1. Chapter Descriptive Statistics 1 of 149 2 © 2012 Pearson Education, Inc. All rights reserved.

2. Chapter Outline 2.1 Frequency Distributions and Their Graphs 2.2 More Graphs and Displays 2 of 149 © 2012 Pearson Education, Inc. All rights reserved.

3. Section 2.1 Frequency Distributions and Their Graphs 3 of 149 © 2012 Pearson Education, Inc. All rights reserved.

4. Section 2.1 Objectives Construct frequency distributions Construct frequency histograms and relative frequency histograms 4 of 149 © 2012 Pearson Education, Inc. All rights reserved.

5. Frequency Distribution A table that shows classes or intervals of data 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. ClassFrequency, f 1–55 6–108 11–156 16–208 21–255 26–304 Lower class limits Upper class limits Class width 6 – 1 = 5 5 of 149 © 2012 Pearson Education, Inc. All rights reserved.

6. Constructing a Frequency Distribution 1.Decide on the number of classes.  Usually between 5 and 20; otherwise, it may be difficult to detect any patterns. 2.Find the class width.  Determine the range of the data.  Divide the range by the number of classes.  Round up to the next whole number (no matter what your answer you get!). 6 of 149 © 2012 Pearson Education, Inc. All rights reserved.

7. Constructing a Frequency Distribution 3.Find the class limits.  You can use the minimum data entry as the lower limit of the first class.  Find the remaining lower limits (add the class width to the lower limit of the preceding class).  Find the upper limit of the first class. Remember that classes cannot overlap.  Find the remaining upper class limits. 7 of 149 © 2012 Pearson Education, Inc. All rights reserved.

8. Constructing a Frequency Distribution 4.Make a tally mark for each data entry in the row of the appropriate class. 5.Count the tally marks to find the total frequency f for each class. 8 of 149 © 2012 Pearson Education, Inc. All rights reserved.

9. Example: Constructing a Frequency Distribution The following sample data set lists the prices (in dollars) of 30 portable global positioning system (GPS) navigators. Construct a frequency distribution that has seven classes. 90 130 400 200 350 70 325 250 150 250 275 270 150 130 59 200 160 450 300 130 220 100 200 400 200 250 95 180 170 150 9 of 149 © 2012 Pearson Education, Inc. All rights reserved.

10. Solution: Constructing a Frequency Distribution 1.Number of classes = 7 (given) 2.Find the class width Round up to 56 90 130 400 200 350 70 325 250 150 250 275 270 150 130 59 200 160 450 300 130 220 100 200 400 200 250 95 180 170 150 10 of 149 © 2012 Pearson Education, Inc. All rights reserved.

11. Solution: Constructing a Frequency Distribution Lower limit Upper limit 59 115 171 227 283 339 395 Class width = 56 3.Use 59 (minimum value) as first lower limit. Add the class width of 56 to get the lower limit of the next class. 59 + 56 = 115 Find the remaining lower limits. 11 of 149 © 2012 Pearson Education, Inc. All rights reserved.

12. Solution: Constructing a Frequency Distribution The upper limit of the first class is 114 (one less than the lower limit of the second class). Add the class width of 56 to get the upper limit of the next class. 114 + 56 = 170 Find the remaining upper limits. Lower limit Upper limit 59114 115170 171226 227282 283338 339394 395450 Class width = 56 12 of 149 © 2012 Pearson Education, Inc. All rights reserved.

13. Solution: Constructing a Frequency Distribution 4.Make a tally mark for each data entry in the row of the appropriate class. 5.Count the tally marks to find the total frequency f for each class. ClassTallyFrequency, f 59–114 IIII 5 115–170 IIII III 8 171–226 IIII I 6 227–282 IIII 5 283–338 II 2 339–394 I 1 395–450 III 3 13 of 149 © 2012 Pearson Education, Inc. All rights reserved.

14. Determining the Midpoint Midpoint of a class ClassMidpointFrequency, f 59–1145 115–1708 171–2266 Class width = 56 14 of 149 © 2012 Pearson Education, Inc. All rights reserved.

15. Determining the Relative Frequency Relative Frequency of a class Portion or percentage of the data that falls in a particular class. ClassFrequency, fRelative Frequency 59–1145 115–1708 171–2266 15 of 149 © 2012 Pearson Education, Inc. All rights reserved.

