The Frequency Table
or
Frequency Distribution Table
What is it? Not a graph itself, but a prelude
to an important statistical graph
What do Frequency Tables List?
A frequency distribution table for
quantitative data lists, in table format, the
following:
1. All classes of grouped data
2. Tallies of those classes
3. Frequencies of those classes
4. Relative frequencies of those classes
5. Grand total of # of classes, frequencies
and relative frequencies
2
Frequency Table to Histogram
What do frequency tables enable statisticians to
construct?
They enable construction of histograms
What do frequency tables enable statisticians to
see?
They enable them to see how data naturally group
into classes.
3
Discrete Frequency Table: Example
Suppose there are 2000 families in a small town
and the distribution of children among them is
as follows:
300 families have no children
400 families have 1 child
700 families have 2 children
300 families have 3 children
100 families have 4 children
100 families have 5 children
100 families have 6 children
Make a frequency table of the data
4
Discrete Frequency Table: Example
A
B
C
D
E
F
G
Totals
Class
0 Child
1 Children
2 Children
3 Children
4 Children
5 Children
6 Children
Tally
Frequency
Relative
Freq
7 Classes
5
Discrete Frequency Table: Example
A
B
C
D
E
F
G
Totals
Class
0 Child
1 Children
2 Children
3 Children
4 Children
5 Children
6 Children
7 Classes
Tally
Frequency
300
400
700
300
100
100
100
2000
Relative
Freq
0.15
0.20
0.35
0.15
0.05
0.05
0.05
1.00
6
Making a Frequency Distribution Table
• I want to survey my classes on the subject
of SIBLINGS. I want students to tell me
the number of siblings that they have.
• The result will answer my question,
“What is the number of siblings for Intro
Stats students in this period class?”
7
Discrete Frequency Tables
Each SIBLING represents a class of its own
SIBLING is a __________ _________
variable and so it is possible to make classes
of only one value, which we will do in our
survey. This will be one of the few examples
of a single number class that we will explore.
8
Making a Frequency Distribution Table from a Survey
A
B
C
D
E
F
G
H
I
J
K
Totals
Class
0 siblings
1 siblings
2 siblings
3 siblings
4 siblings
5 siblings
6 siblings
7 siblings
8 siblings
9 siblings
10 siblings
11 Classes
Tally
FreRelative
quency
Freq
9
Period 2
Making a
Frequency
Distribution
Table from a
Survey—
Period 2
Intro Stats
Sibling Survey
Class
Fre-
Relative
quency
Freq
A
0 siblings
5
14.7%
B
1 sibling
15
44.1%
C
2 siblings
10
29.4%
D
3 siblings
2
5.9%
E
4 siblings
2
5.9%
F
5 siblings
G
6 siblings
H
7 siblings
I
8 siblings
J
9 siblings
K
10 siblings
Totals
5 classes
34
100%
10
Period 3
Making a
Frequency
Distribution
Table from a
Survey—
Period 3
Intro Stats
Sibling Survey
Class
Fre-
Relative
quency
Freq
A
0 siblings
0
0.0%
B
1 sibling
17
58.6%
C
2 siblings
6
20.7%
D
3 siblings
5
17.2%
E
4 siblings
0
0.0%
F
5 siblings
1
3.4%
G
6 siblings
H
7 siblings
I
8 siblings
J
9 siblings
K
10 siblings
Totals
6 classes
29
100%
11
Period 4
Making a
Frequency
Distribution
Table from a
Survey—
Period 4
Intro Stats
Sibling Survey
Class
Fre-
Relative
quency
Freq
A
0 siblings
1
3.1%
B
1 sibling
12
37.5%
C
2 siblings
11
34.4%
D
3 siblings
5
15.6%
E
4 siblings
1
3.1%
F
5 siblings
1
3.1%
G
6 siblings
1
3.1%
H
7 siblings
I
8 siblings
J
9 siblings
K
10 siblings
Totals
7 classes
32
100%
12
Period 5
Making a
Frequency
Distribution
Table from a
Survey—
Period 5
Intro Stats
Sibling Survey
Class
Fre-
Relative
quency
Freq
A
0 siblings
4
11.8%
B
1 sibling
12
35.3%
C
2 siblings
9
26.5%
D
3 siblings
3
8.8%
E
4 siblings
4
11.8%
F
5 siblings
0
0.0%
G
6 siblings
1
2.9%
H
7 siblings
0
0.0%
I
8 siblings
1
2.9%
J
9 siblings
K
10 siblings
Totals
9 classes
34
100%
13
Making a
Frequency
Distribution
Table from a
Survey—
4 Intro Stats
Classes
A
B
C
D
E
F
G
H
I
J
K
Totals
Sibling Survey FreClass
quency
0 siblings
10
1 sibling
