You do not know how much I appreciate the speed and thoroughness of your explanation. Thank you SO much. My statistics class goes WAY too fast for me. Thank you for breaking it down, going through each problem and for speaking slowly and patiently.
you have started from 5 , if we add class width 13 in then that will be inclusive of 5 so the first class will end at 17, and as mentioned earlier as per your table you forget 17
Yes hemandy94, a rush of blood to the head I believe. It emphasizes the point that you should take your time when counting observations and cross them off when you count them. Thanks for the comment. Jonathan.
No problem, Mary. Just keep an eye on when you are counting and crossing off observations. I think I missed one or two when I was doing the video. I'm glad that it was helpful. Regards. Jonathan
Yes Stephanie, a rush of blood to the head I believe. It emphasizes the point that you should take your time when counting observations and cross them off when you count them. Thanks for the comment. Jonathan.
Hi Habib. The intervals are half-closed half-open intervals of the form [a, b). This means that an interval includes the lower bound values but excludes the upper bound values. Thanks for your comment. Regards. Jonathan
Hi F.E. Technically the grouped classes won't overlap in the discrete variable cases. But with that said they do overlap for continuous variables. But the convention is still to include the lower bound but to exclude the upper bound when counting the frequencies within a group. Regards. Jonathan
Hi Petal. I would suggest that you might have missed a value in the counting (I had in one of my examples). The most important thing is that the first class contains the smallest value and the last class contains the largest value. Check both those classes. Jonathan
sir.your lecture is too much different from the way our lecture teach. foe instance the way we find class width he use the formula cw=r/k but u did not so how can i fix. who did wrong?
Hi Mark, The actual frequencies, relative frequencies, and percentage frequencies are all just different views of the same data. The actual frequencies tell you how many observations fall in a particular class but tells you nothing with respect to how these are out of a total possible quantity. The relative frequencies tell you how many observations there are relative to the total, it tells you the proportion. (It is also quite similar to a probability). Key difference: actual frequency gives you how many, the relative frequency tells you how many out of the total amount. I hope this helps, Mark. Regards. Jonathan
Hi. Yes, there are one or two small blunders. Which really show that you need to take your time when counting the observations. With that said, I hope the conceptual presentation helped. Kindest regards. Jonathan.
The rule with respect to the number of classes is called Sturge's rule. In this example I use base 2. Reference: Probability and Statistics for Finance, Rachev et al. published by Wiley pp33.
Is there any other way to calculate the width for example can it be calculated like I>H-l/k as I studied it like that but you said the range +1/k I’m now confused
I am confused with your explanation compare to other videos, 5-18 if you count that will give a 14 class width 5-17 17-30 30-43 44-56 57-69 70-83 can you make explanation why you've got different explanation from other videos thank you sir if you will respond to my comment
joemil fernandez that was for histograph if you will make histograph. The last number in each class is not included, except fort the lowest and highest values
Hi, Yes that would be correct and would be an alternative way to construct the intervals (classes). The approach you suggest would imply that the interval is inclusive of the lower bound values and also inclusive of the upper bound figures. The approach I suggest is inclusive of the lower bound values but exclusive of the upper bound values. This approach will allow for the counting of discrete as well as continuous variables. My point being if an observation was recorded as 17.76, it would fall into neither of the intervals (5 - 17) or (18 - 30). I hope this helps to shed some light on the approach taken. Thanks for your comment hemandy94. Jonathan.
Your right, well spotted. See comment below video. But if you follow the technique you will always get the appropriate distribution. Here is the comment: "Please note a small error, although this does not take away from the conceptual idea. The class interval is calculated as (76/6) when it should be (72/6)."
