Chapter (2)

Tabulating and Presentation of Data

As mentioned earlier, descriptive statistics often involves collecting raw data in

tabular form, especially when the data is large and is called grouped data. The data
before the tabulation process is called raw data or ungrouped data. We will review
the tabulation of descriptive data as well as the tabulation of quantitative data,
whether discrete or continuous. The table that indexes data, whether nominal or
arranged in different layers or classifications, is called a frequency table or
frequency distribution.

The process of tabulating data is puttin that data in a frequency distribution table
that contains a column for the property (or datum or interval) and another column
for the frequency corresponding to each property, this table called a frequency
distribution table. As for the process of presenting that data, it is to represent it
using graphs in different forms depending on the type of that data, such as a pie
chart or bars (columns), as well as a histogram (rectangles or attached columns), a
polygon, and a frequency curve.

Tabulating of data
First: Tabulating of qualitative data
As we mentioned earlier, data tabulation is placing it in a frequency table that
contains a number of different classifications corresponding to the frequency (i.e.
the number of items that fall within each category).
Example: One of the colleges requires students to pass a preliminary test in order
to be accepted, on the basis of which the best applicants are selected. The grades
of the applicants in one of the years were:
A, B, A, C, B, B, D, D, D, A, B, C, C, F, B, C, A, A, A, B, C, C, F, F, F, B, C, D, F, B
Construct a frequency distribution table for these data
Solution:
Class Intervals A B C D F Total no. of data
Frequency 6 8 7 4 5 30

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Example: the following data represnt responses to a recent survey that asked the
third millennials, those born between the years 2001 and 2005, which devices they
used to watch movies or television shows

Devices: Laptop (A), Smartphone (B), Tablet (C), Television set (D).

D A A C D D D A D A D D C D D A A D A C A D C A D
D D D A D C A D A D D A D D A D A A C D D D C A A
D A C A A D D C D D A A B D D C D D D B A D D C C
D A D C D D A A A A D C A A A D C D A C D A B D B
Construct a frequency distribution table for these data

Example: The following data represents the academic status (year) of 40 students
in one of the colleges.

Ju Fr So Gr Ju Se Ju Se So Ju Fr Se Ju Ju Se Ju Se So Fr So

So Ju Se Fr Se Se Ju Se So Fr Ju Ju Se So Ju Fr So Gr Ju Fr

Where, Freshman (Fr), Sophomore (So), Junior (Ju), Senior (Se) and Graduate (Gr)
Construct a frequency distribution table for these data.
The Contingency Table

A contingency table cross-tabulates, or tallies jointly, the data of two or more

categorical variables, allowing you to study patterns that may exist between the
variables. Tallies can be shown as a frequency, a percentage of the overall total, a
percentage of the row total, or a percentage of the column total. Each tally appears
in its own cell, and there is a cell for each joint response, a unique combination of
values for the variables being tallied.

In a contingency table, both the rows and the columns represent variables. In the
simplest case of a contingency table that summarizes two categorical variables, the
rows contain the tallies of one variable and the columns contain the tallies of the
other variable. Some use the terms row variable and column variable to distinguish
between the two variables.

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Example: the following data represnt responses to a recent survey that asked the
third millennials (Gender: Male, Female), those born between the years 2001 and
2005, which devices they used to watch movies or television shows

Devices: Laptop (A), Smartphone (B), Tablet (C), Television set (D).
M F F F F M F F M F M M F M M M M M M F F M M M F
D A A C D D D A D A D D C D D A A D A C A D C A D
F M M M M M F F F F M M F M M F F F F M M M F F F
D D D A D C A D A D D A D D A D A A C D D D C A A
F F M M F F F M M M M F M M M M F F F M F M F F M
D A C A A D D C D D A A B D D C D D D B A D D C C
F M M M F M M F F M F M M M M F F M M M F F F M M
D A D C D D A A A A D C A A A D C D A C D A B D B
Construct a contingency table for these data

Secondly: Tabulating of quantitative data

You create ordered arrays and distribution tables to organize numerical

variables. Unless the number of values to organize is very large, you always begin
with an ordered array that arranges the data for a numerical variable in rank order,
from the smallest to the largest value. An ordered array helps you get a better sense
of the range of values in your data and is particularly useful when you have more
than a few values.

Discrete quantitative data can be organized as was done with descriptive

data if the number of data is small, but if the number of discrete quantitative data
is large, it can be treated as continuous quantitative data (because the number of
classifications will be large). The goal of tabulating this data is to collect it in the
least possible number of periods so that it can be used in either display or analysis
and then extract facts from it. To tabulate discrete or continuous quantitative data,
it is necessary to find:

a) Find the maximum value 𝑋max and Minimum Value 𝑋min and calculate
the range (R); 𝑅 = ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒

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 b) Detrmine how many classes (k) would be appropriate for your data as
well as determine a suitable width for each class interval. In general, a frequency
distribution should have at least 5 and no more than 20 classes because having too
few or too many classes provides little new information.
𝑅 𝑋max −𝑋min
c) To determine the class interval width (L), 𝐿 = 𝑘 = 𝑘

Thus, the range is divided into an appropriate number of intervals, and each interval
is defined by two limits, one of which is called the lower bound and the other is
called the upper bound. Then, the lower limit of first interval ≤ 𝑋min while the
upper limit of last interval ≥ 𝑋max .

