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5. Grouped frequency distribution tables and real limits of intervals Aa Aa A researcher wants to study the academic performance of small primary schools (defined as one classroom per grade) in her county. She decides to measure each schools academic performance by collecting data on the percentage of students performing at or above grade level The following table shows each school with the percentage of students performing at or above grade level Table 1 Academic Performance (Percentage of students performing at or above grade level) 82 School Buckwood Hills Elementary Community Elementary Irving Street Elementary No 63 60 57 54 51 48 45 42 39 38 36 32 30 27 4 Takoma Canyon Elementary Unity Elementary High Street Elementary Longwood Academy South Central Elementary Wildwood Elementary Central Academy Wilbur Cross Elementary 10 12 Metropolitan Community School Anapolis Elementary Washington Elementary American Elementary John F. Kennedy Elementary Ukiah Township Elementary Rossmore Academy Santa Ana Elementary Gunn Academy Monroe Elementary Dunwood Academy Piedmont Avenue Elementary Samuel Clemens Elementary Florence Nightingale Elementary 13 15 16 17 18 19 21 18 15 12 21 23 24 25 10

In order to organize the data in Table 1, the researcher needs to decide whether to use a grouped frequency distribution table or whether to list each possible score individually from the lowest score to the highest score (or from the highest score to the lowest score), including scores in between that have zero frequencies. If she lists all possible scores individually, the frequency distribution table would have grouped frequency table would better organize this data rows. The researcher decides that a Table 2 divides the range of these 25 schools academic performance into nine intervals and gives some of their frequencies and relative frequencies. Based on the information provided in Table 1, use the dropdown menus to complete Table 2 Table 2 Academic Performance (Percentage of students performing at or above grade level) Frequency Relative Frequency 0.08 0.20 0.12 0 to 9 10 to 19 20 to 29 30 to 39 40 to 49 50 to 59 60 to 69 70 to 79 80 to 89 0.12 0.12 0.04 0.04 1.0 Total 25 The preceding table obeys some basic rules of grouped frequency tables First, the table has approximately 10 number. The bottom score in each class interval is a . The width of each interval is a relatively of the width In which interval would a score of 59.6 fall? In which interval would a score of 49.4 fall?

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