1. Descriptive Statistics
Unit 2-1 Frequency Distributions and their Graphs

2. Frequency Distributions and graphs
When conducting a statistical study, the researcher must gather data for a particular variable under study. Ex. How many minutes do you spend on the Internet a day.
In order to describe situations, draw conclusions, or make inferences about events, the researcher must organize the data in some meaningful way.
The most convenient way is to construct a frequency distribution.

3. What does this data tell us?

4. What does this data tell us?

5. Frequency Distributions
When a data set has many entries it is difficult to see patterns.
We are going to learn how to organize data sets by grouping the data into intervals called classes and forming a frequency distribution.
A frequency distribution is a table that shows classes or intervals of data entries with a count of the number of entries in each class. The frequency f of a class is the number of data entries in the class.
Example of a Frequency Distribution
Class
Frequency f
1-5 5
6-10 8
11-15 6
16-20
21-25
26-30 4

6. Frequency Distributions
In this frequency distribution there are 6 classes. The frequencies for each of the six classes are 5,8,6,8,5 and 4. Each class has a lower class limit, which is the least number that can belong to the class and an upper class limit, which is the greatest number that can belong to the class.
Example of a Frequency Distribution
Class
Frequency f 5 8 6 4
Lower class limits
Upper class limits
Class width is 5
The difference between the maximum and minimum data entries is called the range.

7. Guidelines for Constructing a Frequency Distribution from a Data Set
Decide on the number of classes to include in the frequency distribution. The number of classes should be between 5 and 20; otherwise it may be difficult to detect patterns.
Find the class width as follows. Determine the range of the data, divide the range by the number of classes, and round up to the next convenient number. If you obtain a whole number when calculating the class frequency distribution, use the next whole number as the class width. Doing this ensures you have enough space in your frequency distribution for all the data values.
Find the class limits. You can use the minimum data entry as the lower limit of the first class. To find the remaining lower limits, add the class width to the lower limit of the preceding class. Then find the upper limit of the first class. Remember that classes cannot overlap. Find the remaining upper class limits.
Make a tally mark for each data entry in the row of the appropriate class.
Count the tally marks to find the total frequency f for each class.

8. Example 1 Constructing a Frequency Distribution from a Data Set
The following sample data set lists the number of minutes 50 Internet subscribers spent on the internet during their most recent session. Construct a frequency distribution that has 7 classes.

9. Solution The number of classes (7) is stated in the problem.
The minimum data entry is 7 and the maximum data entry is 88, so the range is 81. Divide the range by the number of classes and round up to find the that the class width is 12. Class width = 88 – 7 / = 81 / =11.57 round to 12
The minimum data entry is a convenient lower limit for the first class. To find the lower limits of the remaining 6 classes, add the class width of 12 to the lower limit of each previous class.
Make a tally mark for each data entry in the appropriate class

10. The number of tally marks for a class in the frequency for that class.
Lower Limit
Upper Limit 7 18 19 30 31 42 43 54 55 66 67 78 79 90
Class
Tally
Frequency, f
7-18
IIII I 6
19-30
IIII IIII 10
31-42
IIII IIII III 13
43-54
IIII III 8
55-66
IIII 5
67-78
79-90 II 2
Ʃ f = 50
The number of tally marks for a class in the frequency for that class.
The uppercase Greek letter sigma (Ʃ) is used through-out statistics to indicate a summation of values.
Try it on your own with the sample provided

11. The following represents the ages of the entire population of the 80 residents of Akhiok, Alaska from the 2000 census.
Data 25,5,18,12,60,44,24,22,2,7,15,39,58,53,36,42,16,20,16,20,1,5,3951,44,23,3,13,37,56,58,13,47,23,1,17,39,13,24,0,39,10,41,1,48,17,18,3,72,20,3, 9,0,12,33,21,40,68,25,40,59,4,67,29,13,18, 19,13,16,41,19,26,68,49, 5,26, 49 26,45,41,18,49
State the #of classes
Find the minimum and maximum values and the class width.
Find the class limits
Tally the data entries
Write the frequency f for each class.

12. Understanding the Data Better
After we have constructed a standard frequency distribution we can include some new features to help us provide a better understanding of the data.
The midpoint if a class is the sum of the lower and upper limits of the class divided by two. The midpoint is sometimes called the class mark.
The relative frequency of a class is the portion or percentage of the data that falls into the class. To find the relative frequency of a class, divide the frequency f by the sample size n. You can write the relative frequency as a fraction, decimal, or percent. The sum of the relative frequencies of all class will equal ___?___ or ___?___.
The cumulative frequency of a class is the sum of the frequency for that class and all previous classes. The cumulative frequency of the last class is equal to the sample size n.

13. Find the Midpoint, Relative Frequency and Cumulative Frequency
Using our previous example of Internet subscribers find the midpoint, relative frequency and cumulative frequency.
Calculate the midpoint, relative frequency and cumulative frequency to complete the table in your notes.

14. Try it Yourself
Using the frequency distribution you constructed regarding the population of Akhiok, Alaska, find the midpoint, relative frequency and cumulative frequency for each class.
Use the formulas to find each midpoint, relative frequency, and cumulative frequency.
Organize your results in a frequency distribution
Identify patterns that emerge from the data.