Module 1: Frequency Distribution Fourth Quarter

Malasiqui Catholic School, Inc.

Malasiqui, Pangasinan
SY 2021-2022

LEARNING MODULE
PRECALCULUS SHS – Q4

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MODULE 1: Frequency Distribution
COMPETENCIES
1. Organize data in a frequency distribution table
2. Create frequency distributions
3. Contrast the methods of data presentation

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 Module 1: Frequency Distribution Fourth Quarter

PRE-ASSESSMENT:

Let’s find out how much you already know about this module by answering the items below. Take note of the
items that you were not able to correctly answer and look for the right one as you go through in this module. Good
luck!

Multiple Choice
Directions: Encircle the letter of the correct answer.
1. What are the center and the radius of the circle whose equation is (x − 5)2 + (y + 3)2 = 16?
a. (−5, 3) and 16 c. (−5, 3) and 4
b. (5, −3) and 16 d. (5, −3) and 4
2. The number of degrees in the sum of the interior angles of a pentagon is_________.
a. 72 c. 54
b. 360 d. 720
3. The coordinates of the endpoints of AB are A(0, 0) and B(0, 6). The equation of the perpendicular bisector of
AB is _______
a. x = 0 c. y = 0
b. x = 3 d. y = 3
4. A sphere is inscribed inside a cube with edges of 6 cm. In cubic centimeters, what is the volume of the
sphere, in terms of π?
a.12π c. 48π
b. 36π d. 288π
5. Which line is parallel to the line whose equation is 4x + 3y = 7 and also passes through the point (−5, 2)?
a. 4x + 3y = −26 c. 3x + 4y = −7
b. 4x + 3y = −14 d. 3x + 4y = 14
6. In a given triangle, the point of intersection of the three medians is the same as the point of intersection of the
three altitudes. Which classification of the triangle is correct?
a. scalene triangle c. equilateral triangle
b. isosceles triangle d. right isosceles triangle
7. Which type of triangle can be drawn using the points (−2, 3), (−2, −7), and (4, −5)?
a. scalene c. equilateral
b. isosceles d. no triangle can be drawn
8. Which reason could be used to prove that a parallelogram is a rhombus?
a. Diagonals are congruent. c. Diagonals are perpendicular.
b. Opposite sides are parallel. d. Opposite angles are congruent.
9. For a triangle, which two points of concurrence could be located outside the triangle?
a. incenter and centroid c. incenter and circumcenter
b. centroid and orthocenter d. circumcenter and orthocenter
10. Given three distinct quadrilaterals, a square, a rectangle, and a rhombus, which quadrilaterals must have
perpendicular diagonals.
a. the rhombus, only c. the rhombus and the square
b. the rectangle and the square d. the rectangle, the rhombus, and the square

EXPLORE
Are you ready to learn about frequency distribution.? If so, then you may start this module by completing the
table in activity 1.
See attached Activity 1 Applying the Concepts on page 9
FIRM UP
The next part of this module will help build your knowledge about frequency distribution. Read the
concept notes and do activities that follow

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Module 1: Frequency Distribution Fourth Quarter

Frequency Distributions
A frequency distribution is a representation, either in a graphical or tabular format, that displays the
number of observations within a given interval. The interval size depends on the data being analyzed and the
goals of the analyst. The intervals must be mutually exclusive and exhaustive. Frequency distributions are
typically used within a statistical context. Generally, frequency distribution can be associated with the charting
of a normal distribution.

After collecting data, the first task for a researcher is to organize and simplify the data so that it is
possible to get a general overview of the results.
• This is the goal of descriptive statistical techniques.
• One method for simplifying and organizing data is to construct a frequency distribution.
• A frequency distribution is an organized tabulation showing exactly how many individuals are located
in each category on the scale of measurement. A frequency distribution presents an organized picture of the
entire set of scores, and it shows where each individual is located relative to others in the distribution.

