7

Self-Learning Kit
Mathematics
Quarter 4 - Week 2

JOSEPH P. MANGUBAT
Writer
Mathematics – Grade 7
Self-Learning Kit
Quarter 4 – Week 2
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government
of the Philippines. However, prior approval of the government agency or office wherein the work is created
shall be necessary for exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this Self-Learning Kit are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Self-Learning Kit

Writers: Joseph P. Mangubat

Editors: Lalaine B. Sampan
Reviewers: Mary Ann E. Ramos
Illustrator: John Orven V. Saldaña
Layout Artist: Joel R. Capuyan
Management Team: Leah P. Noveras, Ed.D., CESO VI
Leviticus M. Barazon Jr., Ph. D.
Lilia R. Ybañez
Mary Ann E. Ramos
Reynilda G. Ramoneda
Joel R. Capuyan
Raymond L. Ceniza

Printed in the Philippines by ________________________

Department of Education – Region VII Schools Division of Danao City

Office Address: Sitio Upland, National Road, Danao City, Cebu

Telephone No. (032) 262-6211
Telefax: danao.city@deped.gov.ph
E-mail Address: depeddanaocity.com

i
Note to the Learner

This Self-Learning Kit is prepared for you to learn the specified competencies based on the
Most Essential Learning Competencies (MELC) for Math 7, Quarter 4, Week 3. It is designed in a
simplified structure to help you easily understand the lesson for the week. It contains the following
parts:

I Have Includes an activity that aims to check what you already know
Known about this lesson

I Can Consists of activities that will help you view the previous
Connect lesson and prepare you to the new one

Details the presentation and discussion of the concepts that

I Can Learn
you need to learn in this new lesson

Comprises of activities for independent practice to check

I Can Try
understanding of the new concepts learned

Contains exercises to validate your knowledge and

I Can Assess
understanding of the concepts learned

I Can Do Covers activities and exercises that you can do further to

More enrich your learning

Answer Key Contains the key to correction of all the exercises

Indicates the sources in the development of this Self- Learning

References
Kit (SLK)

ii
Lesson Title Organizing Data Using Frequency Distribution
Table
Learning
 Organize data in a frequency distribution table.
Competency
MELC Code  M7SP-IVc-1

I Have Known

A. Directions: Read and understand each item carefully. Encircle the letter of the correct
answer.

1. What do you call the tabular method of organizing data which shows the number of times
the data occur?
A. Histogram C. Trigonometric Ratio Table
B. Multiplication Table D. Frequency Distribution Table
2. It refers to the number of times an observation occurs or appears in a data set.
A. Class Interval C. Frequency
B. Class Size D. Range
3. What is the range of the data set if the highest value is 25 and the lowest value is 13?
A. 10 C. 12
B. 11 D. 13
4. The first step to construct a grouped frequency distribution table is to determine the
_______________.
A. Range C. Class Size
B. Frequency D. Class Interval
5. What is the class size of the class interval 3 – 7?
A. 3 C. 5
B. 4 D. 6
6. What is the next lower class interval to 10 – 14 in a frequency distribution table?
A. 0 – 4 C. 15 – 18
B. 5 – 9 D. 15 – 19
For items 7-10. Use the data below to answer the following test items.
Angel sells snacks in the Danao City Terminal. The following are the snacks
(delicacies) she sells for the day: 5 Bibingka, 7 Puto-Balanghoy, 12 Budbud-Pilit, 8 Turon, 7
Biko, 6 Kutsinta.

7. Which of the following is the appropriate title for the frequency distribution?
A. Frequency Distribution Table of Angel
B. Frequency Distribution Table of Snacks
C. Frequency Distribution Table of Angel’s Snacks
D. Frequency Distribution Table of the Snacks Angel Sell in Danao City Terminal

1
 8. Which of the following is the correct tally marks in the frequency distribution table of the
given data?

A. C.

B. D.

9. How many pieces of snacks she sells?

A. 35 C. 45
B. 40 D. 50
10. What snack has the highest frequency?
A. Bibingka C. Turon
B. Budbud-Pilit D. Puto-Balanghoy

I Can Connect

In the previous lessons, you have learned that Statistics is a science of designing studies.
Statistics can help solve problems that involve data and information in our daily lives because of its
applications in various disciplines and real life.
The first process involved in Statistics is the collection of data. There are multiple ways to
collect or gather data from different sources; examples are the direct or interview method, indirect or
questionnaire method, registration method, and the experimental method. The goal of learning and
using Statistics is to learn how to convert these data into information - information which are
relevant and helpful in our daily lives.

