7 Department of Education

National Capital Region

SCHOOLS DIVISION OFFICE
MARIKINA CITY

MATHEMATICS
Quarter 4: Module 3
STATISTICS

Rowena V. Bulatao
Writers:
Jessica Anne G. Macapagal
Cover Illustrator: Joel J. Estudillo

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 What I Need to Know
Hello, Grade 7 learners! This module was designed and written
with you in mind. It is here to help you master the concepts of Organizing Data
in a Frequency Distribution Table
You can say that you understood the lesson in this module if you
can already organize grouped data in a frequency distribution table.

What I Know

Read each item carefully. Encircle the letter of the best answer.
1. Which process is used in grouping data into categories showing the number
of observations in each of the non-overlapping classes?
A. Frequency Distribution Table C. Textual Method
B. Graphical Method D. Registration Method
2. What is the difference between the highest value and the lowest value in a
distribution?
A. frequency C. class limit
B. class interval D. range
3. What is the range of the given set of data 4, 6, 9, 8, 7, 4, 6, 5, 5, 8, 12, 20?
A. 12 B. 15 C. 16 D. 24
4. Which is being computed by getting the average of the class limits?
A. class boundaries C. class size
B. class mark D. range
For numbers 5 – 10, use the data below.
Height of 50 students in Sipnayan High School
Height (cm) Frequency
170 - 174 8
165 - 169 18
160 - 164 13
155 - 159 7
150 - 154 4

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5. What is the class mark of the class with the highest frequency?
A. 172 B. 167 C. 162 D. 152
6. What is the upper limit of the class with a class mark of 162?
A. 160 B. 174 C. 164.5 D. 164
7. What is the class width of the distribution?
A. 4 B. 5 C. 18 D. 50
8. What is the upper boundary of the lowest class?
A. 174.5 B. 169.5 C. 154.5 D. 149.5
9. Which class has the greatest frequency?
A. 170 – 174 B. 165 – 169 C. 152 D. 167
10. What is the class mark of the lowest class?
A. 150 B. 151 C. 152 D. 154

GROUPED FREQUENCY DISTRIBUTION TABLE

What’s In

The frequency distribution table below shows the birth month of 20 learners.

FAMOUS BIRTH MONTHS

Month Tally Number of Students
January I 1
February II 2
March III 3
April I 1
May
June IIII 4
July I 1
August I 1
September I 1
October II 2
November II 2
December II 2
a. Which month has most of the learners born?
b. Which month has least number of learners born?

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 What’s New

Below are the 1st quarter test scores of 40 Grade 7 students in Mathematics
25 38 29 39 27 41 45 31 35 40
28 35 26 38 29 34 26 32 40 41
43 38 40 42 39 37 42 29 27 33
31 43 31 46 35 39 36 41 46 31

Prepare a frequency distribution table for the data.

Notice that the frequency distribution table formed has so many scores and
requires longer table for the data.

What is It
At whatever point the information has numerous perceptions, it is
smarter to arrange it as indicated by its group and show the quantity of
perceptions happening in every classifications or class in a plain structure
called frequency distribution table.
Data refers to information that is collected, gathered, and recorded.
Grouped data are framed by amassing singular perceptions of a
variable into gatherings, so a frequency distribution of these gatherings fills in
as an advantageous method for summing up or examining the information.
Example 1
25 38 29 39 27 41 45 31 35 40
28 35 26 38 29 34 26 32 40 41
43 38 40 42 39 37 42 29 27 33
31 43 31 46 35 39 36 41 46 31

Solution
In the data above, let us construct a frequency distribution table of the test
scores of students in Mathematics using the following steps.
1. Solve for range
Subtract the lowest value from the highest value.
Range = highest value – lowest value

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 In the given data above, the highest value is 46 and the lowest value is
25. Thus, the range is 21.
Range = 46 – 25
Range = 21

2. Set the desired number of classes

Decide on the number of class interval desired. (usually 5 - 15).

For the given set of data, assume that the desired number of classes
is 6.

3. Solve for the class width or class size i

Class width is the size of each class.
Divide the range by the desired number of class interval to determine the
size of the class interval.

𝑟𝑎𝑛𝑔𝑒
𝑖 = 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠
21
𝑖= 6
𝑖 = 3.5
Therefore, i = 4 which is the next whole number after 3.5.

4. Make the first class interval.

Include the smallest value of the data.