A frequency distribution table consists of at least two columns - one listing categories on the scale of
measurement (X) and another for frequency (f).
• In the X column, values are listed from the highest to lowest, without skipping any.
• For the frequency column, tallies are determined for each value (how often each X value occurs in the
data set). These tallies are the frequencies for each X value.
• The sum of the frequencies should equal N.

A third column can be used for the proportion (p) for each category (relative frequency): p = f/N. The
sum of the p column should equal 1.00.
• A fourth column can display the percentage of the distribution corresponding to each X value
(percentage relative frequency). The percentage is found by multiplying p by 100. The sum of the percentage
column is 100%.

Suppose a researcher wished to do a study on the number of miles that the employees of a large
department store traveled to work each day. The researcher first would have to collect the data by asking each
employee the approximate distance the store is from his or her home. When data are collected in original form,
they are called raw data. In this case, the data are

Since little information can be obtained from looking at raw data, the researcher organizes the data into
what is called a frequency distribution. A frequency distribution consists of classes and their corresponding
frequencies. Each raw data value is placed into a quantitative or qualitative category called a class. The
frequency of a class then is the number of data values contained in a specific class. A frequency distribution is
shown for the data set above.

Now some general observations can be made from looking at the data in the form of a frequency
distribution. For example, the majority of employees live within 9 miles of the store.
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Module 1: Frequency Distribution Fourth Quarter

A frequency distribution is the organization of raw data in table form, using classes and frequencies.

The classes in this distribution are 1–3, 4–6, etc. These values are called class limits. The data values 1,
2, 3 can be tallied in the first class; 4, 5, 6 in the second class; and so on. Two types of frequency distributions
that are most often used are the categorical frequency distribution and the grouped frequency distribution. The
procedures for constructing these distributions are shown now.

Categorical Frequency Distributions The categorical frequency distribution is used for data that can be
placed in specific categories, such as nominal- or ordinal-level data. For example, data such as political
affiliation, religious affiliation, or major field of study would use categorical frequency distributions.

Example 1
Twenty-five army inductees were given a blood test to determine their blood type. The data set is

Construct a frequency distribution for the data.

Solution
Since the data are categorical, discrete classes can be used. There are four blood types: A, B, O, and
AB. These types will be used as the classes for the distribution. The procedure for constructing a frequency
distribution for categorical data is given next.

Grouped Frequency Distributions

When the range of the data is large, the data must be grouped into classes that are more than one unit in
width, in what is called a grouped frequency distribution. For example, a distribution of the number of hours
that boat batteries lasted is the following.

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Module 1: Frequency Distribution Fourth Quarter
The procedure for constructing the preceding frequency distribution is given in Example; however,
several things should be noted. In this distribution, the values 24 and 30 of the first class are called class limits.
The lower class limit is 24; it represents the smallest data value that can be included in the class. The upper
class limit is 30; it represents the largest data value that can be included in the class. The numbers in the second
column are called class boundaries. These numbers are used to separate the classes so that there are no gaps in
the frequency distribution. The gaps are due to the limits; for example, there is a gap between 30 and 31.
Students sometimes have difficulty finding class boundaries when given the class limits. The basic rule of
thumb is that the class limits should have the same decimal place value as the data, but the class boundaries
should have one additional place value and end in a 5. For example, if the values in the data set are whole
numbers, such as 24, 32, 18, the limits for a class might be 31–37, and the boundaries are 30.5–37.5. Find the
boundaries by subtracting 0.5 from 31 (the lower class limit) and adding 0.5 to 37 (the upper class limit).

