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Sagot :
To solve this problem, let's go through the process step-by-step to determine the height of the yellow bar in a relative frequency bar graph.
1. Understand the data and calculate the relative frequency:
- Total number of students surveyed: [tex]\(5011\)[/tex]
- Number of students who selected yellow: [tex]\(3\)[/tex]
2. Calculate the relative frequency (percentage) for the yellow bar:
- The relative frequency is found by dividing the number of students who selected yellow by the total number of students and then multiplying by 100 to convert it to a percentage.
[tex]\[ \text{Relative Frequency (percentage)} = \left( \frac{3}{5011} \right) \times 100 \][/tex]
3. Convert the relative frequency to percentage:
[tex]\[ \text{Relative Frequency (percentage)} = 0.059868289762522446 \][/tex]
4. Round the relative frequency to the nearest whole number:
- The relative frequency of [tex]\(0.059868289762522446\)[/tex] when rounded to the nearest whole number is [tex]\(0\)[/tex].
Therefore, the height of the yellow bar in the relative frequency bar graph will be [tex]\(\boxed{0}\)[/tex].
1. Understand the data and calculate the relative frequency:
- Total number of students surveyed: [tex]\(5011\)[/tex]
- Number of students who selected yellow: [tex]\(3\)[/tex]
2. Calculate the relative frequency (percentage) for the yellow bar:
- The relative frequency is found by dividing the number of students who selected yellow by the total number of students and then multiplying by 100 to convert it to a percentage.
[tex]\[ \text{Relative Frequency (percentage)} = \left( \frac{3}{5011} \right) \times 100 \][/tex]
3. Convert the relative frequency to percentage:
[tex]\[ \text{Relative Frequency (percentage)} = 0.059868289762522446 \][/tex]
4. Round the relative frequency to the nearest whole number:
- The relative frequency of [tex]\(0.059868289762522446\)[/tex] when rounded to the nearest whole number is [tex]\(0\)[/tex].
Therefore, the height of the yellow bar in the relative frequency bar graph will be [tex]\(\boxed{0}\)[/tex].
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