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| hypotheses. | | hypotheses. |
| | | |
− | | + | == Textbook == |
| + | Please click here for Karnataka and other text books. |
| + | # Karnataka text book for Class 10, Chapter 06 - Statistics |
| + | # NCERT text book for class 10, Chapter 14 - Statistics |
| + | # Page No 279-298 of Temilnadu text book for class 10 - Statistics |
| + | |
| + | == Additional Information == |
| + | |
| + | === Useful websites === |
| + | STATISTICS IS FUN. |
| + | # This website has many powerful videos based on statistical inferences on important social issues [http://gapminder.org/videos/the-joy-of-stats/#.U8JbOzf_QjA click here] |
| + | # For wikipedia link [https://en.wikipedia.org/wiki/Wikipedia:Statistics click here] |
| + | # For video lessons on Statistics [http://www.neok12.com/Statistics.htm click here] |
| + | # youtube videos on statistics |
| + | |
| = Mind Map = | | = Mind Map = |
| | | |
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Line 256: |
| * A teacher may ask “How many hours of TV by students on TV' to get an idea of what children are learning from TV at home and how it supplements (or affects) the learning in the school | | * A teacher may ask “How many hours of TV by students on TV' to get an idea of what children are learning from TV at home and how it supplements (or affects) the learning in the school |
| | | |
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| # Specialised equipment (rainwater gauges to measure rainfall in a place, various medical equipment that collect information about different biological processes) | | # Specialised equipment (rainwater gauges to measure rainfall in a place, various medical equipment that collect information about different biological processes) |
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− | '''England beat India | + | '''England beat India''' |
− | by 6 wickets (D/L). '''England won the toss and decided to field | + | by 6 wickets (D/L). '''England won the toss and decided to field''' |
− | | |
| | | |
| {| border="1" | | {| border="1" |
Line 319: |
Line 328: |
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| 304 for 6 (50.0 overs) | | 304 for 6 (50.0 overs) |
− |
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| |- | | |- |
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Line 335: |
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| 241 for 4 (32.2 overs) | | 241 for 4 (32.2 overs) |
− |
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| | | |
| |} | | |} |
− |
| |
− |
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− | '''India | + | '''India''' |
− | 1st Innings - Close''' | + | 1st Innings - Close |
− | | |
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| {| border="1" | | {| border="1" |
Line 341: |
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| | | | | |
| Name | | Name |
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Line 347: |
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| - | | - |
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| Runs | | Runs |
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| Balls | | Balls |
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| 4s | | 4s |
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| 6s | | 6s |
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| |- | | |- |
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| P Patel | | P Patel |
− |
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| | | | | |
| c Bresnan | | c Bresnan |
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| b Swann | | b Swann |
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| '''19''' | | '''19''' |
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| 39 | | 39 |
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| 0 | | 0 |
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| 0 | | 0 |
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| |- | | |- |
| | | | | |
| Rahane | | Rahane |
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| c Finn | | c Finn |
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| b Dernbach | | b Dernbach |
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| '''26''' | | '''26''' |
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| 47 | | 47 |
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| 3 | | 3 |
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| 0 | | 0 |
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| |- | | |- |
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| Dravid | | Dravid |
− |
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| - | | - |
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| b Swann | | b Swann |
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| '''69''' | | '''69''' |
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| 79 | | 79 |
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| 4 | | 4 |
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| 0 | | 0 |
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| |- | | |- |
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| Kohli | | Kohli |
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| hit wicket | | hit wicket |
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| b Swann | | b Swann |
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| '''107''' | | '''107''' |
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| 93 | | 93 |
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| 9 | | 9 |
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| 1 | | 1 |
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| |- | | |- |
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| Raina | | Raina |
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| c Bresnan | | c Bresnan |
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| b Finn | | b Finn |
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| '''15''' | | '''15''' |
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| 15 | | 15 |
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| 0 | | 0 |
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| 1 | | 1 |
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| |- | | |- |
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| Dhoni | | Dhoni |
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| not out | | not out |
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| - | | - |
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| '''50''' | | '''50''' |
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| 26 | | 26 |
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| 5 | | 5 |
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| 2 | | 2 |
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| |- | | |- |
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| Jadeja | | Jadeja |
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| c Bopara | | c Bopara |
− |
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| b Dernbach | | b Dernbach |
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| '''0''' | | '''0''' |
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| 1 | | 1 |
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| 0 | | 0 |
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| 0 | | 0 |
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| |- | | |- |
| | | | | |
| Ashwin | | Ashwin |
− |
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| not out | | not out |
− |
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| - | | - |
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| '''0''' | | '''0''' |
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| 0 | | 0 |
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| 0 | | 0 |