Lower limit - 0.5 = 31 - 0.5 =30.5 = lower boundary

Upper limit + 0.5 = 37 + 0.5 = 37.5 = upper boundary

If the data are in tenths, such as 6.2, 7.8, and 12.6, the limits for a class hypothetically might be 7.8–8.8,
and the boundaries for that class would be 7.75–8.85. Find these values by subtracting 0.05 from 7.8 and adding
0.05 to 8.8. Finally, the class width for a class in a frequency distribution is found by subtracting the lower (or
upper) class limit of one class from the lower (or upper) class limit of the next class. For example, the class
width in the preceding distribution on the duration of boat batteries is 7, found from 31-24= 7.
The class width can also be found by subtracting the lower boundary from the upper boundary for any
given class. In this case, 30.5-23.5= 7.
Note: Do not subtract the limits of a single class. It will result in an incorrect answer. The researcher
must decide how many classes to use and the width of each class. To construct a frequency distribution, follow
these rules:
 There should be between 5 and 20 classes. Although there is no hard-and-fast rule for the
number of classes contained in a frequency distribution, it is of the utmost importance to have
enough classes to present a clear description of the collected data. 2.
 It is preferable but not absolutely necessary that the class width be an odd number. This ensures
that the midpoint of each class has the same place value as the data. The class midpoint Xm is
obtained by adding the lower and upper boundaries and dividing by 2, or adding the lower and
upper limits and dividing by 2:

The midpoint is the numeric location of the center of the class. Midpoints are necessary for
graphing (see Section 2–3). If the class width is an even number, the midpoint is in tenths. For
example, if the class width is 6 and the boundaries are 5.5 and 11.5, the midpoint is

Rule 2 is only a suggestion, and it is not rigorously followed, especially when a computer is used
to group data.
 The classes must be mutually exclusive. Mutually exclusive classes have nonoverlapping class
limits so that data cannot be placed into two classes. Many times, frequency distributions such as
Age
10–20
20–30
30–40
40–50

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Module 1: Frequency Distribution Fourth Quarter
are found in the literature or in surveys. If a person is 40 years old, into which class should she or
he be placed? A better way to construct a frequency distribution is to use classes such as
Age
10–20
21–31
32–42
43–53
 The classes must be 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 a frequency distribution. The only
exception occurs when the class with a zero frequency is the first or last class. A class with a
zero frequency at either end can be omitted without affecting the distribution.
 The classes must be exhaustive. There should be enough classes to accommodate all the data
 The classes must be equal in width. This avoids a distorted view of the data. One exception
occurs when a distribution has a class that is open-ended. That is, the class has no specific
beginning value or no specific ending value. A frequency distribution with an open-ended class
is called an open-ended distribution. Here are two examples of distributions with open-ended
classes.

The frequency distribution for age is open-ended for the last class, which means that anybody
who is 54 years or older will be tallied in the last class. The distribution for minutes is open-
ended for the first class, meaning that any minute values below 110 will be tallied in that class.
Example 2–2 shows the procedure for constructing a grouped frequency distribution, i.e., when
the classes contain more than one data value.
Example 2
These data represent the record high temperatures in Fahrenheit for each of the 50 states. Construct a grouped
frequency distribution for the data using 7 classes.

Solution

Round the answer up to the nearest whole number if there is a remainder: 4.9 = 5. (Rounding up
is different from rounding off. A number is rounded up if there is any decimal remainder when
dividing. For example, 85 / 6 = 14.167 and is rounded up to 15. Also, 53 / 4 = 13.25 and is
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Module 1: Frequency Distribution Fourth Quarter
rounded up to 14. Also, after dividing, if there is no remainder, you will need to add an extra
class to accommodate all the data.)
Select a starting point for the lowest class limit. This can be the smallest data value or any
convenient number less than the smallest data value. In this case, 100 is used. Add the width to
the lowest score taken as the starting point to get the lower limit of the next class. Keep adding
until there are 7 classes, as shown, 100, 105, 110, etc. Subtract one unit from the lower limit of
the second class to get the upper limit of the first class. Then add the width to each upper limit to
get all the upper limits. 105 - 1 = 104 The first class is 100–104, the second class is 105–109, etc.
Find the class boundaries by subtracting 0.5 from each lower class limit and adding 0.5 to each
upper class limit: 99.5–104.5, 104.5–109.5, etc.
Step 2 Tally the data.
Step 3 Find the numerical frequencies from the tallies.
Step 4 Find the cumulative frequencies. A cumulative frequency (cf) column can be added to the
distribution byadding the frequency in each class to the total of the frequencies of the classes
preceding that class, such as 0 + 2 = 2, 2 + 8 = 10, 10 + 18 = 28, and 28 + 13 = 41.
The completed frequency distribution is