56
2 siblings
36
3 siblings
15
4 siblings
7
5 siblings
2
6 siblings
2
7 siblings
0
8 siblings
1
9 siblings
10 siblings
9 classes
129
Relative
Freq
7.8%
43.4%
27.9%
11.6%
5.4%
1.6%
1.6%
0.0%
0.8%
100%
14
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Number of Siblings Per Student
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for Ms. H's Intro Stat Classes
:
21 Oct 2009
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Making a Dot Plot
from a Survey—4
Intro Stats Classes
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0
1
2
3
4
5
6
7
8
9 10 11 12 13
Source: In-Class Survey
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x-axis: # of Siblings
15
Discrete vs. Continuous Frequency Tables
In the sibling survey, each sibling represented a class
of its own
Sibling is a __________ ________ variable and so
it is possible to make classes of only one value
However, most of the data we will be looking at will be
of the continuous type
The next in-class survey will be “hair length” to the
nearest inch—Hair Length is a
_________ _________variable and so
Class widths will no longer be 1.
16
Frequency Distribution Table Definitions
What is a class on a frequency table?
One line on a frequency table
Determine these 2 things about Classes before
constructing any Frequency Distribution Table:
1. Determine the starting point of the first class
2. Determine class widths before tallying begins
17
Making a Frequency Distribution Table
• I want to survey my classes on the subject of
hair length. I want students to estimate the
‘average’ length of the hair on their heads. I
want everyone to use the rulers available to
measure their hair to the nearest 1”.
• This will help me answer the question, “How
long is the average hair on an Intro Stats student
in This Class?”
18
Making a Frequency Table
A
B
C
D
E
F
G
H
I
J
K
Totals
Class
0"=x<3"
Tally
Frequency
Relative
Frequency
3"=x<6"
6"=x<9"
9"=x<12"
12"=x<15"
15"=x<18"
18"=x< 21"
21"=x<24"
24"=x<27"
27"=x<30"
30"=x<33"
11 Classes
19
Hair Length Survey
(Oct 22, 2009) Results
Results for
4 Intro Stat
Classes
A
B
C
D
E
F
G
H
I
J
K
Totals
Class
0"=x< 3"
3"=x< 6"
6"=x< 9"
9"=x< 12"
12"=x<15"
15"=x<18"
18"=x< 21"
21"=x<24"
24"=x<27"
27"=x<30"
30"=x<33"
11 Classes
Frequency
52
13
2
15
24
14
5
2
2
0
2
131
Relative
Freq
39.7%
9.9%
1.5%
11.5%
18.3%
10.7%
3.8%
1.5%
1.5%
0.0%
1.5%
100%
20
Dot Plot of Hair Length for 4 Classes
Average Length of Hair per Student
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for Ms. H's Intro Stat Classes
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0
1
2
3
4
5
6
Oct 22, 2009
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7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Source: In Class Survey
x-axis:
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Length of Hair to the nearest inch
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When?
When to use a frequency table?
When quantitative variables take on so
many values (in so great a range or
spread) that a graph of a distribution is
clearer if nearby values are grouped
together, or simply
when you want to draw a histogram.
22
Characteristics of the Classes in
Frequency Table
1. Data is put in classes—A class could be 1
number or more than 1 number
2. Every class represents the same variable
3. Classes are not overlapping
4. Classes all have the same width
5. Classes vary from 4 to 10, depending on the
spread of observations in the data set
23
Other Frequency Table Definitions
Class Width
A class width is a distance: the first entry on the
second line of a frequency table MINUS the first
entry on the first line of a frequency table
Consistency in Class Widths
Class widths must ALWAYS be consistent for
all classes in a frequency table
Number of Classes
The count of the # of lines that have been filled
in on a frequency table, including zeroes if they
are between filled-in lines.