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| 0 | | 0 |
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| |- | | |- |
| | | | | |
| '''Extras''' | | '''Extras''' |
− |
| |
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| | | | | |
| - | | - |
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| 6w 1b 11lb | | 6w 1b 11lb |
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| '''18''' | | '''18''' |
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Line 620: |
Line 558: |
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| - | | - |
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| |- | | |- |
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| '''Total''' | | '''Total''' |
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| - | | - |
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| for 6 | | for 6 |
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| '''304''' | | '''304''' |
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Line 647: |
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| - | | - |
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| |} | | |} |
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| {| border="1" | | {| border="1" |
Line 660: |
Line 590: |
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| Bowler | | Bowler |
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| Overs | | Overs |
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| Maidens | | Maidens |
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| Runs | | Runs |
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| Wickets | | Wickets |
− |
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| |- | | |- |
| | | | | |
| Bresnan | | Bresnan |
− |
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| | | | | |
| 9.0 | | 9.0 |
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| 0 | | 0 |
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| 62 | | 62 |
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| 0 | | 0 |
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| |- | | |- |
| | | | | |
| Finn | | Finn |
− |
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| 10.0 | | 10.0 |
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| 1 | | 1 |
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| 44 | | 44 |
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| 1 | | 1 |
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| |- | | |- |
| | | | | |
| Dernbach | | Dernbach |
− |
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| 10.0 | | 10.0 |
− |
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| | | | | |
| 0 | | 0 |
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| 73 | | 73 |
− |
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| 2 | | 2 |
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| |- | | |- |
| | | | | |
| Swann | | Swann |
− |
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| 9.0 | | 9.0 |
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| 0 | | 0 |
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| 34 | | 34 |
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| 3 | | 3 |
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| |- | | |- |
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| S Patel | | S Patel |
− |
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| 8.0 | | 8.0 |
− |
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| 0 | | 0 |
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| 55 | | 55 |
− |
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| | | | | |
| 0 | | 0 |
− |
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| |- | | |- |
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| Bopara | | Bopara |
− |
| |
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| 4.0 | | 4.0 |
− |
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| 0 | | 0 |
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| 24 | | 24 |
− |
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| 0 | | 0 |
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| |} | | |} |
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| |} | | |} |
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| == Recording Data == | | == Recording Data == |
Line 820: |
Line 711: |
| and wrote the choice of fruit against each name. This list would help | | and wrote the choice of fruit against each name. This list would help |
| the teacher to distribute fruits according to the choice. | | the teacher to distribute fruits according to the choice. |
− |
| |
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| {| border="1" | | {| border="1" |
Line 853: |
Line 743: |
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| Rati — Banana | | Rati — Banana |
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Line 884: |
Line 773: |
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| Javed — Banana | | Javed — Banana |
− |
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| |} | | |} |
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Line 896: |
Line 783: |
| this information to Maria. Maria does so using a paper and a pencil. | | this information to Maria. Maria does so using a paper and a pencil. |
| After arranging the choices in a column, she puts against a choice of | | After arranging the choices in a column, she puts against a choice of |
− | food one ( / ) mark for every student making that choice. | + | food one ( / ) mark for every student making that choice. |
− | | |
− |
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| {| border="1" | | {| border="1" |
Line 906: |
Line 789: |
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| Choice | | Choice |
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| Number of students | | Number of students |
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| |- | | |- |
Line 921: |
Line 802: |
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| Both rice and chapati | | Both rice and chapati |
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Line 811: |
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| //////////////////// | | //////////////////// |
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| |} | | |} |
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| | | |
| Umesh, after seeing the | | Umesh, after seeing the |
| table suggested a better method to count the students. He asked | | table suggested a better method to count the students. He asked |
| Maria to organise the marks ( / ) in a group of ten as shown below : | | Maria to organise the marks ( / ) in a group of ten as shown below : |
− |
| |
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| {| border="1" | | {| border="1" |
Line 947: |
Line 822: |
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| Choice | | Choice |
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| Tally marks | | Tally marks |
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| Number of students | | Number of students |
− |
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| |- | | |- |
Line 966: |
Line 838: |
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| Both rice and chapati | | Both rice and chapati |
− |
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Line 976: |
Line 847: |
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| ////////// ////////// | | ////////// ////////// |
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Line 986: |
Line 856: |
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| 20 | | 20 |
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| |} | | |} |
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Line 1,003: |
Line 870: |
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| shown below : | | shown below : |
