Grouped Frequency Distributions: Constructing a Grouped Frequency Distribution - Example 1 Part 2 

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

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

Thanks Ashley. Feel free to subscribe and recommend to your friends. Jonathan.

heck yeah

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.

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!💕

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

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?

What do you mean by the notation: I>H-l In my video I define the class width to be: width = (range + 1)/k

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

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.

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

They are inclusive of the lower bound and exclusive of the upper bound. I hope that helps.

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

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

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)."

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.

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.

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

Sorry to hear that Richmark, maybe you could suggest how to improve this and make it more accessible? Kindest Regards. Jonathan.