24
% of Population over 65—Data
Alabama
Alaska
Arizona
Arkansas
California
Colorado
Connecticut
Delaware
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
13
5
13
15
11
10
14
13
19
10
13
11
13
13
15
14
13
Louisiana
Maine
Maryland
Mass
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Mevada
N Hampshire
N Jersey
N Mexico
N York
N Carolina
N Dakota
11
14
11
14
12
12
12
14
13
14
11
12
14
11
13
13
15
Ohio
Oklahoma
Oregon
Penn
R Island
S Carolina
S Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington
W Virginia
Wisconsin
Wyoming
13
14
14
16
16
12
14
13
10
9
12
11
12
15
13
11
25
% of Population over 65—Dot Plot
Percent of Population over 65 years of Age
in the 50 States
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4
6
8
10
12
14
16
18
Source: Statistical Abstract of the US
x-axis: Number in % to nearest integer
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20
26
% of Population over 65—Data
Class
Tally
A
4 x <
6 %
B
6 x <
8 %
C
8 x <
10 %
D
10 x <
12 %
E
12 x <
14 %
F
14 x <
16 %
G
16 x <
18 %
H
18 x <
20 %
Frequency
Rel
Freq
Totals
27
% of Population over 65—Data
Class
FreRel
quency Freq
Tally
A
4 x <
6 %
I
1
0.02
B
6 x <
8 %
0
0
0.00
C
8 x <
10 %
I
1
0.02
D
10 x <
12 %
IIIII IIIII I
11
0.22
E
12 x <
14 %
IIIII IIIII IIIII IIII
20
0.40
F
14 x <
16 %
IIIII IIIII IIIII
14
0.28
G
16 x <
18 %
II
2
0.04
H
18 x <
20 %
I
1
0.02
50
50
Totals
1.00
28
Student Scores Basic Algebra—Data
Here is a set of final grades in Basic Algebra class
by percentage for 43 students
Mina
73 Jordan
80 David
83
Travis
81 Lauren
73 Audrey
72
Jenny
70 Max
58 Jessie
90
Lisa
71 Shelby
89 Eric
83
Jordan
74 Megan
71 Gurveer
72
Joanne
74 Joel
79 Tyler
91
Michelle
72 Kyle
67 Zaid
82
Aaron
72 Michael
81 Sean
53
Brett
87 Owen
78 Carolyn
84
Yingmin
90 Cameron 82 Niki
72
Stephie
87 Jeremy
78 Joshua
84
Andrew
84 Ken
88 John
74
Sabreen
70 Jeff
80 Chris
85
Stacey
73 Anna
75 Source: Smith, Barbara.
Tong
68 Diana
66 Algebra 2008
29
Student Scores in Basic Algebra—Freq Table
Complete the Frequency Table:
Class
A
52 x% < 57
B
57 x% < 62
C
62 x% < 67
D
67 x% < 72
E
72 x% < 77
F
77 x% < 82
G
H
82 x% < 87
87 x% < 92
Tally
Fre-
Rel
quency
Freq
Totals
30
Student Scores in Basic Algebra—Freq Table
FreClass
Tally
quency
Rel
Freq (% nrst 0.1)
A
52 x% < 57
I
1
2.3%
B
57 x% < 62
I
1
2.3%
C
62 x% < 67
I
1
2.3%
D
67 x% < 72
IIII I
6
14.0%
E
72 x% < 77
IIII IIII II
12
27.9%
F
77 x% < 82
IIII II
7
16.3%
G
82 x% < 87
IIII III
8
18.6%
H
87 x% < 92
IIII II
7
16.3%
43
100%
# of classes
8
Totals
31
Student Scores Basic Algebra—Dot Plot
Final Grades in Basic Algebra Class for Ms. Barbara Smith, 2008
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52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92
Source: Ms. Barbara Smith
x-axis: Score in percent
32
The Number of Cell Phones in your Household
I want to survey my classes on the subject of
CELL PHONES. I want students to tell me the
number of operating cell phone that are located
in their household, including cell phones for
parents (both personal and work cell phones),
siblings, etc.
The result will answer my question,
“What is the number of CELL PHONES for
the household of Intro Stats students in this
period class?”
33
Discrete vs. Continuous Frequency Tables
Today, we will conduct a survey in class,
counting the number of cell phones per
household.
As you take notes, please think about how
many cell phones are used in your
household.
Cell Phone is a ________ ________ variable,
so it is possible to make classes of only one
value.