16. Determining the Cumulative Frequency Cumulative frequency of a class The sum of the frequencies for that class and all previous classes before it. ClassFrequency, fCumulative frequency 59–1145 115–1708 171–2266 + + 5 13 19 16 of 149 © 2012 Pearson Education, Inc. All rights reserved.

17. Expanded Frequency Distribution ClassFrequency, fMidpoint Relative frequency Cumulative frequency 59–1145 86.5 0.17 5 115–1708142.5 0.2713 171–2266198.50.219 227–2825254.5 0.1724 283–3382310.5 0.0726 339–3941366.5 0.0327 395–4503422.50.130 Σf = 30 17 of 149 © 2012 Pearson Education, Inc. All rights reserved.

18. Graphs of Frequency Distributions Frequency Histogram A bar graph that represents the frequency distribution. The horizontal scale is quantitative and measures the data values. The vertical scale measures the frequencies of the classes. Consecutive bars must touch. data values frequency 18 of 149 © 2012 Pearson Education, Inc. All rights reserved.

19. Class Boundaries Class boundaries The numbers that separate classes without forming gaps between them. Class boundaries Frequency, f 59–1145 115–1708 171–2266 The distance from the upper limit of the first class to the lower limit of the second class is 115 – 114 = 1. Half this distance is 0.5. First class lower boundary = 59 – 0.5 = 58.5 First class upper boundary = 114 + 0.5 = 114.5 58.5–114.5 19 of 149 © 2012 Pearson Education, Inc. All rights reserved.

20. Class Boundaries Class Class boundaries Frequency, f 59–114 58.5–114.55 115–170114.5–170.58 171–226170.5–226.56 227–282226.5–282.55 283–338282.5–338.52 339–394338.5–394.51 395–450394.5–450.53 20 of 149 © 2012 Pearson Education, Inc. All rights reserved.

21. Example: Frequency Histogram Construct a frequency histogram for the Global Positioning system (GPS) navigators. Class Class boundariesMidpoint Frequency, f 59–114 58.5–114.5 86.55 115–170114.5–170.5142.58 171–226170.5–226.5198.56 227–282226.5–282.5254.55 283–338282.5–338.5310.52 339–394338.5–394.5366.51 395–450394.5–450.5422.53 21 of 149 © 2012 Pearson Education, Inc. All rights reserved.

22. Solution: Frequency Histogram (using Midpoints) 22 of 149 © 2012 Pearson Education, Inc. All rights reserved.

23. Solution: Frequency Histogram (using class boundaries) You can see that more than half of the GPS navigators are priced below $226.50. 23 of 149 © 2012 Pearson Education, Inc. All rights reserved.

24. Example: Relative Frequency Histogram Construct a relative frequency histogram for the GPS navigators frequency distribution. Class Class boundaries Frequency, f Relative frequency 59–114 58.5–114.55 0.17 115–170114.5–170.58 0.27 171–226170.5–226.560.2 227–282226.5–282.55 0.17 283–338282.5–338.52 0.07 339–394338.5–394.51 0.03 395–450394.5–450.530.1 24 of 149 © 2012 Pearson Education, Inc. All rights reserved.

25. Solution: Relative Frequency Histogram 6.5 18.5 30.5 42.5 54.5 66.5 78.5 90.5 From this graph you can see that 27% of GPS navigators are priced between $114.50 and $170.50. 25 of 149 © 2012 Pearson Education, Inc. All rights reserved.

26. Section 2.2 More Graphs and Displays 26 of 149 © 2012 Pearson Education, Inc. All rights reserved.

27. Section 2.2 Objectives Graph quantitative data using stem-and-leaf plots Graph qualitative data using pie charts Graph paired data sets using scatter plots 27 of 149 © 2012 Pearson Education, Inc. All rights reserved.

28. Graphing Quantitative Data Sets Stem-and-leaf plot Each number is separated into a stem and a leaf. Similar to a histogram. Still contains original data values. Data: 21, 25, 25, 26, 27, 28, 30, 36, 36, 45 26 21 5 5 6 7 8 30 6 6 45 28 of 149 © 2012 Pearson Education, Inc. All rights reserved.

29. Example: Constructing a Stem-and-Leaf Plot The following are the numbers of text messages sent last week by the cellular phone users on one floor of a college dormitory. Display the data in a stem-and-leaf plot. 155159 144 129 105 145 126 116 130 114 122 112 112 142 126 118118 108 122 121 109 140 126 119 113 117 118 109 109 119 139139 122 78 133 126 123 145 121 134 124 119 132 133 124 129 112 126 148 147 29 of 149 © 2012 Pearson Education, Inc. All rights reserved.

