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Fourth Quarter Module 3

Week 3

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Introductory Message
For the facilitator:
This module was collaboratively designed, developed, and evaluated by the Development and
Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be helped to process the
contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care.

2. Don’t forget to answer Let’s Try before moving on to the other activities included in
the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain a
deep understanding of the relevant competencies. You can do it!

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The content of this module will guide the learners to understand the importance of Statistics,
data collection, and frequency distribution table. This will also help the learners the steps on
how to construct a frequency distribution table and compute its part.

After going through this module, you are expected to:

1. Know and understand the different terms and parts of a frequency distribution table.
2. Organize data in a frequency distribution table.; and
3. Create a frequency distribution table.

Directions: Choose the letter of the correct answer.

1. The number of times the data value occurs is called ____________.

A. Class Interval B. Frequency C. Group D. Tally

2. It is a tabulation or grouping of data into appropriate categories showing the number of

observations in each group or category.

A. Bar Graph B. Line Graph C. Frequency Table D.Pie Chart

3. It refers to the numerical width of any class in a particular distribution.

A. Class Interval B. Frequency C. Class limits D. Tally

4. It is the smallest data value that can go into the class.

A. Class boundary B. Class marks C. Lower class limit D. Upper Class limit

5. What is the class mark of class 40-49?

A. 43.5 B. 44.5 C. 45.5 D. 46.5

6. What is the lower class boundary of class 16 – 20?

A. 15.5 B. 16 C. 20 D. 20.5

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7. Three people work in a factory making parts for motorcycles. The table shows how many
complete parts they make in a week. Who makes the most parts in a week?

WORKER MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Lucas 20 21 22 21 25
Matthew 30 15 12 30 29
David 25 24 15 22 27

A. David B. Lucas C. Matthew D. All of them

For numbers 8–9, the table below shows the household size of 6 students.

Number of
Name
People
Maricar 5
Anne 7
Hanna 5
Angela 6
Kath 4
Luna 3

8. Which Student has the least number of households?

A. Anne B. Angela C. Kath D. Luna
9. How many people are there in the six households?
A. 29 B. 30 C. 31 D. 32
10. The table below shows the scores of 40 students in their Science Quiz. What is the
frequency of the scores from 16-20?

(Class) Frequency
Scores (No. of Student)
6-10 2
11-15 6
16-20 9
21-25 8
26-30 15
Total: n = 40
A. 2 B. 6 C. 8 D. 9

Alternatively, you may answer these questions online!

Use this link on your cellphone, laptop, or desktop: Write your
score here
https://bit.ly/3wG4TCW

Use proper capitalization to activate the link. You will

see your score after completing the test. Make sure to
screenshot your work as proof to your teacher then 4
write your score in the box. Make sure you are
connected to the internet!
 Frequency Distribution
Table

Activity 1
1. Arrange the following numbers in ascending order:
a. 0.5, 1.0, 0.05, 0.25, 0.95
b. 8, 12, 6, 11, 9, 15, 10, 12, 7
c.
2. Anton asked 10 persons their most preferred colors among red, green, and blue. The
table below shows his raw data, how many persons preferred the color blue?

Green Red Red Blue Blue

Blue Green Red Blue Blue

Activity 2
Jackie wants to put up a fruit store at a marketplace and wants to know the best-selling fruit.
Due to Covid-19, she decided to conduct a survey online to her neighborhood to know their
most preferred fruit in the marketplace.
The results of Jackie’s survey are as follows: Can you help Jackie organize the data?

Category Frequency
( Number of Fruits)
Apples 4
Bananas
Grapes 3
Mangoes
Oranges
Strawberries
Total:

What is the most preferred fruit in the

marketplace?
Answer: _______________

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A frequency distribution table is a tabulation or grouping of data into appropriate categories
showing the number of observations in each group or category. A quick look at the survey of
the activity above, tells you that most of Jackie's neighborhood preferred Apples, Mangoes,
and Oranges.
A frequency table is constructed by arranging collected data values in ascending or
descending order of magnitude with their corresponding frequencies.

A. Frequency Table (Ungrouped) is used for small data set.

Example 1: Newspapers

These are the numbers of newspapers sold at a local shop over the last 10 days.

22, 20, 18, 23, 20, 25, 22, 20, 18, 20

Step 1: To make the frequency table, first write the categories in one column (Newspapers
Sold)
(See the table below)

Step 2: Next, tally the numbers in each category. For example, the number 18 appears two
times in the list, so put two tally marks “||”:

Step 3: Finally, count up the tally marks and write the total frequency in the final column.

Newspapers Tally Frequency

Sold
18 II 2
19 0 0
20 III 4
21 0 0
22 II 2
23 I 1
24 0 0
25 I 1
Total: 10

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 B. Frequency Distribution Table (Grouped) if the number of distinct data values is
large, the data must be grouped to make them more comprehensive.

