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Lecture 1b: Describing Data:

Frequency Distributions and
Graphic Presentation

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Outline

• Recognize the difference between grouped and

ungrouped data
• Organize data into a frequency distribution
• Display a frequency distribution in a histogram,
frequency polygon, and cumulative frequency polygon
• Present data using such graphic techniques as line
charts, bar charts, and pie charts

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Ungrouped Versus Grouped

Data

• Ungrouped data
• have not been summarized in any way
• are also called raw data
• Grouped data
• have been organized into a frequency distribution

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Example of Ungrouped Data

42 26 32 34 57

30 58 37 50 30
Ages of a Sample of
53 40 30 47 49
Managers from
50 40 32 31 40 Urban Child Care
Centers in the
52 28 23 35 25 United States
30 36 32 26 50

55 30 58 64 52

49 33 43 46 32

61 31 30 40 60

74 37 29 43 54

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Frequency Distribution

A Frequency
F Distribution
Di t ib ti i a
is
grouping of data into mutually exclusive
categories showing the number of
observations in each class/category

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Frequency Distribution of Child

Care Manager’s Ages

Class Interval Frequency

q y
20 up to 30 6
30 up to 40 18
40 up to 50 11
50 up to 60 11
60 up tto 70 3
70 up to 80 1

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Frequency distribution:
Construction Procedure

1. Collect at least 30 consecutive data points from a process

2. Arrange the data in increasing order
3. Decide on the number of intervals or classes. Use 2k ≥ n.
4. Decide the class interval or width, i  H  L
k
5. Set the individual class limits
6. Tally the data into the classes
7. Count the number of items in each class

North South University Slide 7 of 41 School of Business

Definitions

Class Midpoint
Midpoint: A point that divides a class into two
equal parts. This is the average of the upper and lower
class limits

Class interval:
interval The class
Class Frequency:
Frequency The interval is obtained by
number of observations in subtracting the lower limit of
each class a class from the upper limit of
th same class.
the l Th
The class
l
intervals should be equal

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Example 1
Dr. Tillman is Dean of the School of Business,
Socastee University. He wishes to prepare a
report
p showing
g the number of hours p per week
students spend studying. He selects a random
sample of 30 students and determines the
number of hours each student studied last week.
15.0, 23.7, 19.7, 15.4, 18.3, 23.0, 14.2, 20.8, 13.5,
20.7,, 17.4,, 18.6,, 12.9,, 20.3,, 13.7,, 21.4,, 18.3,, 29.8,,
17.1, 18.9, 10.3, 26.1, 15.7, 14.0, 17.8, 33.8, 23.2,
12.9, 27.1, 16.6

Organize the data into a frequency distribution.

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Example 1 (cont’d)
One: 30 Data points are available
Step One:

Two: Arrange the data in increasing order

Step Two:

10.3, 12.9, 12.9, 13.5, 13.7, 14.0, 14.2, 15.0, 15.4,

15.7, 16.6, 17.1, 17.4, 17.8, 18.3, 18.3, 18.6, 18.9,
19.7,, 20.3,, 20.7,, 20.8,, 21.4,, 23.0,, 23.2,, 23.7,, 26.1,,
27.1, 29.8, 33.8

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Example 1 (cont’d)
Three: Decide on the number of classes using the
Step Three:
formula
2k ≥ n
where k = number off classes
n = number of observations

•There are 30 observations so n = 30

•Two
Two raised to the fifth power is 32

•Therefore, we should have at least 5

classes, i.e., k = 5

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Example 1 (cont’d)
Four Determine the class interval or
Step Four:
width using the formula

i > H – L = 33.8 – 10.3 = 4.7

k 5
where H = highest value, L= lowest value

Round up for an interval of 5 hours.