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| {| border="1" | | {| border="1" |
Line 1,009: |
Line 875: |
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| Choice | | Choice |
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| Tally marks | | Tally marks |
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| Number of students | | Number of students |
− |
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| |- | | |- |
Line 1,028: |
Line 891: |
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| Both rice and chapati | | Both rice and chapati |
− |
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Line 1,039: |
Line 901: |
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| ///// ///// ///// ///// | | ///// ///// ///// ///// |
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Line 1,049: |
Line 910: |
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| 20 | | 20 |
− |
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| |} | | |} |
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Line 1,063: |
Line 922: |
| given time period. It is not easy to answer the | | given time period. It is not easy to answer the |
| question looking at the choices written haphazardly. We arrange the | | question looking at the choices written haphazardly. We arrange the |
− | data in Table below using tally marks. | + | data in Table below using tally marks. |
− | | |
− |
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| {| border="1" | | {| border="1" |
Line 1,073: |
Line 928: |
| | | | | |
| Subject | | Subject |
− |
| |
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| | | | | |
| Tally Marks | | Tally Marks |
− |
| |
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| | | | | |
| Number of Students | | Number of Students |
− |
| |
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| |- | | |- |
| | | | | |
| Art | | Art |
− |
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| ///// // | | ///// // |
− |
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| 7 | | 7 |
− |
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| |- | | |- |
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| Mathematics | | Mathematics |
− |
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| ///// | | ///// |
− |
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| 5 | | 5 |
− |
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| |- | | |- |
| | | | | |
| Science | | Science |
− |
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| ///// / | | ///// / |
− |
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| 6 | | 6 |
− |
| |
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| |- | | |- |
| | | | | |
| English | | English |
− |
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| //// | | //// |
− |
| |
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| 4 | | 4 |
− |
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| |} | | |} |
− |
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− |
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| The number of tallies | | The number of tallies |
Line 1,158: |
Line 996: |
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− |
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| | | |
| Examples - political | | Examples - political |
| affiliation, religious affiliation, blood type etc. Below is Blood | | affiliation, religious affiliation, blood type etc. Below is Blood |
− | Type frequency distribution example. | + | Type frequency distribution example. |
− | | |
− |
| |
− | | |
− | | |
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| {| border="1" | | {| border="1" |
Line 1,173: |
Line 1,006: |
| | | | | |
| Class | | Class |
− |
| |
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| | | | | |
| Frequency | | Frequency |
− |
| |
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| | | | | |
| Percent | | Percent |
− |
| |
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| |- | | |- |
| | | | | |
| A | | A |
− |
| |
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| | | | | |
| 5 | | 5 |
− |
| |
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| | | | | |
| 20 | | 20 |
− |
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| |- | | |- |
| | | | | |
| B | | B |
− |
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| | | | | |
| 7 | | 7 |
− |
| |
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| | | | | |
| 28 | | 28 |
− |
| |
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| |- | | |- |
| | | | | |
| C | | C |
− |
| |
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| | | | | |
| 9 | | 9 |
− |
| |
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| | | | | |
| 36 | | 36 |
− |
| |
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| |- | | |- |
| | | | | |
| D | | D |
− |
| |
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| | | | | |
| 4 | | 4 |
− |
| |
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| | | | | |
| 16 | | 16 |
− |
| |
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| |} | | |} |
− |
| |
− |
| |
| | | |
| == Activities == | | == Activities == |
Line 1,264: |
Line 1,080: |
| The first four columns have headings. Choose headings for the other | | The first four columns have headings. Choose headings for the other |
| columns and collect data from the 10 of your class mates | | columns and collect data from the 10 of your class mates |
− |
| |
| | | |
| {| border="1" | | {| border="1" |
Line 1,270: |
Line 1,085: |
| | | | | |
| '''Name''' | | '''Name''' |
− |
| |
| | | |
| | | | | |
| '''Age''' | | '''Age''' |
− |
| |
| | | |
| | | | | |
| '''Height''' | | '''Height''' |
− |
| |
| | | |
| | | | | |
| '''Favourite Colour ''' | | '''Favourite Colour ''' |
− |
| |
| | | |
| | | | | |
| <Add More Headings> | | <Add More Headings> |
− |
| |
| | | |
| | | | | |
| <Add More Headings> | | <Add More Headings> |
− |
| |
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| | | | | |
| <Add More Headings> | | <Add More Headings> |
− |
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| | | |
| | | | | |
| <Add More Headings> | | <Add More Headings> |
− |
| |
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| |- | | |- |
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| - | | - |
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| - | | - |
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| - | | - |
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| ==== Evaluation ==== | | ==== Evaluation ==== |
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| === What is a histogram? === | | === What is a histogram? === |
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| [[Image:KOER-%20Mathematics%20-%20Statistics_html_6201ec25.png]] | | [[Image:KOER-%20Mathematics%20-%20Statistics_html_6201ec25.png]] |
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| === How do you construct a histogram from a continuous variable? === | | === How do you construct a histogram from a continuous variable? === |
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| === Choosing the correct bin width === | | === Choosing the correct bin width === |
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| graph or a histogram? Why is this choice better than the other? | | graph or a histogram? Why is this choice better than the other? |
| Using the following data, construct the graph that you choose. | | Using the following data, construct the graph that you choose. |
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| {| border="1" | | {| border="1" |
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| Month | | Month |
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| Number of Tickets Sold | | Number of Tickets Sold |
