Control No: _______________

SLK for MATHEMATICS 7

QUARTER 3 WEEK 3-4

I. PRELIMINARIES
Competency Organizes data in a frequency distribution table. M7SP-IVc-1
Objective 1. Know and understand the different terms and parts of a
frequency distribution table.
2. Organize data in a frequency distribution table.
3. Create a frequency distribution table.
Topic/
Subject Organizing data using frequency distribution table
Matter
Textbook Advance Algebra, Trigonometry, and Statistics
Materials
Copyrights DepEd Talisay City
Total Points 40
Date May 31 – June 4, 2021

II. CONTENT MAP

Frequency
Distribution
Table

Ungrouped Grouped
Data Data

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III. CONTENT NOTE

Frequency Distribution

A frequency distribution is an arrangement of data that shows the frequency

of occurrence of different values of variables.

What is frequency?
Frequency refers to the number of times an event or a value occurs. A frequency
table is a table that lists items and shows the number of times the items occur. We
represent the frequency by the English alphabet “ f “.
For example:
10 students got the score of 40 in a math quiz. Therefore, the score of 40 has
the frequency of 10.

The total frequency in the distribution is called the summation of f ( ∑ 𝑓 )

There are two types of frequency distribution, the ungrouped frequency

distribution and the grouped frequency distribution.

For the ungrouped frequency distribution, the data are arrange simply in
order of size, usually for highest to lowest. This distribution is used for a small
number of observations.

Another way of arranging data is by grouping the observations into intervals

and tabulating the frequencies for each interval. The result is called a grouped
frequency table or grouped frequency distribution. In this distribution the
intervals are called classes.

Other related terms:

 Tally = a simple way of recording and counting data in groups of five.
IIII- IIII – IIII – III = 18
 Range = the difference between the highest score and the lowest score.
R = HS - LS
 Class Interval = refers to the numerical width of any class in a particular
distribution. 20 – 24 >>> i = 5
 Lower limit refers to the smallest value in a class.
20 – 24 , 20 is the lower limit
 Upper limit refers to the largest value in a class.
20 – 24 , 24 is the upper limit

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 Ungrouped Frequency Distribution
EXAMPLE:

1. Prepare a frequency distribution table with the Mathematics quiz of grade 7 for
the fourth quarter.
25 23 24 30 26 24 27 26 24 23

28 30 32 26 32

Steps:
Step 1: Write the title of your frequency distribution table
Step 2: Create a table with 3 columns. Label each column accordingly: Title of the
categories (Scores), Tally and Frequency.
Step 3: Write the categories of the result gathered (scores) in the first column.
Note: start from the highest score to the lowest score
Step 4: Tally the numbers in each category based on the given data.
Step 5: Write the equivalent frequency.

Frequency distribution table with the Mathematics quiz of grade

7 for the fourth quarter.

Score Tally Frequency

32 II 2

31 0

30 II 2

29 0

28 I 1

27 I 1

26 III 3

25 I 1

24 III 3

23 II 2

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 Grouped Frequency Distribution

In constructing a grouped frequency distribution table, the following steps are

considered:
Step 1: Determine the range (R). It is the difference between the highest score (H)
and the lowest score (L). Thus, R = H – L

Step 2: Decide on the number of class interval by choosing the desired number
between 10 and 15.

Step 3: Solve for the class interval size ( i ). To do this, divide the range by the
desired number of class interval. Round off the result so that the class
interval size is a whole number. As a general rule, an odd number of class
interval is preferred, so that a midpoint will be a whole number.

𝑹𝒂𝒏𝒈𝒆
𝒊=
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒍𝒂𝒔𝒔𝒆𝒔

Step 4: Determine the class limits. There must be enough classes to include the
highest score and the lowest score. To facilitate tabulation, start each
class with the multiples of the class interval.

Step 5: Make a tabulation. The table should be at least three columns, the first
column shows the various classes, the second column shows the tally, while the
third column shows the number of observations for each which are the frequency.

EXAMPLE
Prepare a frequency distribution table of the Mathematics scores of 54 students in
a senior high class.

