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It looks like the question on the screen is asking whether the statement about the relative frequency of B grades being 0.3 makes sense, with explanations required for reasoning.

Let's break this down:

- **Relative frequency** is calculated as the ratio of the number of times an event occurs to the total number of observations or data points. It is typically expressed as a decimal or a percentage.
  
  The statement is: *The relative frequency of B grades in our class was 0.3.*

Now let's consider the possible answers:

- **Option A**: "The statement does not make sense. Statements about relative frequencies only make sense when the total number of data values is given."
  - This is **incorrect**. Relative frequency can be given without knowing the total number of observations, but we might need the total to verify accuracy.

- **Option B**: "The statement makes sense. Suppose there were 20 people in the class. If 6 received Bs, then the relative frequency of B grades was \( \frac{6}{20} = 0.3 \)."
  - This **makes sense**. The relative frequency is \( \frac{6}{20} \), which equals 0.3. So this could be a valid scenario.

- **Option C**: "The statement makes sense. Suppose there were 20 people in the class. If 4 received Bs and 2 received As, then the relative frequency of B grades was \( \frac{4}{12} \)."
  - This is **incorrect**. \( \frac{4}{12} = 0.333 \), not 0.3, so this option is wrong.

- **Option D**: "The statement does not make sense. Relative frequencies must be integers, and 0.3 is not an integer."
  - This is **incorrect**. Relative frequencies do not need to be integers. They can be fractions or decimals.

Based on the analysis, **Option B** is the correct answer. It provides a valid explanation for how the relative frequency of 0.3 could occur if there are 6 students with B grades out of 20.

Would you like further details, or do you have any questions about this? 

Here are 5 related questions to deepen your understanding:
1. How do you calculate relative frequency from raw data?
2. What is the difference between absolute and relative frequency?
3. Can relative frequency be greater than 1? Why or why not?
4. Why is the total of all relative frequencies in a dataset always 1?
5. How would you calculate the relative frequency if the total class size was unknown?

**Tip**: Always check that relative frequencies add up to 1 when summing all categories in a dataset.

Decide whether the following statement makes sense: The relative frequency of B grades in our class was 0.3. Choose the correct answer from multiple choices and explain the reasoning.

Explore how to calculate and interpret relative frequency with a real-life example involving the distribution of B grades in a class. Learn key mathematical concepts and formulas, suitable for students in Grades 6-9.

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