Refer to Exhibit 2-1. The number of students who work 19 hours or less is

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The number of students who work 19 hours or less is

a. 80
b. 100
c. 200
d. 400


Answer: b. 100

Refer to Exhibit 2-1. The percentage of students who work at least 10 hours per week is

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The percentage of students who work at least 10 hours per week is

a. 50%
b. 5%
c. 95%
d. 100%


Answer: c. 95%

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

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

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
b. 1
c. 30 - 39
d. 400


Answer: d. 400

Refer to Exhibit 2-1. The cumulative frequency for the class of 20 - 29

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The cumulative frequency for the class of 20 - 29

a. is 200
b. is 300
c. is 0.75
d. is 0.5


Answer: b. is 300

Refer to Exhibit 2-1. The cumulative percent frequency for the class of 30 - 39 is

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The cumulative percent frequency for the class of 30 - 39 is

a. 100%
b. 75%
c. 50%
d. 25%


Answer: a. 100%

Refer to Exhibit 2-1. The cumulative relative frequency for the class of 20 - 29

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The cumulative relative frequency for the class of 20 - 29

a. is 300
b. is 0.25
c. is 0.75
d. is 0.5


Answer: c. is 0.75

Refer to Exhibit 2-1. The percentage of students working 19 hours or less is

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The percentage of students working 19 hours or less is

a. 20%
b. 25%
c. 75%
d. 80%


Answer: b. 25%

Refer to Exhibit 2-1. The relative frequency of students working 9 hours or less

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The relative frequency of students working 9 hours or less

a. is 20
b. is 100
c. is 0.95
d. 0.05


Answer: d. 0.05

Refer to Exhibit 2-1. The number of students working 19 hours or less

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The number of students working 19 hours or less

a. is 80
b. is 100
c. is 180
d. is 300


Answer: b. is 100

Refer to Exhibit 2-1. The class width for this distribution

Exhibit 2-1

The number of hours worked (per week) by 400 statistics students are shown below.

Number of Hours Frequency
0 - 9 20
10 - 19 80
20 - 29 200
30 - 39 100

Refer to Exhibit 2-1. The class width for this distribution

a. is 9
b. is 10
c. is 39, which is: the largest value minus the smallest value or 39 - 0 = 39
d. varies from class to class


Answer: b. is 10

A frequency distribution is a tabular summary of data showing the

A frequency distribution is a tabular summary of data showing the

a. fraction of items in several classes
b. percentage of items in several classes
c. relative percentage of items in several classes
d. number of items in several classes


Answer: d. number of items in several classes

A line that provides an approximation of the relationship between two variables is known as the

A line that provides an approximation of the relationship between two variables is known as the 

a. relationship line
b. Trend line
c. line of 2 variables
d. approximation of two variables


Answer: b. Trend line

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 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
b. data computation
c. hypothesis testing
d. organization of the hypothesis


Answer: a. data dashboard

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?

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
b. box plot
c. dot plot
d. crosstabulation


Answer: c. dot plot

The ____ can be used to show the rank order and shape of a data set simultaneously.

The ____ can be used to show the rank order and shape of a data set simultaneously.

a. Ogive
b. pie chart
c. stem-and-leaf display
d. bar chart


Answer: c. stem-and-leaf display

Which of the following graphical methods shows the relationship between two variables?

Which of the following graphical methods shows the relationship between two variables?

a. pie chart
b. Ogive
c. crosstabulation
d. dot plot


Answer: c. crosstabulation

Conclusions drawn from two or more separate crosstabulations that can be reversed when the data are aggregated into a single crosstabulation is known as

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
b. error of crosstabulation
c. simpson's crosstabulation
d. Simpson's paradox


Answer: d. Simpson's paradox

The reversal of conclusions based on aggregate and unaggregated data is called

The reversal of conclusions based on aggregate and unaggregated data is called

a. Simpson's paradox
b. Trim's paradox
c. Poisson dilemma
d. Simon's paradox


Answer: a. Simpson's paradox

A situation in which conclusions based upon aggregated crosstabulation are different from unaggregated crosstabulation is known as

A situation in which conclusions based upon aggregated crosstabulation are different from unaggregated crosstabulation is known as

a. wrong crosstabulation
b. Simpson's rule
c. Simpson's paradox
d. aggregated crosstabulation


Answer: c. Simpson's paradox

A histogram is

A histogram is

a. a graphical presentation of a frequency or relative frequency distribution
b. a graphical method of presenting a cumulative frequency or a cumulative relative frequency distribution
c. the history of data elements
d. the same as a pie chart


Answer: a. a graphical presentation of a frequency or relative frequency distribution