Cumulative frequencies are used to show how many data values are accumulated up to and including a
specific class. In Example 2–2, 28 of the total record high temperatures are less than or equal to 114F. Forty-
eight of the total record high temperatures are less than or equal to 124F.
After the raw data have been organized into a frequency distribution, it will be analyzed by looking for peaks
and extreme values. The peaks show which class or classes have the most data values compared to the other
classes. Extreme values, called outliers, show large or small data values that are relative to other data values.
When the range of the data values is relatively small, a frequency distribution can be constructed using single
data values for each class. This type of distribution is called an ungrouped frequency distribution and is
shown next.

Example 3
The data shown here represent the number of miles per gallon that 30 selected four-wheel-drive sports utility
vehicles obtained in city driving. Construct a frequency distribution, and analyze the distribution.

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Module 1: Frequency Distribution Fourth Quarter

The steps for constructing a grouped frequency distribution are summarized in the following Procedure Table.

Procedure Table

Constructing a Grouped Frequency Distribution

Step 1 Determine the classes.
Find the highest and lowest value.
Find the range.
Select the number of classes desired.
Find the width by dividing the range by the number of classes and rounding up.
Select a starting point (usually the lowest value or any convenient number less
than the lowest value); add the width to get the lower limits.
Find the upper class limits.
Find the boundaries.
Step 2 Tally the data.
Step 3 Find the numerical frequencies from the tallies.
Step 4 Find the cumulative frequencies.

Key Takeaways
 Frequency distribution in statistics is a representation that displays the number of observations within a
given interval.
 The representation of a frequency distribution can be graphical or tabular so that it is easier to
understand.
 Frequency distributions are particularly useful for normal distributions, which show the observations of
probabilities divided among standard deviations.
 In finance, traders use frequency distributions to take note of price action and identify trends.

See attached Activity 2 Extending the Concepts on page 9

DEEPEN
See attached Activity 3 The Real-Life Purpose! on pages 9-10
TRANSFER
See attached Activity 4 “I am a statistician!”! on page 10
Statistics and Probability
Name: ____________________________________________Grade and Section:________________________

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Module 1: Frequency Distribution Fourth Quarter
Contact Number:____________________________________Address_________________________________
Subject Teacher: Jude T. Mamaril_________________
Important!!! DETACH AND SUBMIT ONLY PAGES 9-10 to your Subject Teacher!

EXPLORE
Activity 1: Applying the Concepts
Directions: Answer the following.
Ages of Presidents at Inauguration
The data represent the ages of our presidents at the time they were first inaugurated.

1. Were the data obtained from a population or a sample? Explain your answer.
2. What was the age of the oldest president?
3. What was the age of the youngest president?
4. Construct a frequency distribution for the data. (Use your own judgment as to the number of classes and class
size.)
5. Are there any peaks in the distribution?
6. ldentify any possible outliers.
7. Write a brief summary of the nature of the data as shown in the frequency distribution.

FIRM UP
Activity 2: Extending the Concepts
Directions: Use the situation below to answer the question that follows. Write your answer in the space
provided

A researcher conducted a survey asking people if they believed more than one person was
involved in the assassination of John F. Kennedy. The results were as follows: 73% said yes, 19% said
no, and 9% had no opinion. Is there anything suspicious about the results? Why? Explain briefly.