Set the lower limit of the first class at 10 hours,

giving a total of 5 classes
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Example 1 (cont’d)
Five Set the individual class limits
Step Five:
Seven Tally and count the number of items in
Steps Six and Seven:
each class

Hours studying Frequency, f

10 up to 15 7

15 up to 20 12

20 up to 25 7

25 up to 30 3

30 up to 35 1

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Example 1 (cont’d)
Class Midpoint: find the midpoint of each interval, use
the following formula: Upper limit + lower limit
2

Hours studying Midpoint Frequency, f

10 up to 15 (10+15)/2 = 12.5 7

15 up to 20 17.5 12

20 up to 25 22.5 7

25 up to 30 27.5 3

30 up to 35 32.5 1

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Example 1 (cont’d)
A Relative Frequency Distribution shows
the percent of observations in each class
Hours studying f Relative frequency

10 up to 15 7 7/30 = 0.2333
15 up to 20 12 12/30 = 0.4000

20 up to 25 7 7/30 = 0.2333

25 up to 30 3 3/30
/ = 0.1000

30 up to 35 1 7/30 = 0.0333

Total 30 30/30 = 1.0

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Common Statistical Graphs

• Histogram — vertical bar chart of frequencies

• Frequency Polygon — line graph of frequencies
• Cumulative Frequency Polygon — line graph of
cumulative frequencies
• Pie Chart — proportional representation for categories of
a whole
• Box Plot (discussed
( later in Lecture 2))

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Histogram for Hours Spent

Studying

midpoint

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Practice Problem 1
• The commissions earned for the first quarter of last year by the 11
members of the sales staff at Master Chemical Company are:
$1,650, $1,475, $1,510, $1,670, $1,595, $1,760, $1,540, $1,495,
$1 590 $1,625,
$1,590, $1 625 $1,510
$1 510
(a) What are the values such as $1,650 and $1,475 called?
(b) Using $1,400 up to $1,500 as the first class, $1,500 up to $1,600
as the second class, and so forth, organize the quarterly
commissions into a frequency distribution.
(c) What are the numbers in the right column of your frequency
di t ib ti called?
distribution ll d?
(d) Describe the distribution of quarterly commissions, based on the
frequency distribution. What is the largest amount of commission
earned? What is the smallest? What is the typical amount earned?

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Solution: Practice Problem 1

a. The raw data or ungrouped data.

b.

c Class frequencies.
c. frequencies
d. The smallest commission is about $1,400 and the
largest is about $1,800. The typical amount of
commission is about $1550 ((1500+1600)/2 = 1550).

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Practice Problem 2

• Barry Bonds of the San Francisco Giants established a

new single season home run record by hitting 73 home
runs during the 2001 season. The longest of the home
runs travelled 488 feet and the shortest 320 feet. You
need to construct a frequency distribution of these home
run lengths.

(a) How many classes would you use?

(b) What class interval would you suggest?
(c) What actual classes would you suggest?

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Solution: Practice Problem 2

a. 26 = 64 < 73 < 128 = 27. So 7 classes are

recommended.
b. The interval width should be at least (488 - 320)/7 =
24. Class intervals of 25 or 30 feet are both reasonable.
c. If we use a class interval of 25 feet and begin with a
lower limit of 300 feet, eight classes would be necessary.
A class interval of 30 feet beginning with 300 feet is also
reasonable. This alternative requires only seven classes.

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Practice Problem 3
• Table below shows the relative frequency distribution for the vehicles sold
last month at Whitner Autoplex.
(a) How many vehicles sold for $18,000 up to $21,000?
(b) What
Wh t percentt off the
th vehicles
hi l sold
ld for
f a price
i b t
between $18 000 and
$18,000 d
$21,000?
(c) What percent of the vehicles sold for $30,000 or more?
Selling Price Frequency Relative
($ thousands) Frequency
15 up to 18 8 0.1000
18 up to 21 23 0.2875
21 up to 24 17 0 2125
0.2125
24 up to 27 18 0.2250
27 up to 30 8 0.1000
30 up to 33 4 0.0500
33 up to 36 2 0.0250
Total 80 1.0000

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Solution: Practice Problem 3

a. 23
b 28.75%,
b. 28 75% ffound
dbby (23/80) ×100
100
c. 7.5%, found by (6/80) ×100

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Frequency Polygon

A Frequency Polygon consists

of line segments connecting the
points formed by the class
midpoint and the class frequency

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Frequency Polygon for Hours

Spent Studying

North South University Slide 25 of 41 School of Business

Practice Problem 4
• The annual imports of a selected group of electronic suppliers are shown in
the following frequency distribution.
(a) Portray the imports as a histogram.
(b) Portray the imports as a frequency polygon.
(c) Summarize the important facets of the distribution (such as classes with
the highest and lowest frequencies).

