7

Frequency Distribution
Table
Learner’s Module in Mathematics 7
Quarter 4 Module 3

Concepcion Tacay-Beray
Developer
Department of Education • Cordillera Administrative Region
NAME: ____________________________ GRADE & SECTION: ____________
TEACHER: ________________________ SCORE: ______________________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
Learning Resource Management and Development System

COPYRIGHT NOTICE

2021

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of the K-12
Curriculum through the DepEd Schools Division of Baguio City - Curriculum
Implementation Division (CID). It can be reproduced for educational purposes and the
source must be acknowledged. Derivatives of the work including creating an edited
version, an enhancement or a supplementary work are permitted provided all original
work is acknowledged and the copyright is attributed. No work may be derived from
this material for commercial purposes and profit.

ii
 WHAT I NEED TO KNOW

Hello learner! This module was designed and written with you in mind. Primarily,
its scope is to develop your mathematical skills and understanding on frequency
distribution table.
While going through this module, you are expected to:
1. demonstrate understanding on how to construct a frequency distribution
table by tallying;
2. prepare and organize data in a grouped frequency distribution table; and
3. construct a cumulative frequency distribution table.

Note Remember NOT TO ANSWER directly in the module. Always USE A

SEPARATE SHEET where you will write your answers to the different activities
in this learning material. Also, you can use the following table to better understand
the different parts of this module.

LABEL DETAIL
What I Need to Know This contains the learning goals which you need to accomplish.

What I Know This measures what you know about the lesson you are to tackle
.
What’s In This is a review or an introduction of the lesson in this module.

What’s New This connects the current lesson with the previous lesson or
presents the new lesson through an activity.
What Is It This contains the discussion of the lesson with activities and/or
exercises to check your understanding of the lesson.
What’s More This consists of different activities and assessment of the lesson.

What I Have Learned This summarizes the important ideas presented in the lesson.

What I Can Do This is an extension activity or a real-life application of what you

have learned.
Post Assessment This measures what you have learned about the lesson you have
tackled through this module.
Additional Activities These are activities that will further strengthen your knowledge
about the lesson.

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 WHAT I KNOW

Instruction: Read and understand each item then choose the letter of your answer.
1) An information being collected in statistics is called ______.
A) survey B) data C) sample D) experiment

2) It is the number of times the observation occurs in the data.

A) sample B) interviewer C) survey D) frequency

3) This is a table that makes the data clear and easier to understand.
A) frequency distribution table C) calculating table
B) statistical data D) discrete table

4) A mark that is often used to make a frequency distribution table.

A) tally mark C) statistical data
B) raw data D) highest mark

(For numbers 5 to 10, refer to the table below.)

Midyear Test Scores of 45 students in Mathematics 8

Class Tally Frequency
40-42 |||| 4
37-39 |||| - || 7
34-36 |||| - |||| - | 11
31-33 |||| 4
28-30 || 2
25-27 |||| - |||| 10
22-24 |||| 5
19-21 || 2
N = 45

5) What is the range?

A) 25 B) 23 C) 21 D) 19
6) What is the class mark of class 34-36?
A) 31 B) 34 C) 53 D) 35

7) What is the lower limit of class 22-24?

A) 20 B) 25 C) 22 D) 24

8) What is the upper limit of class 31-33?

A) 35 B) 41 C) 31 D) 33
9) What is the lower boundary of class 37-39?
A) 34.5 B) 37.5 C) 36.5 D) 38.5
10) The less than cumulative frequency of class 25-27 is ____.
A) 10 B)17 C) 18 D) 45

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 WHAT’S IN

Activity 1: Matching Type

Direction: Match column A with column B by writing the letter of the correct answer
before each number.

Column A Column B
______ 1) An investigation about the characteristics of
a given population by means of collecting a. Data
data from a sample.
______ 2) A small part of a group chosen to represent
b. Survey
the whole group.
______ 3) The information collected c. Statistics
______ 4) It deals with the collection, organization,
d. Sample
presentation, analysis, and interpretation of
e. Interviewer
data.
______ 5) It is the person supplying the data in the
f. Interviewee
interview method.

CHECK YOUR ANSWER

5) f 4) c 3) a 2) d 1) b

WHAT’S NEW

Frequency Distribution
 is a representation, either in a graphical or tabular format, that displays the
number of observations within a given interval.
 has an interval size depending on the data being analyzed and the goals of the
analyst.
 is typically used within a statistical context.
 is the basic building block of statistical analytical methods and the first step in
analyzing survey data.
 helps researchers (a) organize and summarize the survey data in a tabular
format, (b) interpret the data, and (c) detect outliers (extreme values) in the
survey data set.

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 WHAT IS IT

Lesson 1 Organization of Data in a Frequency

Distribution Table using Tally Marks

Raw data are the collected data, which have not been organized. We can
hardly see any pattern in any set of raw data. An example is the data obtained in the
survey on the number of cell phones possessed by each family.
Example 1: Consider the number of cell phones possessed by each family.

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

1. How many families were surveyed?

2. How many families have at least two cellphones in their possession?
3. How many families have less than four cell phones?

Now, let us organize the data using a table by following these steps:
1. Set up a table using three columns.
Number of cell phones Tally Frequency Each item in
1 column 1 is called
2 a class of the
3 table. The class
4 can be written
5 from lowest to
6 highest or vice
Total versa.

2. Read each item in the raw data and mark a stroke or tally in the Tally column in
the same row as its class.
Number of cell phones Tally Frequency
1 |||
Make every 5th
2 |||| - |||
3 |||| - |||| - |||| stroke with a
4 |||| - |||| - || cross stroke like
5 |||| - || “||||” to make the
6 |||| counting easier.
Total

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3. Write down the frequency of each class by counting its corresponding tally marks.
The frequency of the class is the number of times each class occurs. Find the sum of
all the frequencies and write it as shown.
Number of cell Tally Frequency
phones
1 ||| 3
2 |||| - ||| 8
3 |||| - |||| - |||| 15
4 |||| - |||| - || 12
5 |||| - || 7
6 |||| 5
Total 50

The table above is called a frequency table. It shows clear and definite
information about a set of data.

Example 2: The grades of 25 students in Biology are: 78, 80, 78, 82, 84, 88, 76, 78,
78, 76, 68, 78, 86, 84, 80, 78, 82, 80, 68, 82, 84, 82, 78, 82, 78.
Let us organize the data through a frequency table.

Grades of 25 students in Biology

In an ungrouped frequency
Grade Tally Frequency
distribution, we write the various values
88 | 1
along with their corresponding
86 | 1
84 ||| 3 frequency in a tabular form.
82 |||| 5 Notice that the highest value/ or
80 ||| 3 grade is 88 and the lowest value or
78 |||| - ||| 8 grade is 68. The difference between
76 || 2 these values is called the range of the
68 || 2 data.
N = 25
𝑅𝑎𝑛𝑔𝑒 = ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑙𝑢𝑒
What is the highest grade? 𝑅𝑎𝑛𝑔𝑒 = 88 − 68 = 𝟐𝟎
How many students got a grade of 84?
What grade did most students get?

In statistics, numerical information may be treated as ungrouped or grouped

data. The above data is ungrouped, organized in a table called Frequency
Distribution Table while grouped data are organized and summarized in tables called
Grouped Frequency Distribution Table.

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 Organization of Data in a Grouped
Lesson 2 Frequency Distribution Table

Example 1: Here are the results of the 30-point Math Quiz of 40 students in a class.
Construct a frequency distribution with 10 class intervals.

20 21 13 29 20 26 12 17 15 15

14 22 19 20 18 22 24 17 11 17
11 14 13 19 13 21 19 14 10 25
10 11 20 19 26 18 16 15 11 16

Scores of 40 students in a 30-point Math Quiz The class intervals are non-
Class Interval Frequency (f) overlapping in order that no single item
28-29 1 can fall into classes.
26-27 2 In the class interval 10-11, the
24-25 2 lower limit is 10 and the upper limit is
22-23 2
11. Hence, the left member of the class
20-21 6
18-19 6 interval is the lower limit while the right
16-17 5 member is the upper limit.
14-15 6 The difference between any
12-13 4 consecutive lower limits is the class
10-11 6 width. It is also the difference of any two
N = 40 consecutive upper limits.

The following procedure shows how the table in the given example was obtained.
Steps in constructing a Grouped Frequency Distribution:

1. Find the range r.

𝑟 = ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑙𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒
𝑟 = 29 − 10 = 𝟏𝟗

2. Decide on the number of classes or class intervals desired. In the given example, the
desired number of classes is 10.

𝒓𝒂𝒏𝒈𝒆
3. Find the 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ: 𝒄𝒍𝒂𝒔𝒔 𝒘𝒊𝒅𝒕𝒉 = 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒍𝒂𝒔𝒔𝒆𝒔
19
𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 10 = 𝟏. 𝟗 or approximately 𝟐

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4. Determine the lowest class interval.
𝐿𝑜𝑤𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 = 𝟏𝟎 Lower limit of the lowest class interval
𝐿𝑜𝑤𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ − 1 = 10 + 2 − 1 = 𝟏𝟏 Upper limit of the lowest class interval
Lowest Class Interval 𝟏𝟎 − 𝟏𝟏

5. Determine the lower and upper class limits of the succeeding class intervals.
10 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 10 + 2 = 12 11 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 11 + 2 = 13 12 − 13

12 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 12 + 2 = 14 13 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 13 + 2 = 15 14 − 15

14 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 14 + 2 = 16 15 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 15 + 2 = 17 16 − 17

16 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 16 + 2 = 18 17 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 17 + 2 = 19 18 − 19

18 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 18 + 2 = 20
20 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 20 + 2 = 22
22 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 22 + 2 = 24
24 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 24 + 2 = 26
26 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 26 + 2 = 28
19 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 19 + 2 = 21 20 − 21
21 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 21 + 2 = 23 22 − 23
23 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 23 + 2 = 25 24 − 25
25 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 25 + 2 = 27 26 − 27
27 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ = 27 + 2 = 29 28 − 29

The highest class should contain the highest score.

6. Fill out the f column by following what we have done in the frequency distribution. The
column for tally is optional.
Class Interval Tally Frequency (f )
28-29 | 1
26-27 || 2
24-25 || 2
22-23 || 2
20-21 |||| | 6
18-19 |||| | 6
16-17 |||| 5
14-15 |||| | 6
12-13 |||| 4
10-11 |||| | 6
N = 40

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Example 2: Prepare a grouped frequency distribution on the grades of 40 students
in Mathematics. Shown below are their grades.

86 83 81 81 86 91 79 82 81 87 87 83
82 72 73 78 87 71 94 91 90 82 85 88

71 99 76 96 80 89 98 89 82 80 75 90

72 83 74 85

Grades of 40 students in
Mathematics
Solution:
Class Interval f
Highest grade: 99
Lowest grade: 71 f f
98-100 2
𝑟𝑎𝑛𝑔𝑒 = 99 – 71 = 28 95-97 1
Desired class interval is 10. 92-94 1
𝟐𝟖 89-91 6
𝒄𝒍𝒂𝒔𝒔 𝒘𝒊𝒅𝒕𝒉 = = 2.8 = 3
𝟏𝟎 86-88 6
83-85 5
Lower limit: 71 80-82 9
Upper limit: 77-79 2
71 + 𝑐𝑙𝑎𝑠𝑠 𝑤𝑖𝑑𝑡ℎ – 1 = 71 + 3 – 1 = 73 74-76 3
Lowest class interval: 71 − 73 71-73 5
Second class interval: 74 − 76 and so on.

N= 40

Organization of Data in a Cumulative

Lesson 3 Frequency Distribution Table

The following are numerical values that are relevant or applicable in dealing with
frequency distribution:
1. Class mark. It is the middle value or midpoint of the class interval and is obtained
by adding the lower and the upper class limits and dividing the sum by 2.
16+20
For the class interval of 16 − 20: Class mark = = 18
2

2. Class boundaries or True Limits. They are often described as the true limits
because these are more precise expressions of class limits. The lower
boundary of the class is 0.5 less than its lower limit, and its upper boundary is
0.5 more than its upper limit.

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 In the class 16 – 20, the lower boundary is 16 – 0.5 = 𝟏𝟓. 𝟓 and the upper
boundary is 20 + 0.5 = 𝟐𝟎. 𝟓
3 Cumulative frequency. There are two kinds of cumulative frequency for a class.
The less than cumulative frequency (< 𝑪𝒇) can be obtained by adding the frequency
starting from the frequency of the lowest class interval up to the frequency of the
highest class interval. It is possible also to do the reverse, that is, we start to cumulate
in the other direction. This is the greater than cumulative frequency (> 𝑪𝒇).
The table below shows the cumulative frequency distribution of 45 students in a
Science quiz.
Cumulative Frequency Distribution of 45 students in a Science Quiz
Class Class Boundaries
Class f Mark Lower Upper < Cf > Cf
Boundary Boundary
40-42 1 41 39.5 42.5 45 1
37-39 0 38 36.5 39.5 44 1
34-36 2 35 33.5 36.5 44 3
31-33 2 32 30.5 33.5 42 5
28-30 14 29 27.5 30.5 40 19
25-27 15 26 24.5 27.5 26 34
22-24 5 23 21.5 24.5 11 39
19-21 6 20 18.5 21.5 6 45
N = 45

Take a look at the shaded row as our reference.

31+33
Class mark of class 31 − 33: = 32
2

Lower boundary of class 31 − 33: 31 – 0.5 = 30.5

Upper boundary of class 31 − 33: 33 + 0.5 = 33.5
Less than Cumulative Frequency of class 31 − 33: 2 + 14 + 15 + 5 + 6 = 42
This signifies that 42 students got a score less than 33.5.
Greater than Cumulative Frequency of class 31 − 33: 2 + 2 + 0 + 1 = 5
This signifies that 5 students got a score greater than 30.5.
A score of 26 under the heading < 𝑐𝑓 means that there are 26 students who got a
score less than 27.5. a score of 19 under the heading of > 𝑐𝑓 means that there are 19
students who got a score greater than 27.5.

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 WHAT’S MORE

Activity 2. Frequency Table

Instruction: Complete the frequency table for the number of pets of 40 families then
answer the questions that follow.

3 1 3 2 0 2 2 0 4 1
1 1 1 2 0 0 3 0 1 0

2 4 1 1 3 1 2 1 0 2
0 1 0 3 2 4 0 2 3 1

The number of pets of 40 families

Number of pets Tally Frequency (f )
0
1
2
3
4
N=

1. How many families have only one pet? _________

2. How many families do not have pet/s? _________
3. How many families have 2 pets? _________

Activity 3: Construct a grouped frequency distribution table on the following scores

obtained by 40 students in an achievement test with 8 classes.
48 46 44 48 43 54 46 25 35 55 37 25
58 43 59 57 42 45 32 38 57 36 41 77

26 31 73 54 25 56 38 53 28 75 30 35

56 36 55 62

A. Find the following:

a. Highest score ________
b. Lowest score ________
c. Range ________
d. Class Interval ________

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B. Complete the table below. The lowest class is done for you.
Classes Tally Frequency ( f )
74-80
67-73
60-66
53-59
46-52
39-45
32-38
25-31 |||| || 7
N = 40

WHAT I HAVE LEARNED

Activity 4: The scrambled letters are the words in our discussion.

Rearrange them to form the correct words.
1. AATD ______________________________
2. LAYLT ______________________________
3. ENGRA ______________________________
4. CREFQYNEU BUSTTDINIRIO ______________________________
5. SLCAS NRILTEAV ______________________________
6. SCALS RMKA ______________________________
7. MISLIT ______________________________
8. CSSLA RODAUESBNI ______________________________
9. PORDGUE ATDA ______________________________
10. MLUTUVAECI NEFUCRYQE ______________________________

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 WHAT I CAN DO

Activity 5. Let us construct the cumulative frequency by determining the class mark,
class boundaries, and cumulative frequencies (less than and greater than).
Scores of students in the Grade 7 Readiness Test
Frequency Class Class Boundaries
Class (f) Mark Lower Upper < Cf > Cf
Boundary Boundary
81-89 2
72-80 3
63-71 4
54-62 7
45-53 16
36-44 25
27-35 15
18-26 13
9-17 10
0-8 5
N=

POST ASSESSMENT

DIRECTION: Read and understand each item, then choose the letter of your answer
and write it on your answer sheet.

1. This is used to present data in a most systematic and organized manner to make
its reading and interpretation simple and easy.
A. range B. class C. limits D. table
2. It is the difference of the highest score and the lowest score.
A. limits B. class C. range D. frequency
3. It is obtained by dividing the range by the desired number of classes.
A. class interval B. class width C. class mark D. lowest score
4. These are often described as the true limits because these are more precise
expressions of class limits.
A) range B) class mark C) class interval D) class boundaries

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For numbers 5 to 10, refer to the table below.
Cumulative Frequency Distribution of 100 students in their Math Exam

Class Class Boundaries

Class F Mark Lower Upper < Cf > Cf
Boundary Boundary
90-99 12 94.5 89.5 99.5 100 12
80-89 23 84.5 79.5 89.5 88 35
70-79 10 74.5 69.5 79.5 65 45
60-69 18 64.5 59.5 69.5 55 63
50-59 8 54.5 49.5 59.5 37 71
40-49 12 44.5 39.5 49.5 29 83
30-39 14 34.5 29.5 39.5 17 97
20-29 3 24.5 19.5 29.5 3 100
N=100

5) In the class 40 – 49, what is the class mark?