____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________________________________________

DEEPEN
Activity 3: The Real-Life Purpose!
Directions: Answer the following:

1. The total energy consumption in trillions of BTU for each of the 50 states in the United States is shown.
Construct a frequency distribution using 10 classes, and analyze the nature of the data.

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Module 1: Frequency Distribution Fourth Quarter

2. The following data are the measured speeds in miles per hour of 30 charging elephants. Construct a
grouped frequency distribution for the data. From the distribution, estimate an approximate average
speed of a charging elephant. Use 5 classes. (Based on data in the World Almanac and Book of Facts.)

TRANSFER
Activity 4: “I am a statistician!”
Directions: Your goal in this section is to apply your learning to real life situation. You will be given a practical
task that will demonstrate your understanding. How will you apply your knowledge and skills

regarding the lesson? A survey was taken on how much trust people place in the information they
read on the Internet. Construct a categorical frequency distribution for the data. A = trust in
everything they read, M = trust in most of what they read, H = trust in about one-half of what they
read, S = trust in a small portion of what they read. (Based on information from the UCLA
Internet Report.)

Module 2 – Measures of Central Tendency,

Grouped Data
MODULE 2: Measures of Central Tendency, Grouped Data
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 Module 1: Frequency Distribution Fourth Quarter
COMPETENCIES
1. Demonstrate the application of the mean in group data.
2. Compute the median and other factual measures.
3. Apply the applications of the geometric mean.
4. Contrast the measures of central tendency.
PRE-ASSESSMENT:

Let’s find out how much you already know about this module by answering the items below. Take note of the
items that you were not able to correctly answer and look for the right one as you go through in this module. Good
luck!

Multiple Choice
Directions: Encircle the letter of the correct answer.
1. What are the center and the radius of the circle whose equation is (x − 5)2 + (y + 3)2 = 16?
a. (−5, 3) and 16 c. (−5, 3) and 4
b. (5, −3) and 16 d. (5, −3) and 4
2. What is the number of degrees in the sum of the interior angles of a pentagon?
a. 72 c. 54
b. 360 d. 720
3. The coordinates of the endpoints of AB are A(0, 0) and B(0, 6). What is the equation of the perpendicular
bisector of AB?
a. x = 0 c. y = 0
b. x = 3 d. y = 3
4. A sphere is inscribed inside a cube with edges of 6 cm. In cubic centimeters, what is the volume of the
sphere, in terms of π?
a.12π c. 48π
b. 36π d. 288π
5. Which line is parallel to the line whose equation is 4x + 3y = 7 and also passes through the point (−5, 2)?
a. 4x + 3y = −26 c. 3x + 4y = −7
b. 4x + 3y = −14 d. 3x + 4y = 14
6. In a given triangle, the point of intersection of the three medians is the same as the point of intersection of the
three altitudes. Which classification of the triangle is correct?
a. scalene triangle c. equilateral triangle
b. isosceles triangle d. right isosceles triangle
7. Which type of triangle can be drawn using the points (−2, 3), (−2, −7), and (4, −5)?
a. scalene c. equilateral
b. isosceles d. no triangle can be drawn
8. Which reason could be used to prove that a parallelogram is a rhombus?
a. Diagonals are congruent. c. Diagonals are perpendicular.
b. Opposite sides are parallel. d. Opposite angles are congruent.
9. For a triangle, which two points of concurrence could be located outside the triangle?
a. incenter and centroid c. incenter and circumcenter
b. centroid and orthocenter d. circumcenter and orthocenter
10. Given three distinct quadrilaterals, a square, a rectangle, and a rhombus, which quadrilaterals must have
perpendicular diagonals?
a. the rhombus, only c. the rhombus and the square
b. the rectangle and the square d. the rectangle, the rhombus, and the square
EXPLORE
Are you ready to learn about Measures of Central tendency? If so, then you may start this module by
completing the table in activity 1.
See attached Activity 1 Figure it Out!! on page 18
FIRM UP
The next part of this module will help build your knowledge about Measures of Central tendency. Read
Module
the 2 –and
concept notes Measures
do activitiesof
thatCentral
follow Tendency,
Grouped Data Measures of Central Tendency, Grouped Data
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Module 1: Frequency Distribution Fourth Quarter
Measure of Central Tendency: Usually when two or more different data sets are to be compared it is
necessary to condense the data, but for comparison the condensation of data set into a frequency distribution
and visual presentation are not enough. It is then necessary to summarize the data set in a single value. Such a
value usually somewhere in the center and represent the entire data set and hence it is called measure of central
tendency or averages. Since a measure of central tendency (i.e. an average) indicates the location or the general
position of the distribution on the X-axis therefore it is also known as a measure of location or position.

