When you round off. You can only add one or increase the number when the decimal is 5 above right? So why is it 14 when the number with a decimal is 13.3 that when you round off, shouldn't it be just 13? Thanks for whoever can answer me.
I did very well in my first stats class, but three semesters later, I'm taking a pre-req psych stats class and needed a refresher in creating thorough freq. distribution numbers. Yours is the only clear, detailed explanation I found showing everything relevant; thank you!
Hiii As far as I know ..we round "up" the class width...that is round up to the nearest whole number For eg: 2.35 will be 3 4.8 will be 5 29.01 will be 30 I hope that helped❤
The only thing that would change is that you would have to decide on the number of classes yourself. There is no way to construct a grouped frequency distribution without knowing the number of classes. A common rule is to have the number of classes by something close to the square root of n, where n is the sample size.
@@anthonyeisenluna8477 Thanks Anthony. Yes, there are multiple approaches for choosing the number of classes based on the number of observations in the sample.
How about if my range is 5, no. of class is 6... My class width is 1. How can I make a class limit? My values are 0, 1, 2, 3, 4 and 5 with the frequency of (0 has 7)(1 has 7)(2 has 5)(3 has 3)(4 has 2)(5 has 1)
In your case, because you have such small numbers, you probably want your class width to be 5/6 = 0.833 -> 0.9. Then your class limits are 0 to 0.9, 1 to 1.9, etc.
I thought the same thing...in my stats class, we didn't use a "tally," but just the frequency and cum. freq. The "tally" was merely a stepping stone approach to get perspective.
I didn't do all the tallies, I only showed an example of how they are done. The reason you do the tallies is to count the number of values in each bin. You can do that directly, but it's easier to mark a tally in the appropriate bin for an observation, cross out the observation, and then move onto the next observation. You can simply count the number of values in each bin directly, but it's very easy to make a mistake that way.
If the numbers you’re working with have 2 decimal places (ex 2.69) then keep it at 1.58, if they have only one (ex 6.9) then round up to 1.6 or if there are no decimal places (ex 420) the round up to 2
The range [max - min] divided by the number of classes (rounded up based on the last decimal place of the observed data). In this case, (93 - 0)/7 = 13.3 -> 14.
If the number of classes is not given, then a common rule is to use something close to sqrt(n) where n is the number of observations. In this example, we have 33 observations, so n = 33. sqrt(33) is about 5.7. So that rule would suggest using 5 or 6 classes. 7 is a bit larger, but not by much.
Round UP to match the decimal resolution of your data. For integers it would be 5. If your data had 1 decimal, it would be 4.1. For 2 decimals 4.01 would be fine.
ok now I get it after rewatching again its not round off but a round up but my last question is how to know the number of classes? because yours is already given Idk how im going to just specifically give a number of class
@@Thematic17 Good question. Most problems will simply tell you the number of classes to use. If it is not given, then a common rule is to use something close to sqrt(n) where n is the number of observations. In this example, we have 33 observations, so n = 33. sqrt(33) is about 5.7. So that rule would suggest using 5 or 6 classes. 7 is a bit larger, but not by much.
Thank you so much. Before I couldn't understand how can divide a suitable group. Be successful
When you round off. You can only add one or increase the number when the decimal is 5 above right? So why is it 14 when the number with a decimal is 13.3 that when you round off, shouldn't it be just 13? Thanks for whoever can answer me.
same thoughts. i got confused as well
right yeah this part is confusing the class width is higher than second largest value for me
Because if you will use 13, the highest data will not be included in the table
It should always be round up
And he said that round "up"
Thanks. This video is a big help to me.
thank you! This actually helped!
A wonderful video
Nice
How can 2.123 become 2.2? It should be 2.12 right or not?
Because in data distribution table we always round up no matter what number of decimals
He mention it in the video
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What if the number of classes it’s not specified how do we calculate the width ?
I did very well in my first stats class, but three semesters later, I'm taking a pre-req psych stats class and needed a refresher in creating thorough freq. distribution numbers. Yours is the only clear, detailed explanation I found showing everything relevant; thank you!
This is such a great explanation! Thank you so so much!
Class Boundaries are a silly waste of time if you are not recording fractions of a day.
thanks
🤔 3:00 I didn't understood one thing that why did we round off 13.3 to 14 we would have round it to 13.
This CONFUSED me too
This is helpful, THANK YOUUUU FOR THIS LESSON
Tnxxx a lot from the core of my heart
R=48-18=30
m=5
h=30/5=6
If I make 5 classes of height 6 then I do not get the highest value in the last class Limit. Please tell me how to solve this
Wow you’re brilliant and generous best combination that Most professors should have thank you
Thank you so much for this video !
my dog just shat in my bed
This was so utterly simple to understand thank you so much
This was so easy to understand, thank you sir.
Thank you!! This helped with my Statistics hw immensely!
How you get the frequency?
I dont understand those your tally and observations...how
I still don't get how did that 13.3 become 14 all of a sudden
Hiii
As far as I know ..we round "up" the class width...that is round up to the nearest whole number
For eg: 2.35 will be 3
4.8 will be 5
29.01 will be 30
I hope that helped❤
Thank you big time!!