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| January | | January |
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| 25 | | 25 |
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| February | | February |
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| 20 | | 20 |
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| March | | March |
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| 15 | | 15 |
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| April | | April |
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| 20 | | 20 |
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| May | | May |
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| 30 | | 30 |
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| June | | June |
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| 35 | | 35 |
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| July | | July |
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| 40 | | 40 |
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| August | | August |
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| 20 | | 20 |
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| September | | September |
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| 25 | | 25 |
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| October | | October |
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| 15 | | 15 |
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| November | | November |
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| 20 | | 20 |
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| December | | December |
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| 30 | | 30 |
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| depth increment size) for the following data. In which case(s) is the | | depth increment size) for the following data. In which case(s) is the |
| histogram the same as the bar graph? How do the other histograms vary | | histogram the same as the bar graph? How do the other histograms vary |
− | from the bar graph? | + | from the bar graph? |
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| + | {| border="1" |
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− | {| border="1" | |
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| '''Depth Range''' | | '''Depth Range''' |
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| '''Number of Living Creatures ''' | | '''Number of Living Creatures ''' |
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| 0 – 1 meters | | 0 – 1 meters |
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| 10 | | 10 |
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| 1 – 2 meters | | 1 – 2 meters |
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| 93 | | 93 |
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| 2 – 3 meters | | 2 – 3 meters |
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| 23 | | 23 |
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| 3 – 4 meters | | 3 – 4 meters |
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| 47 | | 47 |
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| 4 – 5 meters | | 4 – 5 meters |
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| 68 | | 68 |
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| 5 – 6 meters | | 5 – 6 meters |
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| 51 | | 51 |
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| 6 – 7 meters | | 6 – 7 meters |
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| 43 | | 43 |
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| 7 – 8 meters | | 7 – 8 meters |
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| 21 | | 21 |
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| 8 – 9 meters | | 8 – 9 meters |
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| 15 | | 15 |
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| 9 – 10 meters | | 9 – 10 meters |
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| 8 | | 8 |
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| |} | | |} |
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| === Dependent and Independent Variables === | | === Dependent and Independent Variables === |
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| === Experimental and Non-Experimental Research === | | === Experimental and Non-Experimental Research === |
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| === Categorical and Continuous Variables === | | === Categorical and Continuous Variables === |
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| === Ambiguities in classifying a type of variable === | | === Ambiguities in classifying a type of variable === |
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| especially small or large in numerical value. For example, consider | | especially small or large in numerical value. For example, consider |
| the wages of staff at a factory below: | | the wages of staff at a factory below: |
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| {| border="1" | | {| border="1" |
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| Staff | | Staff |
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| 1 | | 1 |
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| 2 | | 2 |
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| 3 | | 3 |
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| 4 | | 4 |
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| 6 | | 6 |
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| 7 | | 7 |
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| 9 | | 9 |
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| 10 | | 10 |
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| Salary | | Salary |
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| 15k | | 15k |
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| 18k | | 18k |
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| 16k | | 16k |
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| 14k | | 14k |
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| 15k | | 15k |
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| 15k | | 15k |
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| 12k | | 12k |
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| 17k | | 17k |
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| 90k | | 90k |
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| 95k | | 95k |
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| |} | | |} |
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| that has been arranged in order of magnitude. The median is less | | that has been arranged in order of magnitude. The median is less |
| affected by outliers and skewed data. In order to calculate the | | affected by outliers and skewed data. In order to calculate the |
− | median, suppose we have the data below: | + | median, suppose we have the data below: |
− | | |
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| {| border="1" | | {| border="1" |
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| 65 | | 65 |
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| 55 | | 55 |
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| 89 | | 89 |
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| 56 | | 56 |
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| 35 | | 35 |
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| 14 | | 14 |
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| 56 | | 56 |
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| 55 | | 55 |
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| 87 | | 87 |
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| 45 | | 45 |