34
The Conventions of Writing Classes for Frequency
Tables with Discrete Quantitative Variables
Rules or Conventions for Discrete Classes
(such as cell phones & siblings):
1. Inequalities are not required when class
width is 1
2. If class width is > 1, use the rules for
continuous classes
3. Data may never fall into more than 1 class
35
How to Write Classes for Discrete
Quantitative Variables
Example
In a survey of cell phones in a family, each quantity
could become its own class
Class A
0 cell phones
Class B
1 cell phone
Class C
2 cell phones
Or we could group this data into wider classes
Class A
0 ≤ x < 2 cell phones
Class B
2 ≤ x < 4 cell phones
Class C
4 ≤ x < 6 cell phones
36
First Name
Number of
First Name
Cell Phones
Data:
Number of
Cell
Phones in
Your
Household
Number of
Cell Phones
1
19
2
20
3
21
4
22
5
23
6
24
7
25
8
26
9
27
10
28
11
29
12
30
13
31
14
32
15
33
16
34
17
35
18
36
37
Fill in the frequency table for your class:
Cell Phone Survey
Frequency
Table:
Number of
Cell
Phones in
Your
Household
(Class width is 1 and starting pt is 0)
Tally
Frequency
Relative Frequency
cell phones
cell phones
cell phones
cell phones
cell phones
cell phones
cell phones
cell phones
cell phones
cell phones
cell phones
Totals
# of classes
Spread for Cell Phones
Range for Cell Phones
Mean for Cell Phones
Median for Cell Phones
n=
Class width
Mode for Cell Phones
(& # of times it appears)
38
Discrete vs. Continuous Frequency Tables
What class width did you use?
How many classes did you have?
Did you need to use inequalities to
describe the class?
39
Dot Plot:
Number
of Cell
Phones
in Your
Household
# of 'Working' Cell Phones in the Households
of Ms. H's Intro Stat Classes
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0
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18
Source: In Class Survey
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x-axis: # of Cell Phones
40
Frequency
Table:
Number of
Cell
Phones in
Your
Household
Period 1
Relative
Cell Phone Survey Fre-
Class
quency
Freq
A
0 cell phones
0
0.0%
B
1 cell phones
0
0.0%
C
2 cell phones
1
3.0%
D
3 cell phones
8
24.2%
E
4 cell phones
11
33.3%
F
5 cell phones
7
21.2%
G
6 cell phones
4
12.1%
H
7 cell phones
2
6.1%
I
8 cell phones
0
0.0%
J
9 cell phones
0
0.0%
K
10 cell phones
0
0.0%
Totals
6 classes
33
100%
41
Frequency
Table:
Number of
Cell
Phones in
Your
Household
Period 2
Sibling Survey
Class
Relative
Frequency
Freq
A
0 cell phones
0
0.0%
B
1 cell phones
1
3.1%
C
2 cell phones
1
3.1%
D
3 cell phones
8
25.0%
E
4 cell phones
16
50.0%
F
5 cell phones
3
9.4%
G
6 cell phones
3
9.4%
H
7 cell phones
0
0.0%
I
8 cell phones
0
0.0%
J
9 cell phones
0
0.0%
K
10 cell phones
0
0.0%
Totals
6 classes
32
100%
42
Frequency
Table:
Number of
Cell
Phones in
Your
Household
Period 4
Sibling Survey
Class
Relative
Frequency
Freq
A
0 cell phones
0
0.0%
B
1 cell phones
0
0.0%
C
2 cell phones
0
0.0%
D
3 cell phones
7
25.9%
E
4 cell phones
9
33.3%
F
5 cell phones
7
25.9%
G
6 cell phones
2
7.4%
H
7 cell phones
2
7.4%
I
8 cell phones
0
0.0%
J
9 cell phones
0
0.0%
K
10 cell phones
0
0.0%
Totals
5 classes
27
100%
43
Frequency
Table:
Number of
Cell
Phones in
Your
Household
Period 6
Sibling Survey
Class
Fre-
Relative
quency
Freq
A
0 cell phones
0
0.0%
B
1 cell phones
0
0.0%
C
2 cell phones
3
8.8%
D
3 cell phones
5
14.7%
E
4 cell phones
13
38.2%
F
5 cell phones
5
14.7%
G
6 cell phones
5
14.7%
H
7 cell phones
1
2.9%
I
8 cell phones
2
5.9%
J
9 cell phones
0
0.0%
K
10 cell phones
0
0.0%
Totals
7 classes
34
100%
44
Frequency
Table:
Number of
Cell Phones
in 4
Classes’
Households
Cell Phone Survey In Class
Results for 4 Classes
A
B
C
D
E
F
G
H
I
J
K
Totals
Sibling Survey FreClass
quency
0 cell phones
0
1 cell phones
1
2 cell phones
5
3 cell phones
28
4 cell phones
49
5 cell phones
22
6 cell phones
14
7 cell phones
5
8 cell phones
2
9 cell phones
0
10 cell phones
0
9 classes
126
Relative
Freq
0.0%
0.8%
4.0%
22.2%
38.9%
17.5%
11.1%
4.0%
1.6%
0.0%
0.0%
100%
45
.