Example: The following data represents the students’ grades in one of the final
exams for the Principles of Statistics course in one of the academic years.

23 60 79 32 57 74 52 70 82 36 60 56 59 35 48 76
80 55 81 95 41 65 92 32 55 76 25 37 39 27 46 47
52 10 64 75 53 25 80 98 81 67 34 67 17 82 69 74
49 57 66 72 58 48 46 62 77 88 90 15 79 89 63 80
41 71 83 54 64 78 88 62 74 43 49 65 59 77 85 61
Construct a frequency distribution table for the data.

Solution: By following the steps mentioned above, we will find that the smallest
value is: 𝑋min = 10 while the largest value is 𝑋max = 98. Hence, the range is 𝑅 =
98 − 10 = 88. Assuming that the appropriate number of periods is 9 periods. Then
the length of the period is 𝐿 = 88/9 = 9.78 ≈ 10. Also, the lower of the first
interval is 10 and is 19, and the lower of the second interval is 20 with is 29, and so
on, for last interval starts with 90, and its end is 99. Thus, the following frequency
distribution table can be formed:

Class intervals 10-19 20- 29 30- 39 40-49 50-59 60-69 70-79 80-89 90-99

Frequency (𝑓𝑖 ) 3 4 7 10 12 15 14 11 4

The limits of the intervals are called unreal bounds, as the end (upper bound) of any
interval does not equal the beginning (lower boud) of the next, i.e. there is a gap or
jump between them. To make them real bounds, we find the difference between
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the end of the interval and the beginning of the next one, let it be equal a, then we
add the amount 𝑎/2 to the end of the intervals and subtract it from the beginning
of the intervals, as in the following table:

Class intervals 10-19 20- 29 30- 39 40-49 50-59 60-69 70-79 80-89 90-99
(untrue bounds)
Class intervals 9.5- 19.5- 29.5- 39.5- 49.5- 59.5- 69.5- 79.5- 89.5-99.5
(true bounds)
Frequency (𝑓𝑖 ) 3 4 7 10 12 15 14 11 4
We note the following from the previous table:

1) The number of intervals is symbolized by 𝑘 and the number of data is symbolized

by n where the sum of the frequencies, 𝑘 = 9 and 𝑛 = ∑𝑘𝑖=1 𝑓𝑖 in this example.

2) The data is ordered such that any value within any interva is less than any value
within the interval following it and greater than any value within the interval
preceding it.

3) If the lower bound of any interval is a and the upper bound is b, then in the case
of true interval, any value x that lies inside the interval must satisfy 𝑎 ≤ 𝑥 < 𝑏,
while in the case of untrue interval, any value x that lies inside the interval must
satisfy 𝑎 ≤ 𝑥 ≤ 𝑏.

4) The intervals are of equal length and called uniform intervals and the table called
unform frequency distribution.

Example: The Following tables contain the meal costs (LE) collected from a sample
of 50 center city restaurants (A) and 50 metro area restaurants (B).

81 28 24 38 45 49 36 60 50 41 84 64 78 57 80 69 89 42 55 32 45 71 50 51 50
66 49 91 66 58 80 58 50 44 53 62 40 45 23 66 52 47 70 56 55 52 49 26 79 40

54 35 29 24 26 31 42 33 25 47 50 59 35 36 43 40 56 34 41 55 42 43 43 64 46
46 81 33 37 39 54 53 41 39 52 52 42 59 39 69 41 51 36 46 44 75 56 36 33 45
Construct a frequency distributions for the two groups of data.

Solution: by using the steps which explaned above, we can creat frequency
distribution for the two groups meal costs as:
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 Class interval 20- 30- 40- 50- 60- 70- 80- 90-100 sum
Frequency (A) 4 3 12 14 7 4 5 1 50
Frequency (B) 4 14 16 12 2 1 1 0 50
Example: construct the frequency tables for the sets of data above in:
(i) five class intervals (ii) ten calss intervals, and compare between them.
Relative frequency and percentage distributions

Relative frequency and percentage distributions present tallies in ways other

than as frequencies.

A relative frequency distribution presents the relative frequency, or proportion,

of the total for each group that each class represents.

A percentage distribution presents the percentage of the total for each group
that each class represents.

When you compare two or more groups, knowing the proportion (or
percentage) of the total for each group better facilitates comparisons than a
table of frequencies for each group would. For example, for comparing meal
costs, construct the relative and percentage distribution.

a) Center city restaurants

Class interval 20- 30- 40- 50- 60- 70- 80- 90-100 sum
Relative Frequency 0.08 0.06 0.24 0.28 0.14 0.08 0.10 0.02 1
Percentage Frequency 8 6 24 28 14 8 10 2 100
b) Metro area restaurants

Class interval 20- 30- 40- 50- 60- 70- 80- 90-100 sum
Relative Frequency 0.08 0.28 0.32 0.24 0.04 0.02 0.02 0.0 1
Percentage Frequency 8 28 32 24 4 2 2 0 100
The proportion, or relative frequency, in each group is equal to the number of
values in each class divided by the total number of values. The percentage in
each group is its proportion multiplied by 100%.

