A frequency distribution is a tabular summary of data showing the a. fraction of items in several classes |
d. number of items in several classes |

A tabular summary of a set of data showing the fraction of the total number of items in several classes is a a. frequency distribution |
b. relative frequency distribution |

The relative frequency of a class is computed by a. dividing the midpoint of the class by the sample size |
d. dividing the frequency of the class by the sample size |

The percent frequency of a class is computed by a. multiplying the relative frequency by 10 |
c. multiplying the relative frequency by 100 |

The sum of frequencies for all classes will always equal a. 1 |
b. the number of elements in a data set |

Fifteen percent of the students in a school of Business Administration are majoring in Economics, 20% in Finance, 35% in Management, and 30% in Accounting. The graphical device(s) which can be used to present these data is (are) a. a line chart |
d. both a bar chart and a pie chart |

A researcher is gathering data from four geographical areas designated: South = 1; North = 2; East = 3; West = 4. The designated geographical regions represent a. categorical data |
a. categorical data |

Categorical data can be graphically represented by using a(n) a. histogram |
d. bar chart |

A cumulative relative frequency distribution shows a. the proportion of data items with values less than or equal to the upper limit of each class |
a. the proportion of data items with values less than or equal to the upper limit of each class |

If several frequency distributions are constructed from the same data set, the distribution with the widest class width will have the a. fewest classes |
a. fewest classes |

The sum of the relative frequencies for all classes will always equal a. the sample size |
c. one |

The sum of the percent frequencies for all classes will always equal a. one |
d. 100 |

The most common graphical presentation of quantitative data is a a. histogram |
a. histogram |

The total number of data items with a value less than the upper limit for the class is given by the a. frequency distribution |
c. cumulative frequency distribution |

The relative frequency of a class is computed by a. dividing the cumulative frequency of the class by n |
c. dividing the frequency of the class by n |

In constructing a frequency distribution, the approximate class width is computed as a. (largest data value – smallest data value)/number of classes |
a. (largest data value – smallest data value)/number of classes |

In constructing a frequency distribution, as the number of classes are decreased, the class width a. decreases |
c. increases |

The difference between the lower class limits of adjacent classes provides the |
… |

In a cumulative frequency distribution, the last class will always have a cumulative frequency equal to a. one |
c. the total number of elements in the data set |

In a cumulative relative frequency distribution, the last class will have a cumulative relative frequency equal to a. one |
a. one |

In a cumulative percent frequency distribution, the last class will have a cumulative percent frequency equal to a. one |
b. 100 |

Data that provide labels or names for categories of like items are known as a. categorical data |
a. categorical data |

A tabular method that can be used to summarize the data on two variables simultaneously is called a. simultaneous equations |
b. crosstabulation |

A graphical presentation of the relationship between two variables is |
d. a scatter diagram |

A histogram is said to be skewed to the left if it has a a. longer tail to the right |
d. longer tail to the left |

When a histogram has a longer tail to the right, it is said to be a. symmetrical |
c. skewed to the right |

In a scatter diagram, a line that provides an approximation of the relationship between the variables is known as a. approximation line |
b. trend line |

A histogram is a. a graphical presentation of a frequency or relative frequency distribution |
a. a graphical presentation of a frequency or relative frequency distribution |

A situation in which conclusions based upon aggregated crosstabulation are different from unaggregated crosstabulation is known as a. wrong crosstabulation |
c. Simpson’s paradox |

The reversal of conclusions based on aggregate and unaggregated data is called a. Simpson’s paradox |
a. Simpson’s paradox |

Conclusions drawn from two or more separate crosstabulations that can be reversed when the data are aggregated into a single crosstabulation is known as a. incorrect crosstabulation |
d. Simpson’s paradox |

Which of the following graphical methods shows the relationship between two variables? a. pie chart |
c. crosstabulation |

The ____ can be used to show the rank order and shape of a data set simultaneously. a. Ogive |
c. stem-and-leaf display |

Which of the following is a graphical summary of a set of data in which each data value is represented by a dot above the axis? a. histogram |
c. dot plot |

A set of visual displays that organizes and presents information that is used to monitor the performance of a company or organization in a manner that is easy to read, understand, and interpret. a. data dashboard |
a. data dashboard |

A line that provides an approximation of the relationship between two variables is known as the a. relationship line |
b. Trend line |

A frequency distribution is a tabular summary of data showing the a. fraction of items in several classes |
d. number of items in several classes |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The class width for this distribution a. is 9 |
b. is 10 |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The number of students working 19 hours or less a. is 80 |
b. is 100 |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The relative frequency of students working 9 hours or less a. is 20 |
d. 0.05 |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The percentage of students working 19 hours or less is a. 20% |
b. 25% |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The cumulative relative frequency for the class of 20 – 29 a. is 300 |
c. is 0.75 |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The cumulative percent frequency for the class of 30 – 39 is a. 100% |
a. 100% |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The cumulative frequency for the class of 20 – 29 a. is 200 |
b. is 300 |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. If a cumulative frequency distribution is developed for the above data, the last class will have a cumulative frequency of a. 100 |
d. 400 |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The percentage of students who work at least 10 hours per week is a. 50% |
c. 95% |

Exhibit 2-1 The number of hours worked (per week) by 400 statistics students are shown below. Number of Hours Frequency Refer to Exhibit 2-1. The number of students who work 19 hours or less is a. 80 |
b. 100 |

# Essentials of Statistics for Business and Economics- Chapter 2

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