Consider this
infographic on the
Danao City COVID-
19 Update:

2
 Source: Danao City Gov’t Facebook page https://bit.ly/3o6eiQu

 What do you think is the data collection method did the contact tracers use in determining the
individuals positive of the COVID-19 virus?
 What information can you acquire from the given data? Is all the given information
important? Why/Why not?
 Why is it necessary to know the total number of cases or the status of COVID-19 cases in
your area?
 Are the data found in the infographic organized and easy to understand? Why/Why not?

In this lesson, you will be learning how to organize data using a frequency distribution table.
Remember that the purpose of collecting data is to acquire information. And in this, it is also
important to learn how to organize these data so that it is easy to understand and become useful in
our daily lives.

I Can Learn

In our day-to-day lives, we come across a lot of information in the form of numerical figures,
tables, graphs, etc. This information could be marks scored by students, temperatures of different
cities, points scored in matches, etc. The information that is collected is called data. Any bit of
information that is expressed in a value or numerical number is data. Once the data is collected, we
have to represent it in a meaningful manner so that it can be easily understood.
The data should be organized in such a way that all its features are summarized in a table. It
will help us understand all the features just by a glance.
So, how do we go about doing this?
Well, the frequency distribution is one of the ways to organize data.

Frequency Distribution

In statistics, frequency refers to the number of times a value occurs. Thus,

frequency distribution refers to a table that shows an item and its frequency. It is also
defined as the arrangement of the gathered data by categories, including their corresponding
frequencies and classmarks or midpoints.

Consider an example to understand this better.

3
 The following are the gender of the confirmed COVID-19 positive of Danao City for the
month of April 2021.

The gender of the 64 COVID-19 positive were recorded as follows:

F M M M F F M M M F F F F

F M F M F M M M F M F M M M

M F M M F F M F M M M F M

M F M F M F F F M M M F F F

F M M M M M F F M F
Note: M – Male and F - Female Source: Danao City Gov’t Facebook page https://bit.ly/3o6eiQu

We can represent this data in tabular form.

Gender Tally Frequency

Male IIII – IIII – IIII – IIII – IIII – IIII – IIII 35
Female IIII – IIII – IIII – IIII – IIII – IIII 29
N = 64

This table is known as a frequency distribution table.

Frequency Distribution Table

A frequency distribution table or frequency table is a table that shows how many

times the data value occurs. It is used when the data consist of a large number of values or
when very few of the numbers are exactly the same. It is composed of three
columns: category (variable) or interval (number), tally, and frequency.
The frequency table will help us make better sense of the data given. Also, when the data set is
too big, we use tally marks for counting. It makes the task more organized and more manageable.
In the frequency distribution table above, the tally marks show the frequency of each gender.
In other words, the number of tallies for each gender shows the number of persons who are positive
of the COVID-19 virus. Below is an example of how we use tally marks.

1 I
2 II
3 III
4 IIII
5 IIII
6 IIII – I
7 IIII – II
8 IIII – IIII
9 IIII – IIII
10 IIII – IIII

There are two types of frequency distribution tables: the ungrouped frequency distribution
table and grouped frequency distribution table.

4
 Ungrouped Frequency Distribution Table

It is used in smaller data set. It has an interval of 1, and the arrangement of the
observed values is in ascending order. The ungrouped frequency distribution is those data,
which are not arranged in groups. They are known as individual series.

Consider these examples:

Example 1

The following are the ages of the 15 students who enrolled in a math class. Create a
frequency table to display the data.

12, 13, 11, 14, 12, 10, 13, 12, 14, 13, 10, 12, 14, 11, 13

The following are the steps in making an ungrouped frequency distribution table.

Steps Illustration

Age of student Tally Frequency

Step 1: Create a table with 3
columns. Label each column
accordingly: Age of student,
Tally, and Frequency.

Age of student Tally Frequency

Step 2: Write the categories 10
of the results gathered (ages) 11
in the first column. 12
13
14

Age of student Tally Frequency

10 II
Step 3: Tally the number of
occurrences of the specific 11 II
age. 12 IIII
13 IIII
14 III

5
 Age of student Tally Frequency
10 II 2
Step 4: Count the tally marks 11 II 2
and write the frequency in the
3rd column. 12 IIII 4
13 IIII 4
14 III 3

Frequency Distribution of the Age of 15 Students Enrolled in

a Math Class

Age of student Tally Frequency

Step 5: Finalize the table. 10 II 2
Make sure to write the title
and the total of the 11 II 2
frequencies represented by N . 12 IIII 4
13 IIII 4
14 III 3
N = 15

Example 2:

Prepare a frequency distribution of the Mathematics score of 54 students in a grade 7 math

class. The scores are as follows:

71 77 68 64 55 50 45 40 35
31 33 36 40 45 50 55 63 70

72 74 66 63 61 60 56 50 46

41 38 34 39 41 46 50 56 57

51 46 42 46 51 58 59 52 47

43 44 47 53 48 48 49 50 42

Organize the data using frequency distribution table.