This is a good video it helps me a lot
It does help to get away with my quiries ❤
How to draw histogram from the class boundaries starting from - 0.5?
why would you round that up if the next number to that decimel value is below 5?
You always round up even if decimal is lower than 5 so 4.2 is rounded up to 5 and 6.1 is 7 and so on.
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what is ment by the "previous class" when computing the very first comulative frequency
Watching this I I prepare for my icm exam.
Thank you for this so helpful.
This helped a lot thank you
🥳🥳🥳 I passed my sta116 exam, thanks to vidz like yours
could you do an explanation video for if the no. of classes isnt specified?
The only thing that would change is that you would have to decide on the number of classes yourself. There is no way to construct a grouped frequency distribution without knowing the number of classes. A common rule is to have the number of classes by something close to the square root of n, where n is the sample size.
there is 1 way tho n= 1+3.3log N , where n is the number of classes and N is the number of data you have.
@@anthonyeisenluna8477 Thanks Anthony. Yes, there are multiple approaches for choosing the number of classes based on the number of observations in the sample.
Thank you both! My teacher hadn't explained it so I was confused
You can use Sturges Formula.
My note is a mess but thank youuuu its worked.
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Thank you so much for your dedication to teaching young minds!!!!!!!!!!!!
Great Content.
I have a question though. If you're not given the value for number of classes. how do we calculate that part??
You always should be gIven that, it’ll either be bin width or some categorical number that tells you how many groups.
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What if the number of classes isn't specified?
Thank you so much I was so confused but now I get it now
Wow! Thanks for putting it in laymen terms lol
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@@zabihullah2058 this got weird
Thankyou so much it is so helpful .
How about if my range is 5, no. of class is 6... My class width is 1. How can I make a class limit?
My values are 0, 1, 2, 3, 4 and 5 with the frequency of (0 has 7)(1 has 7)(2 has 5)(3 has 3)(4 has 2)(5 has 1)
In your case, because you have such small numbers, you probably want your class width to be 5/6 = 0.833 -> 0.9. Then your class limits are 0 to 0.9, 1 to 1.9, etc.
@@jfrench thank you so much sir...😊
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So, what’s the difference between the tally and frequency values then?
I thought the same thing...in my stats class, we didn't use a "tally," but just the frequency and cum. freq. The "tally" was merely a stepping stone approach to get perspective.
Thanks for the big help 😊
Thank you so much 💗💗
Hello cuteee
Our instructor said that the class width should be odd. I'm confused:(
its easy to instruct with odd and they just may want you to use that but it doesn't have to be.
Thank you so much for your help
Thank you I understand this🥺
do u have a playlist of this? thanks for the answer
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why did you do the tally anyhow 😒
I didn't do all the tallies, I only showed an example of how they are done. The reason you do the tallies is to count the number of values in each bin. You can do that directly, but it's easier to mark a tally in the appropriate bin for an observation, cross out the observation, and then move onto the next observation. You can simply count the number of values in each bin directly, but it's very easy to make a mistake that way.
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can the frequency be 0?
So Good!!!! Thank you so much!
How about 1.58? Should it be 1.6 or still 1.58?
If the numbers you’re working with have 2 decimal places (ex 2.69) then keep it at 1.58, if they have only one (ex 6.9) then round up to 1.6 or if there are no decimal places (ex 420) the round up to 2
How did you determine the classes?
The range [max - min] divided by the number of classes (rounded up based on the last decimal place of the observed data). In this case, (93 - 0)/7 = 13.3 -> 14.
Also, is the class size has to do something with how many rows are in class limits?
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Thank you sir
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Thanks
How did you find the frequency?
The number of observations according to after you Tally, in this case, 14, is your starting frequency.
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Thank you
w=16
What to do when no. Of classes aren't specified in the question.
Usually pick a class between 5 - 16 i think
Use staurges formula
If the number of classes is not given, then a common rule is to use something close to sqrt(n) where n is the number of observations. In this example, we have 33 observations, so n = 33. sqrt(33) is about 5.7. So that rule would suggest using 5 or 6 classes. 7 is a bit larger, but not by much.
What if my class width is 4.01 am I suppose to round it up to 5?
Technically, yes, if your data are integers. Otherwise your classes won't be wide enough to capture all the data.
Round UP to match the decimal resolution of your data. For integers it would be 5. If your data had 1 decimal, it would be 4.1. For 2 decimals 4.01 would be fine.
@@1000Zapatero Excellent point. In this example, the data are integers. But the algorithm changes based on whether the data has decimals.
Can't
Rule is rule
Great job🙏, it was clear and precise!
where did u get the width?
I mean how did it become 14 if u only get 13.3 u cant round off if its a smaller value right?
ok now I get it after rewatching again its not round off but a round up but my last question is how to know the number of classes? because yours is already given Idk how im going to just specifically give a number of class
@@Thematic17 Good question. Most problems will simply tell you the number of classes to use. If it is not given, then a common rule is to use something close to sqrt(n) where n is the number of observations. In this example, we have 33 observations, so n = 33. sqrt(33) is about 5.7. So that rule would suggest using 5 or 6 classes. 7 is a bit larger, but not by much.
Ur better than most math teachers
It probably helps that we can watch this on our own time and pause it when we need
Thank you so much! 👏
very helpful sir thank you
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