Remark: using the relative distribution is better than using the frequency
distribution and the percentage distribution is better than relative distribution.
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 The Cumulative Distribution, Less than (Assending) and More than
(desecending)
The cumulative percentage distribution provides a way of presenting
information about the frequency, relative, percentage of values that are less
than a specific amount. We can use a frequency distribution as the basis to
construct a cumulative relative or percentage distribution.
Befor constructing the cumulative frequency table, we need to know the
summation symbol ∑ , it is one of the important symbols used in statistics. If we
have a set of observations, 𝑋1 , 𝑋2 , . . . , 𝑋𝑛 , then the summation of all
observations is 𝑋1 + 𝑋2 +. . . +𝑋𝑛 = ∑𝑛𝑖=1 𝑋1 .
Class intervals 9.5- 19.5- 29.5- 39.5- 49.5- 59.5- 69.5- 79.5- 89.5-99.5
Frequency (𝑓𝑖 ) 3 4 7 10 12 15 14 11 4
Example: construct a cumulative distribution, cumulative percentage distribution
and cumulative percentage distribution for the following frequency distribution
(Asecending Frequency)

Class intervals 9.5- 19.5- 29.5- 39.5- 49.5- 59.5- 69.5- 79.5- 89.5-99.5
Frequency (𝑓𝑖 ) 1 3 5 7 10 12 6 4 2
Solution:

Less than (lower limit) 9.5 19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5
Cumulative Frequency 0 1 4 9 16 26 38 44 48 50
Cumulative relative 0 0.02 0.08 0.18 0.32 0.52 0.76 0.88 0.96 1.0
Cumulative percentage 0 2 8 18 32 52 76 88 96 100
Similarly, the descending cumulative frequency table can be formed by replacing
the less than column with the greater than column, noting that it answers the
question: How many items have a value greater than or equal to a certain amount?

Example: construct a cumulative distribution, cumulative percentage distribution

and cumulative percentage distribution for the following frequency distribution
(Descending Frequancy)

Class intervals 9.5- 19.5- 29.5- 39.5- 49.5- 59.5- 69.5- 79.5- 89.5-99.5
Frequency (𝑓𝑖 ) 1 3 5 7 10 12 6 4 2

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 Solution:

more than (lower limit) 9.5 19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5
Cumulative Frequency 50 49 46 41 34 24 12 6 2 0
Cumulative relative 1 0.98 0.92 0.82 0.68 0.48 0.24 0.12 0.04 0.0
Cumulative percentage 100 98 92 82 68 48 24 12 4 0.0
Organizing and Visualizing Variables (Graphical Representation)

Tabulating raw data in a frequency table is one of the ways to display data.
However, in many cases, it is not preferable to deal with data by displaying it in the
form of a frequency table if other methods are available that are simpler and
provide faster and clearer information. One of these methods is the graphical
display (representation) process.

A stem and leaf plot

A stem and leaf plot is shown as a special table where the digits of a data value are
divided into a stem (first few digits) and a leaf (usually the last digit). The symbol '|'
is used to split and illustrate the stem and leaf values. For instance, 105 is written
as 10 on the stem and 5 on the leaf.

Step 1: Classify the data values in terms of the number of digits in each value, such
as 2 digit numbers or 3 digit numbers.
Step 2: Fix the key for the stem and leaf plot. For example, 2 | 5 = 25, 3 | 2 = 3.2 or
19 | 2 is 192.
Step 3: Consider the first digits as stems and the last digit as leaves.
Step 4: Find the range of the data, that is the lowest and the highest values among
the data.
Step 5: Draw a vertical line. Place the stem on the left and the leaf on the right of
the vertical line.
Step 6: List the stems in the stem column. Sort them in ascending order.
Step 7: List the leaf values in the column against the stem from lowest to the
highest horizontally.

Example: A random sample of 80 people were selected to take the Intelligence Test.
After each person completed the test, they were assigned an intelligence quotient
(IQ) based on their performance on the test. The resulting 80 IQs are as follows:
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 111 113 78 134 136 96 117 120 111 88
105 85 83 98 107 101 100 94 101 86
141 122 104 106 90 123 102 107 93 109
99 86 91 88 98 128 93 114 87 116
107 94 94 106 136 102 75 96 78 116
107 106 68 104 91 87 105 97 110 91
85 107 85 117 93 108 91 110 105 99
115 99 99 96 112 70 117 122 86 107
Construct a stem and leaf plot

Solution
Stem Leaf
7 1 2 3 4 4 8 8 9
8 0 0 1 2 2 3 5 5 6 7 7 9 9 9
9 0 0 1 2 2 3 5 5 6 8 9 9 9
10 2 2 5 6 6 7 7 8 9
11 3 4 5 5 6 9
12 0 4 5 6 7 7 8 8 8
13 0 1 1 2 2 4 4 5 5 5 6 6 6 7 8 8 8 8 9 9 9
Example: Charity is a big business in Egypt. Some charities operate very efficiently,
with fundraising and administrative expenses that are only a small percentage of
total expenses, whereas others spend a high percentage of what they take in on
such activities. Here is data on fundraising expenses as a percentage of total
expenditures for a random sample of 100 charities.