6
 Steps Illustration

Step 1: Create a table with 3 Scores Tally Frequency

columns. Label each column
accordingly: Scores, Tally,
and Frequency.

Scores Tally Frequency

77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
Step 2: Write the categories 60
of the results gathered 59
(scores) in the first column. 58
Note: Start from the highest 57
score (77) and stop at the 56
lowest score (31). 55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35

7
 34
33
32
31
Step 3: Tally the numbers in
each category based on the Scores Tally Frequency
given data. 77 I
76
75
74 I
73
72 I
71 I
70 I
69
68 I
67
66 I
65
64 I
63 II
62
61 I
60 I
59 I
58 I
57 I
56 II
55 II
54
53 I
52 I
51 II
50 IIII
49 I
48 II
47 II
46 IIII
45 II
44 I
43 I
42 II
41 II
40 II
39 I
38 I
37
36 I
35 I
34 I
8
 33 I
32
31 I
Step 4: Count the tally marks
and write the frequency in the Scores Tally Frequency
3rd column. 77 I 1
76
75
74 I 1
73
72 I 1
71 I 1
70 I 1
69
68 I 1
67
66 I 1
65
64 I 1
63 II 2
62
61 I 1
60 I 1
59 I 1
58 I 1
57 I 1
56 II 2
55 II 2
54
53 I 1
52 I 1
51 II 2
50 IIII 5
49 I 1
48 II 2
47 II 2
46 IIII 4
45 II 2
44 I 1
43 I 1
42 II 2
41 II 2
40 II 2
39 I 1
38 I 1
37
36 I 1
35 I 1
34 I 1

9
 33 I 1
32
31 I 1
Step 5: Finalize the table.
Make sure to write the title Frequency Distribution of the Test Scores of 54 Students in a
and the total of the Grade 7 Math Class
frequencies represented by N .
Scores Tally Frequency
77 I 1
76
75
74 I 1
73
72 I 1
71 I 1
70 I 1
69
68 I 1
67
66 I 1
65
64 I 1
63 II 2
62
61 I 1
60 I 1
59 I 1
58 I 1
57 I 1
56 II 2
55 II 2
54
53 I 1
52 I 1
51 II 2
50 IIII 5
49 I 1
48 II 2
47 II 2
46 IIII 4
45 II 2
44 I 1
43 I 1
42 II 2
41 II 2
40 II 2
39 I 1
38 I 1
37
36 I 1
10
 35 I 1
34 I 1
33 I 1
32
31 I 1
N = 54

As you observe, even if we put the data into the frequency distribution table, the distribution
is quite long because it has too many different numbers. To avoid this, we can shorten the table by
compressing the data. We can use a grouped frequency distribution table.

Grouped Frequency Distribution Table

To ensure that we are making correct and relevant observations from the data set, we
may need to group the data into class intervals. A grouped frequency distribution is an
arrangement of data in groups and corresponding frequencies in a table. These groups are
called classes or class intervals.

Rules in organizing data in a frequency distribution table:

Determine the range, it is the difference between the highest score H and the lowest score L.
1 Thus,
R=H-L
2 Decide the number of class intervals, it is between 5 & 20 but not necessarily an odd number.
Determine the size of the class interval. Round up to the nearest value.
3 Range( R)
class ¿ i ¿=
no . of class intervals(k )
 Write the class intervals starting with the lowest score.
4  Stop when the class interval already includes the highest score.
 Start the class interval at a value which is a multiple of the size of the interval.
Determine the frequency for each class interval by referring to the tally column and present
5
the results in a table.

Consider example 2 of the ungrouped frequency distribution table and convert this into a
grouped frequency distribution table.

Prepare a frequency distribution of the Mathematics score of 54 students in a grade 7

math class. The scores are as follows:

71 77 68 64 55 50 45 40 35
31 33 36 40 45 50 55 63 70

72 74 66 63 61 60 56 50 46

41 38 34 39 41 46 50 56 57

11
 51 46 42 46 51 58 59 52 47

43 44 47 53 48 48 49 50 42

The following are the steps in making a grouped frequency distribution table.

