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To identify the correct grouped frequency distribution table with a class width of 3, let’s go over the process:

1. **Identify the Range**: The data includes numbers between 2 and 12 (as seen from the values).
2. **Set Up Classes with Width 3**: With a class width of 3, possible groups are:
   - 2–4
   - 5–7
   - 8–10
   - 11–13 (to cover all values in the data set)

3. **Count the Frequencies for Each Class**:
   - Count how many values fall into each of these intervals.
   
After counting, compare your results with the tables presented to find the correct one.

Would you like help verifying each count?

Here are some related questions for deeper understanding:
1. How does class width affect the grouping in frequency distribution?
2. Why is it important to create intervals that cover the entire data range?
3. What is the difference between grouped and ungrouped frequency distributions?
4. How can choosing different class widths impact the interpretation of data?
5. How do frequency distribution tables help in analyzing data?

**Tip:** Always double-check that the range of each class covers all values in the data set to avoid missing any data points.

Mr. Waddell’s fourth grade class conducted a survey of 30 shoppers to find out how many items they each purchased at a local dollar store. The students were directed to complete a grouped frequency distribution for the data, with a class width of 3. Which table is correct?

Learn how to complete a grouped frequency distribution for a survey data set with a class width of 3. This problem demonstrates the process of creating intervals and counting frequencies, ideal for students in Grades 4-6.

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