Mathematics 7

Quarter 4
Self-Learning Module 5
Frequency Distribution
Table
Mathematics – Grade 7
Quarter 4 – Self-Learning Module 5: Frequency Distribution Table
First Edition, 2020

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Mathematics 7
Quarter 4
Self-Learning Module 5
Frequency Distribution Table
Introductory Message

For the Facilitator:

Welcome to the Mathematics Grade 7 Self-Learning Module on Frequency

Distribution Table!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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

Welcome to the Mathematics Grade 7 Self-Learning Module on

Frequency Distribution Table!

This self-learning 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 enabled to process the contents of the learning material while
being an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measure how much you have learned from the
entire module.
 EXPECTATION
1. Organize data in a frequency distribution table.

PRETEST

Directions: Read each statement carefully. Choose the letter of the correct answer
and write it on a separate sheet of paper.

1. The difference between the highest value and the lowest value is called
_______?

A. Range B. mean C. median D. mode

2. In the class interval 96 – 100, the true lower limit is ______.

A. 95.5 B. 96 C. 99.5 D. 100

3. Using question number 2, what is the true upper limit of the class interval?
A. 96 B. 99.5 C. 100 D. 100.5

4. The number of data in each class interval is called ________.

A. Raw data B. interval C. frequency D. class width

5. What do you call with the difference between any 2 consecutive upper limits
or lower limits?

A. Raw data B. interval C. frequency D. class width

RECAP
Direction: Answer the following questions.

1. What do you call with the data that you collected during the survey?

2. How do you organize a data?

LESSON
 A frequency table shows clear and definite information about a set of value.
Using the frequency table, you can easily know which class has the lowest
frequency.

Steps in Constructing a Grouped Frequency Distribution:

1. Get the difference between the highest score and the lowest score. Add 1 to
the difference to arrive at the total number of scores or potential scores. The
difference between the highest score and the lowest score is called the
range.

Example: highest score – lowest score = range

29 – 10 = 19

Total number of potential scores = 19 + 1 = 20.

2. Decide on the number of class intervals which is appropriate to the given set
of data. Divide the final number in step 1 by the desired number of class
intervals to arrive at the width of class interval (i). If 10 is the desired
number of class intervals, then:

I = 20/10 = 2

3. Write the lowest score in the set of raw scores as the lower limit in the lowest
class interval. Add to this value i – 1 to obtain the upper limit in the lowest
class interval. The lowest score is 10. Thus, the lowest class interval is 10 –
11 since 10 + i – 1 = 10 + 2 – 1 = 11.

4. The next lower limit can be obtained by adding i to the lower limit of the
previous class interval. To get the corresponding upper limit for this class
interval, follow step 3 or add i to the preceding upper limit. Thus, the next
lower limit is 12 and the corresponding upper limit is 13 since 10 + 2 = 12
and 11 + 2 = 13.

5. Continue step 4 until all scores are included in their corresponding class
intervals.

6. Lastly, make a tally of the raw data to find the frequency for each class
interval.

Example 1:

Prepare a grouped frequency distribution for the Statistics Examination

scores of 50 students. Use 10 classes.

96 57 84 71 79 69

77 81 85 90 63 88

82 49 74 69 43 71

93 75 70 55 77 92

78 76 94 90 72 60
 39 73 76 68 48 82

66 86 73 90 95 69

59 89 64 88 98 63

75 69

Answer: Grouped Frequency Distribution of Scores in Statistics

Class Interval Frequency

93 - 98 5

87 - 92 7

81 - 86 6

75 - 80 8

69 - 74 11

63 - 68 5

57 - 62 3

51 - 56 1

45 - 50 2

39 - 44 2

N = 50

Range: 96 - 39 = 57 + 1 = 58/10 = 5.8 or 6, the class width or i.

Example 2: Thirty students were asked for their one-way travel time from home to
school (in minutes). The resulting data were as follows. Construct a grouped
frequency distribution using 8 classes.

