The student will demonstrate the systematic sampling technique.
The student will construct relative frequency tables.
The student will interpret results and their differences from different data groupings.
Movie survey
Ask five classmates from a different class how many movies they saw at the theater last month. Do not include rented movies.
Record the data.
In class, randomly pick one person. On the class list, mark that person’s name. Move down four names on the class list. Mark that person’s name. Continue doing this until you have marked 12 names. You may need to go back to the start of the list. For each marked name record the five data values. You now have a total of 60 data values.
For each name marked, record the data.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Order the data
Complete the two relative frequency tables below using your class data.
Frequency of number of movies viewed
Number of Movies
Frequency
Relative Frequency
Cumulative Relative Frequency
0
1
2
3
4
5
6
7+
Frequency of number of movies viewed
Number of Movies
Frequency
Relative Frequency
Cumulative Relative Frequency
0–1
2–3
4–5
6–7+
Using the tables, find the percent of data that is at most two. Which table did you use and why?
Using the tables, find the percent of data that is at most three. Which table did you use and why?
Using the tables, find the percent of data that is more than two. Which table did you use and why?
Using the tables, find the percent of data that is more than three. Which table did you use and why?
Discussion questions
Is one of the tables “more correct” than the other? Why or why not?
In general, how could you group the data differently? Are there any advantages to either way of grouping the data?
Why did you switch between tables, if you did, when answering the question above?
is it possible to leave every good at the same level
Joseph
I don't think so. because check it, if the demand for chicken increases, people will no longer consume fish like they used to causing a fall in the demand for fish
Anuolu
is not really possible to let the value of a goods to be same at the same time.....
Salome
Suppose the inflation rate is 6%, does it mean that all the goods you purchase will cost
6% more than previous year? Provide with reasoning.
Not necessarily. To measure the inflation rate economists normally use an averaged price index of a basket of certain goods. So if you purchase goods included in the basket, you will notice that you pay 6% more, otherwise not necessarily.
Good day
How do I calculate this question: C= 100+5yd G= 2000 T= 2000 I(planned)=200.
Suppose the actual output is 3000. What is the level of planned expenditures at this level of output?
I am Camara from Guinea west Africa... happy to meet you guys here
Sekou
ma management ho
Amisha
ahile becheclor ho
Amisha
hjr ktm bta ho
ani k kaam grnu hunxa tw
Amisha
belatari
Amisha
1st year ho
Amisha
nd u
Amisha
ahh
Amisha
kaha biratnagar
Amisha
ys
Amisha
kina k vo
Amisha
money as unit of account means what?
Kalombe
A unit of account is something that can be used to value goods and services and make calculations
Jim
all of you please speak in English I can't understand you're language
Muhammad
I want to know how can we define macroeconomics in one line
Muhammad
it must be .9 or 0.9
no Mpc is greater than 1
Y=100+.9Y+50
Y-.9Y=150
0.1Y/0.1=150/0.1
Y=1500
Kalombe
Mercy is it clear?😋
Kalombe
hi can someone help me on this question
If a negative shocks shifts the IS curve to the left, what type of policy do you suggest so as to stabilize the level of output?
discuss your answer using appropriate graph.