Scribd
Upload
56 views7 pages

2020 - Statistics 1 - Session 2

This document discusses different ways to organize grouped data through frequency distributions. It covers inclusive vs exclusive frequency distributions, calculating class limits, boundaries, widths, and midpoints. It also demonstrates how to calculate the mean of grouped data by using class midpoints and frequencies.

Uploaded by

Jacob Seraphine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
56 views7 pages

2020 - Statistics 1 - Session 2

This document discusses different ways to organize grouped data through frequency distributions. It covers inclusive vs exclusive frequency distributions, calculating class limits, boundaries, widths, and midpoints. It also demonstrates how to calculate the mean of grouped data by using class midpoints and frequencies.

Uploaded by

Jacob Seraphine
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 7

GROUPED DATA

When we have a lot of categories, we sometimes may need to group the data. It is
often better to display the data in a table. This section will look at different ways to
organise data, but first here are a few things to note. Please take note of the terms
which have been highlighted.
There are two types of frequency distribution:
a) Inclusive - In inclusive type of frequency distribution, the upper limit of
one class does not coincide with the lower limit of the next class.
b) Exclusive - In exclusive type of frequency distribution, the upper limit of
one class coincides with the lower limit of the next class.
The following example illustrates the inclusive type of frequency distribution.
Consider the following ungrouped marks (out of 50) given to 30 students:

The range is the difference between the largest and the smallest observations in a
sample. For the above ungrouped data the range is 49 - 12 = 37.
Consider the class 11 - 15. The lower and upper limits of a class interval are
known as class limits. If a student scores 11 marks or 15 marks, he will be put in
this class. For this class, 11 is the lower limit and 15 is the upper limit and both
are included in the class; hence this distribution is inclusive.
But in case of 'exclusive' frequency, one of the limits of the class is excluded
from the class; the above frequency distribution can be reformed in the following
exclusive way also:

The score 20 is now included in the class 20 - 25 and not in 15 - 20.


In the above table, the data is grouped in class intervals of 5, but it can also be
grouped into class intervals of 10, 15. The table can also have unequal classes but
it is not desirable. The very purpose of grouping will be lost if there are too few or
too many or unequal intervals.
CLASSES

Inclusive type of frequency distribution can be converted into exclusive type as in


Table (b)

Class limits for Table (a):


The lowest values of the various classes are 11, 16, 21… These values are called
lower limits. The greatest values of the various classes are 15, 20, 25… These
values are called upper limits. Therefore,
Lower limit of class 11 - 15 is 11
Upper limit of class 11 - 15 is 15
Now, class limits are not always exactly what they represent for continuous data
when the scores are rounded off. Thus to obtain the actual class intervals, the class
limits are extended both ways by adding 0.5 to the limits. These extensions are
called class boundaries. For the class interval (11 - 15), the lower class boundary
is 10.5 and the upper class boundary is 15.5. Table (b) with class boundaries
illustrates this.
1. The class limits can be extended by 0.5 only for continuous variables and
not for discrete variables.
2. In discrete variables, the lower limit and lower class boundary remain the
same and so also the upper limits and upper class boundary.
Class width or Class size is the difference between upper and lower class
boundaries of any class. The class width of class (11 - 15) is 15.5 - 10.5 equal to 5.
Similarly, the class interval of other classes is also 5.
Class mid-point is the middle value of each interval. Class mid-point for the class

(11 - 15) is . Similarly, class midpoints for other intervals are 18, 23,
28…

With reference to the tables (a, b)


(a) The fifth class interval is 31 – 35
(b) Lower class limit of fifth class is 31
(c) Upper class limit of fifth class is 35
(d) Lower class boundary of fifth class is 30.5
(e) Upper Class boundary of fifth class is 35.5
(f) Class size or class width of 5th class is 35.5 - 30.5 = 5
(g) The class mid point is
Here’s another example of class limits and class boundaries again.

THE MEAN FOR GROUPED DATA

∑ 𝒇𝒙 ∑ 𝒇𝒙
𝑴𝒆𝒂𝒏 (𝒙
̅) = =
∑𝒇 𝒏

We already know how to find the mean from a frequency table. Finding the mean
for grouped or continuous data is very similar.
The grouped frequency table shows the number of CDs bought by a class of
children in the past year.
The groups 10-19, 20-29, 30-39 and 40-49 are called classes.
Frequency
Number of CDs
(f)
0-4 10
5-9 12
10-14 6
15-19 2
>19 0
We know that 10 children have bought either 0, 1, 2, 3 or 4 CDs, but we do not
know exactly how many each child bought.
If we assumed that each child bought 4 CDs, it is likely that our estimate of the
mean would be too big.
If we assumed that each child bought 0 CDs, it is likely that our estimate would be
too small.
It therefore seems sensible to use the mid-point of the group and assume that each
child bought 2.
Finding the mid-points of the other groups, we get:
Mid-point, f  x
Number of CDs Frequency
x
0-4 10 2 20
5-9 12 7 84
10-14 6 12 72
15-19 2 17 34
>19 0 - 0

The mean is . Remember: This is only an estimate of the


mean.
∑ 𝒇𝒙 ∑ 𝒇𝒙
𝑴𝒆𝒂𝒏 (𝒙
̅) = =
∑𝒇 𝒏
In-Class Exercise:
The frequency distribution of the daily wages, in dollars, for a group of workers is
shown in the table below. Find the mean wage of the sample.
Wages ($) Number of Workers
41 – 45 9
46 – 50 12
51 – 55 15
56 – 60 18
61 – 65 10
66 – 70 6
Assignment:

1. The frequency distribution of the marks awarded to 100 candidates in an


examination is as follows:

Marks Number of Candidates


1 – 10 13
11 – 20 23
21 – 30 36
31 – 40 20
41 – 50 8

Estimate the mean mark to the nearest whole number.

2. The table below shows the distribution of weight of 100 adults measured to
the nearest kilogram:

Weight (kg) Frequency


50 – 59 5
60 – 69 9
70 – 79 28
80 – 89 33
90 – 99 17
100 – 109 8

Calculate the mean weight.

3. The frequency table recording the heights of 50 children is shown below:

Height (cm) Frequency


130 – 134 2
135 – 139 6
140 – 144 19
145 – 149 14
150 – 154 4
155 – 159 3
160 – 169 2

Find the mean height for the children.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy