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LP 4 - This lesson plan is about organizing data in a

frequency distribution
Teaching Internship Practice Teaching (Western Mindanao State University)

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Republic of the Philippines

Western Mindanao State University
COLLEGE OF TEACHER EDUCATION

LESSON PLAN IN MATHEMATICS

GRADE 7
Detailed Lesson Plan
(Synchronous Class – T: 2:00-3:00, F: 1:00-2:00)

I. LEARNING OBJECTIVES:
At the end of the 60 – minute period, the Grade 7 Senit students will be able to do the
following with at least 75% accuracy:
1. Organize data in a frequency distribution table. (M7SP-IVc-1)
2. Define a frequency distribution
3. Identify the different columns in a frequency distribution
4. Illustrate data in a frequency distribution or organize data in a frequency distribution

II. LEARNING CONTENT

Topic: Organizing Data in a Frequency Distribution
Reference: Grade 7 Module, Quarter 4, Week 3
Materials: laptop/ mobile phone, PowerPoint Presentation

III. TEACHING – LEARNING PROCEDURE

Teacher’s Activity Student’s Activity

PREPARATION
A. Daily Routine
Good afternoon class! Good afternoon Ma’am
Are you feeling good today class? Students: we are good ma’am
Very good!
Did you enjoy the weekend class? Students: yes ma’am

Kindly open your cameras class and we’ll take Students open their cameras
a screenshot first as your initial attendance.

1 2 3, smile!
Okay, thank you class.
B. Priming
Now, anyone from the class, who can still
remember our previous topic?

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Raise the virtual hand if you want to answer. Students raise the virtual hand
Student 1: our previous topic was all about
Gathering Statistical Data

That’s right.
Who can give us a short summary of our
discussion about Gathering Statistical Data?
Student 2: Data Gathering/ collection is the
process of gathering and measuring
information on variables of interest, in an
established systematic fashion that enables
one to answer stated research questions, test
Okay. Very good. Another? hypotheses, and evaluate outcomes.

What else?
Student 3: there are two types of data ma’am,
the qualitative data and quantitative data
Excellent class!
Last meeting, we discussed about data, data Student 4: there are two types of quantitative
gathering, types of data and the methods of data ma’am, the discrete data and continuous
gathering data. data.
We also discussed the methods of data
gathering
MOTIVATION
Class, can you give me your age?
You can send your answers in the comment
box. Students send their age in the comment box
Student 1:12
Student 2: 13
Student 3: 10
Student 5,6,7,8,9 &10: 11
I can see your comments. Thank you
Students raise the virtual hand
Can you tell me what is the highest age Student 1: 13
number based on your answers class?
Student 2: 10
What is the lowest age number class?

Very good!
LESSON PROPER
A. Activity
We will another activity and this activity is Students: okay ma’am
called ARRANGE ME!
I have numbers here and you will arrange it
from lowest to highest.
Am I understood class? Students: yes ma’am

32, 30, 29, 29, 28, 28, 28, 27, 27, 27, 27, 26,
26, 25, 24
Class, you may start now. Students start arranging the numbers.
If you are done, send your answers in the Students send their answers in the comment
comment box. box

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Okay class, I can see your answers. Student 1: 24, 25, 26,26,
27,27,27,27.,28,28,28,29,29,30,32
Very good class.
What is the highest number? Student 2: 32
The lowest number? Student 3: 24

How many numbers are there class? Student 4: 15 ma’am

That’s right.
What did you observed in the numbers class? Student 5: there are numbers that is repeated.
Good observation class!
What are those numbers class? Student 6: 26, 27, 28 & 29

That’s right
A virtual clap for you.
Sending virtual claps
B. Analysis
You did a great job in our activity.
What did you do in the given activity? Students raise the virtual hand
What did we determine in the activity?
What do you think these numbers describe?
Now, based in the activity we had, what do
you think is our lesson for today?
Yes Mr./Ms_______ Student 1: frequency ma’am
You have the idea Mr./Ms._____
A virtual heart for you Student 2: frequency distribution
Anyone?
Very good.
C. Abstraction ( Discussion)
Are you ready class? Yes ma’am
If you are ready then show me your reactions Students sending reactions
That’s right. I can see the reactions and seems
you are ready for our discussion today.
Our topic this afternoon is Organizing Data in a
Frequency Distribution

Class, who can give me the definition of Students raise the virtual hand
frequency distribution?
Student 1: frequency distribution is an
Yes, Mr./Ms.______ arrangement of data that shows the frequency
or occurrence of the different values in an
Very good. experiment or study.
Frequency distribution is a representation,
either in a graphical or tabular format that
displays the number of observations within a
given interval.

Class, why do we need to construct a

frequency distribution?
Student 2: we need to construct frequency
Absolutely. Very well said distribution for easier and faster analysis and
interpretation of the gathered data.
Constructing frequency distribution is advised

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for easier and faster analysis and

interpretation of the gathered data.

For example:
Consider the following blood types of twenty-
five (25) regular blood donors to the Philippine
National Red Cross (PNRC).

A, B, B, AB, O, O, O, B, AB, B, B, B, O, A, O, A,
O, O, O, AB, AB, A, O,
B, A

What is the blood types class?

Very good.
We need to construct a frequency distribution
table
Blood type Tally Frequency
A IIII 5
B IIII – II 7
O IIII – IIII 9 Student 3: A, B , O and AB ma’am
AB IIII 4
TOTAL 25

Did you understand the frequency distribution

class? If you did, send me a heart reaction.
Try this one if you really understand the
frequency distribution.

Directions: Set up a frequency table for the

scores given.
Situation: The following are the scores
obtained by 15 students in a short test: 32, 30,
29, 29, 28, 28, 28, 27, 27, 27, 27, 26, 26, 25, 24

SCORES TALLY FREQUENCY

32
31 Students give heart reaction
30
29
28
Students: okay ma’am
27
26
25
24
n=

SCORES TALLY FREQUENCY

Congratulations class.

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You really understood what I discussed. 32 I 1

31 0
Remember class, in constructing a frequency 30 I 1
distribution table, there are the steps. 29 II 2
28 III 3
1. In constructing a frequency distribution with 27 IIII 4
qualitative values, the following steps are 26 II 2
considered. 25 I 1
a. Enumerate the categories or classifications 24 I 1
and define these as your classes. n = 15
b. Count the number of observations falling
under each category. These are the
frequencies (f) of the different classes.
2. In constructing a frequency distribution with
quantitative values, the following steps are
suggested.
a. Determine the range (r). Formula: � = � � –
��.

b. Solve for the number of classes or class

intervals (k) using the formula k = where n is
the number of observations. Round off k to
the nearest whole number.

c. Determine the class size (c) by dividing � by

k. Note c must be the nearest number of
decimal places as in the raw data.

d. Determine and enumerate the classes. Each

class is an interval of values defined by its
lower and its upper class limits. There must be
enough classes to include the highest score
and the lowest score. As a rule, the lowest
value in the data becomes the lower class limit
(LL) of the first class interval. Adding (�) to the
lower class limit of the preceding class interval
obtains succeeding lower limits. The upper
class limits (UL) are obtained using the
formula: � � = �� + (�) – 1

e. Count the number of observations falling in

each class interval for the frequency (f).

SITUATION: Below are the scores obtained by

thirty-six (36) Grade 7-Students in a
Mathematics Test.
25 30 17 34 18 46 11 39 29
52 48 35 23 16 37 51 13 8
16 31 43 44 16 31 9 19 27
45 14 22 23 32 29 16 32 10

SOLUTION:

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Construct a frequency distribution using the

data in the example.

STEP 1. Determine the range (r).

Formula: � = �� – ��.
� = 52 – 8 = ��

STEP 2. Solve for the number of classes or

class intervals (k) using the formula, = k=√�
where n is the number of observations.
(Note: number of classes or class intervals can
be equal or more than)

� = √ 36 = �

STEP 3. Determine the class size (c) by dividing

r by k

Since, 8 is the lowest score then the first class

interval is 8 – 14.

STEP 4. Determine and enumerate the classes.

Then count the number of students who got a
score in each class interval.

FREQUENCY DISTRIBUTION TABLE

Frequency Distribution of the Scores of 36 G-
7 Students in a Mathematics Test

Class Tally Frequency

interval
8-14 IIII-I 6
15-21 IIII-II 7
22-28 IIII 5
29-35 IIII-IIII 9
36-42 II 2
43-49 IIII 5
50-56 II 2
C= 7 N= 36

Did you understand class?

Do you have any questions class?

Okay very good.

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Students: yes ma’am

Students: none ma’am

D. Application (Generalization)
To test your understanding, do this activity.
This activity is called DON’T MISS ME! Students: okay ma’am
Directions: Below is a frequency distribution of
the birth months of a G7 class with 50 Students start answering
students. Complete the table.
Birth Month Tally Number of BIRTH TALLY NUMBER OF
students MONTH STUDENTS
(Frequency) (FREQUENCY)
January IIII JANUARY IIII 4
February 6 FEBRUARY IIII-I 6
March III MARCH III 3
April IIII APRIL IIII 4
May 6 MAY IIII-I 6
June 4 JUNE IIII 4
July IIII JULY IIII 4
August 3 AUGUST III 3
September IIII SEPTEMBER IIII 4
October II OCTOBER II 2
November III NOVEMBER III 3
December 7 DECEMBER IIII-II 7
N= N=50

1. Determine the range of the data. 1. R = H-L

2. What month has the highest frequency? = 7-2
R= 5
Very good class! 2. December
Great job!
GENERALIZATION
Since you already know what is frequency
distribution, who can briefly explain frequency
distribution? Students raise the virtual hand

Yes Mr./Ms._________ Student 1: frequency distribution is an

arrangement of data that shows the frequency
Very Good Mr./Ms.________ or occurrence of the different values in an
experiment or study.
Why construct a frequency distribution?

Excellent! Student 2: we need to construct frequency

Class, what is the formula in getting the range? distribution for easier and faster analysis and
interpretation of the gathered data.
Great job.
Student 3: range = highest- lowest

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IV. EVALUATION

Directions: Read each statement carefully. Write the letter of the correct answer on your answer sheet.

1. It is an arrangement of data in tabular form.

A. illustrating data B. frequency C. frequency distribution D. organizing data

2. The following are parts of a frequency distribution EXCEPT.

A. tally marks B. range C. class interval D. frequency

3. The class size (c) is obtained by dividing the range by the ________.
A. highest score B. lowest score C. frequency D.

4. A group of students was tasked to determine the number of students who have Facebook, Twitter, or Instagram
accounts in their class. What column in the frequency distribution table will the data collected be recorded?
A. class interval B. tally marks C. frequency table D. frequency

5. It refers to the difference between the highest score and the lowest score in an array.
A. range B. frequency C. class interval D. class size

6. Which of the following is NOT a part of a frequency distribution?

A. tally marks B. range C. class interval D. frequency

-For items 7 to 10, consider the following scores in a 25-item test:

13, 15, 15, 16, 17, 19, 19, 20, 22, 22, 22, 25

7. What is the total number of scores (n)?

A. � = 12 B. � = 13 C. � = 22 D. � = 25

8. What is the range?

A. � = 12 B. � = 13 C. � = 22 D. � = 25

9. How many times does the score 19 occur?

A. 4 B. 3 C. 2 D. 1

10. What score has the highest frequency?

A. 12 B. 13 C. 22 D. 25

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