ST.

LOUISE DE MARILLAC COLLEGE OF SORSOGON

GUBAT CAMPUS
FORMERLY: ST. ANTHONY ACADEMY
COGON, GUBAT, SORSOGON
Time Frame: Week 3

Module
2 Frequency Distribution Table
Name: ________________________________________________ Grade & Section: ________________

Learner`s Target

 ACQUISITION – Define Frequency distribution.

 MEANING MSKING - Differentiate grouped and ungrouped data.
 TRANSFER - Organize data in a frequency distribution table.

INTRODUCTION
In this module, we will learn to gather, organize, and p[resent data in a very clear and systematic way.

EXPLORE
Activity 1: Word Search
Direction: Circle or shade the 6 words listed below. Words appear straight across, backward straight across, up and down,
down and up, and diagonally.

G E R T Y U I O D P A

D N F R E Q U E N C Y Data Ungrouped
A M B Q W G P V B P S Frequency Grouped

T L V A E U G C N S D Class Limit

A K G R O U P E D T F

S J C R R H F X H I G

D H G S T J D Z J M H

F N X D Y K S A L I J

U G Z X S S A L C L K

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 FIRM- UP
There are so many ways to represent data, depending on the type of information and objectives of the research. One
way to represent them is by frequency distribution.

A frequency distribution table shows the data arranged into different classes and the number of cases that fall into
each class. Frequency is the number of times a certain value or class of values occurs.

UNGROUPED DATA

Ungrouped data are raw data that are recorded as they occur, as they come, or as they happen.

Examples:
1. John rolled a number die 14 times. He recorded the results, also called observations, as follows:

3, 4, 5, 1, 1, 2, 4, 4, 5, 5, 5, 3, 4, 5

John presented the data using a frequency table in three columns.

From the table above we can see interesting information.

How often dis 1 occur? 2 times
How often did 2 occur? 1 time or once only

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How often did 3 occur? 2 times
How often did 4 occur? 4 times
How often did 5 occur? 5 times
How often did 6 occur? 0, never occurred at all

In the 14 attempts of rolling the number die, number 5 turned up most frequently, and this is closely followed by
number 4. Number 2 of the die turned up only once. Number 6 never turned up in spite of the many attempts John made to
roll the die.

2. The scores of twenty Grade 7 students in a 10 – item math quiz are as follows:

3 10 6 8 8 9 5 3 6 7

7 9 6 7 8 7 4 5 7 6

Let us represent the data by constructing a frequency table.

Step 1: Construct a table with three columns. The firs column shows what is being arranged in ascending order. The lowest
mark is 3. So, start from 3 in the first column as shown below.

Mark Tally Frequency

3
4
5
6
7
8
9
10

Step 2: Go through the list of marks. The first mark in the list is 3, so put a tally mark or tick at 3 in the second column. The
second mark in the list is 10, so put a tally mark at 10 in the second column. The third mark in the list is 6, so put a tally mark
at 6 in the second column.

Mark Tally Frequency

3 I
4
5
6 I
7
8
9
10 I
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We continue the process until all scores in the list are tailed.
Step 3: Count the number of tally marks for each mark and write it in the third column. The finished frequency table is as
follows:

How many students scored 7 or more? 11 students

How many students scored 6 or below? 9 students
Which scores had the highest frequency? 7
How many students got a perfect score? 1 student
How many students committed only 1 error? 2 students

GROUPED DATA
In many cases, the raw or ungrouped data may not be available. The data may already be in frequency distribution.
Such data is called grouped data with observations clustered into intervals.

Here is an example of grouped data with two columns, namely class interval and frequency.

Scores Frequency
60 – 64 2
65 – 69 5
70 – 74 9
75 – 79 10
80 – 84 8
85 – 89 7
90 – 94 5
95 – 99 4
n = 50

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 The scores are grouped into class intervals with the lowest class interval of 60 – 64 and the highest class interval of 95 – 99.
The numbers at the left of the class intervals are the lower limits, while those at the right are the upper limits.
The class boundary is given by the midpoint of the upper limit of one class and the lower limit to the next class. It is
also known as class limit.

Class Limits: The values which determine the upper and lower limits of a class
Lower Class Limit: Smallest data value that can be included in the class.
Upper Class Limit: Largest data value that can be included in the class.
Class Width – the class width is the range of the class. Can be found by subtracting the lower class limit of one class from the
upper class limit of the next class.

