Course Content
R Introduction: Part I
R Introduction: Part I
Numbers
In the previous section, we observed that the number 10 was identified as a double even though it is an integer. Let's delve into this peculiarity.
R can categorize numeric values into several types, which are:
double- representing real numbers;integer- for whole numbers;complex- for numbers with both a real and an imaginary part.
To have R recognize 10 as an integer instead of a double, you can append L to the number. Hereβs how you can do it:
typeof(10) # Example of double type typeof(10L) # Example of integer type
Differentiating between 10 and 10L is important because of how memory is utilized β integers take up less space.
Swipe to start coding
-
Assign the current year's numerical value to a variable named
year, and ensure that it is ofintegertype by appendingL. -
Determine and display the type of the
yearvariable:
Solution
Switch to desktop for real-world practiceContinue from where you are using one of the options belowThanks for your feedback!
Numbers
In the previous section, we observed that the number 10 was identified as a double even though it is an integer. Let's delve into this peculiarity.
R can categorize numeric values into several types, which are:
double- representing real numbers;integer- for whole numbers;complex- for numbers with both a real and an imaginary part.
To have R recognize 10 as an integer instead of a double, you can append L to the number. Hereβs how you can do it:
typeof(10) # Example of double type typeof(10L) # Example of integer type
Differentiating between 10 and 10L is important because of how memory is utilized β integers take up less space.
Swipe to start coding
-
Assign the current year's numerical value to a variable named
year, and ensure that it is ofintegertype by appendingL. -
Determine and display the type of the
yearvariable:
Solution
Switch to desktop for real-world practiceContinue from where you are using one of the options belowThanks for your feedback!
Switch to desktop for real-world practiceContinue from where you are using one of the options below