FREQUENCY DISTRIBUTION TABLE ●​ Step 4: Start making the frequency

distribution table by completing the first

Unlocking of Terms column (class interval). The lowest value
●​ Frequency - the number of occurrences will be the first lower integral limit. To get
of a data the first upper limit, add (i - 1) to the first
●​ Frequency Table - a table that lists items lower limit.
and shows the number of times the items ●​ Step 5: Fill in the frequency of each class
occur interval. The frequency is the number of
●​ Frequency Distribution Table - a tabular observations within the class interval. We
representation of quantitative data do this by counting the number of
grouped into numerical intervals called observations in the class interval from the
classes or class intervals together with the given data set.
number of observations in each class ●​ Step 6: Complete the lower-class
called the frequency boundary of each class interval. The
lower-class boundary is found by
Using a frequency table helps us to record, subtracting 0.5 units from the lower-class
clarify, and easily find what we are looking for in a integral limit.
data. ●​ Step 7: Fill in the column for less than
cumulative frequency. The cumulative
frequency means summing up the
Steps in Constructing a Frequency Table (for consecutive frequencies.
ungrouped data)
●​ Step 1: Make three columns. Arrange the
data in order in the first column. Sample Exercises
●​ Step 2: Make a tally. Solve the following problems. Create a Frequency
●​ Step 3: Count the tallies then write the Distribution Table.
frequencies.
●​ Step 4: Total all the frequencies. 1. A group of students is curious on how many
will react to their cover photos after uploading.
So, they changed their Facebook cover photo
Steps in Constructing a Frequency simultaneously. After exactly 5 minutes, they
Distribution Table (FDT) recorded the number of reactions. Listed below
Lower Class Less than are the number of reactions each student
Class Frequency Boundary Cumulative received.
Interval (f) (LCB) Frequency
(<cf)

●​ Step 1: Determine the range. Range is the

difference between the highest and the
lowest values in a set of data.
Range = Highest Value - Lowest Value
i. Frequency Table
●​ Step 2: Decide the approximate number of
classes in which the data are to be Data Tally Frequency
grouped. The ideal number of classes is
12 I 1
from 5 to 20. We can also use the formula
to determine the number of classes, K. 14 I 1
K = √N, where N is the total number of
observations 15 I 1
●​ Step 3: Solve for the class width, i, by
16 I 1
dividing the range by the number of
classes and round it to the nearest odd 18 II 2
integer.
𝑟𝑎𝑛𝑔𝑒 20 I 1
i= 𝐾
 Step 5: Frequency (f)
21 II 2
Class Interval (CI) Frequency (f)
22 II 2
47 - 53 2
24 I 1
40 - 46 2
26 I 1
33 - 39 5
27 I 1
26 - 32 9
28 II 2
19 - 25 6
29 II 2
12 - 18 6
30 I 1

31 II 2 Step 6: Lower Class Boundary (LCB)

Class Interval Frequency (f) Lower Class
34 I 1 (CI) Boundary (LCB)

35 I 1 47 - 53 2 46.5
37 II 2 40 - 46 2 39.5
38 I 1 33 - 39 5 32.5
40 II 2 26 - 32 9 25.5
48 I 1 19 - 25 6 18.5
50 I 1 12 - 18 6 11.5

ii. Frequency Distribution Table Step 7: Less than Cumulative Frequency

Class Frequency Lower Less than
Step 1: Range (R) Interval (CI) (f) Class Cumulative
Range = Highest Value - Lowest Value Boundary Frequency
Range = 50 - 12 (LCB) (<cf)

Range = 38 47 - 53 2 46.5 30

Step 2: Number of Classes (K) 40 - 46 2 39.5 28

K = √N
K = √30 33 - 39 5 32.5 26
K = 5.48 or 5 (round off to the nearest integer) 26 - 32 9 25.5 21

Step 3: Class Width (i) 19 - 25 6 18.5 12

𝑟𝑎𝑛𝑔𝑒
i= 𝐾 12 - 18 6 11.5 6
38
i= 5
i = 7.6 or 7 (round to the nearest odd integer) 2. Twenty people were nominated to do the
push-up challenge. To do this, they must record
Step 4: Class Interval (CI) the number of push-ups they can do every day for
twenty-five days. Below is the list of the number
of push-ups they were able to do on the first day.
Step 1: Range (R) Step 7: Less than Cumulative Frequency
Range = Highest Value - Lowest Value Class Frequency Lower Less than
Range = 30 - 0 Interval (CI) (f) Class Cumulative
Range = 30 Boundary Frequency
(LCB) (<cf)

Step 2: Number of Classes (K) 28 - 34 1 27.5 20

K = √N
K = √20 21 - 27 2 20.5 19
K = 4.47 or 4 (round off to the nearest integer) 14 - 20 8 13.5 17

Step 3: Class Width (i) 7 - 13 3 6.5 9

𝑟𝑎𝑛𝑔𝑒
i= 𝐾 0-6 6 - 0.5 6
30
i= 4
i = 7.5 or 7 (round to the nearest odd integer)
Activity
Step 4: Class Interval (CI) Answer the following problems. Create a
Frequency Distribution Table for each item.
Class Interval (CI)
1. Below is a set of data on the Annual Income (in
28 - 34 thousands) per family in the different regions of
the Philippines.
21 - 27

14 - 20

7 - 13
2. The following are the weights (in lbs) of Grade
0-6 10 students.

Step 5: Frequency (f)

Class Interval (CI) Frequency (f)

28 - 34 1 3. The following are the test scores of students.

Construct a Frequency Distribution Table.
21 - 27 2

14 - 20 8

7 - 13 3

0-6 6

Step 6: Lower Class Boundary (LCB)

Class Interval Frequency (f) Lower Class
(CI) Boundary (LCB)

28 - 34 1 27.5

21 - 27 2 20.5

14 - 20 8 13.5

7 - 13 3 6.5

0-6 6 - 0.5