Dot Plot:
Number
of Cell
Phones
in Your
Household
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Number of Cell Phones Per
:
Student Household
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for Ms. H's 4 Intro Stat Classes
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0
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2
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5
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7
8
9 10 11 12 13
Source: In-Class Survey
|
|
|
|
x-axis: # of Cell Phones
46
The Conventions of Writing Classes for Frequency
Tables with Continuous Quantitative Variables
Rules or Conventions for Continuous Classes:
1. The first inequality ALWAYS is a less than or equal
(≤) sign
2. The second inequality is always a less than sign (<)
3. An x is written in between the two signs
4. ‘x’ should be defined
5. Data may NEVER fall into more than one class
Example
In a hair length survey, our first class might be 0”≤x<3”
Next class might be 3”≤x<6”, etc.
47
Spending by Shoppers at Safeway—Data
Shopper
1
2
3
4
5
6
7
8
9
10
$
spent
18
24
36
18
25
38
19
26
39
11
Shopper
11
12
13
14
15
16
17
18
19
20
$
Shopper
$
spent
spent
20
26
13
19
28
43
13
20
28
15
21
22
23
24
25
26
27
28
29
30
31
21
28
44
16
22
28
17
23
32
17
24
48
Spending by Shoppers at Safeway—Frequency Table
Class
Tally
Frequency
Relative
Frequency
A
B
C
D
E
F
G
H
Total
49
Spending by Shoppers at Safeway—Frequency Table
Relative
Class
Tally
Frequency
Freq (% nrst 0.1)
A $10=x<$15
III
3
9.7%
B $15=x<$20
IIII III
8
25.8%
C $20=x<$25
IIII II
7
22.6%
D $25=x<$30
IIII II
7
22.6%
E $30=x<$35
I
1
3.2%
F $35=x<$40
III
3
9.7%
G $40=x<$45
II
2
6.5%
31
100.0%
H
# of Classes
7
Total
50
Spending by Shoppers at Safeway—Data
Amount Spent at Safeway by 31 Consecutive Shoppers June 5, 2009
:
.
:
. . : : : : . . . : . :
:
.
.
. .
. .
|
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|
|
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|
|
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10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44
Source: A researcher
x-axis: $
51
Loss of Wetlands—Data
State
#
1
2
3
4
5
6
7
8
9
10
11
12
%
Lost
46
87
27
35
48
37
52
91
23
38
36
24
State
#
13
14
15
16
17
18
19
20
21
22
23
24
%
Lost
46
90
60
42
27
9
72
46
81
38
54
85
State
#
25
26
27
28
29
30
31
32
33
34
35
36
%
Lost
87
20
56
52
42
50
73
39
30
59
89
59
State %
# Lost
37
38
39
40
41
42
43
44
45
46
47
48
74
33
50
49
35
56
28
49
67
50
31
35
52
Loss of Wetlands—Data
Class
Tally
Frequency
Rel Frequ
A
B
C
D
E
F
G
H
# of Classes
Total
53
Loss of Wetlands—Data
Class
Tally
Frequency
Rel Frequ
A
0%=x<12%
I
1
2.1%
B
12%=x<24%
II
2
4.2%
C
24%=x<36%
IIII IIII
10
20.8%
D
36%=x<48%
IIII IIII
10
20.8%
E
48%=x<60%IIII
IIII III
13
27.1%
F
60%=x<72%
II
2
4.2%
G
72%=x<84%
IIII
4
8.3%
H
84%=x<96%
IIII I
6
12.5%
48
100%
# of Classes
8
Total
54
Loss of Wetlands—Data
% of Wetlands lost in last 200 years
.
.
.
. : :
:
:
: . . : .
.
. .
: .
. .
.
.
|
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|
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|
|
|
|
|
|
|
|
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|
8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50
x-axis: % of wetlands
Source: Environmental Almanac
lost to the nrst %
:
.