Hi Joel. A rush of blood to the head I believe. It emphasizes the point that you should take your time when counting observations and cross them off when you count them. Thanks for the comment. Jonathan.
in part 1 , the width is wrong , the correct is 12 , and this part 2 is also wrong , you cant use 17 in the 2nd class because you have already 17 in 1st class. and one more thing , 5+13= 18 , 5 to 18 is 14 classes . I hate this video
i lost interest after you gave the first frequency in the data and forced me to changed another video for understanding and more modernize techniques in distributing data in table...(note: i have watch you're part 1 video and it was terrible... and confuse me a little bit)...sorry once again...just a student here :(
You do not know how much I appreciate the speed and thoroughness of your explanation. Thank you SO much. My statistics class goes WAY too fast for me. Thank you for breaking it down, going through each problem and for speaking slowly and patiently.
Thanks, Adam. I'm glad it helped. Please share. Regards. Jonathan
@@MathsAndStats hyy
@@MathsAndStats I have a stats question can you please solve
@@MathsAndStats I have a stats question can you please solve
@@fasahatchoudhary9128 Hi Fasahat. Why don't you post your question on a relevant video. I'd be happy to consider it. Jonathan
you have started from 5 , if we add class width 13 in then that will be inclusive of 5 so the first class will end at 17, and as mentioned earlier as per your table you forget 17
Best video on frequency distribution so far!
Thanks Ashley. Feel free to subscribe and recommend to your friends. Jonathan.
At 3:34, you did not include 17 in the first class, why?
Yes hemandy94, a rush of blood to the head I believe. It emphasizes the point that you should take your time when counting observations and cross them off when you count them. Thanks for the comment. Jonathan.
I saw it also
I just saw that aswell
thank you so much for explaining each step clearly.
I can't explain how much I understand frequency distribution from this 😊😊 thankuu so much
Such a big help. Thanks for sharing sir🙏
No problem, Mary. Just keep an eye on when you are counting and crossing off observations. I think I missed one or two when I was doing the video. I'm glad that it was helpful. Regards. Jonathan
Yes sir, I've already seen what you've missed but it's okay because it was easy to understand. Keep on sharing!💕
Thank you!!! Sadly I need to go to TH-cam to learn math because my professor doesn’t teach😭
heck yeah
17
Yes Stephanie, a rush of blood to the head I believe. It emphasizes the point that you should take your time when counting observations and cross them off when you count them. Thanks for the comment. Jonathan.
Excellent concept
Thanks so much. This was really helpful!
Thank you so much💖💖💖💖💖💖💖💖.
Really simple, thank you!
According to the definition of class limit in statistics there should be no overlapping but here sir you're overlapping the groups.
Hi Habib. The intervals are half-closed half-open intervals of the form [a, b). This means that an interval includes the lower bound values but excludes the upper bound values. Thanks for your comment. Regards. Jonathan
@@MathsAndStats alright, thanks for explaining.
But 72÷6 is 12 nah
when we divide 72 by 6 the we get 12, how u have taken 12.66
Do we have to ensure that the grouped classed doesn't overlap? why it was overlapped?
Hi F.E. Technically the grouped classes won't overlap in the discrete variable cases. But with that said they do overlap for continuous variables. But the convention is still to include the lower bound but to exclude the upper bound when counting the frequencies within a group. Regards. Jonathan
What should I do if my frequently columns don't add up to same as sample size
Hi Petal.
I would suggest that you might have missed a value in the counting (I had in one of my examples). The most important thing is that the first class contains the smallest value and the last class contains the largest value. Check both those classes.
Jonathan
In the formula for calculating class width, where did you derive the '1' from?
I had to email my professor regarding this question as well. I haven't seen that in the other examples for calculating class width. did you find out?
sir.your lecture is too much different from the way our lecture teach. foe instance the way we find class width
he use the formula cw=r/k but u did not so how can i fix. who did wrong?
you forget to add 17 in 1st class
Thank you
Great videos. When would you use the relative frequency column?