5. Identify the class limits (apparent limits)

Class limit is the highest and lowest values describing a class.
Identify the lower- and upper-class limits of the succeeding class intervals by
adding the size of the class interval to the lower and upper limits of the next
class intervals until reaching the highest-class interval.

6. Determine the frequency of each class interval by counting the mark

tally.

Class Interval Tally Frequency

45 – 48
41 – 44
37 – 40
33 – 36
29 – 32
25 – 28

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 7. Distribute data in classes

Class Interval Tally Frequency

45 – 48 III 3
41 – 44 IIII-II 7
37 – 40 IIII-IIII 10
33 – 36 IIII-I 6
29 – 32 IIII-III 8
25 – 28 IIII-I 6

The frequency distribution table shows how many items fall into each class.
For 41 – 44 class, 41 is the lower-class limit while 44 is the upper-class limit.
You can use 40.5 as the lower-class boundary and 44.5 as the upper-class
boundary to avoid gaps in the continuous number scale.
The class mark is the midpoint of the class. It can be found by getting the
average of the class limits.
41+44 85
For example, the class mark for 41-44 can be solved by = = 42.5
2 2

The class width or class size of this distribution is 4. It is also the difference
between two successive class marks.

Class Class Boundary Tally Frequency Class Mark

Interval
45 – 48 44.5 – 48.5 III 3 46.5
41 – 44 40.5 – 44.5 IIII-II 7 42.5
37 – 40 36.5 – 40.5 IIII-IIII 10 38.5
33 – 36 32.5 – 36.5 IIII-I 6 34.5
29 – 32 28.5 – 32.5 IIII-III 8 30.5
25 – 28 24.5 – 28.5 IIII-I 6 26.5

Example 2
Consider the 2nd Quarter test scores of 50 students in Mathematics 7.
23 37 45 45 34 30 21 23 31 37
24 33 43 34 36 37 34 25 26 38
45 25 23 34 27 38 24 46 24 24
32 27 34 43 28 20 27 49 45 37
34 28 45 23 39 19 32 22 23 43

Let’s construct the frequency distribution table of the 2nd quarter test scores of
50 students using the following steps.

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 1. Solve for range

In the given data above, the highest score is 49 while the lowest score
is 19. The range is r = 49 – 19 = 30.

2. Set the desired number of classes

For the given data, assume that the desire number of classes or class
intervals is 6.

3. Solve for the class width or class size i

i=

4. Make the first class interval.

The lowest score is 19. The lowest class interval is 19 to 19 + (5-1) or
simply 19 to 23. This is written as 19 – 23.

5. Determine the class limits (apparent limits)

The class intervals are 19 – 23, 24 – 28, 29 – 33, 34 – 38, 39 – 43, 44 –
48, and 49 – 53.

6. Determine the frequency of each class interval by counting the

mark tally.
CLASS INTERVAL TALLY FREQUENCY
49 – 53
44 – 48
39 – 43
34 – 38
29 – 33
24 – 28
19 – 23

7. Distribute data in classes. The column for tally is optional.

CLASS INTERVAL TALLY FREQUENCY

49 – 53 I 1
44 – 48 IIII I 6
39 – 43 IIII 4
34 – 38 IIII IIII III 13
29 – 33 IIII 5
24 – 28 IIII IIII II 12
19 – 23 IIII IIII 9

The class mark of 24 – 28 can be solved as

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 CLASS CLASS TALLY FREQUENCY CLASS
INTERVAL BOUNDARIES MARK
49 – 53 48.5 - 53.5 I 1 51
44 – 48 43.5 - 48.5 IIII I 6 46
39 – 43 38.5 - 43.5 IIII 4 41
34 – 38 33.5 - 38.5 IIII IIII III 13 36
29 – 33 28.5 - 33.5 IIII 5 31
24 – 28 23.5 - 28.5 IIII IIII II 12 26
19 – 23 18.5 - 23.5 IIII IIII 9 21

What’s More

A. Find the range in each set of data.

1. {12, 13, 17, 22, 22, 23, 25, 26} r = ____
2. {12, 13, 14, 15, 16, 17, 18} r = ____
3. {20, 12, 13, 13, 15, 20, 13, 13, 12, 13, 19} r = ____
4. {15, 15, 14, 14, 14, 14, 12, 8, 7, 7} r = ____
5. {27, 23, 32, 25, 38, 36, 32, 27} r = ____

B. The data below shows the ages of 50 teachers in a public school in

Marikina.