We divide an interval containing all the data into a smaller number of segments,
usually of equal width. These segments are called class intervals.

Example 2: Suppose we want to identify the score of 40 students in their Science test. We
first would have to get the data on the scores of the students. When the data are in original
form, they are called raw data and are listed next.
14, 6, 29, 11, 27, 19, 30, 10, 29, 24, 15, 27, 18,

23, 22, 26, 28, 18, 20, 22, 26, 21, 24, 29, 26, 28,

25, 18, 22, 18, 13, 28, 16, 30, 15, 29, 14, 17, 19, 26.

After collecting data, we will have a big mass of data that are raw and unorganized form.

For organizing data, we should follow the following steps.

Steps in Organizing Data

1. Arrange data into an array

2. Decide on the number of classes ( k)
3. Calculate the class interval
4. Prepare a tally sheet

Step 1: Arrange data into an array.

The first step in organizing the data is to arrange them in an array so that we can observe
the data in a more meaningful and systematic manner. Notice that data can be arranged
from lowest to highest values (ascending order) or from highest to lowest values
(descending order).

6, 10, 11, 13, 14, 14, 15, 15, 16, 17, 18, 18, 18,

18, 19, 19, 20, 21, 22, 22, 22, 23, 24, 24, 25, 26,

26, 26, 26, 27, 27, 28, 28, 28, 29, 29, 29, 29, 30, 30

After arranging the values, find the range of the data. The range is the difference between
the largest and the smallest values. The highest score above is 30, minus the lowest score 6
the result is 24.

Step 2: Decide on the number of classes (k)

Before constructing the classes, we need to decide on the number of classes. As a general
guide, the recommended class number should be between 5 and 20. However, it's just a
guide. The class number can be less than 5 or more than 20.

For Example 2, let us use 5 as the number of classes.

Step 3:Calculate the class interval (CI)

Class interval refers to the numerical width of any class in a particular distribution.

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 𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 − 𝐿𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒
𝐶𝐼 =
𝐾

From the test scores in Example 2, the highest score that a student obtained was 30 while
the lowest score was 6. Substitute these values to the formula, we have
30−6
𝐶𝐼 = (Subract 6 from 30)
5

24
𝐶𝐼 = (Simplify)
5

CI = 4.8 ≈ 5 thus, Class interval = 5.

Step 4: Prepare a tally sheet

A tally sheet is important to calculate the frequency of cases in each of the five classes.
Tally Frequency Class Cumulative
(Class limits) Class
(No. of Boundary Frequency
Test Scores mark
Student) LB - UB ( cf )
6-10 ll 2 5.5-10.5 8 2
11-15 llll-l 6 10.5-15.5 13 8
16-20 llll-llll 9 15.5-20.5 18 17
21-25 llll-lll 8 20.5-25.5 23 25
26-30 llll-llll-llll 15 25.5-30.5 28 40
Total: n = 40

In the above distribution, the values 6 - 10 of the first class are called class limits.
The lower class limit is 6; it represents the smallest data value that can be included in the
class.
The upper class limit is 10; it represents the largest data value that can be included in the
first class.
Class boundaries these numbers are used to separate the classes so that there are no
gaps in the frequency distribution. The gaps are due to the limits; for example, there is a gap
between 10 and 11.
We can find the boundaries by subtracting 0.5 from 6 (the lower class limit) and adding 0.5
to 10 (the upper class limit). Thus,
Lower class boundaries = lower class limit – 0.5
Example : 6 – 0.5 = 5.5

Upper class boundaries = upper class limit + 0.5

Example : 10 + 0.5 = 10.5

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Classmark( Xm) is found by adding the lower and upper class limit and then divide by 2.
𝑙𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 + 𝑢𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡
𝑿𝒎 =
2

6 + 10
Example :𝑿𝒎 = (add the lower and upper limit, 6 and 10)
2
16
= (Divide)
2

=8

Cumulative frequency is the sum of all the previous frequencies up to the current point.
Starting from the lowest class interval, get the sum of frequencies of the class and the class
below it. The cumulative frequency for the first data point is the same as its frequency since
there is no cumulative frequency before it. In the interval 6 – 10, we add its frequency (2) to
the frequency below (6)and this sum is added to the third class and so on. Note that the
cumulative frequency of the highest interval is equal to the total number of frequency ( n ).

Activity 1. Complete the Frequency Distribution Table below and answer the
questions that follow.

The following is the distribution of the ages of the 32 active covid cases being
monitored in New Lower Bicutan as of April 3.