Types of Measure of Central Tendency

1. Arithmetic Mean
2. Geometric Mean
3. Harmonic Mean
4. Mode
5. Median

Arithmetic Mean or Simply Mean: “A value obtained by dividing the sum of all the observations by the
number of observation is called arithmetic Mean”

Numerical Example:
Calculate the arithmetic mean for the following data given below:
 Using formula of direct method of arithmetic mean for

The weight recorded to the nearest grams of 60 apples picked out at random from a consignment are given
below:

Module 2 – Measures of Central Tendency,

Grouped Data

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Module 1: Frequency Distribution Fourth Quarter

 Using formula of short cut method of arithmetic mean for grouped data:

Where Di = Xi - A and A is the provisional or assumed mean

 Using formula of step deviation method of arithmetic mean for grouped data:

Module 2 – Measures of Central Tendency,

Grouped Data

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Module 1: Frequency Distribution Fourth Quarter

Geometric Mean: “The nth root of the product of “n” positive values is called geometric mean”

""

Numerical example of geometric Mean for grouped data:

Given the following frequency distribution of weights of 60 apples, calculate the geometric mean for
grouped data

Harmonic Mean: “The reciprocal of the Arithmetic mean of the reciprocal of the values is called Harmonic
mean”

Module 2 – Measures of Central Tendency,

Grouped Data
Numerical example of harmonic Mean for grouped data.

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Module 1: Frequency Distribution Fourth Quarter
Given the following frequency distribution of weights of 60 apples, calculate the harmonic mean for
grouped data.

Median: “when the observation are arranged in ascending or descending order, then a value, that
divides a distribution into equal parts, is called median”

Numerical examples: The following distribution relates to the number of assistants in 50 retail
establishments.

Module 2 – Measures of Central Tendency,

Grouped Data

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Module 1: Frequency Distribution Fourth Quarter

Numerical example: Find the median, for the distribution of examination marks given below:

Module 2 – Measures of Central Tendency,

Grouped Data

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Module 1: Frequency Distribution Fourth Quarter

Mode in case of Discrete Grouped Data: “A value which has the largest frequency in a set of data is called
mode” Mode in case of Continuous Grouped Data: In case of continuous grouped data, mode would lie in the
class that carries the highest frequency. This class is called the modal class. The formula used to compute the
value of mode, is given below:
 Numerical examples of Mode for grouped data. Calculate Mode in discrete grouped data

Mode = 4 (Answer)

See attached Activity 2 Kindle your ideas on page 18

DEEPEN
See attached Activity 3 The Real Purpose on pages 18-19
TRANSFER
See attached Activity 4 I AM INVENTOR!! on page 19

Module 2 – Measures of Central Tendency,

Grouped Data STATISTICS AND PROBOLITY
Name: ____________________________________________Grade and Section:________________________
Contact Number:____________________________________Address_________________________________
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Module 1: Frequency Distribution Fourth Quarter
Subject Teacher: Jude T. Mamaril_________________
Important!!! DETACH AND SUBMIT ONLY PAGES 18 – 19 to your Subject Teacher!