6.1 12.6 34.7 1.6 18.8 2.2 3.0 2.2 5.6 3.8
2.2 3.1 1.3 1.1 14.1 4.0 21.0 6.1 1.3 20.4
7.5 3.9 10.1 8.1 19.5 5.2 12.0 15.8 10.4 5.2
6.4 10.8 83.1 3.6 6.2 6.3 16.3 12.7 1.3 0.8
8.8 5.1 3.7 26.3 6.0 48.0 8.2 11.7 7.2 3.9
15.3 16.6 8.8 12.0 4.7 14.7 6.4 17.0 2.5 16.2
27.8 27.1 22.2 32.5 36.4 36.9 11.2 23.2 24.0 39.2
28.4 10.1 49.3 33.4 27.1 32.0 37.8 27.6 35.2 12.9
14.3 42.5 36.8 15.3 19.1 36.9 28.4 6.4 20.5 33.9
34.4 44.8 15.5 29.4 19.9 18.1 32.7 7.2 31.0 15.7
Construct a stem and leaf plot

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The graphic display includes many drawings, including the pie chart or bars
(columns), as well as the histogram, the polygon and the frequency curve. This is
for frequency distribution tables or cumulative frequency tables. We will notice that
some of these drawings are suitable for descriptive data, some of them are suitable
for quantitative data, or both.

Pie chart

In this diagram we divide the circle into a number of sectors, each of which
corresponds to the appropriate frequency of the descriptive statement or period.
The central angle 𝛼𝑖 corresponding to the frequency of interval 𝑖 (i.e.𝑓𝑖 ) is 𝛼𝑖 =
𝑓𝑖
(360). Sometimes the diagram is called a Sectors chart.
𝑛

Example: The following table contains the classification of students according to

the group (years of study) in the Faculty of Science.

year of study First Second Third Foruth Total

No. of studends 1350 850 770 630 3600
Solution: first, we define the central angle 𝛼𝑖 corresponding to the frequency of
interval 𝑖 as:

year of study First Second Third Foruth Total

No. of studends 1350 850 770 630 3600
central angle 𝛼𝑖 135 85 77 83 360
The classification of students according to year of study in the Faculty of Science.

C ategory
First
Second
Third
Fourth

Example: suppose a company that works in the field of scientific equipment

maintenance has 400 employees distributed as: 88 administrators, 152 medical

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equipment technicians, 132 engineering equipment technicians, and the remaining
28 technicians in other fields. Plot the data using the circle graph (Pie chart).
Bar Chart (Columns)
By using this displaying, we replaced by the circular sectors with the bars or
columns.
Example: for the number of studends distributed during years of studying.
Construct Bar chart
The classification of students according to year of study in the Faculty of Science.
1400

1200

1000
Number of studens

800

600

400

200

0
First Second Third Fourth
C1

The Consumer Financial Protection Bureau reports on consumer financial product

and service complaint submissions by state, category, and company. The following
table represents complaints received from Cairo consumers by complaint category
for 2020.
Bank Account orService 202
ConsumerLoan 132
Credit Card 175
Credit Reporting 581
Debt Collection 486
Mortgage Loan 442
Student 75
Other 72
Example: If the employees at a certain comany asked about the marital status
(single - married - divorced - widow) and about their satisfaction for jobs
(completely satisfied - satisfied - not satisfied) that they occupy were the answer is
classified in the following table:

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 single married divorced widower
completely satisfied 46 46 28 5
satisfied 30 64 42 18
not satisfied 12 42 62 5
Using the bar chart for displaying the contingency table data.

Chart of Number of employees with and their satisfaction for jobs

70
60
50
Number

40
30
20
10
0
marital status e d d r e d d r e d d r
gl r ie c e we gl r ie c e we gl r ie ce we
sin ar ivor ido sin ar ivor ido sin ar ivor ido
m d w m d w m d w
satisficaion d d d
fie fie isf
ie
tis tis at
sa sa ts
y
el no
et
pl
m
co

Histogram (Stack Bars)

The Histogram is used in the case of quantitative data and is similar to a method of
bars, with stacks columns when data are continuous.
Example: for the data that represent the students’ grades in one of the final exams
for the Principles of Statistics course in one of the academic years. Construct the
histogram for students' grades.

15
Frequency

10

9.5 19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5
Intervals

Also, the data of the asending or descending frequency distribution can be

represented by histogram.
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Mid-point
We have noticed that the frequency table for numerical data that contains a
number of intervals, each of which has a lower and upper bounds, there must be a
value in the middle represente the interval called the 𝑥𝑖 class center or the mid-
point. Assuming that the the lower limit for any interval is 𝑎 and its upper limit is 𝑏:
𝑏 + 𝑎 upper limit + lower limit
𝑥𝑖 = =
2 2
Where interval length is the difference between the upper and the lower limits.
Example: for students’ grades in one of the final exams of Statistics course in one
of the academic years. Calculate mid-points
Class intervals 9.5- 19.5- 29.5- 39.5- 49.5- 59.5- 69.5- 79.5- 89.5-99.5
Mid-point 𝑥𝑖 14.5 24.5 34.5 44.5 54.5 64.5 74.5 84.5 94.5
Frequency (𝑓𝑖 ) 3 4 7 10 12 15 14 11 4
Frequency polygons:
It is one of the methods of representation (displaying) data, when horizontal axis
represent mid-points and vertical axis represent freuences and connected between
the centers frequencies by lines segement.