Imports ($ millions) Number of Suppliers

2 up to 5 6
5 up to 8 13
8 up to 11 20
11 up to 14 10
14 up to 17 1

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Solution: Practice Problem 4

c. The smallest annual sales volume of imports by a

supplier is about $2 million, the largest about $17 million.
The highest frequency is between $8 million and $11
million.

North South University Slide 27 of 41 School of Business

Cumulative Frequency
distribution
A Cumulative To create a
Frequency
q y cumulative frequency
q y
Distribution is used polygon, scale the
to determine how upper limit of each
many or what class along the X-
proportion of the axis and the
data values are corresponding
b l
below or above
b a cumulative
l ti
certain value frequencies along
the Y-axis

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Cumulative Frequency Table for

Hours Spent Studying
Hours Upper f Cumulative
studying Limit frequency
10 up to 15 15 7 7
15 up to 20 20 12 19 (7+12)

20 up to 25 25 7 26 (19+7)

25 up tto 30 30 3 29 (26+3)

30 up to 35 35 1 30 (29+1)

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Cumulative Frequency Distribution

for Hours Spent Studying

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Practice Problem 5
• A sample of the hourly wages of 15 employees at the Home Depot in
Brunswick, Georgia, was organized into the table below.
(a) What is the table called?
(b) Develop
D l a cumulative
l ti frequency
f di t ib ti and
distribution d portray
t th distribution
the di t ib ti
in a cumulative frequency polygon.
(c) On the basis of the cumulative frequency polygon, how many employees
earn $11 an hour or less? Half of the employees earn an hourly wage of
how much or more? Four employees earn how much or less?

Hourly Wages Number of Employees

$8 up to $10 3
10 up to 12 7
12 up to 14 4
14 up to 16 1

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Solution: Practice Problem 5

a. A frequency distribution.
b.
Hourly Number of 7 employees
Wages Employees
Less than 10 3
Less than 12 10
$11
Less than 14 14
Less than 16 15

c. About seven employees earn $11.00 or less. About

half the employees earn $11.25 or more. About four
employees earn $10.25 or less.
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Line Graphs
Line graphs are typically used to show the
change or trend in a variable over time

Year Males Females

1992 30.5 32.9
1993 30.8 33.2
1994 31.1 33.5
1995 31.4 33.8
1996 31.6 34.0
1997 31.9 34.3
1998 32.2 34.6
1999 32.5 34.9
2000 32.8 35.2
2001 33.2 35.5
2002 33.5 35.8

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Line Graph for Age Data

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Bar Chart
A Bar Chart can be used to depict any of the levels of
measurement (nominal, ordinal, interval, or ratio)
Construct a bar chart for the number of unemployed per
100,000 population for selected cities during 2001

C ity N u m b e r o f u n e m p lo y e d
p e r 1 0 0 ,0 0 0 p o p u la tio n
A tla n ta , G A 7300
B o s to n , M A 5400
C h ic a g o , I L 6700
L o s A n g e le s , C A 8900
N e w Y o rk , N Y 8200
W a s h in g to n , D .C . 8900

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Bar Chart for the Unemployment

Data

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Pie Chart
A Pie Chart is useful for displaying a relative frequency distribution. A circle is
divided proportionally to the relative frequency and portions of the circle are
allocated for the different groups
A sample of 200 runners were asked to indicate their favorite type
of running shoe. Draw a pie chart based on the following
information.
Type of shoe # of runners % of total
Nike 92 46.0
Adidas 49 24.5
Reebok 37 18.5
Asics 13 6.5
Other 9 4.5

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Pie Chart for Running Shoes

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Practice Problem 6

• The Clayton County Commissioners want to show

taxpayers attending the forthcoming meeting what
happens to their tax dollars. The total amount of taxes
collected is $2 million. Expenditures are: $440,000 for
schools, $1,160,000 for roads, $320,000 for
administration, and $80,000 for supplies. A pie chart
seems ideal to show the portion of each tax dollar going
for schools, roads, administration, and supplies. Convert
the dollar amounts to percents of the total and portray
the percents in the form of a pie chart.

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Solution: Practice Problem 6

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Additional Practice Problems

• Problems 11, 12 (page 35)

• Problem
P bl 17 (pages
( 41 42)
41-42)
• Problem 22 (page 45)

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