A) 44.5 B) 40.5 C) 41.5 D) 43.5
6) In the class 70 - 79, what is the lower boundary?
A) 70.5 B) 69.5 C) 71.5 D) 74.5
7) What is the upper boundary in the class 50 – 59?
A) 59.5 B) 50.5 C) 54.5 D) 51.5
8) In the class 30 – 39, what is the greater than cumulative frequency?
A) 65 B) 87 C) 97 D) 100
9) How many students got a score less than 69.5?
A) 3 B) 71 C) 63 D) 55
10) How many students got a score greater than 39.5?
A) 29 B) 83 C)37 D)71

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 Additional Activities

Construct a grouped frequency table for the ages of teachers in a school. Use 7
classes.

31 30 31 27 35 42 36 35

34 31 34 35 27 40 45 26

35 38 40 38 29 29 35 35
35 27 35 33 31 35 27 29
29 40 35 36 38 25 30 31

A. Find the following:

1. Highest Score: ________
2. Lowest Score: ________
3. Range (r): ________
4. Class interval: ________

B. Complete the table:

Ages of Teachers in a School
Classes Frequency Class Lower Upper <Cf >Cf
(Ages) (f ) mark boundary boundary
43-45
40-42
37-39
34-36
31-33
28-30
25-27
N=

15
 16
PRE-assessment
1) B 3) A 5) B 7) C 9) C
2) D 4) A 6) D 8) D 10) B
Activity 2:
Number of Pets Tally Frequency
0 |||| |||| 10
1 |||| |||| || 12
2 |||| |||| 9
3 |||| | 6
4 ||| 3
N=40
1) 12 2) 10 3) 9
Activity 3.
A. a. 77 b. 25 c. 52 d. 7
B. Complete the table below, the lowest class is done for you.
Classes Tally Frequency ( f )
74-80 || 2
67-73 | 1
60-66 | 1
53-59 |||| |||| | 11
46-52 |||| 4
39-45 |||| | 6
32-38 |||| ||| 8
25-31 |||| || 7
N = 40
Activity 4
1. DATA 4. FREQUENCY DISTRIBUTION 7. LIMITS
2. TALLY 5. CLASS INTERVAL 8. CLASS BOUNDARIES
3. RANGE 6. CLASSMARK 9. GROUPED DATA
10. CUMULATIVE FREQUENCY
Activity 5. Score of students in the Grade 7 Readiness Test
Frequency Class Class Boundaries
Class (f ) Mark Lower Boundary Upper Boundary < Cf > Cf
81-89 2 85 80.5 89.5 100 2
72-80 3 76 71.5 80.5 98 5
63-71 4 67 62.5 71.5 95 9
54-62 7 58 53.5 62.5 91 16
45-53 16 49 44.5 53.5 84 32
36-44 25 40 35.5 44.5 68 57
27-35 15 31 26.5 35.5 43 72
18-26 13 22 17.5 26.5 28 85
9-17 10 13 8.5 17.5 15 95
0-8 5 4 -0.5 8.5 5 95
N = 100
Post Assessment
1) D 3) B 5) A 7) A 9) D
2) C 4) D 6) B 8) C 10) B
ANSWER KEY
 REFERENCES

Nivera, Gladys C. Ph.D. Grade 7 Mathematics Patterns and Practicalities, Salesiana

Books by Don Bosco Press, Inc.,2012

Orines, Fernando B. Esparrago, Mirla S. Next Century Mathematics Advanced Algebra,

Trigonometry, and Statistics Phoenix Publishing House, Inc., 2008

Oronce, Orlando A. and Marilyn O. Mendoza. E-math Worktext in Mathematics, Rex Book
Store, 2019
Ulpina, Jisela N. and Licardo, Edna D. Math Builders, JO-ES Publishing House Inc, ,2014

17
For inquiries or feedback, please write or call:
Department of Education- Cordillera Administrative Region
Schools Division of Baguio City

82 Military Cut – Off, Baguio City

Telefax: 442-4326/442-7819

Email Address: depedbaguiocity@gmail.com

Social Media: facebook.com.DepEdTayoBaguioCity