71 77 68 64 55 50 45 40 35
31 33 36 40 45 50 55 63 70
72 74 66 63 61 60 56 50 46
41 38 34 39 41 46 50 56 57
51 46 42 46 51 58 59 52 47
43 44 47 53 48 48 49 50 42

Solution:
1. Highest score = 77, Lowest score = 31
Solve for the range, R = H - L
R = 77 - 31
R = 46
2. The desired number of class interval is 10.
3. Calculate the class interval size
𝑹𝒂𝒏𝒈𝒆 𝟒𝟔
𝒊= 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒍𝒂𝒔𝒔𝒆𝒔
= = 𝟒. 𝟔 𝒐𝒓 𝟓
𝟏𝟎

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4. the lowest score is 31, so start with 30 which is a multiple of 5.
5. Form the class intervals start with 30 – 34, since i = 5,

( The class interval 30 – 34 contains the following score 30, 31, 32, 33 , 34 )
30 is the lower limit while 34 is the upper limit
5. To get the next class interval just add 5 to the lower limit and the upper limit.
So 30 + 5 = 35 is the next lower limit, then 34 + 5 = 39 is the next upper
limit. Continue until you reach the class interval which contains the highest score.
30 – 34
+5 +5
35 – 39
+5 +5
40 – 44
5. Form the tally sheet and give the summary of the frequency.

Frequency distribution table of the Mathematics scores

of 54 students in a senior high class

Class Interval Tally Frequency (f)

30 – 34 III 3

35 – 39 IIII 4

40 – 44 IIII – III 8

45 – 49 IIII – IIII – I 11

50 – 54 IIII – IIII 9

55 – 59 IIII – II 7

60 – 64 IIII 5

65 – 69 II 2

70 – 74 IIII 4

75 – 79 I 1

N = 54

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IV. ACTIVITIES

Activity 1.
HPS = 10

Directions: Prepare an ungrouped frequency distribution table with the

Mathematics grades of 20 students.

85 84 83 87 84 86 90 84 85 83
95 93 88 89 85 86 87 86 90 92

Complete the table:

Frequency distribution of the Mathematics grades of 20 students.

Grades Tally Frequency

95

94

93

92

91

90

89

88

87

86

85

84

83

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Activity 2.
HPS = 15
Directions: Prepare a grouped frequency distribution table.

1. The following data shows the result of the scores of 60 students in a

Mathematics test as follows:

77 79 72 95 57 77 73 75 68 78
50 60 76 97 56 91 91 60 57 82
75 95 80 100 85 62 93 50 74 77
86 65 90 90 97 95 50 67 80 69
59 55 95 68 50 74 60 81 72 93
80 100 66 75 62 89 88 73 81 96

Solution:
1. Solve for the Range, R = H - L
2. Desired number for the class interval is 10
3. Calculate the interval size
𝑹𝒂𝒏𝒈𝒆
𝒊 = 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒍𝒂𝒔𝒔𝒆𝒔
4. List the class interval
5. Tally the data

Class Interval Tally Frequency

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V. EVALUATION

Date:
Directions: Read and analyze each item carefully. Choose the letter of the correct
Answer. Write your answer on the answer sheet.
HPS = 15

1. It refers to the number of times an observation occurs or appears in a data set.

A. Class Interval B. Class Limits C. Frequency D. Range
2. It is used to present data in the most systematic and organized manner.
A. chart B. graph C. picture D. table
3. It is the difference between the highest and the lowest values.
A. boundary B. interval C. limit D. range
4. Refers to the smallest value in a class.
A. frequency B. lower limit C. upper limit D. table
5. Refers to the highest value in a class.
A. frequency B. lower limit C. upper limit D. table
6. These are generally equal in width and are non-overlapping from each other.
A. class intervals B. class limits C. range D. tally
7. Why is it sometimes easier to use a frequency table to interpret data than to
examine the distribution of raw scores?
A. A frequency table transforms the raw score by showing the means
B. Frequency table display patterns, organizing the data by how often each
scores occurs.
C. Raw scores are not based on the samples.
D. Raw scores do not represent data.
For numbers 8 – 10, refer to the table.
Favorite colors of the students

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8. What is the total number of colors?
A. 39 B. 40 C. 41 D. 42
9. What color has the highest frequency?
A. Green B. Pink C. Orange D. Yellow
10. What color has the lowest frequency?
A. Blue B. Pink C. Red D. Yellow

For numbers 11 – 15, refer to the table below.

Mathematics Quiz
Class interval Tally Frequency ( f )
45 - 49 IIII 3
50 – 54 IIII – II 7
55 – 59 IIII – IIII 9
60 – 64 IIII – IIII 10
65 – 69 IIII – III 8
70 – 74 IIII – III 8
75 – 79 IIII 5
N=?