30. Solution: Constructing a Stem-and-Leaf Plot The data entries go from a low of 78 to a high of 159. Use the rightmost digit as the leaf.  For instance, 78 = 7 | 8 and 159 = 15 | 9 List the stems, 7 to 15, to the left of a vertical line. For each data entry, list a leaf to the right of its stem. 155159 144 129 105 145 126 116 130 114 122 112 112 142 126 118118 108 122 121 109 140 126 119 113 117 118 109 109 119 139139 122 78 133 126 123 145 121 134 124 119 132 133 124 129 112 126 148 147 30 of 149 © 2012 Pearson Education, Inc. All rights reserved.

31. Solution: Constructing a Stem-and-Leaf Plot Include a key to identify the values of the data. From the display, you can conclude that more than 50% of the cellular phone users sent between 110 and 130 text messages. 31 of 149 © 2012 Pearson Education, Inc. All rights reserved.

32. Graphing Qualitative Data Sets Pie Chart A circle is divided into sectors that represent categories. The area of each sector is proportional to the frequency of each category. 32 of 149 © 2012 Pearson Education, Inc. All rights reserved.

33. Example: Constructing a Pie Chart The numbers of earned degrees conferred (in thousands) in 2007 are shown in the table. Use a pie chart to organize the data. (Source: U.S. National Center for Educational Statistics) Type of degree Number (thousands) Associate’s728 Bachelor’s1525 Master’s604 First professional90 Doctoral60 33 of 149 © 2012 Pearson Education, Inc. All rights reserved.

34. Solution: Constructing a Pie Chart Find the relative frequency (percent) of each category. Type of degreeFrequency, fRelative frequency Associate’s 728 Bachelor’s 1525 Master’s 604 First professional 90 Doctoral 60 Σf = 3007 34 of 149 © 2012 Pearson Education, Inc. All rights reserved.

35. Solution: Constructing a Pie Chart Construct the pie chart using the central angle that corresponds to each category.  To find the central angle, multiply 360º by the category's relative frequency.  For example, the central angle for associate’s degrees is 360º(0.24) ≈ 86º 35 of 149 © 2012 Pearson Education, Inc. All rights reserved.

36. Solution: Constructing a Pie Chart Type of degreeFrequency, f Relative frequency Central angle Associate’s7280.24 Bachelor’s15250.51 Master’s6040.20 First professional900.03 Doctoral600.02 360º(0.24)≈86º 360º(0.51)≈184º 360º(0.20)≈72º 360º(0.03)≈11º 36 of 149 © 2012 Pearson Education, Inc. All rights reserved. 360º(0.02)≈7º

37. Solution: Constructing a Pie Chart Type of degree Relative frequency Central angle Associate’s0.24 86º Bachelor’s0.51184º Master’s0.20 72º First professional0.03 11º Doctoral0.02 7º From the pie chart, you can see that over one half of the degrees conferred in 2007 were bachelor’s degrees. 37 of 149 © 2012 Pearson Education, Inc. All rights reserved.

38. Graphing Paired Data Sets Paired Data Sets Each entry in one data set corresponds to one entry in a second data set. Graph using a scatter plot.  The ordered pairs are graphed as points in a coordinate plane.  Used to show the relationship between two quantitative variables. x y 38 of 149 © 2012 Pearson Education, Inc. All rights reserved.

39. Example: Interpreting a Scatter Plot The British statistician Ronald Fisher introduced a famous data set called Fisher's Iris data set. This data set describes various physical characteristics, such as petal length and petal width (in millimeters), for three species of iris. The petal lengths form the first data set and the petal widths form the second data set. (Source: Fisher, R. A., 1936) 39 of 149 © 2012 Pearson Education, Inc. All rights reserved.

40. Example: Interpreting a Scatter Plot As the petal length increases, what tends to happen to the petal width? Each point in the scatter plot represents the petal length and petal width of one flower. 40 of 149 © 2012 Pearson Education, Inc. All rights reserved.

41. Solution: Interpreting a Scatter Plot Interpretation From the scatter plot, you can see that as the petal length increases, the petal width also tends to increase. 41 of 149 © 2012 Pearson Education, Inc. All rights reserved.