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Frequency distribution

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Frequency distribution

  1. 1. Frequency Distribution<br />
  2. 2. Frequency Distribution<br />A representation, in a tabular format, which displays the number of observations within a given interval. The intervals must be mutually exclusive (each score must belong to exactly one class) and exhaustive (Including every possible element).<br />
  3. 3. Question<br />How do we construct a frequency distribution table? <br />
  4. 4. Let’s Try!!!<br />Ages of 50 men randomly selected from a population who died in gunfire are given. Construct a frequency distribution table having 7 classes. <br />
  5. 5. 19 18 30 40 41 33 73 25<br />23 25 21 33 65 17 20 76<br />47 69 20 31 18 24 35 24<br />17 36 65 70 22 25 65 16 <br />24 29 42 37 26 46 27 63<br />21 27 23 25 71 37 75 25<br />27 23 <br />
  6. 6. Determine the range.<br />R = Highest Value – Lowest Value<br />R = 76 – 16 = 60<br />
  7. 7. Find the class width (c).<br />
  8. 8. Write the classes starting with lowest score.<br />
  9. 9.
  10. 10. General Process of Constructing a Frequency Table<br />STEP 1: Determine the <br /> range. <br />Range (R)= Highest Value – Lowest Value<br />Example in data: 29,55,65,23,45,86,44<br />Find Range<br />
  11. 11. STEP 2.Determine the tentative number of classes (k)<br />Note: <br />These classes are usually specified in question.<br />The number of classes should be between 5 and 20. The actual number of classes may be affected by convenience or other subjective factors.<br />
  12. 12. STEP 3. Find the class width by dividing the range by the number of classes.<br />(Always round – off )<br />
  13. 13. STEP 4.Determine the frequency for each class by referring to the tally columns and present the results in a table.<br />
  14. 14. When constructing frequency tables, the following guidelines should be followed.<br />The classes must be mutually exclusive. That is, each score must belong to exactly one class.<br />Include all classes, even if the frequency might be zero.<br />
  15. 15. All classes should have the same width, although it is sometimes impossible to avoid open – ended intervals such as “65 years or older”.<br />The number of classes should be between 5 and 20.<br />
  16. 16. Using Table:<br />What is the lower class limit of the highest class? Upper class limit of the lowest class?<br />Find the class mark of the class 43 – 51.<br />What is the frequency of the class 16 – 24?<br />
  17. 17. SLOPE<br />
  18. 18. SLOPE<br />Slope is a measure of steepness<br />
  19. 19. Types of Slope<br />Zero<br />Negative<br />Positive<br />Undefined<br />or <br />No Slope<br />
  20. 20. If given 2 points on <br />a line, you may find<br />the slope using the<br />formula m = y2 – y1<br /> x2 – x1<br />
  21. 21. Find the slope of the <br />line through the<br />points (3,7) and (5, 19).<br />x1<br />y1<br />x2<br />y2<br />m = 19 – 7<br /> 5 – 3<br />m = 12<br /> 2<br />m = 6<br />
  22. 22. Find the slope <br />(3, 4) and (-6, -2)<br />
  23. 23. If given an equation<br />of a line, there are<br />2 ways to find the<br />slope and y-intercept.<br />
  24. 24. One method is to<br />write the equation in<br />slope-intercept form,<br />which is y = mx + b.<br />slope<br />y-intercept<br />
  25. 25. Find the slope and<br />y-intercept of the<br />following equations.<br /> y = 3x + ½ <br /> slope= 3<br /> y-intercept = ½ <br />
  26. 26. 3x + 5y = 10 <br />First, solve the equation for y. <br />3x + 5y = 10<br />5y = -3x + 10<br />y = -3/5 x + 2<br />m= -3/5<br />b = 2<br />
  27. 27. Another method to<br />find the slope if given<br />an equation of a line<br />is to write the equation<br />in the form Ax + By = C.<br />m = -A/B, b = C/B<br />
  28. 28. Find the slope and<br />y-intercept of the<br />following equations.<br />A<br />B<br />C<br />8x + 11y = 7<br />m= -8/11<br />b = 7/11<br />
  29. 29. -6x = 2y + 14 <br />First, rewrite the equation in<br />the form Ax + By = C. <br />-6x - 2y = 14<br />m= 6/-2<br />b = 14/-2<br />m= -3<br />b = -7<br />
  30. 30. If given the graph<br />of a line, find the<br />slope by using the<br />“triangle” method to<br />find the rise over run.<br />
  31. 31. rise = 4<br />m= rise<br />run<br />run = 5<br />m= 4/5 <br />
  32. 32. Feedback form<br />MET’s Institute of Management, Bhujbal Knowledge City, Adgaon, Nashik<br /> <br />1. Name of the student: <br />2 . Graduation in:<br />3. Please tick whether you had learnt statistics in your graduation<br />level: Yes No<br /> <br />4. Please grade yourself according to you in which category you lie in the knowledge of mathematics and statistics<br />1.Poor 2. Not good 3.Average 4.Good 5.Excellent<br /> <br />
  33. 33. Whether Induction on basics of Mathematics and Statistics was fruitful <br /> for you ? Yes / No<br /> If Yes then please state why?<br /> <br />Do you need any change in the current teaching methodology adopted for statistics?<br /> 7. Any suggestions related to the subject statistics: <br />
  34. 34. The End<br />

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