Polygon of Frequency vs Mid-point

16

14

12
Frequency

10

2
10 20 30 40 50 60 70 80 90 100
Mid-point

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Frequency curve
When drawing the polygon, we connected between the points with line segements,
but if we connected them with a smooth line, we will get a curve that does not
necessarily pass through all the points.
Returning to the example of the students’ grades, we can get the following curve:
Fitted Line Plot
Frequency = - 8.371 + 0.7009 Mid-point
- 0.005758 Mid-point**2
16 S 2.25541
R-Sq 81.5%
14 R-Sq(adj) 75.3%

12

10
Frequency

0
10 20 30 40 50 60 70 80 90 100
Mid-point

This can be found by one of the curve fitting methods. It is noted that drawing the
frequency curve is more appropriate in cases of continuous data with large number
intervals and small lengths.
The Cumulative Percentage Curve
With the same method of construction curve for frequency distribution, we can
graph the cumulative polygon, frequency, percentage and relative.
Less than (lower limit) 9.5 19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5
Cumulative percentage 0 2 8 18 32 52 76 88 96 100
Solution:
Fitted Line Plot
Cumulative percentage = 13.92 - 1.860 Less than (lower limit)
+ 0.06516 Less than (lower limit)**2 - 0.000380 Less than (lower limit)**3

100 S 2.82873
R-Sq 99.7%
R-Sq(adj) 99.5%

80
Cumulative percentage

60

40

20

0 20 40 60 80 100
Less than (lower limit)

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 Example: The following data represents the ages of a sample of teachers in one of
the educational sectors.

61 60 45 44 45 55 56 46 56 54 52 36 46 32 39 38 36 55
47 48 58 49 50 51 53 47 57 49 43 47 35 41 44 34 54 39
50 52 58 48 58 51 47 56 50 51 37 44 51 31 42 40 53 43
58 52 53 51 50 53 55 54 52 58 30 31 50 37 38 47 39 55
51 53 50 54 52 56 57 45 49 55 36 45 35 42 37 41 52 38
Construct a frequency table with 6 periods. Draw the frequency curve, the
cumulative frequency curve and the Cumulative Percentage Curve.

Example: The following data represent the weights (in kg) of a sample of children in
kindergarten (KG).

17.0 17.7 15.9 15.2 16.2 17.1 15.7 17.3 13.5 16.3

14.6 15.8 15.3 16.4 13.7 16.2 16.4 16.1 17.0 15.9

14.0 16.2 16.4 14.9 17.8 16.1 15.5 18.3 15.8 16.7

15.9 15.3 13.9 16.8 15.9 16.3 17.4 15.0 17.5 16.1

14.2 16.1 15.7 15.1 17.4 16.5 14.4 16.3 17.3 15,8

1 -Organize the data in a frequency distribution containing 6 periods.

2 -Find the relative frequency distribution and the ascending cumulative frequency
distribution.
3- Display the data in appropriate graphs.
Solution

Class Interval (Weight) Frequency Relative Cumulative Frequency Cumulative Relative Frequency
Frequency
13.0 – 13.9 3 0.06 3 0.06
14.0 – 14.9 5 0.10 8 0.16
15.0 – 15.9 15 0.30 23 0.46
16.0 – 16.9 16 0.32 39 0.78
17.0 – 17.9 10 0.20 49 0.98
18.0 – 18.9 1 0.02 50 = n 1.00
Total n = 50 1.00

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 Class Interval True C.I. True C.I. Class mid-point Frequency
13.0 – 13.9 12.95 – 13.95 12.95 – 13.45 3
14.0 – 14.9 13.95 – 14.95 13.95 – (14.9+14.9)/2= 5
15.0 – 15.9 14.95 – 15.95 14.95 – 14.45
15.45 15
16.0 – 16.9 15.95 – 16.95 15.95 – 16.45 16
17.0 – 17.9 16.95 – 17.95 16.95 17.45 10
18.0 – 18.9 17.95 – 18.95 17.95 – 18.95 18.45 1
   
lower upper True True
limits limits lower upper
(L.L.) U.L.) limits limits

Histogram and requency polygon for childern weights

Exercises:

1) The following data about the cost of electricity (LE) during July of a recent
year for a random sample of 50 one-bedroom apartments in a large city:
561 450 412 527 599 460 538 598 470 518
422 497 479 548 464 479 484 593 438 541
595 466 441 401 405 449 584 493 466 427
408 530 570 580 523 454 400 502 570 417
536 571 457 535 556 459 461 444 566 415

)16(
a) Construct a histogram and a percentage polygon.
b. Construct a cumulative percentage polygon.
c. Around what amount does the monthly electricity cost seem to be
concentrated?

2) Call centers today play an important role in managing day-to-day business

communications with customers. Call centers must be monitored with a
comprehensive set of metrics so that businesses can better understand the
overall performance of those centers.

a) One key metric for measuring overall call center performance is service level,
the percentage of calls answered by a human agent within a specified number
of [Link] following data represent time, in seconds, to answer 80
incoming calls to a financial services call center

25 25 14 17 27 19 18 18 11 22 20 18 12 18 24 28 19 14 30 21
18 11 10 26 24 26 18 9 13 21 5 14 8 27 13 5 10 15 21 28
21 14 14 15 13 12 8 8 9 15 13 20 16 30 5 19 22 13 17 29
19 9 17 29 19 19 21 28 15 18 22 16 17 13 27 9 29 14 23 25
i. Construct a percentage histogram and a percentage polygon.
ii. Construct a cumulative percentage polygon.
iii. What can you conclude about call center performance if the service level
target is set as “80% of calls answered within 20 seconds”?
b) The following data for time, in seconds, spent by agents talking to 60
customers.
138 162 105 123 100 268 151 168 473 535 180 593 306 452 149
416 317 441 568 347 578 206 282 597 357 287 541 315 394 325
162 511 252 420 227 291 557 583 556 259 352 250 587 217 181
313 111 514 189 495 262 266 330 446 588 415 468 176 397 528
i. Construct a percentage histogram and a percentage polygon.
ii. Construct a cumulative percentage polygon.
iii. What can you conclude about call center performance if a call duration target
of less than 240 seconds is set?