EXPLORE
Activity 1: : Figure it Out!
Directions: The following table shows the distribution of marks of some students who took part in science quiz.

Marks Tally Lower class Upper class Frequency

boundary boundary
56 – 60 //// //
61 – 65 //// //
66 – 70 ////
71 – 75 //// ////
76 – 80 ////
81 – 85 ////
86 – 90 //
91 – 95 ///
96 – 100 ///

a. Copy and complete the table

b. Calculate the mean, median, mode variance and standard deviation.

FIRM UP
Activity 2: Kindle your ideas
Directions: Answer the following:
1. Thirty bulbs were life-tested and their lifespan to the nearest hour are as follows:
167 171 179 167 171 165 175 179 169 171
177 169 171 177 173 165 175 167 174 177
172 164 175 179 179 174 174 168 171 168
a. Find the mean of lifespan by dividing their sum by 30.
b. Find the mean of lifespan by grouping the lifespan using class intervals 164 – 166, 167 – 169, and
so on.
c. Find the mode of lifespan by looking the data.
d. Find the mode of lifespan by grouping data at b).

DEEPEN
Activity 3: The Real-Life Purpose!
Directions: Answer the following:

1. Below are the scores of 65 students in Mathematics Test

a. Complete the table by filling in the values of X (the class marks or midpoints), d(deviation), fd and <cf
(cumulative frequency). Explain how you arrived at your answer.
b. Find the mean, median, and the mode of the set of data.
c. How would you compare the mean, median, and the mode of the set of data?
d. Which measure best represents the average of the set of data? Why?
2. Is the median the most appropriate measure of averages (central tendency) for grouped data? Why? How
about the mean? mode? Explain your answer.
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Module 1: Frequency Distribution Fourth Quarter
3. Is it always necessary to group a set of data when finding its mean, median, or mode? Why?

TRANSFER
Activity 4: Lets apply it!
Directions Prepare some power saving measures. Gather data from your classmates or peers which may include
the following: electric bills, electric appliances and the estimated time of usage. Use the data and
different statistical measures obtained for analysis and coming up with the power-saving
measures.

Level of Proficiency
Criteria
Advanced Very Proficient Less Beginner
(9 to 10) Proficient(8) (7) Proficient(6) (below 6)
Number of Five or more Four correct Three correct Two correct Only one or no
correct correct problems problems and problems and problems and correct problem
problems and and solutions are solutions are solutions are solutions are and solution is
solutions (10) provided. provided. provided. provided. provided.
Significance/ All problems The problems The problems The problems The problems
Relevance to formulated are ate based on are based on are not that are not based
real life (10) based on different different real real-life relevant today. on real-life
real life situations life situations, but situations.
and problems that situations. some of which
affect people, deal with only
particularly one aspect of
Filipinos, today. everyday
life.
Level of At least four of Three of the Two of the Most problems All problems
difficulty (10) the problems are problems are problems are are one-step are simple one-
multi-level and/or multi-level multi-level problems. step problems
require higher- and/or require and/or require that do not
order thinking higher-order higher-order require logical
skills. thinking thinking skills. thinking skills.
skills.
Strategies All problems are Only four of Only three of Only two of Only one or
applied to solved using the problems the problems the problems none of the
solve appropriate are solved are solved are solved problems are
problems (10) strategies using using using solved using
appropriate appropriate appropriate appropriate
strategies. strategies. strategies. strategies

Originality All of the Four of the Three of the Two of the Only one or
(10) problems were problems were problems were problems were none of the
originally made originally originally originally problems were
and were not just made and were made and were made and originally made
copied from the not just copied not just copied were not just and were not
books, internet, or from the from the copied from just copied
other learning books, books, the books, from the books,
resources. internet, or internet, or internet, or internet, or
other learning other learning other learning
other learning
resources. resources.
resources. resources.

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