Age No. of covid cases Cumulative

Class boundary Classmark
(Class limits) (Frequency) Frequency

20-29 12 19.5 – 29.5 _____ 12

30-39 13 ____________ 34.5 25

40-49 4 39.5 – 49.5 _____ _____

50-59 2 ____________ 54.5 31

60-69 1 59.5 – 69.5 _____ _____

Total: ________

a. What is the upper class limit of class 30-39?

b. What is the lower class boundary of class 50-59?
c. What is the class mark of class 40-49?
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 d. What is the total number of active cases in New Lower Bicutan?
e. Which class limit has the highest frequency?

• Frequency Distribution Table that lists numerical data that have been grouped in
intervals and the frequency of occurrence of the data.
•
• We use the following steps to construct a Frequency Table:

Step 1: Construct a table with three columns. In the first column, write down all of
the data values grouped in intervals.

Step 2: To complete the second column, go through the list of data values and
place one tally mark at the appropriate place in the second column for every data
value in the interval following a specified rule for counting boundary values. When
the fifth tally is reached for a mark, draw a horizontal line through the first four
tally marks as shown for, in the above frequency table. We continue this process
until all data values in the list are tallied.

Step 3: Count the number of tally marks for each interval and write the count in
the third column.

• Some of the parts of the Frequency Distribution Table are as follows:

❖ Range refers to the difference between the highest and lowest number in a data
set.
❖ Class size is the width of each class interval
❖ Class Interval the size of each class into which a range of a variable is divided.
❖ Class limits of groupings or categories are defined by lower and upper limits.
❖ The lower class limit of a class is the smallest data value that can go into
the class.
❖ The upper class limit of a class is the largest data value that can go into the
class.
❖ Class boundaries are used to separate the classes so that there are no gaps in
the frequency distribution
❖ Classmarks are the midpoints of the classes and are obtained by averaging the
limits.
❖ Cumulative frequency is the sum of all the previous frequencies up to the
current point

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 1. Jane wants to know the favorite subjects of her classmates. She distributed
questionnaires to a sample of 20 students. Help her create a frequency distribution
table based on the primary data she gathered as shown below.

2. Weights of Students in Section Humility in Palar Integrated School.

a. How many students are there in the class?

b. What is the class interval?

Multiple Choice. Choose the letter of the correct answer.

For numbers 1 - 3, refer to the table below.
Frequency distribution of injury type at Maxwell University

1. What is the total frequency of injuries that occurred?

A. 27 B. 28 C. 29 D. 30

2. What type of injury happened most often?

A. Fall B. Burn C. Cut D. Other trauma

3. How many students suffer from other trauma?

A. 14 B. 8 C. 3 D. 2
For numbers 4 – 10, refer to the table below.

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The frequency distribution below shows the scores obtained by 300 students in a
Mathematics test of 50 items.

4. In what class limits contains the highest frequency?

A. 10-14 B.45-49 C. 30-34 D. 25-29

5. What class size was used in the distribution above?

A. 5 B. 4 C. 3 D. 2

6. What is the upper class limit is 20 – 24?

A. 19.5 B.20 C.24 D. 24.5

The following tally chart shows how many hours John, Maria, Nina, and Joseph worked
this week. Use the data to answer the questions in numbers 7 – 10.

7. How many hours did John work this week?

A. 10 B.25 C.27 D. 30

8. Who worked 5 hours more than John?

A. Maria B. Nina C. Joseph D. None of the above

9. How many hours did John, Maria, and Nina work in total?
A. 60 B. 62 C. 90 D. 92

10. Who worked 600 minutes?

A. Nina B. John C. Maria D. Joseph

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 Alternatively, you may answer these questions online!
Use this link on your cellphone, laptop, or desktop: Write your
score here
https://bit.ly/39XhUya

Use proper capitalization to activate the link. You will

see your score after completing the test. Make sure to
screenshot your work as proof to your teacher then
write your score in the box. Make sure you are
connected to the internet!

1. Complete the Frequency distribution table for the scores of 60 students in a Math
test:

Class Class Cumulative

Tally Frequency Classmark
limits boundary frequency
2–4
5–7
8 – 10
11 – 13
14 – 16
17 – 19
N=

2. To review the lessons, please visit the following links:

https://www.youtube.com/watch?v=QI5OZN9t-D0
https://www.youtube.com/watch?v=tcU_hApd-j0

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References
GRADE 7 LEARNERS MATERIAL K to 12, Department of Education, First Edition, 2014

Altares, Priscilla S., Antonio Rolan Copo, YonardoGabuyo, Angeline T. Laddaran, Leila
Mejia, Immaculata Policarpio, Evangeline Sy, Helen Tizon, and Ana Maria Yao.
"Elementary statistics: A Modern approach." Manila: Rex book store, Inc., 2003.

Norlito Magalona, Margie C. Macatingrao, Jennifer M. Bassila – De Leon, (2018) “Journey

Mathematics Beyond Limits”, KLEAFS Publishing

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