Learning Area Mathematics Grade Level 7

W3 Quarter 4th Quarter Date

I. LESSON TITLE Frequency Distribution
II. MOST ESSENTIAL LEARNING The learner organizes data in a frequency distribution table. (M7SP-IVc-1)
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT How to construct a frequency distribution

IV. LEARNING PHASES AND LEARNING ACTIVITIES

I. Introduction (Time Frame: 30 minutes)
Good day! For today, you will learn another way to organize data in a table. But this time you do not need to list all the
individual values but you only count the number of times the data appear in a data set.
Consider the tally sheets and board below and answer the questions that follow.

Tally Sheet for a Class Election

Do you still recall how the votes are counted during class elections?

Blank Tally Chart - Bing images

Tally Sheet for Local Election

Were you with your parents when they visited the school to take a vote for the
candidates during a barangay or municipal election?

Bing

Tally Board for the National Election

Have you ever watched how the votes of the national election are being
presented to many viewers?

election tally board - Bing images

It is important, during elections that the data or the count of votes are presented to the viewers in a way that they
can easily observe the status of the election results. Using a tally sheet or tally board is a way to organize the counting of
votes.

D. Development (Time Frame: 100 minutes)

WHAT IS FREQUENCY?
Frequency is the number of times an observation or a particular value appears in a data set.

WHAT IS FREQUENCY DISTRIBUTION?

A frequency distribution is a table that shows the frequencies for the categories, values of a counting variable or class
intervals.

Let us consider the following portion of the table.

Class interval Tally Frequency
16 – 20 IIII – II 7

CLASS INTERVAL
In the table above, the class interval is 16 – 20. Its class size is 5 because there are 5 values that the interval may contain,
specifically 16, 17, 18, 19 and 20. 1 of 5
The class interval has class limits; the lower class limit and the upper class limit. In this case,
lower class limit = 16
upper class limit = 20.

If the observation has fractional measurements such as height and weight, the following class boundaries will avoid the
gaps between class intervals. For class interval 16 – 20, the class boundaries are

lower class boundary = 15.5 (subtract 0.5 from 16)

upper class boundary = 20.5 (add 0.5 to 20)

Each class interval has a class mark. It is the middle value that may serve as the representative of the interval. In this case,
class mark = 18 (since 18 is the middle score from 16 to 20)

To summarize,
Class Class Lower class Upper class Lower class Upper class
interval mark limit limit boundary boundary

16 – 20 18 16 20 15.5 20.5

TALLY COLUMN
The Tally column is the record of “sticks” that gives you the frequency or the number of values that fall into class interval
16 – 20.

FREQUENCY COLUMN
Under the frequency column is the number of “sticks”. The “slash” serves as the fifth count so that counting will be easier
( IIII is equivalent to 5). Values or numbers are written in this column.

EXAMPLE
Let us examine an example of a complete frequency distribution.

TRY THIS! Test Scores of 20 students in a 40-item Math quiz.

SCORES Tally Frequency
Answer the following. 36 – 40 I 1
1. How many class intervals are there? 31 – 35 IIII 5
2. What is the lowest class interval? highest class interval? 26 – 30 IIII - IIII 9
3. What is the class size? 21 – 25 III 3
4. Which score interval has the highest frequency? lowest 16 – 20 II 2
frequency?
5. Complete the table below for the class interval 21 – 25

Class Class Lower class Upper Lower class Upper class

interval mark limit class limit boundary boundary
21 – 25

Answers:
1. 5, 2. the lowest interval is 16-20, the highest interval is 36-40
3. 5 4. 26-30 has the highest frequency while 36-40 has the lowest frequency.
5.
Class Class mark Lower Upper class Lower class Upper class
interval class limit limit boundary boundary
21 - 25 23 21 25 20.5 25.5

HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION

EXAMPLE 1:

Jessica is a “Plantita”, she surveyed twenty households in their barangay and found out the number of varieties of
plants they own. The results are 3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3

To organize the given data, construct a frequency distribution, simply follow the steps.

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STEP 1: Create a table with 3 columns. Label each column as: Number of
Number of Tally Frequency
Varieties of plants (Title of the categories), Tally and Frequency.
Varieties of Plants

STEP 2: Write the categories of the result gathered in the first column Number of Tally Frequency
(number of varieties of plants). Varieties of Plants
0
1
2
3
4

Number of Tally Frequency

STEP 3: Tally the numbers in each category based on the data gathered in Varieties of Plants
the survey.
0 IIII
1 IIII-I
2 IIII
3 III
4 II

STEP 4: Count the sticks in the tally column and write the frequency in the Number of Tally Frequency
third column. Varieties of Plants
0 IIII 4
1 IIII-I 6
2 IIII 5
3 III 3
4 II 2
STEP 5: Finalize the table. Make sure to write a title.
Frequency Distribution of the Number of Varieties of Plants of 20 Households
Number of Tally Frequency
Varieties of Plants
0 IIII 4
1 IIII-I 6
2 IIII 5
3 III 3
4 II 2

The example above is specifically called frequency distribution for ungrouped data

EXAMPLE 2:

Consider the following data set.

