GIVEN THE TRUE LIMITS OR CLAST BOUNDANES OF THE FOLLOWING
A.81
B.45.4
C.61.15
Step-by-step explanation:
Class limits: the (integer) lower and upper limits or lowest and highest values that can belong to each class.
Class boundaries: the scores (if non-integers were possible) of the lowest and highest values that could be rounded according to normal rounding rules such that the score could belong to each class.
"Real life" (sort of) example: suppose there are two groups, 1 and 2, in a classroom setting. There are 3 classes: F: 0-49; B: 50-74; A: 75-100 (simplified marking scheme.) These aren't percentages, say the score is out of 100.
The limits on the scheme are the numbers listed. Your image seems to say negative boundaries are possible, so let's go with that:
The boundaries on F are: [-0.5, 49.5)- this is the half-open, half closed interval that has everything including -0.5 up to, but not including, 49.5. Therefore, the any mark less than 49.5% is an F, even a 49.49999. We'll get to how in a second.
The boundaries on B are: [49.5, 74.5).
The boundaries on A are: [74.5, 100] (or, for sake of argument, [74.5, 100.5), although you shouldn't be able to go over 100. Then again, you shouldn't be able to go below 0. But I'm following your book.
How can we achieve a 49.9999? Say groups 1 and 2 are regular and gifted students respectively. One would average the scores gifted group and the regular group to get the average score, which could follow these class boundaries. The limits define the group for an individual score (unless part marks), as well as a rounded average (or part marks.) The boundaries enclose the limits and are for rounding purposes.
Answers & Comments
Answer:
GIVEN THE TRUE LIMITS OR CLAST BOUNDANES OF THE FOLLOWING
A.81
B.45.4
C.61.15
Step-by-step explanation:
Class limits: the (integer) lower and upper limits or lowest and highest values that can belong to each class.
Class boundaries: the scores (if non-integers were possible) of the lowest and highest values that could be rounded according to normal rounding rules such that the score could belong to each class.
"Real life" (sort of) example: suppose there are two groups, 1 and 2, in a classroom setting. There are 3 classes: F: 0-49; B: 50-74; A: 75-100 (simplified marking scheme.) These aren't percentages, say the score is out of 100.
The limits on the scheme are the numbers listed. Your image seems to say negative boundaries are possible, so let's go with that:
The boundaries on F are: [-0.5, 49.5)- this is the half-open, half closed interval that has everything including -0.5 up to, but not including, 49.5. Therefore, the any mark less than 49.5% is an F, even a 49.49999. We'll get to how in a second.
The boundaries on B are: [49.5, 74.5).
The boundaries on A are: [74.5, 100] (or, for sake of argument, [74.5, 100.5), although you shouldn't be able to go over 100. Then again, you shouldn't be able to go below 0. But I'm following your book.
How can we achieve a 49.9999? Say groups 1 and 2 are regular and gifted students respectively. One would average the scores gifted group and the regular group to get the average score, which could follow these class boundaries. The limits define the group for an individual score (unless part marks), as well as a rounded average (or part marks.) The boundaries enclose the limits and are for rounding purposes.
HOPE IT HELP
CARRY ON LEARNING
Solution:
a.) 81 ± 0.5 or 80.5 — 81.5
b.) 45.4 ± 0.05 or 45.35 — 45.45
c.) 61.15 ± 0.005 or 61.145 — 61.155
Cumulative frequency distribution
A cumulative frequency distribition can be obtained by adding the frequency starting from the frequency of the lowest class interval up to the frequency of the highest class interval.It is also possible to do the reverse,that is,we start to cumulate in the other direction.
Steps in contructing a grouped frequency distribution
example of class interval is in the picture