)17(
3) The following data represents the blood cholesterol level (mg/dl) of a number
of patients.

245 281 384 350 331 337 291 259 234 250 228 316 362 268 298
293 260 233 320 380 375 249 297 314 274 286 333 348 263 250
316 292 332 286 279 318 370 237 272 248 304 298 310 358 257
331 241 297 235 341 383 260 313 390 360 303 259 384 226 332
i. Construct a frequency table with eight intervals.
ii. Construct a percentage histogram and a percentage polygon.
ii. Construct a cumulative percentage polygon.
iii. What can you conclude 70% of blood cholesterol level more than 250 mg/dl
is set?
4) The following data represent blood pressure (mmHg) measurements for a
sample of 100 male patients in the age range of 21-59 years.

100 140 137 148 90 160 162 107 158 118

130 130 120 108 152 120 130 136 114 128
158 110 130 124 120 105 110 174 106 94
110 147 142 129 134 110 119 110 150 174
115 122 108 125 115 134 120 128 118 115
120 131 149 96 126 168 141 120 106 117
138 1210 99 117 98 120 110 110 121 115
122 138 119 130 123 130 124 132 107 141
110 140 125 121 129 120 122 131 132 165
120 126 117 151 138 115 165 112 126 140
i. Construct a frequency table with eight intervals.
ii. Construct a relative and percentage frequency table.
iii. Construct a cumulative frequency (assending and desinding) table.
iv. Graph polygon and curve for data.
v. Re Construct a frequency table with five intervals and compare with (i).
5) The following data represents the grades of 50 students in the third
preparatory final exam in the various branches of Arabic language (essay (E) -
reading (R) - poetry (P) - grammar (G) - dictation and handwriting (D&H))

)18(
 St. no. E R P G D&H St. no. E R P G D&H
1 12 9 10 9 0 26 1 15 5 3 1
2 3 6 10 14 3 27 6 7 19 15 1
3 14 9 13 3 1 28 3 3 17 15 3
4 4 0 18 18 3 29 13 5 21 4 1
5 15 5 19 6 5 30 1 5 8 5 4
6 1 3 14 9 2 31 6 6 20 16 1
7 15 15 14 11 1 32 6 7 6 19 3
8 9 9 7 12 3 33 1 4 1 15 1
9 4 12 14 14 3 34 14 13 23 16 2
10 9 5 15 13 5 35 12 14 15 6 0
11 2 9 0 15 4 36 9 10 14 4 4
12 3 11 19 10 5 37 12 1 23 11 4
13 11 6 23 12 1 38 9 14 10 14 2
14 6 14 6 12 1 39 12 12 15 4 1
15 11 4 22 5 4 40 7 9 23 3 5
16 8 11 23 11 0 41 2 14 22 6 4
17 2 3 7 19 2 42 10 6 22 3 1
18 1 10 13 17 3 43 8 5 7 7 4
19 0 1 14 13 2 44 15 11 20 13 4
20 1 8 20 8 3 45 1 5 10 9 3
21 5 0 8 0 4 46 8 14 2 19 0
22 12 1 21 13 3 47 10 8 22 1 4
23 10 15 1 7 4 48 12 3 4 5 5
24 11 15 22 12 3 49 7 4 10 19 4
25 4 13 3 16 3 50 8 3 22 10 3
Using the tabular and graphical presentation, discuss these results and write a
report on them, explaining the distribution of students according to each field and
according to the total score.
6) Suppose the following data represents the distribution of grades of 80 students
in grad nine at a school in different courses.
St. no 1 2 3 4 5 6 7 8 9 10
Arabic 22 17 50 36 14 32 10 20 9 19
English 20 1 8 3 60 21 45 41 51 17
Math. 10 52 47 13 15 38 19 23 32 60
Science 3 2 13 25 25 0 8 6 26 2
Studies 31 24 12 1 25 1 20 12 13 30
St. no 11 12 13 14 15 16 17 18 19 20
Arabic 28 18 33 14 64 52 79 24 25 44
English 23 59 57 12 25 54 44 3 23 45
Math. 17 7 16 38 57 42 35 16 48 48
Science 8 13 11 30 25 21 14 27 7 23
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 Studies 37 25 10 22 25 15 18 13 7 19
St. no 21 22 23 24 25 26 27 28 29 30
Arabic 5 56 73 79 59 4 57 10 47 43
English 11 59 36 26 46 12 38 56 31 31
Math. 38 25 23 33 2 1 6 29 57 22
Science 27 20 20 5 11 13 8 18 9 23
Studies 21 18 15 25 25 2 31 40 23 37
St. no 31 32 33 34 35 36 37 38 39 40
Arabic 40 1 37 59 48 30 17 43 72 49
English 13 12 31 23 27 16 50 32 42 24
Math. 42 36 32 34 29 45 56 34 16 23
Science 16 18 18 20 21 20 16 37 26 33
Studies 4 12 30 35 9 5 11 25 25 30
St. no 41 42 43 44 45 46 47 48 49 50
Arabic 60 10 73 27 15 48 42 67 15 49
English 57 16 51 12 33 11 37 56 20 6
Math. 59 49 8 9 30 25 10 3 34 13
Science 10 0 35 7 5 33 20 24 6 10
Studies 5 1 36 23 21 12 20 10 22 31
St. no 51 52 53 54 55 56 57 58 59 60
Arabic 50 11 37 66 23 57 59 40 20 2
English 32 47 10 41 23 59 4 40 32 10
Math. 3 17 2 37 21 44 26 4 57 46
Science 15 37 30 9 29 37 14 34 35 32
Studies 30 15 15 2 16 10 30 15 7 31
St. no 61 62 63 64 65 66 67 68 69 70
Arabic 13 44 33 63 11 50 15 62 69 69
English 10 12 48 53 56 24 41 37 3 33
Math. 12 12 51 10 14 34 36 44 55 27
Science 2 37 13 18 4 20 4 2 25 19
Studies 40 10 10 30 17 32 1 9 12 23
St. no 71 72 73 74 75 76 77 78 79 80
Arabic 15 76 31 70 42 62 56 46 77 24
English 9 14 27 51 21 37 1 19 49 2
Math. 10 31 10 26 51 60 30 26 25 8
Science 11 19 36 22 25 20 30 34 24 22
Studies 29 2 27 28 13 10 14 14 25 17
Discuss these results using graphs. If the passing grade in each subject is 40% of
the maximum score (80 for Arabic, 60 for each of Math and English, 40 for Science
and the same for Social Studies), discuss the passing rates in each subject and
compare them to other subjects and the passing rates in the total score, assuming
that 50% of the maximum score is the condition for passing the preparatory
certificate, provided that the student passes all subjects .
)20(
7) Refering to question (6), construct contengecy table for the two subjects (A, B)
contains the number of students according to the classifications in terms of
success and failure in the two courses, as follows:

course B Total
success failure
A success
failure
Total
Write a report on the indicators and evidence of these results.

8) Refering to question (6), construct the contingency tables after classifying

them on a scale of 5 degre (interval) for each subject, then draw the results
obtained from the counting process. Write a report on the indicators and
evidence of those results.

9) A number of dying birds (50) were taken to a biology laboratory at a certain

university after being exposed to a severe storm at one day, where about half of
them died. The following data represents their body measurements, where 𝑋1 is
the total length, 𝑋2 is the length of wing span, 𝑋2 is the length of the head and
beak, 𝑋4 is the length of the humerus, and finally 𝑋5 is the length of the
breastbone. It is noting that birds from 1 to 21 continued a live while the rest
died.

Bird X1 X2 X3 X4 X5 Bird X1 X2 X3 X4 X5
1 156 245 31.6 18.5 20.5 26 160 250 31.7 18.8 22.5
2 154 240 30.4 17.9 19.6 27 155 237 31.0 18.5 20.0
3 153 240 31.0 18.4 20.6 28 157 245 32.2 19.5 21.4
4 153 236 30.9 17.7 20.2 29 165 245 33.1 19.8 22.7
5 155 243 31.5 18.6 20.3 30 153 231 30.1 17.3 19.8
6 163 247 32.0 19.0 20.9 31 162 239 30.3 18.0 23.1
7 157 238 30.9 18.4 20.2 32 162 243 31.6 18.8 21.3
8 155 239 32.8 18.6 21.2 33 159 245 31.8 18.5 21.7
9 164 248 32.7 19.1 21.1 34 159 247 30.9 18.1 19.0
10 158 238 31.0 18.8 22.0 35 155 243 30.9 18.5 21.3
11 158 240 31.3 18.6 22.0 36 162 252 31.9 19.1 22.2
)21(
 12 160 244 31.1 18.6 20.5 37 152 230 30.4 17.3 18.6
13 161 246 32.3 19.3 21.8 38 159 242 30.8 18.2 20.5
14 157 245 32.0 19.1 20.0 39 155 238 31.2 17.9 19.3
15 157 235 31.5 18.1 19.8 40 163 249 33.4 19.5 22.8
16 156 237 30.9 18.0 20.3 41 163 242 31.0 18.1 20.7
17 158 244 31.4 18.5 21.6 42 156 237 31.7 18.2 20.3
18 153 238 30.5 18.2 20.9 43 159 238 31.5 18.4 20.3
19 155 236 30.3 18.5 20.1 44 161 245 32.1 19.1 20.8
20 163 246 32.5 18.6 21.9 45 155 235 30.7 17.7 19.6
21 159 236 31.5 18.0 21.5 46 162 247 31.9 19.1 20.4
22 155 240 31.4 18.0 20.7 47 153 237 30.6 18.6 20.4
23 156 240 31.5 18.2 20.6 48 162 245 32.5 18.5 21.1
24 160 242 32.6 18.8 21.7 49 164 248 32.3 18.8 20.9
25 152 232 30.3 17.2 19.8 50 162 224 31.5 18.8 19.7
By examining the birds, it was found that the dead ones were characterized by
their weak structure, while those that remained alive were found to have certain
characteristics, including that they were shorter in length, lighter in weight, had
longer wing bones, longer legs, longer breastbones and ribcage, and had a larger
brain capacity when compared to the dead birds, which was concluded through
statistical analysis through. Find the evidence which support the validity of the
conclusion.