23 33 35 36 24 28 30 40 45 47
24 23 24 29 30 31 28 61 46 54
45 29 23 34 51 38 28 34 45 65
32 29 31 34 35 57 27 32 43 32
34 28 36 24 54 54 36 23 45 35

Do the following:
1. Construct a frequency distribution table for this data using 7 classes.
2. Answer the following questions.
a. Determine the number of class intervals.
b. What are the lower- and upper-class limits of the last class
interval?
c. What is the class width?
d. What are the lower- and upper-class boundaries of the class with
highest frequency?

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 What I Have Learned

________________ are formed by aggregating individual observations of

a variable into groups, so that a frequency distribution of these groups serves
as a convenient means of summarizing or analyzing the data.
________________= highest value – lowest value.
________________ is a grouping or category.
________________ is the size of each class.
__________________________is the midpoint of the class. It can be found by getting the
average of the class limits.

What I Can Do

Goal: Organize data in a frequency distribution table: grouped data -M7SP-IVc-1

Role: Statistician, Data Analyst
Audience: Math Teacher, Adviser
Situation: Your Math Teacher asked your class to conduct a simple survey and
construct a frequency distribution table.
Product/ Performance:
You were asked to look for at least 50 individuals among your friends, family
members, neighbors or acquaintance and construct a frequency distribution
table for each category:
a. age
b. height in cm

Standard/Rubrics:
Criteria You made it! Impressive! Just Okay! Try Again!
10 8 6 5
All 50 37-44 25-36 individuals Less than 25
individuals individuals were surveyed. individuals
Content
were were were
surveyed. surveyed. surveyed.
The output is The output is The output has The output has
incredibly neat with few several many
Neatness neat with no unnecessary unnecessary unnecessary
unnecessary marks. marks. marks.
marks.
All 2 criteria Only 1 of the 2 of the criteria Only 1 of the
Amount of were criteria were were addressed criteria was
Information addressed. addressed. but incomplete. addressed but
incomplete.

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 Assessment
Read each item carefully. Encircle the letter of the best answer.
Weight of Grade 10 students

Weight in kg Frequency
75 - 79 1
70 - 74 4
65 - 69 10
60 - 64 14
55 - 59 21
50 - 54 15
45 - 49 14
40 - 44 1

1. What is the class mark of the class with the highest frequency?
A. 52 B. 57 C. 62 D. 67
2. What is the upper limit of the class with a class mark of 52?
A. 59 B. 55 C. 54 D. 50
3. What is the class width of the distribution?
A. 1 B. 4 C. 5 D. 8
4. What is the upper boundary of the lowest class?
A. 39.5 B. 44.5 C. 74.5 D. 79.5
5. Which class has the greatest frequency?
A. 75 – 79 B. 60 – 64 C. 55 – 59 D. 45 – 49

Additional Activities

A. A sample of 50 shoppers at a newly opened store has been selected. The

following data show the ages of the 50 shoppers. Make a frequency
distribution table of the data starting with class interval 11 – 20 years and
answer the questions that follow.
B.
13 48 18 17 47 21 33 19 18 34
35 37 14 28 29 39 23 60 20 27
60 25 46 26 19 12 27 23 53 19
11 21 21 29 21 23 23 16 47 23
41 27 32 53 21 59 19 42 21 28

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 ____a. How old is the youngest shopper?
____b. What is the range of the ages of the shoppers?
____c. How many class intervals are there?
____d. What is the class width of each interval?
____e. What are the class marks in the distribution?
____f. Which class has the greatest frequency?
____g. What are the class boundaries for the class 41 – 50?
____h. What is the frequency of the lowest class?
____i. What is the upper-class limit for the class with the least frequency?
____j. Which classes have the same frequencies?

C. Complete the table below. Use the data to answer the following questions.

CLASS CLASS
CLASS FREQUENCY
BOUNDARIES MARK
28 – 32 5
23 – 27 7
18 – 22 8
13 – 17 12
8 – 12 3
3–7 5

QUESTIONS:
1. What is the lower class boundary of the highest class interval?_________
2. What is the upper-class limit of the lowest class interval? _________
3. What is the class mark of the class with highest frequency? _________
4. What is the class interval? _________
5. What is the total frequency? _________

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 SUMMATIVE TEST

Read each item carefully. Encircle the letter of the best answer.