20 15 25 30 25 35

25 35 15 25 30 20

25 25 25 20 5 20

40 20 40 50 20 20

15 15 20 25 25 20
Answer: Range: 50 - 5 = 45 + 1 = 46/8 = 5.75 or 6 class width

Frequency Distribution of the Travel Time of 30 students

Class Interval frequency

47 - 52 1

41 - 46 0

35 - 40 4

29 - 34 2

23 - 28 9

17 - 22 9

11 - 16 4

5 - 10 1

N = 30

Example 3: The heights in centimeters of thirty students are given below:

152 161 140 156 152 150

156 163 147 152 153 151

158 149 143 154 157 153

152 162 152 146 150 158

152 162 154 147 159 148

Construct a frequency table for the data. Use 8 classes. Give also the true limits of
each class interval.

TRUE LIMITS or class boundaries of a given score are the scores plus or minus
one half of the unit of measure or the place value of the given score.

Answer: Range: 163 – 140 = 23 + 1 = 24/8 = 3 class width

 Class Intervals True Limits frequency

161 - 163 160.5 – 163.5 4

158 - 160 157.5 – 160.5 3

155 - 157 154.5 – 157.5 3

152 - 154 151.5 – 154.5 10

149 - 151 148.5 – 151.5 4

146 - 148 145.5 – 148.5 4

143 - 145 142.5 – 145.5 1

140 - 142 139.5 – 142.5 1

N = 30

ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Directions: Read each of the following carefully. Identify the word or group of words
that are being described in the statement. Write your answer on the space provided
before the number.

___________ 1. It is the difference between the highest score and the lowest score.

___________ 2. Identify the true limits of the class interval 20 – 25.

___________ 3. It is the total number of raw data in each class interval?

___________ 4. It is the difference between any two consecutive lower limits or upper
limits.

___________ 5. It is one way of presenting data wherein it shows clear and definite
information about a set of value.

ACTIVITY 2: KEEP PRACTICING!

Directions: The frequency distribution table below shows the Grades of Grade 7
Aquarius in Mathematics. Fill in the third column of the table with its true limits.
 Class Intervals Frequency True Limits

96 - 100 4

91 - 95 6

86 - 90 15

81 - 85 13

76 - 80 5

71 - 75 2

N = 45

ACTIVITY 3: TEST YOURSELF!

Directions: Using the data for the recovered cases of COVID-19 in Pasig City.
Construct a grouped frequency distribution table for it. Use 10 classes.

Source: Pasig PIO, AUGUST 26, 2020

 WRAP-UP

Grouped Frequency Distribution table shows clear and definite values

about a set of data. To construct a grouped frequency distribution, the data are
sorted or separated into groups called classes. The number of data belonging to
each class is recorded in table of frequencies called a frequency table.

The TRUE LIMITS or class boundaries of a given score are the scores plus
or minus one half of the unit of measure or the place value of the given score.

VALUING
REFLECTION: (Journal Writing)

Make a reflection or journal on how you can apply your knowledge of

Grouped Frequency Distribution in your life as a student. You can give particular
situations or examples in real life wherein grouped frequency distribution is
applied.

POSTTEST

Directions: Read each question carefully. Choose the letter of the correct answer
and write your answers on a separate sheet of paper.

1. What do you call with the difference between the highest value and the lowest
value?

A. Mean B. Median C. Mode D. Range

2. It is the difference between any two consecutive lower limits or upper limits.

A. Interval B. Frequency C. Class width D. Range

3. Given the class interval 85 – 90, what is its TRUE LIMITS?

A. 84.5 – 90.5 B. 85 – 90 C. 85.5 – 90 D. 85.5 – 90.5

4. What do you call with the total number of data in each class interval?

A. frequency B. Range C. True Limits D. width

5. How do you find for the range in a given set of data?

A. By subtracting the lowest value from the highest value in a data set.
B. By dividing the total frequency by the number of observations.

C. By subtracting one half from the given set of values.

D. None of these
KEY TO CORRECTION

.
 References

Oronce, Orlando, and Marilyn Mendoza. E-MATH 7. Manila: Rex Book Store,
Inc., 2015.

Pasig PIO post about the number of COVID-19 cases in Pasig City.
https://www.facebook.com/PasigPIO/posts. (accessed August 26,
2020).

www.google.com/search/grouped+frequency+distribution. (accessed July 3,

2020).

www.emathzone.com/tutorial/basic/grouped frequency distribution.

(accessed July 01, 2020).