Hi Mark,
The actual frequencies, relative frequencies, and percentage frequencies are all just different views of the same data. The actual frequencies tell you how many observations fall in a particular class but tells you nothing with respect to how these are out of a total possible quantity. The relative frequencies tell you how many observations there are relative to the total, it tells you the proportion. (It is also quite similar to a probability).
Key difference: actual frequency gives you how many, the relative frequency tells you how many out of the total amount.
I hope this helps, Mark.
Regards.
Jonathan
In second column 17 is also smaller than 18
Hi. Yes, there are one or two small blunders. Which really show that you need to take your time when counting the observations. With that said, I hope the conceptual presentation helped. Kindest regards. Jonathan.
@@MathsAndStats yup that was easy though
The number 17 is wrong as it is less than 18.......thus, only 9 numbers and not 10 in that data set...cheers from Australia
how do you know what type of rule that you use?
The rule with respect to the number of classes is called Sturge's rule. In this example I use base 2. Reference: Probability and Statistics for Finance, Rachev et al. published by Wiley pp33.
Is there any other way to calculate the width for example can it be calculated like
I>H-l/k as I studied it like that but you said the range +1/k
I’m now confused
What do you mean by the notation: I>H-l
In my video I define the class width to be: width = (range + 1)/k
I am confused with your explanation compare to other videos, 5-18 if you count that will give a 14 class width
5-17
17-30
30-43
44-56
57-69
70-83
can you make explanation why you've got different explanation from other videos
thank you sir if you will respond to my comment
joemil fernandez that was for histograph if you will make histograph. The last number in each class is not included, except fort the lowest and highest values
My Quetion and answer isnit related why?
your class limits seem to overlap, is that supposed to happen?
They are inclusive of the lower bound and exclusive of the upper bound. I hope that helps.
72 devided by 6 is 12 not 12.666
If the width is 13, shouldn't the intervals be
5-17
18-30
31-43
etc.?
Hi, Yes that would be correct and would be an alternative way to construct the intervals (classes). The approach you suggest would imply that the interval is inclusive of the lower bound values and also inclusive of the upper bound figures. The approach I suggest is inclusive of the lower bound values but exclusive of the upper bound values. This approach will allow for the counting of discrete as well as continuous variables. My point being if an observation was recorded as 17.76, it would fall into neither of the intervals (5 - 17) or (18 - 30). I hope this helps to shed some light on the approach taken. Thanks for your comment hemandy94. Jonathan.
72/6 is 12...than why u hv said that 13 is class width??
Your right, well spotted. See comment below video. But if you follow the technique you will always get the appropriate distribution. Here is the comment:
"Please note a small error, although this does not take away from the conceptual idea. The class interval is calculated as (76/6) when it should be (72/6)."
Yep he missed 17
Thanks
you left 17 behind why in raw of 5- 18
Hi Joel. A rush of blood to the head I believe. It emphasizes the point that you should take your time when counting observations and cross them off when you count them. Thanks for the comment. Jonathan.
I have a stats question
you're not suppose to overlap mister
U forgot that 17 which is also lower than 18 the first class
How come 72÷6= 12.66? 🤣 its just exactly 12
Yeah, you are correct. A lapse in concentration. I have noted the error in the note to this video. Well spotted thou. Thanks.
@@MathsAndStats but anyway thank you for this video I was assign to teach stats for some graduating students in highschool
@@MathsAndStats very easy to understand
72 ÷6= 12. Its not 12.66
in part 1 , the width is wrong , the correct is 12 , and this part 2 is also wrong , you cant use 17 in the 2nd class because you have already 17 in 1st class. and one more thing , 5+13= 18 , 5 to 18 is 14 classes .
I hate this video
i lost interest after you gave the first frequency in the data and forced me to changed another video for understanding and more modernize techniques in distributing data in table...(note: i have watch you're part 1 video and it was terrible... and confuse me a little bit)...sorry once again...just a student here :(
Sorry to hear that Richmark, maybe you could suggest how to improve this and make it more accessible? Kindest Regards. Jonathan.