional relative frequencies, and how an association between variables means knowing one provides information about the other. Graphs that would indicate no association are described.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Stats

    Uploaded by

    Tessa Tupper
    44 views5 pages
    This document presents categorical data about students' favorite core and elective classes. It includes a table with counts of students' choices. The document discusses using relative frequencies and graphs like bar graphs and pie charts to analyze relationships between the two categorical variables. It emphasizes starting bar graphs at zero and avoiding misleading vertical axes. Key ideas discussed are marginal, joint, and conditional relative frequencies, and how an association between variables means knowing one provides information about the other. Graphs that would indicate no association are described.

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    Yhjbb no c

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    This document presents categorical data about students' favorite core and elective classes. It includes a table with counts of students' choices. The document discusses using relative frequencies and graphs like bar graphs and pie charts to analyze relationships between the two categorical variables. It emphasizes starting bar graphs at zero and avoiding misleading vertical axes. Key ideas discussed are marginal, joint, and conditional relative frequencies, and how an association between variables means knowing one provides information about the other. Graphs that would indicate no association are described.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    44 views5 pages

    Stats

    Uploaded by

    Tessa Tupper
    This document presents categorical data about students' favorite core and elective classes. It includes a table with counts of students' choices. The document discusses using relative frequencies and graphs like bar graphs and pie charts to analyze relationships between the two categorical variables. It emphasizes starting bar graphs at zero and avoiding misleading vertical axes. Key ideas discussed are marginal, joint, and conditional relative frequencies, and how an association between variables means knowing one provides information about the other. Graphs that would indicate no association are described.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    1.

    1A How are your favorite


    classes related?

    Is your favorite elective class


    data to see if there is a associated with your favorite core class? Collect class
    relationship.
    1. Which of the following is your favorite
    and mark your choice on the board.
    elective class? You must choose only one

    Art Music Physical Foreign Technology 3


    Education Language 2

    2. Identify the Students


    individuals and
    favof e clectve las5
    The h a 3 arevariable?h ot
    thc aies ad he valfable is hpn manY talles
    3. Is the variable categoric¡l or quantitative?
    (atagoriCa Catojeny
    4. Go to stapplet.com to enter the class data. Make a bar graph
    and a pie chart.
    Sketch them below. lech
    Bur chrt Lango Pie chatt
    At
    Aestihcluse
    d l l categores

    Tech
    Sometimes it is helpfut to investigate more than one variable. Come to the board
    and put atally mark where you belong.
    Find each of the following:
    Core Class
    % of all students who chose P.E.:
    Math English
    Art
    24 % marginal reletve
    Music 3 ttl6 freqeney
    % of all students who chose Math and
    Elective P.E. 6 2 chose Art:
    12 % relatie
    Foreign Lang. frequenc
    Tech. 3
    % of the students who prefer math that
    chose Tech. (ondtroxai
    19% reletive
    Frequency
    6. Howmany variables does the table have? Are the variables categorical or
    quantitative?
    2 catagorica
    7. Which variable would best explain or predict the other variable?
    Arcgucnc>
    QelgtiVe flectfve
    8. Go to stapplet.com and enter the data. Make a
    lReretie
    req
    Yency
    side-by-side bar graph and a
    segmented bar graph. Sketch them below.
    (30
    Tec
    SiJe by S;le
    L bur 9raf,
    70
    70
    e.E.
    FL
    20
    Art Art

    Math .ELa
    math ELa
    9. How do the bars in the barsi te
    segmented bar graph?
    side-by-side-bar graph
    relate the to
    in the

    Thele dre m0re bagS h


    +he Sde to
    Un they each go Side, one for each elec+ive
    up to their 3, both
    Sume duta grafls eereseht fhe
    10. Is there an association
    between favorite core subject and favorite elective? If so,
    describe it.
    Student ho 1:ke music br urt are motp Kely t
    Ehglish, Stusents mho tike P.E, arc Mere ke
    Iikely mathe

    11.If there was not an association between


    favorite core subject and favorite
    elective, what would the graphs look like? Explain.
    Elective Jemo ara Phcs woylo be Very ilar regarless
    of core clas%
    1.1A Analyzing Categorical Data Important ldeas
    Categorical Data: -Var.
    2 Variable
    Misleading Graphs: 1
    B
    Report frequencies Watch out for ertic
    (ounts )or relative Should start at toa?
    frequencies ( ) in bar ero !Also, be Marginal Rel. Freq:
    Joint Rel. Freq: A
    graphs, pie charts, side-by careful of_ercto arphs Conditional Rel. Freg: /B
    side bar graphs &segmented (a "cutesy" image to represent
    *Association between two
    bar graphs. the results in a graph). variables means knowing one,
    affects the other.

    Check Your Understanding:


    1. The following graph was displayed by a SOUTHWEST BORDER APPREHENSIONS
    national news organization. Explain why 0CTOBER- APRIL
    the graph may be misleading, and 195,000

    sketch a corrected version of the graph. t85,009


    192;298
    the verticul ays be ghs 75,000

    at 15e,oo0 nsteab oZero 65.0oo 170223


    165:244
    Thi s e xagerutes he ditfers590 2011 2012 2013

    houses built in his town's


    2. A real estate agent is collecting data on the number of gives
    three neighborhoods during three different decades. The table below
    information.
    1960s 1970s 1980s
    40 30 10
    Shady Lane 5
    Oakcrest 60 15
    Pinewood Estates 45 15

    Pinewood Estates? 220


    a. What proportion of the houses shown were built in

    b. Find the distribution of Decade Built for the houses in this town using relative
    frequencies. 1480's
    45
    C. What percent of homes were built in Oakcrest and in the 1960s?
    27 %
    Z- 2-23
    13-2
    Tessa Rade 22 27-32
    alt
    3. a Stulots h an tp Stats class

    home erk tlbe (en'bpoc ket (Lavgoe(cents)

    home wo/k,_ehkes alteraitve musC

    5, whad Hhey

    Tuitien Caollans) ayd

    , 65 % Mex % Puerto Ricas

    5, a, Be Causc thi5 Jata has to ratiablts


    ple chart onle seprescats One
    ho buys au5iC

    12-17 l8-24 25- 34 35- UY

    (ar
    bus
    alk
    t o people
    52 hink Stmc G2
    are the Samc
    lacr are 52 think they are wort,

    |2l Don.Cude tha


    Coloe ers are the Sano of Letter han
    No he[S mo5tly thihk that thoy cre the Sa me orore

    27. Bra qleea gold ae


    the (ourtty, whitespeos paelac thhtheU5A but
    S vey pepular
    Very are ih E uroy Black hd Sller are popular
    Eur spe, and oaly
    27, 29, Bo, e

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