Steps Illustration
In the given set of data, the highest score is 77 and the lowest
score is 31, hence the range is:
Step 1: Determine the range.
R=H−L
R=77−31=46

In the given set of scores, use 10 as the number of intervals or

Step 2: Decide for the classes.
number of class intervals. Class Interval = 10

Range( R)
class ¿ i ¿=
no . of class intervals(k )
Step 3: Solve for the size of
the class interval by dividing 46
the range by the number of i= =4.6
10
class intervals.
Class size = 5 (rounded off)
Step 4: Identify the starting Start the class interval at a value that is a multiple of the size of
point or the lower class limit the interval. Since the class size is 5, then we will use 30, which is
of the first class interval. a multiple of 5 and below the lowest score (31) as the first lower
class limit.
Note:
Class limits are the end Class Interval Tally Frequency
numbers in a class interval. 30 –

Lower class limits are the

smallest numbers that can
actually belong to the
different class intervals.

12
Step 5: Identify the upper Subtract 1 from the class size which is 5:
class limit of the first class 5–1=4
interval by subtracting one
(1) from the class size and Add the difference to the lower-class limit of the first class
add it to the lower class limit. interval:
30 + 4 = 34
Note:
Upper class limits are the Therefore, the upper class limit of the first class interval is 34.
largest numbers that can
actually belong to the Class Interval Tally Frequency
different class intervals. 30 – 34

Note:
1 is a constant number to subtract from the class size

Step 6: List all the remaining

class intervals by adding the Class Interval Tally Frequency
class size (5) to the lower 30 – 34
class limit and upper class 35 – 39
limit. Stop when the highest 40 – 44
score (77) already falls in a 45 – 49
class interval. 50 – 54
55 – 59
60 – 64
65 – 69
70 – 74
75 – 79

Step 7: Tally the numbers in

each class interval based on Class Interval Tally Frequency
the given data. 30 – 34 III
35 – 39 IIII
40 – 44 IIII – III
45 – 49 IIII – IIII – I
50 – 54 IIII – IIII
55 – 59 IIII – II
60 – 64 IIII
65 – 69 II
70 – 74 IIII
75 – 79 I

13
 Step 8: Count the tally marks
and write the frequency in the Class Interval Tally Frequency
3rd column. 30 – 34 III 3
35 – 39 IIII 4
40 – 44 IIII – III 8
45 – 49 IIII – IIII – I 11
50 – 54 IIII – IIII 9
55 – 59 IIII – II 7
60 – 64 IIII 5
65 – 69 II 2
70 – 74 IIII 4
75 – 79 I 1

Step 9: Finalize the table. Frequency Distribution of the Test Scores of 54 Students in a
Make sure to write the title Grade 7 Math Class
and the total of the
frequencies represented by N . Class Interval Tally Frequency
30 – 34 III 3
35 – 39 IIII 4
40 – 44 IIII – III 8
45 – 49 IIII – IIII – I 11
50 – 54 IIII – IIII 9
55 – 59 IIII – II 7
60 – 64 IIII 5
65 – 69 II 2
70 – 74 IIII 4
75 – 79 I 1
N = 54

Imagine how difficult it would be if you have a large number of observations from your
collected data. A frequency distribution table is a helpful tool to easily organize your data for better
understanding and making it a good source of information.

I Can Try

Activity 1: Let’s Check Your Understanding

Directions: Make a grouped frequency distribution table from the data given below. Follow the
suggested steps in making a frequency distribution table.

Ages of the 64 COVID-19 positive of Danao City for the month of April 2021.

44 16 39 40 47 21 59 61
14
 60 55 49 14 71 17 61 33

27 28 49 38 79 30 53 88

46 23 26 29 28 61 59 29

57 17 76 28 81 65 81 81

37 74 39 28 27 44 27 61

19 22 38 41 31 82 33 57
79 24 18 49 22 22 57 53
Source: Danao City Gov’t Facebook page https://bit.ly/3o6eiQu

Construct a frequency distribution with 11 number of class intervals.

I Can Assess

Directions: Construct a frequency distribution table of the following data below. Apply the
suggested steps in making your frequency table.
1. The following are the height of 10 students in centimeters. Construct an ungrouped frequency
distribution table.

139, 145, 146, 145, 139, 144, 147, 144, 138, 138

2. The following are the scores of 60 students in a mathematics test. Construct a grouped frequency
distribution with 10 number of class intervals.

