Practice: data and frequency
Practice: data and frequency
For each piece of data, write whether it is categorical or numerical:
- The colour of your eyes.
- How many minutes you spent on homework yesterday.
- How many WhatsApp groups you are in.
- Your youth movement.
- The weight of your school bag.
The town council wants to know which park in town teenagers like to spend time in.
There are 1,200 teenagers in the town.
The council asked 150 teenagers, all of them on the beach, on Saturday at noon.
- What is the population, and what is the sample?
- Is it a good sample? Explain.
In the class league, the goals scored by 8C’s team were written down for each of its 20 matches:
4, 0, 1, 0, 1, 0, 2, 1, 3, 2, 4, 2, 2, 3, 2, 1, 1, 3, 1, 0
Make a frequency table with a tally column.
In how many matches did the team score 2 goals or more?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
The pupils of the grade voted on where to go on the annual trip.
Each pupil voted once.
Which place got the most votes?
How many pupils voted?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
How many more votes did Eilat get than the Golan?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
What is the relative frequency of Jerusalem? Write it as a percent.
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
The chart shows how many points Maya scored in each of her basketball team’s eight games.
In which game did Maya score the most points?
In which games did she score fewer points than in the game before?
How many points did Maya score in all eight games together?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
32 pupils answered the question “What pet do you have?”.
| Pet | dog | cat | fish | other | none |
|---|---|---|---|---|---|
| Frequency | 9 | 7 | 3 | 2 | 11 |
Draw a bar chart from the table.
50 pupils answered the question “How do you get to school?”.
| Way | walk | bus | bike | car |
|---|---|---|---|---|
| Frequency | 18 | 15 | 10 | 7 |
Write the relative frequency of each way as a percent.
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
In a free-throw contest, Dan scored 15 out of 20 throws.
Omer scored 21 out of 30 throws.
Work out for each of them the relative frequency of his baskets, as a percent.
Which of them scored a larger part of his throws?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
250 pupils took part in a survey.
32% of them have breakfast at home every day.
How many pupils have breakfast at home every day?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
60 pupils chose their favourite season.
One relative frequency is missing from the table:
| Season | winter | spring | summer | autumn |
|---|---|---|---|---|
| Relative frequency | ? |
What is the relative frequency of summer?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
How many pupils chose summer?
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
A news site wrote: “At Oak School 90 pupils walk to school, and at Cedar School only 60. Walking is more common at Oak.”
Oak School has 600 pupils.
Cedar School has 300 pupils.
Work out for each school the relative frequency of the pupils who walk, as a percent. Was the site right? Explain.
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – check and a new line · * – times · ^ – power, ↓ – end of the power
/ – fraction bar · Tab or the arrows – between numerator and denominator, then a note above or below · Enter – a new line · * – times · ^ – power, ↓ – end of the power