1. Which is formed by aggregating individual observations of

a variable into groups, so that a frequency distribution of these groups
serves as a convenient means of summarizing or analyzing the data?
A. Ungrouped Data C. Primary Data
B. Secondary Data D. Grouped Data
2. Which refers to the number of times a particular data point occurs in the
set of data?
A. Class Mark C. Interval
B. Frequency D. Range
3. What is the difference between the greatest and least number in a data
set?
A. Interval C. Class Mark
B. Frequency D. Range
4. What is the range of the given set of data?
24 , 12 , 19 , 15 , 11 , 23 , 18 , 30 , 17 , 19 , 17 , 17 , 24 , 12 , 20

A. 4 B. 11 C. 19 D. 30
For items 5 – 8

The table shows the results of a test given to JHS students.

Class Intervals Frequency

91 - 100 2
81 - 90 10
71 - 80 15
61 - 70 12
51 - 60 7
41 - 50 4

5. How many scores are in the frequency distribution table?

A. 30 B. 40 C. 50 D. 60
6. What is the size of each class interval?
A. 6 B. 8 C. 10 D. 12
7. What are the class boundaries for the class interval 71 – 80?
A. 90.5 – 100.5 C. 50.5 – 60.5
B. 70.5 – 80.5 D. 40.5 – 50.5
8. What is the class mark of the class interval with the greatest frequency?
A. 55.5 B. 65.5 C. 75.5 D. 95.5

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For items 9 – 12

The number of call center agents on duty at a cell center based on the
number of days they work is grouped into a frequency distribution table as
follows:

Number of call center

agents on duty Frequency
25 - 27 6
22 - 24 12
19 - 21 4
16 - 18 2
13 - 15 5

9. What is the class size?

A. 2 B. 3 C. 4 D. 5
10. How many days were there with at most 24 call center agents?
A. 12 B. 6 C. 5 D. 4
11. How many days were there with at least 19 call center agents?
A. 12 B. 6 C. 5 D. 4
12. How many days were there with 15 call center agents or less?
A. 2 B. 4 C. 5 D. 6

For items 13 – 20
The table shows the marks gained in a statistics examination by 100
learners.

Marks Frequency
91 - 100 5
81 - 90 11
71 - 80 14
61 - 70 17
51 - 60 23
41 - 50 14
31 - 40 8
21 - 30 4
11 - 20 2
1 - 10 2

13. What is the class width in the frequency distribution table?

A. 1 B. 10 C. 11 D. 100
14. What are the class limits containing the highest frequency?
A. 91 – 100 B. 61 – 70 C. 51 – 60 D. 1 – 10
15. How many marks are in the frequency distribution table?
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 A. 10 B. 23 C. 90 D. 100
16. What is the class mark of the highest-class interval?
A. 95.5 B. 90.5 C. 55.5 D. 0.5
17. What is the lower-class boundary of the lowest class interval?
A. 95.5 B. 90.5 C. 55.5 D. 0.5
18. Which class intervals have the same frequencies?
A. 1 – 10 and 51 – 60 C. 51 – 60 and 61 – 70
B. 1 – 10 and 11 – 20 D. 1 – 10 and 91 – 100
19. How many learners got at most 70 marks?
A. 14 B. 30 C. 47 D. 70
20. How many learners got more than 80 marks?
A. 11 B. 16 C. 30 D. 84

References

Keh, H. (2007). ADVANCE ALGEBRA-Worktext in Mathematics for

Secondary Schools. Marikina: CIty Government of Marikina City and Four J
Arts Offset and Letterpress.

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Answer Key

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 Development Team of the Module

Writers: Rowena V. Bulatao (FHS)

Jessica Anne G. Macapagal (SSSNHS)
Editors: Marina G. Mingoy, Principal (SSSNHS)
Lorna M. Elemento, (CISSL)
Veronica D. Cruz, (MHS)
Rafaela Arlene V. Gupit, (MSHS)
Freddie S. Abdon, (BNHS)
Language Validator: Ma. Lourdes A. Oreza ,ASP II – SHS (CISSL)
Internal Reviewer: Dominador J. Villafria (Education Program Supervisor-Mathematics)
Cover Illustrator and Layout Artist: Joel J. Estudillo (SNNHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: sdo.marikina@deped.gov.ph

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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