The histogram shows the distribution of the number of miles a statistics student drives to school each day. So, first and foremost, the two basic questions to ask yourself: What is the object of interest? What is the variable? What is the object of interest? It's statistics students. So, when you see this frequency on the vertical axis— all of these counting numbers: 15, 10, five— all of those numbers are representing the number of stat students. These are all representing statistics students. And what is the variable? It's the commute, the number of miles they drive to school each day. Again, always, always identify what your variable is because that's going to explain the horizontal axis. And what is your object of interest? Because that explains the vertical axis. So, that when you read the question, like question A that says, 'How many students?' you will automatically acknowledge, 'Alright, how many students means find the number of students,' which means frequency, which means I'm looking for the height of one of these rectangles. That's why I'm having you do this process in brown, to ultimately understand you need to find a frequency or a height of a rectangle. So, let's do this: How many students are going to commute between 10 to 15 miles to school each day? Remember, when it comes to these bins, I said 15, emphasizing you're getting all the way up to 15, very, very, very, very close to it but of course, not touching it. What is the height of this bin? If we're looking for how many students— the height of this bin— how many students, then, are commuting between 10 to 15 miles to school each day? 17. Perfect. 17 students. Alright, let's try another one. How many students, so again, 'How many students' is going to emphasize we need the height, the frequency of the rectangle, are commuting over 50 miles to school each day. In this case, what rectangle or rectangles are we looking at to answer this question? Yeah, we're looking at the last two rectangles. In problems where you are utilizing multiple rectangles, you need to identify the frequency, the height of each of those rectangles, and you will need to add those frequencies up, giving us two students. Excellent! Yes, sometimes these problems will require you to look at multiple rectangles. If that's the case, you just add up their frequencies. Okay, let's try another one. What percent of students are going to commute less than five miles to school each day? 'Oh dang it, guys, what percent?' I forget. How do I find a percentage? What do I do to find a percentage? Yeah, I got to make a fraction, where, again, that fraction is ultimately going to emphasize the number within your group of interest: How many students are commuting less than five miles to school each day, divided by the total. So, let's find the green box first, commuting less than five miles. Which bar am I looking at here? Yeah, I'm going to look at the first bar. So then, with that in mind, how many students are commuting less than five miles? Yeah, we're looking at seven students. Seven students. And again, you are dividing then by your sample, your total number of students. And now this has been quietly given to us. What is it? Yeah, remember 'n' is always going to represent total. So that's going to be 67. So the percent is 10.4%.