10) The following data represent the responses to two questions asked in a
survey of 60 college students majoring in business: What is your gender? (M =
male; F = female) and what is your major? (A = Accounting; C = Computer
Information Systems; M = Marketing)

Gender M M M F M F F M F M M F M F M
Major A C C M A C A A C C C C A C A
Gender F M M M M F F M F F M F M F F
Major A A A M C M A A A C A M M C A
Gender M M M M F M F F M M M M M F M
Major C C A A M M C A A A C M C M A
Gender F M M M M F M F M M M F F F M

)22(
 Major C C A A A A C C A C C A C A A
a) Tally the data into a contingency table where the two rows represent the
gender categories and the three columns represent the academic major
categories.

b) Construct contingency tables based on percentages of all 40 student

responses, based on row percentages and based on column percentages.

11) Suppose the following data represents the distribution of grades of 80 Junior (Ju)
students for in different courses at a certain colloge.
St. no 1 2 3 4 5 6 7 8 9 10
Math 201
Math 202
Phy 201
Phy 202
Comp 201
St. no 11 12 13 14 15 16 17 18 19 20
Math 201
Math 202
Phy 201
Phy 202
Comp 201
St. no 21 22 23 24 25 26 27 28 29 30
Math 201
Math 202
Phy 201
Phy 202
Comp 201
St. no 31 32 33 34 35 36 37 38 39 40
Math 201
Math 202
Phy 201
Phy 202
Comp 201
St. no 41 42 43 44 45 46 47 48 49 50
Math 201
Math 202
Phy 201
Phy 202
Comp 201
St. no 51 52 53 54 55 56 57 58 59 60
Math 201 50 11 37 66 23 57 59 40 20 2
)23(
 Math 202
Phy 201
Phy 202
Comp 201
St. no 61 62 63 64 65 66 67 68 69 70
Math 201
Math 202
Phy 201
Phy 202
Comp 201
St. no 71 72 73 74 75 76 77 78 79 80
Math 201
Math 202
Phy 201
Phy 202
Comp 201
Discuss these results using graphs. If the passing grade in each subject is 60% of
the maximum score (150 for each Math 201 and Math 202, 200 for each of Phy
201 and Phy 202, 10 for Comp 201), discuss the passing rates in each subject and
compare them to other subjects and the passing rates in the total score, assuming
that 60% of the maximum score is the condition for, provided that the student
passes all subjects .
(Grad, A: at least 85%, B: at least 75% and less than 85%, C: at least 65% and less
than 75%, D at least 60% and less than 65% and fall, Poor: at least 30% and less
than 60% and Very Poor: less than 30 %).
12) One of the major measures of the quality of service providedby an organization
is the speed with which the organization responds to customer complaints. The
following data represent number of days between the receipt of the complaint and
the resolution of the complaint for the 50 complaints, stored in Furniture:
54 5 35 137 31 27 152 2 123 81 74 27 12 4 165 32 29 28 29 26 25 1 14 13 33
11 19 126 110 110 29 61 35 94 31 26 5 13 10 5 27 4 52 30 22 36 26 20 23 68
a. Construct a frequency distribution and a percentage distribution.
b. Construct a histogram and a percentage polygon
c. Construct a cumulative percentage distribution and plot a cumulative percentage
polygon (ogive).
d. On the basis of the results of (a) through (c), if you had to tell the president of
the company how long a customer should expect to wait to have a complaint
resolved, what would you say? Explain

)24(
13) Below are the lifetimes, in hours, of fifty 40-watt, 220-volt internally frosted
incandescent lamps, taken from forced life tests:
671 897 620 555 603 649 950 1224 1032 1341
1358 1059 1135 1365 481 648 1122 948 891 451
698 1033 922 1155 536 1008 496 1352 1245 435
403 497 1154 455 1248 779 717 630 1084 459
1266 554 1044 421 463 515 434 1136 519 922
a) Construct a box plot for these data.
b) Construct a relative frequency histogram of the data.
c) Construct a relative frequency histogram of the data.
14) The following data represent the length of life, in seconds, of 50 fruit flies
subject to a new spray in a controlled laboratory experiment:
20 27 35 12 27 35 11 19 33 23 35 29 27 32 13 37 10 40 13 14
35 16 22 23 17 21 25 38 39 31 29 16 39 23 14 26 10 28 26 24
12 24 27 28 27 25 10 16 23 29 16 20 23 31 33 39 15 12 36 21
a) Construct a box plot for these data.
b) Construct a relative frequency histogram of the data.
c) Construct a relative frequency histogram of the data.
15) The following data represent the lifespan (in years) of 100 PCs.
4 7 5 3 3 4 5 4 6 5 6 5 5 5 5 6 5 4 5 7 5 4 5 5 4
6 2 3 6 3 5 6 2 3 4 4 4 6 4 5 3 2 2 5 5 3 3 3 3 5
5 2 4 5 5 5 5 5 2 6 3 4 3 4 7 8 2 3 6 4 4 8 7 2 2
3 6 6 5 8 6 2 8 4 7 4 5 5 5 3 3 3 6 6 5 4 3 6 5 5
Can we conclude that, the lifespan of at least 80% PCs 3-6 years?
16) Use the internet to get a Survey of Income, Expenditure and Consumption for
indivduals during the last year and discuss the output data.

)25(