11. What is the size of the class interval?

A. 3 B. 4 C. 5 D. 6
12. Which interval contains the most number of frequency?
A. 50 - 54 B. 55 - 59 C. 60 - 64 D. 65 – 69
13. Which interval contains the least number of frequency?
A. 75 - 79 B. 70 - 74 C. 50 - 54 D. 45 – 49
14. How many students take the test?
A. 30 B. 40 C. 50 D. 60
15. What is the lower limit of the class interval containing the highest frequency?
A. 50 B. 55 C. 60 D. 65

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VII. ANSWER KEY

Activity 1 Activity 2

VIII. REFERENCES
Oronce, Orlando A. and Mendoza Marilyn O. 2010. e-math. Rex Book Store: Manila.
Soledad Jose-Dilao, Ed.D. and Julieta G. Berrnanbe. 2009.Geometry. SD Publication: 1251 Gregorio
Araneta Avenue, Quezon City.
Bernardo D. Estrada, Irene Ofresenia A. Garovillas, and Ferdinand C. Pascual. 2009. Advanced
Akgebra, Trigonometry and Statistics. Innovative Educational Materials, Inc.. 2356 Syquia St., Sta.
Ana, Manila
https://www.youtube.com/watch?v=uZGssluJ_uU
https://www.google.com/search?q=what+is+frequency+in+frequency+distribution&ei=eF6qYNvTAYu
R1e8PiamhqAM&oq=what+is+a+frequency+in+frequency+&gs_lcp=Cgdnd3Mtd2l6EAEYADIGCAAQ
FhAeMgYIABAWEB4yBggAEBYQHjIGCAAQFhAeMgYIABAWEB46BwgAEEcQsAM6BwgAELADEE
M6BAgAEEM6AggAUNIiWKtLYN1daAFwAngAgAHWAYgBthSSAQYwLjE0LjGYAQCgAQGqAQdnd3
Mtd2l6yAEKwAEB&sclient=gws-wiz
https://www.google.com/search?q=what+is+a+class+interval+in+a+frequency+table&ei=EmGqYIXLB
MnnwQOB-
4GoCQ&oq=what+is+a+class+intrerval&gs_lcp=Cgdnd3Mtd2l6EAMYATIECAAQDTIECAAQDTIECA
AQDTIECAAQDTIECAAQDTIGCAAQFhAeMgYIABAWEB4yBggAEBYQHjIGCAAQFhAeMgYIABAW
EB46BwgAEEcQsAM6BwgAELADEEM6DQguEMcBEKMCELADEEM6BAgAEEM6AggAOgUIABCxA
zoFCAAQkQI6BwgAEEYQ-
QE6CAghEBYQHRAeOggIABAIEA0QHjoGCAAQDRAeUJqMF1j2pxdg6LwXaAFwAngAgAHlA4gB0B
ySAQowLjEzLjQuMC4xmAEAoAEBqgEHZ3dzLXdpesgBCsABAQ&sclient=gws-wiz
Department of Education
Mathematics – Grade 7
Teacher’s Guide. First Edition, 2013.ISBN: 978-971-9990-61-1
Department of Education – Region 10 Office Address: Osilao St., Poblacion I, Oroquieta City, Misamis
Occidental

Subject Teacher: ____________________________

Contact Number: ______________
Prepared by:
Name: ROLDAN J. ABELLANA
School: CANSOJONG NATIONAL HIGH SCHOOL
Contact No:09086135549

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IX. FEEDBACK NOTES

LEARNER’S FEEDBACK
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PARENTS’/GUARDIANS’ FEEDBACK
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X. ANSWER SHEET
SLK for MATHEMATICS 7
QUARTER 4 WEEK 3-4
Name: __________________________________ Grade & Sec.: ______________
Contact No:______________
School: ____________________________________________________________
Subject Teacher:_______________________________
Activity 1:
Grades Tally Frequency
95
94
93
92
91
90
89
88
87
86
85
84
83

Activity 2
Solution:
1. R = H – L =
2. Desired number is 10
𝑹𝒂𝒏𝒈𝒆
3. 𝒊 = 𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒄𝒍𝒂𝒔𝒔𝒆𝒔 =
Class Interval Tally Frequency

Evaluation
1. _____ 4. _____ 7. _____ 10. _____ 13. _____

2._____ 5. _____ 8. _____ 11. _____ 14. _____

3._____ 6. _____ 9. _____ 12. _____ 15. _____

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