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| 92 | | 92 |
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| |} | | |} |
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| We first need to rearrange that data into order of | | We first need to rearrange that data into order of |
− | magnitude (smallest first): | + | magnitude (smallest first): |
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| {| border="1" | | {| border="1" |
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| 14 | | 14 |
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| 35 | | 35 |
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| 45 | | 45 |
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| 55 | | 55 |
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| 55 | | 55 |
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| '''56''' | | '''56''' |
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| 56 | | 56 |
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| 65 | | 65 |
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| 87 | | 87 |
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| 89 | | 89 |
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| 92 | | 92 |
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| |} | | |} |
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| Our median mark is the middle mark - in this case | | Our median mark is the middle mark - in this case |
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| of scores? What if you had only 10 scores? Well, you simply have to | | of scores? What if you had only 10 scores? Well, you simply have to |
| take the middle two scores and average the result. So, if we look at | | take the middle two scores and average the result. So, if we look at |
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| 65 | | 65 |
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| 55 | | 55 |
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| 89 | | 89 |
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| 56 | | 56 |
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| 35 | | 35 |
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| 14 | | 14 |
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| 56 | | 56 |
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| 55 | | 55 |
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| 87 | | 87 |
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| 45 | | 45 |
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| |} | | |} |
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| We again rearrange that data into order of | | We again rearrange that data into order of |
| magnitude (smallest first): | | magnitude (smallest first): |
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| 14 | | 14 |
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| 35 | | 35 |
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| 45 | | 45 |
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| 55 | | 55 |
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| '''55''' | | '''55''' |
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| '''56''' | | '''56''' |
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| 56 | | 56 |
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| 65 | | 65 |
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| 87 | | 87 |
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| 89 | | 89 |
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| 92 | | 92 |
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| |} | | |} |
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| Only now we have to take the 5th and 6th score in | | Only now we have to take the 5th and 6th score in |
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| Please use the following summary table to know | | Please use the following summary table to know |
| what the best measure of central tendency is with respect to the | | what the best measure of central tendency is with respect to the |
− | different types of variables. | + | different types of variables. |
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| '''Type of Variable''' | | '''Type of Variable''' |
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| '''Best measure of central tendency''' | | '''Best measure of central tendency''' |
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| Nominal | | Nominal |
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| Mode | | Mode |
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| Ordinal | | Ordinal |
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| Median | | Median |
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| Interval/Ratio (not skewed) | | Interval/Ratio (not skewed) |
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| Mean | | Mean |
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| Interval/Ratio (skewed) | | Interval/Ratio (skewed) |
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| Median | | Median |
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| |} | | |} |
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| == Relative advantages and disadvantages of mean, median and mode == | | == Relative advantages and disadvantages of mean, median and mode == |
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| ==== Pre-requisites/ Instructions ==== | | ==== Pre-requisites/ Instructions ==== |
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| A. 27 members of a | | A. 27 members of a |
| class were given a puzzle to solve and the times (in minutes) each | | class were given a puzzle to solve and the times (in minutes) each |
− | pupil took to solve it were noted. | + | pupil took to solve it were noted. |
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| '''the times (in minutes) each pupil took''' | | '''the times (in minutes) each pupil took''' |
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| 12 2 17 15 14 10 11 10 12 | | 12 2 17 15 14 10 11 10 12 |
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| # Which of the three measures do you think is most representative of the average time? In this case it is probably the mean, but this will not always be so. | | # Which of the three measures do you think is most representative of the average time? In this case it is probably the mean, but this will not always be so. |
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| # Which of these measures is of most use? | | # Which of these measures is of most use? |
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| Dress sizes sold in one week | | Dress sizes sold in one week |
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| 8 | | 8 |
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| ==== Evaluation ==== | | ==== Evaluation ==== |
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| your study and your range is 7 to 123 years old you know you have | | your study and your range is 7 to 123 years old you know you have |
| made a mistake! | | made a mistake! |
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| === Quartiles and Interquartile Range === | | === Quartiles and Interquartile Range === |
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| === Absolute Deviation and Mean Absolute Deviation === | | === Absolute Deviation and Mean Absolute Deviation === |
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| === Variance === | | === Variance === |
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| * When the coefficient of variation is less, the given data is more consistent. | | * When the coefficient of variation is less, the given data is more consistent. |
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