Republic of the Philippines

HOLY CROSS COLLEGE OF CARIGARA

Rebolledo St. Brgy. Ponong Carigara, Leyte
Institutional Code: 08074
COLLEGE DEPARTMENT
 Republic of the Philippines
HOLY CROSS COLLEGE OF CARIGARA
Rebolledo St. Brgy. Ponong Carigara, Leyte
Institutional Code: 08074
COLLEGE DEPARTMENT

Detailed Lesson Plan in Assessment in Learning 1

Name: Quimno, Katrina Pearl L. Course & Year: BSED – Mathematics

2

I. OBJECTIVES
At the end of lesson, the students will be able to:
A. Identify what is frequency distribution and parts of frequency table.
B. Demonstrate the steps in constructing frequency distribution.
C. Practice utilizing histograms and frequency polygons to visually present data in
frequency distributions.

II. SUBJECT MATTER

A. Topic: Frequency Distribution
B. References:
Gabuyo, Y. (2012). Assessment of Learning 1 (Textbook and Reviewer). Rex
Book
Store, INC. 856 Nicanor Reyes Sr. St., Sampaloc, Manila.
C. Materials: PowerPoint Presentation

III. PROCEDURE
A. Preliminary Activity
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Greetings

“Good afternoon class. Peace and All Good.” “Good afternoon Ma’am! Peace
and All Good to you.”

Prayer

“May I request everyone to please stand up Aiyazen: Let us bow our head and
for our prayer? feel the presence of the Lord.
In the name of the Father, and of
Ms. Legaspi please lead the prayer.” the Sun, and of the Holy Spirit.
Amen.
Our Father who art in heaven,
hallowed be Thy name. Thy
Kingdom come. Thy will be done
on Earth as it is in heaven.
All: Give us this day our daily
bread and forgive our trespasses as
we forgive those who trespass
against us. And lead us not into
temptation, but deliver us from
evil. Amen.
(Sign of the Cross) In the name the
Father, and of the Son, and of the
Holy Spirit. Amen.
“Thank you Ms. Legaspi.”

Classroom Management

“Before taking your seats, kindly pick up the (Students will pick up the pieces of
pieces of trashes under your chairs or near trashes and will arrange their chairs
you and arrange your chairs properly.” properly.)

“Okay thank you. You may now settle

down.”

Checking of Attendance

“Let us check your attendance first.”

(Students will say “present” as the
“Upon calling your name, kindly say teacher calls their name.)
“present”.”

“Okay great, there are only few absences for

today.”

“So good afternoon again everyone. Peace

and all Good to you!” “It was great Ma’am!”
“How was your day? Is it good so far?”
“Yes Ma’am!”
“Okay, that’s good, so before we proceed to
our lesson, let’s begin with an activity. Are
you ready?”

Motivation

“I will separate the class into two groups.”

 (The whole class will participate to
Instructions: Each group will be given a find out the word.)
puzzle for the group to piece together. As I
say go, everyone should participate to
arrange the puzzle and figuring out what was
the word written. When the group finds out
the word the leader will raise their hands.
The first group to find out the word wins.
“Yes, Ma’am”
“Have I made myself clear?”

“Okay. You may start now!” “It’s Statistics.”

“Yes, Ms./Mr.? What is the word that you
got?”

“Very Good!” “Statistics deals with the collection,

“So do you know what is statistics?” Yes
Ms. Nayra?
presentation, analysis, and
interpretation of quantitative data,
usually the performance of the
students in the assessment
procedure.”

“Yes, that’s correct!”

“Statistics deals with the collection,

presentation, analysis, and interpretation of
quantitative data, usually the performance of
the students in the assessment procedure.”

B. Lesson Proper
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Activity
“Okay, so I have here a piece of paper.”

I will call a random students’ in the class; (Students will do as what the
each will pick a piece of paper with jumble teacher instructed.)
letters written on them. They will be asked to
arrange the letters to make a word. They will
paste the paper on the board and they will
write the exact word from the jumble letters.

“Have I made myself clear?” Yes Ma’am!

“Ms. Tolosa, Mr. Dannug, Mr. Macalalag,
Ms. Darantinao, and Ms. Perina, kindly come
in front and pick one piece of paper.”

“Okay Very Good everyone.”

Set of words to be arrange.
Frequency Distribution
Class Limit
Range
Histogram
Frequency Polygon

“What can you say about the activity?” (Students will tell their opinion
about the activity.)
“What do you think these words talks about?” It talks about Frequency
Distribution
“Very Good!”