77 79 72 95 57 77 73 75 68 78

50 60 76 97 56 91 91 60 87 82

75 95 80 100 85 62 93 50 74 77

86 65 90 90 97 95 50 67 80 69

59 55 95 68 50 74 88 81 72 93

80 100 66 75 62 89 60 73 81 96

15
 I Can Do More

Directions: Make a survey among your family members regarding the information below, organize
the data in a frequency distribution table.

1. Age of your cousins

2. Number of t-shirts

Answer Key

I Have Known I Can Try

1. D
2. C
3. C
4. A
5. C
6. B
7. D
8. C
9. C
10. B

I Can Do More

Answers may vary.

16
 References

 Workbook in Mathematics 7, 5th Edition S.Y. 2018-2019

 Tidalgo, Jude., et. Al (2013). Active Math Advanced Algebra, Trigonometry and Statistics.
Innovative Educational Materials, Inc.
 Boquecosa, R., (2021). Fourth Quarter – Module 52: Organizing Data Using Frequency
Distribution Table. Department of Education
 Danao City Gov’t Facebook Page accessed thru this linked https://bit.ly/3o6eiQu
 Statistics-made-easy.com
 https://www.toppr.com/guides/maths/data-handling/data-and-its-frequency-distribution/
 https://courses.lumenlearning.com/boundless-statistics/chapter/frequency-distributions-for-
qualitative-data/

17
 For inquiries or feedback, please write or call:
DepEd – Danao City Division –Curriculum Implementation Division
Sitio Upland, National Road, Poblacion, Danao City, Cebu
Email Address: danao.city@deped.gov.ph
Website: depeddanaocity.com
Telephone No.: (032) 262-6211

Republic of the Philippines

Department of Education
REGION VII
SCHOOLS DIVISION OFFICE OF DANAO CITY

WEEKLY LEARNING PLAN IN MATHEMATICS GRADE 7

QUARTER 4-WEEK 2
Learning  Organize data in a frequency distribution table. (M7SP-IVc-1).
Competency/ies
Learning
Tasks/Learning
Resources
A. Teacher’s Tasks:
1. Perform daily routine
 Prayer
 Greetings
 Attendance Check
2. Administer pre-test
 Let the leaners answer “I Have Known”, (SLK pp. 1-2)
3. Conduct Activity
 Review the methods on data gathering and let them infer on the given infographics.
Refer to “I Can Connect”, (SLK pp. 2-3)
4. Deliver the new lesson
 Discuss the new lessons and illustrative examples found in “I Can Learn”, (SLK
pp. 3-15)
5. Check learner’s understanding
 Let the leaners do activities in “I Can Try”, (SLK p. 15)
6. Validate learning
 Let the leaners answer “I Can Assess”, (SLK p. 16)
7. Provide enrichment activity
 Let the leaners perform activities in “I Can Do More”, (SLK p. 16)

18
 B. Learner’s Tasks:
1. Answer “I Have Known”, (SLK pp.1-2) and check your answer. Refer to Answer Key
p.17
2. Read and review concepts in “I Can Connect”, (SLK pp. 2-3)
3. Read and understand the new lessons presented in “I Can Learn”, (SLK pp. 3-15)
4. Do activities in “I Can Try”, (SLK p. 15). Check your work by referring to the answer
key found in p. 17
5. Answer “I Can Assess”, (SLK p. 16) and submit your answer sheet.
6. Perform activities in “I Can Do More”, (SLK p. 16). Check against the answer key on p.
17.

Prepared by:

JOSEPH P. MANGUBAT
Writer

Contact No: 09434371942

Email Account: joseph.mangubat@deped.gov.ph
FB Account: Joseph Pradia Mangubat

I Can Assess (Answer Key)

1. Frequency Distribution of the Height of 10 Students in Centimeters

Height Tally Frequency

138 II 2
139 II 2
140
141
142
143
144 II 2
145 II 2
146 I 1
147 I 1
N = 10

2.
Frequency Distribution of the Scores of 60 Students in a Mathematics Test

Class Interval Tally Frequency

50 – 54 IIII 4
55 – 59 IIII 4
60 – 64 IIII 5
65 – 69 IIII – I 6
70 – 74 IIII – I 6
75 – 79 IIII – IIII 9
80 – 84 IIII – I 6
85 – 89 IIII 5
90 – 94 IIII – I 6
95 – 99 IIII – II 7
19
100 – 104 II 2
N = 60
20