Final Math Grades of 20 Grade 7 students (SY 2019-2020)

78 96 91 84 87
83 90 79 85 82
92 81 86 85 88
86 89 88 80 76

The following is the procedure on how to construct the frequency distribution

STEP 1: Find H – Highest score and L – Lowest score
H= 96
L = 76

STEP 2: Compute for the RANGE, the difference between the highest and lowest scores.
Let R = H – L
= 96 – 76 = 20
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 STEP 3: If we intend to set the number of class intervals to be 4, then compute for the class size using the formula below.
𝑅 20
Class size = thus, class size = = 5
4 4

STEP 4. Form the table. Complete the list of class intervals. Class interval Tally Frequency

NOTE: The lowest class interval should have an upper limit that is 96 – 100
divisible by class size. Since the lowest score is 76 in the data set, 91 – 95
you may set the lowest class interval to be 76-80. 86 – 90
81 – 85
76 – 80

Class interval Tally Frequency

STEP 5. Start to complete the TALLY column by marking sticks 96 – 100 I

where the score falls. You may start at the top left then across or 91 – 95 II
downward. Let us start with 78. If downwards, the next score is 83 86 – 90 IIII - II
then continue with this pattern until you record the last score which 81 – 85 IIII - I
is 76. 76 – 80 IIII

Final Math Grades of 20 Grade 7 students (SY 2019-2020)

Grades Tally Frequency
STEP 6. Lastly, record the total number of sticks per class interval
96 – 100 I 1
in the frequency column.
91 – 95 II 2
You may replace class interval with GRADES as the heading of the first 86 – 90 IIII - II 7
column in relation to the data set. Again, make sure to write a title. 81 – 85 IIII - I 6
76 – 80 IIII 4

This is a frequency distribution for grouped data.

E. Engagement (Time Frame: 85 minutes)

Ages Tally Frequency
Learning Task 1 49 – 51 I 1
A family sports fest with the Theme: “Pamilyang Pilipino: 46 – 48 II 2
One-for-all, All-for-one” was held in San Pablo City IHS. 43 – 45 0
40 – 42 III 3
Based on the registration records, the frequency distribution of 37 – 39 IIII-III 8
the ages of the participants was constructed. 34 – 36 IIII-II 7
31 – 33 IIII 5
Answer the following: 28 – 30 III 3
1. In which age bracket does the most number of participants fall?
25 – 27 II 2
2. What age bracket(s) has no participants?
22 – 24 IIII 4
3. How many participants whose age fall between 31 to 33 years
19 – 21 0
old?
16 – 18 IIII-I 6
4. What is the possible age of the youngest participant?
5. What is the total number of participants? 13 – 15 III 3

Learning Task 2
A floating fish hatchery in Sampaloc Lake, one of the seven lakes in San Pablo City
produced 8 baskets of tilapia daily. For 5 days, the weights of the baskets (in kg) of tilapia
were recorded as shown below.

9 15 12 21 12 13 15 17 14 19
21 13 15 16 11 19 18 23 13 21
17 22 21 17 18 12 22 19 24 19
18 14 10 20 14 11 20 15 16 12

Construct a frequency distribution based on the table above.

Let the intended number of class intervals be equal to 5.
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A. Assimilation (Time Frame: 10 minutes)
Fill-in the blank.
1. The number of times a particular observation appears in a data set is called its __________.
2. One way to display the spread of frequencies of the categories, values of a counting variable or class intervals is to
construct a ______________.
3. In a class interval, the middle score is called the ____________
4. The number of values that may fall in a class interval is its __________.
5. ______________ are the values that occupy the gaps between class intervals. They can be found by subtracting 0.5 from
the lower class limit and adding 0.5 to the upper class limit.

V. ASSESSMENT (Time Frame: 10 minutes)

QUIZ Direction: Encircle the letter that corresponds to the best answer.
No. of Patients Frequency
admitted in a week
The frequency distribution at the right is based on the
66 – 70 3
records of a public hospital. The data set was the number of
61 – 65 9
patients admitted on a weekly basis for the past 6 months.
56 – 60 7
51 – 55 4
46 – 50 1
1. In what class interval does the most number (highest frequency) of admitted patients in a week fall?
A. 66 – 70 B. 61 – 65 C. 63 D. 9
2. What is the recorded lowest possible number of admitted patients in a week?
A. 46 – 50 B. 1 C. 45 D. 47
3. What is the class mark of class interval 56 – 60?
A. 55.5 B. 56 C. 58 D. 5
4. If the hospital admitted 54 patients, in what class interval will it fall?
A. 46 – 50 B. 51 – 55 C. 56 – 60 D. 54
5. How many weeks were recorded based on the table?
A. 5 B. 9 C. 24 D. 70

VI. REFLECTION
 Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP
Number 1 Number 2

VII. REFERENCES

Nivera, Gladys C. (2014). Grade 7 Mathematics Patterns and Practicalities. Makati City: Don Bosco Press. pp. 430 – 431

Prepared by: BRYAN C. EXCONDE (SDO SAN PABLO CITY) Checked by: MA. FIL M. DRIO
LAILA R. MALOLES
HENRY P. CONTEMPLACION
LODETH CATHERINE L. PUERTOLLANO
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