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Frequency Distribution Table Lesson Plan

This lesson plan is for an 8th grade mathematics class on measures of central tendency for grouped data. It reviews frequency distribution tables and calculating median and modal classes. Students will practice completing a frequency table, identifying the modal class as the class with the highest frequency and calculating the median class by adding frequencies until reaching half the total number of data points. For assessment, students will complete an activity from their module. Their assignment is to research real-world examples of how mean, median and mode are used.

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2K views

Frequency Distribution Table Lesson Plan

This lesson plan is for an 8th grade mathematics class on measures of central tendency for grouped data. It reviews frequency distribution tables and calculating median and modal classes. Students will practice completing a frequency table, identifying the modal class as the class with the highest frequency and calculating the median class by adding frequencies until reaching half the total number of data points. For assessment, students will complete an activity from their module. Their assignment is to research real-world examples of how mean, median and mode are used.

Uploaded by

Rodriguez Nikko
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Semi-Detailed Lesson Plan in Mathematics for Grade 8

I. Objectives
K: Discuss median class & modal class from frequency distribution table, relative
frequency;
S: Find the median class & modal class of a given set of data;
A: Value the importance of the learned concept in real-life situations.
II. Subject Matter
Measures of Central Tendency of Grouped Data
References:
Teachers Module (Module 10) pp. 564-566
Learners Module pp. 523-525
III. Procedure
Review
Lets check your assignments last week, about frequency distribution table. Fill up the
table on the board.
Teacher calls students, to solve for range, class size, class interval, and fill up the
frequency and class mark column in the table. One signature will be given for each student who
will answer on the board.
Discussion
As discussed earlier, the number of pieces of data that fall into a particular class is called
the frequency of that class.
The percentage of a class, expressed as a decimal, is called the relative frequency of the
class. For the class 31-35, the relative frequency is 0.35. How do you think this value is
obtained?
Answer: (frequency/N)
Score
46-50
41-45
36-40
31-35
26-30

Frequen
cy
2
2
5
7
4

Relative
Frequency
0.1
0.1
0.25
0.35
0.2

Practice
Complete the frequency distribution table by finding the unknown values.
Less than
Frequen
Class
cumulative
Lower Class
Score
fX
cy (f)
Mark (X)
frequency
Boundary (lb)
(<cf)
46-50
2
41-45
9
36-40
13
31-35
11
26-30
10
21-25
5
i=5

f=50

(fx)=

Modal Class:
The modal class is the class with the highest frequency. On the previous table, the modal class is
36-40 because it has the highest frequency, which is 13.
Median Class:
In a frequency distribution table, the median class is where the value for (N/2) is found. On the
previous table, the median class is 31-35. To find the median class, successively add the
frequencies, from the lowest class, until the value of (N/2) is reached.
Answers to questions from Activity 2.

Score

Frequen
cy (f)

Class
Mark (X)

46-50
41-45
36-40
31-35
26-30
21-25

2
9
13
11
10
5

48
43
38
33
28
23

i=5

f=50

fX
96
387
494
363
280
115
(fx)=1,
735

Less than
cumulative
frequency
(<cf)
50
48
39
26
15
5

Lower Class
Boundary (lb)
45.5
40.5
35.5
30.5
25.5
20.5

IV. Assessment
Activity 2-B, pp. 524.
V. Assignment
Research on some real-life situations that uses the concept of mean, median and mode. (next
lesson)

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