Analysis

“Our topic for this afternoon is all about

Frequency Distribution.”

“Our objectives:”
At the end of the lesson, the students will be
able to:
A. Identify what is frequency
distribution and parts of frequency
table.
B. Demonstrate the steps in
constructing frequency
distribution.
C. Practice utilizing histograms
and frequency polygons to
visually present data in frequency
distributions.

“Is anyone here know what is Frequency “We don’t know yet Ma’am.”
Distribution?”

“Okay please listen carefully.”

Frequency Distribution is a tabular (Students will listen carefully).

arrangement of data into appropriate
categories showing the number of
observations in each category or group.

“So, when we say frequency, it is the number

of observations falling in a category."

There are two major advantages in using

Frequency Distribution.
(1) It encompasses the size of the table.
(2) It makes the data more interpretive.

“Using frequency distribution will help us to

present raw data in an organized and easy-to-
read format.”

“The frequency table has four parts and one

of them is the Class limit.”

 Class Limit is the groupings or

categories defined by the lower and
upper limits.

“It represents the smallest and largest data

values that can belong to each class.”

“Lower class limit (LL) represents the

smallest number in each group. While upper-
class limit (UL) represents the highest
number in each group.”
Example: LL – UL
10 – 14
15 – 19
20 – 24
 Class Size is the width of each class
interval.
“Basically, this is the difference between the
true upper limit and true lower limit.”

“How can we find the class interval?”

The class interval can be obtained by

subtracting 0.5 from the lower limit and
adding 0.5 to the upper limit.

Example: LL – UL
10 – 14 “The class size in this score
15 – 19 distribution is 5.”
20 – 24
“Can anyone tell me what is the class size in Given: 10 – 14
the 10 - 14 score distribution?” Solution: = (10 - 0.5) – (14 + 0.5)
“Yes, Ms. Tolosa?” = 9.5 – 14.5
= 14.5 - 9.5
“Can you show us how did you arrive to that =5
answer?”

“Very Good!”

“The class size for 10 – 14 is 5, as well as to

the rest of the given score distribution.”

 Class Boundaries are the numbers

used to separate each category in the
frequency distribution but without
gaps created by the class limits.

“It is individual values chosen to separate

classes.”

To have the class boundaries, add 0.5 to the

upper limit to get the lower-class boundary in
each group of categories.

Example: LL – UL LCB −U CB
10 – 14 9.5 – 14.5
15 – 19 14.5 – 19. 5
20 – 24 19.5 – 24. 5
 Class Marks are the midpoint of the
lower and upper-class limits.
The formula is:
¿+UL
X M=
2 “The four parts are class limits,
class size, class boundaries, and
“For example, the class mark of 10-20 is 15, class marks.”
as 15 is the mid-value that lies between 10
and 20.”

“Again, what are the four parts of the

Frequency table? Yes, Reymar?”
“I think there are five steps in
“Very good Reymar!” constructing frequency
distribution.”
“Let’s proceed to the Steps in Constructing
Frequency Distribution.”

“How many steps do you think we have in

constructing frequency distribution? Yes,
Jannen?” “Range is the difference between
the highest score and the lowest
“Excellent!” score.”

Step 1: Compute the value of the range (R).

“Is anyone of you who’s familiar with the

word range? Yes, Ms. Rose Mendoza?”

“Absolutely correct!”

The formula for range is R = HS – LS.

EXAMPLE: These data represent raw scores

of 40 students in a 50-item mathematics quiz.
Construct a frequency distribution following
the steps given previously.

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15- 21
LS
50- 47 34 26 37 25 33 49
HS
22 33 44 38 46 41 37 32

 R = HS – LS
= 50 – 15
R = 35
n = 40 (the number of students)

After we compute the value of the range, we

will determine the class size (c.i).
The class size is the quotient when you divide
the range by the desired number of classes or
categories. The desired numbers of classes
are usually 5, 10 or 15 and they depend on
the number of scores in the distribution.
If the desired number of classes is not
identified, find the value of k, where k= 1 +
3.3log n.
 R
c .i =
desired number of classes
R
Or c .i=
k

EXAMPLE: These data represent raw scores

of 40 students in a 50-item mathematics quiz.
Construct a frequency distribution following “No Ma’am.”
the steps given previously.

17 25 30 33 25 45 23 19 “We will solve for the value of k.”