:
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.
: .
|
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.
. .
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. . .
:
.
.
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52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92
55
Tree Circumference—Data
Tree
#
1
2
3
4
5
6
7
8
9
10
11
12
Circum
in mm
108
106
103
114
91
122
99
111
114
105
102
113
Tree
#
13
14
15
16
17
18
19
20
21
22
23
24
Circum
in mm
106
119
101
99
108
105
102
109
99
122
110
112
Tree
#
25
26
27
28
29
30
31
32
33
34
35
36
Circum
in mm
115
125
112
106
83
117
120
108
120
113
90
122
Tree Circum
#
in mm
37 120
38 116
39 108
40 114
41 117
42 105
43 91
44 117
45 100
46 122
47 117
48 115
56
Tree Circumference—Blank Rel Frequency Table
Class
Tally
Frequency Rel Freq
A
B
C
D
E
F
G
H
# of Classes
Total
57
Tree Circumference—Frequency Dist Table
Class
Tally
Frequency Rel Freq
A
80=x<88mm
I
1
2.1%
B
88=x<96mm
III
3
6.3%
C
96=x<104mm
IIII III
8
16.7%
D
104=x<112mm
IIII IIII III
13
27.1%
E
112=x<120mm
IIII IIII IIII
15
31.3%
F
120=x<128mm
8
16.7%
48
100%
IIII III
G
H
# of Classes
6
Total
58
Temperatures in Alaska—Data
Date
Temp.
in F°
1 Jan
2 Jan
3
4
5
6
7
8
9
10
41
35
30
40
33
34
33
40
40
40
Date
11
12
13
14
15
16
17
18
19
20
Temper
in F°
37
39
34
43
50
42
43
38
42
45
Date
21
22
23
24
25
26
27
28
29
30
31
Temper
in F°
37
37
39
46
45
39
39
42
35
38
42
59
Temperatures in Alaska—Frequency Table
Class
Tally
Frequency
Relative
Frequency
A
B
C
D
E
F
G
H
Total
60
Temperatures in Alaska—Frequency Table
Class
Tally
Frequency
Relative
Frequency
A 30=x<33°
I
1
0.032
B 33=x<36°
IIII I
6
0.194
C 36=x<39°
IIII
5
0.161
9
0.290
D 39=x<42 IIII IIIII
E 42=x<45°
IIII I
6
0.194
F 45=x<48°
II
3
0.097
G 48=x<51°
I
1
0.032
31
1.000
H
Total
61
Temperatures in Alaska—Dot Plot
Daily Maxiumum Termperatures
in January in Fairbanks, Alaska
.
:
.
: : :
: : :
28 29 30 31 32 33 34 35 36 37 38 39
:
:
: . : :
: .
.
40 41 42 43 44 45 46 47 48 49 50 51
Source: Alaskan Weather Bureau
x-axis: temperature in degrees F
62
Super Bowl Attendance—Data
SuperAttendance
Bowl in (,000)
I
II
III
IV
V
VI
VII
VIII
IX
X
62
76
75
81
79
81
90
72
81
80
Super Attendance Super Atten
Bowl
in (,000) Bowlin(,000)
XI
XII
XIII
XIV
XV
XVI
XVII
XVIII
XIX
XX
103
76
79
104
76
81
104
73
84
74
XXI 101
XXII 73
XXIII 75
XXIV 73
XXV 74
XXVI 63
XXVII 98
XXVIII 73
XXIX 74
XXX 76
XXXI 72
63
Super Bowl Attendance—Frequency Table
Class
Tally
FrequencyRel Freq
A
B
C
D
E
F
Totals
64
Super Bowl Attendance—Frequency Table
Class
Tally
Frequency
A 60 = x < 70
II
B 70 = x < 80
IIII IIII IIII II
C 80 = x < 90
Rel Freq
2
0.065
17
0.548
IIII I
6
0.194
D 90 = x < 100
II
2
0.065
E 100 = x < 110
IIII
4
0.129
31
1.000
F
Total
65
Super Bowl Attendance—Dot Plot
Attendance at Super Bowl Games I - XXXI
.
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:
:
: : : : : .
.
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:
: . :
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.
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60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89
.
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.
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.
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. : .
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90 91 92 93 94 95 96 97 98 99100101102103104105106107108109110
x-axis: attendance in ,000
Source: National Football League
66