Upper boundary −Lower Boundary

Class width =
number of classes

Calculating Class Midpoint or Mark

Lower limit +Upper Limit

Class midpoint or mark =
2

Rules for Grouped Data

Rule # 1: Choose the classes (You normally be told how many classes you need)
Rule # 2: Choose Class Width (ALWAYS round up to the next whole number)
Rule # 3: Mutually Exclusive (This means the class limits cannot overlap or be contained in more than one class.)
Rule # 4: Continuous (Even if there are no values in a class the class must be included in the frequency distribution. There
should be no gaps in frequency distribution)
Rule # 5: Exhaustive (There should be enough classes to accommodate all of the data)
Rule # 6: Equal Width (This avoids a distorted view of the data.)

Example:
Frequency Distributions
Minutes Spent on the Phone

102 124 108 86 103 82

71 104 112 118 87 95
103 116 85 122 87 100
105 97 107 67 78 125
109 99 105 99 101 92

Make a frequency distribution table with five classes.

Lower limit = 67
Highest limit = 125
Number of Classes = 5
Class width: 11. 6 or 12
Upper boundary −Lower Boundary
Class width =
number of classes
125−67
Class width =
5
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58
Class width =
5
Let us extend the table:

Cumulative
Scores Frequency frequency Class mark (xm)
(cf)
60 – 64 2 2 62

65 – 69 5 7 67

70 – 74 9 16 72

75 – 79 10 26 77

80 – 84 8 34 82

85 – 89 7 41 87

90 – 94 5 46 92

95 – 99 4 50 97

n = 50

We extend the table to include the cumulative frequency or cf and the class mark xm. The first cf is 2, the second cf is
2 + 5 = 7, and the third cf is 7 + 9 = 16. Note that cf is added to the next number in the f column and the sum is the next cf.
this employs cumulative addition.

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 The class mark xm is the midpoint or average of the lower and upper limits in the class interval. Hence, the
first two class marks are (60 + 64) ÷ 2 = 62 and (65 + 69) ÷ 2 = 67. To get the succeeding class marks, add the
interval and divided it by 2.

Cumulative frequency
Scores Frequency (f) Class mark (xm)
(cf)
2 (copy the number from the first column in 62 (add the interval
60 – 64 2 frequency) and divide it by 2
(60 + 64) ÷ 2)
7 (add the first and second column of the 67 (add the interval
65 – 69 5 frequency which is 2 + 5) and divide it by 2
(65 + 69) ÷ 2)
16 (add the first, second and third column of 72 (add the interval
70 – 74 9 the frequency which is 2 + 5 + 9 and divide it by 2
(70 + 74) ÷ 2)
75 – 79 10 26 (2 + 5+ 9 + 10) 77

80 – 84 8 34 (2 + 5 + 9 + 10 + 8) 82

85 – 89 7 41(2 + 5 + 9 + 10 + 8 + 7) 87

90 – 94 5 46(2 + 5 + 9 + 10 + 8 + 7 + 5) 92

95 – 99 4 50 (2 + 5 + 9 + 10 + 8 + 7 + 5 + 4) 97

n = 50

DEEPEN
Table Completion: Complete the table below.
A soccer team scored the following number of goals in their last 24 matches:

4 1 5 2 3 6 5 3
4 6 3 1 4 5 6 6
5 0 1 2 6 5 0 4

Score Tally Frequency

0
1
2
3

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 4
5
6

Use a frequency distribution table to answer the following:

Which number has the:
1. Highest frequency? ______________
2. Lowest frequency? ______________
3. How many matches scored more than 5 goals? _______________

TRANSFER
Complete the following table.

Class interval Frequency (f) Cumulative frequency (cf) Class mark (xm)
61 – 65 1
66 – 70 3
71 – 75 6
76 – 80 10
81 – 85 11
86 – 90 12
91 – 95 10
96 – 100 7
n=

Use the table above to determine the following:

1. Class width – ___________
2. Value of n – __________
3. Lowest class interval – __________
4. Highest class interval – __________
5. The highest upper limit – __________
6. The lowest lower limit – __________
7. The class interval with the highest frequency – __________
8. The class interval with the lowest frequency – __________
9. The class interval with the highest cumulative frequency – __________

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 REFERENCES AND WEBSITE LINKS USED IN THIS MODULE
References:
- Our World of Math 7 Vibal Publishing house, Inc.
- The New Grade 7 Realistic Math Scaling Greater Heights

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