27 35 45 48 20 38 39 18
44 22 46 26 36 29 15- 21
LS
50- 47 34 26 37 25 33 49
HS
22 33 44 38 46 41 37 32

“Can you identify what is the desired number

of classes?”

“What should we do then? Yes Ms. Anette?”

“Very Good!”

 k = 1 + 3.3 log n (this value of k is

constant.)
= 1 + 3.3 log 40
= 1 + 3.3(1.60206)
= 1 + 5.28679
= 6.28679
=6
“We can now find the class size.”

R
 c .i=
k

35
c.i=
6

c.i=5.833

c.i=6

Step 2: Set up the class limits of each

category. Each class defined by the lower
limit and upper limit. Use the lowest score as
the lower limit of first class.

Step 3: Set up the class boundaries if needed.

Use the formula:

¿ of the second class−UL of the first class

cb=
2

Step 4: Tally the scores in the appropriate

classes.

Step 5: Find the other parts if necessary, such

as class marks, among others.

EXAMPLE: These data represent raw scores

of 40 students in a 50-item mathematics quiz.
Construct a frequency distribution following
the steps given previously.

17 25 30 33 25 45 23 19
27 35 45 48 20 38 39 18
44 22 46 26 36 29 15- 21
LS
50- 47 34 26 37 25 33 49
HS
22 33 44 38 46 41 37 32

Step 2: In constructing the class limit, start it

with the lowest score as the lower limit of the
first category. The last category should
contain the highest score in the distribution.
Each category should contain 6 as the size of
the width.
X cb Tally f
15 – 20
21 – 26
27 – 32
33 – 38
39 – 44
45 – 50

Step 3: Set up the class boundaries if needed.

X cb Tally f
15 – 20 14.5-20.5
21 – 26 20.5-26.5
 27 – 32 26.6-32.5
33 – 38 32.5-38.5
39 – 44 38.5-44.5
45 – 50 44.5-50.5

Step 4: Tally the scores in the appropriate

classes and count the number of scores that
falls in each category frequency (f).
X cb Tally f
15 – 20 14.5-20.5 ///// 5
21 – 26 20.5-26.5 ///////// 9
27 – 32 26.6-32.5 //// 4
33 – 38 32.5-38.5 ////////// 10
39 – 44 38.5-44.5 //// 4
45 – 50 44.5-50.5 //////// 8

Step 5: Find the class marks of the given

distribution.
In finding the class mark, we only need to
add the lower limit and upper limit listed in
the class boundaries and divide it by 2.

¿+UL
 X M=
2

14.5+20.5
 X M=
2 “One of the methods of graphing is
bar graph or histogram.”
35
 X M=
2

 X M =17.5 “The other one is the frequency

polygon.”
“The same process to the rest of the given
score distribution.”

X cb f Xm
15 – 20 14.5-20.5 5 17.5
21 – 26 20.5-26.5 9 23.5
27 – 32 26.5-32.5 3 29.5
33 – 38 32.5-38.5 10 35.5
39 – 44 38.5-44.5 5 41.5
45 – 50 44.5-50.5 8 47.5
n = 40
“After you have organized the data into a
frequency distribution, you can present them
in graphical form. There are two methods of
graphing frequency distribution.”

“Can you name one of the graphs? Yes, Mr.

Terrence?

“Very Good!”

“How about the other one? Yes, Mr.

Wendell?”

“Excellent!”

The scores expressed in frequency

distribution can be meaningful and easier to
interpret when they are graphed.

 Histogram or bar graph consists of a

set of rectangles having based on the
horizontal axis which centers at the
class marks.
The base widths correspond to the
class size and the height of the
rectangle corresponds to the class
frequencies.
Here we will use the Class
Boundaries and the Frequency.

(Anette will demonstrate her

graph.)
 This graph is best used for graphical
representation of discrete data or non-
continuous data.

Example: These data represent raw scores of

40 students in a 50-item mathematics quiz.
Construct a frequency distribution following
the steps given previously.

“Can you do the histogram graph of the data,

Ms. Anette?”
X cb f Xm
15 – 20 14.5-20.5 5 17.5
21 – 26 20.5-26.5 9 23.5
27 – 32 26.5-32.5 3 29.5
33 – 38 32.5-38.5 10 35.5
39 – 44 38.5-44.5 5 41.5
45 – 50 44.5-50.5 8 47.5
n = 40

(Reymar will demonstrate his

graph.)

 Frequency polygon is constructed by

plotting the class marks against the
class frequencies.
The x-axis corresponds to the class
marks and the y-axis corresponds to
the class frequencies.
 Connect the points consecutively
using a straight line.

5
4.5
4
3.5
3
2.5
2 “It is a tabular arrangement of data
1.5 into appropriate categories showing
1
0.5
the number of observations in each
0 category or group.”
14.5 20.5 26.5 32.5
Frequency polygon is best used in
representing continuous data such as “The four parts of the frequency
the scores of students in a given test. table are the class limit, class size,
class boundaries, and the class
Example: These data represent raw scores of mark.”
40 students in a 50-item mathematics quiz.
Construct a frequency distribution following
the steps given previously. “Compute the value of range and
determine the class size.”
“For the frequency polygon, can I have Mr.
Reymar to do it?”
X cb f Xm
15 – 20 14.5-20.5 5 17.5
“Set up the class limit of each
21 – 26 20.5-26.5 9 23.5
category."
27 – 32 26.5-32.5 3 29.5
33 – 38 32.5-38.5 10 35.5
39 – 44 38.5-44.5 5 41.5
45 – 50 44.5-50.5 8 47.5 “Set up the class boundaries.”
n = 40

“Tally the scores and find the class

mark.”

“That’s histogram and frequency

polygon.”
Abstraction

“That’s how we construct a frequency table

and the graphical representation of our data.”

“So again, what is frequency distribution?

Yes Ms. Nayra?” “None Ma’am.”

“Very Good!”

“What are the four parts of a frequency table?

Yes Ms. Oledan?”

“Absolutely correct!

“How about the steps in constructing the

frequency table? Give me the first one, Yes
Mr. Yape?”

“Very Good!”

“What about the second one? Yes Ms.

Corona?”

“Very Good!”

“What about the third step? Yes Ms.

Tolosa?”

“Very Good!”

“What about the fourth and fifth step?”

“Very Good students!”

“What are the two graphical representation

that we use in frequency distribution? Yes
Mr. Padoga?”

“Very Good.”

“Okay great so I guess you have learned

something in this lesson.”

“No more questions or clarifications?”

Application
“Great!”

“So, I think you are ready to answer this

following questions?”
 “Okay, let’s have number 1.”

1. What graphical representation can be

used when the data is discrete data or
non-continuous data?
Answer: Histogram
2. What is the class size of the class
interval 10-14?
Answer: 5
3. It refers to the groupings or categories
defined by the lower and upper
limits?
Answer: Class limit.
4. It is a tabular arrangement of data into
appropriate categories showing the
number of observations in each
category or group.
Answer: Frequency Distribution
5. What graphical representation is best
used when the representation of data
is continuous data.
Answer: Frequency Polygon

“Very Good students! I think you are now

ready for the quiz.”

IV. EVALUATION
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
“Kindly get a one whole sheet of yellow (Student’s will get one whole sheet
paper and answer the given evaluation.” of yellow paper and will answer the
evaluation.)
“You are given 30 minutes to answer the
evaluation.”

A. Identification
1. The numbers used to separate
each category in the frequency
distribution but without gaps
created by the class limits.
2. It is a tabular arrangement of data
into appropriate categories
showing the number of
observations in each category or
group.
3. It is the groupings or categories
 defined by the lower and upper
limits.
4. It is the width of each class
interval.
5. The midpoint of the lower-and-
upper-class limits.
B. The marks obtained out of 25 by 30
students of a class in the examination
are given below. Construct a
frequency table, histogram and
frequency polygon taking the class
interval 0-5.

20 14 10 10 6 1
6 15 20 11 10 5
23 3 13 6 9 11
19 1 3 21 4 7 (Student’s will exchange their
9 12 17 9 5 24 papers.)
“Time is up! Finish of not finish exchange (The students’s will check their
your papers at the count of 5, 4, 3, 2, 1.” answers.)
“Let us check.”

“Okay total the scores. Over 60.” (Students will pass their paper.)
“Pass the papers in front at the count of 10,
9, 8, 7, 6, 5, 4, 3, 2, 1.”

“Okay, base in the results of your evaluation

almost all of you got a high score.”

V. ASSIGNMENT
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
From your successful participation in our
activity, we can now proceed to the next
topic. For your assignment, please do
advance study.

“That’s all for today. Thank you for

listening to the discussion.”
“Good Bye Ma’am. Thank you for
“Good Bye Class. See you again
teaching us.”
tomorrow.”