A Lesson Plan For Constructing Frequency Distribution Table From Raw Data

A Lesson Plan for Constructing Frequency Distribution Table from Raw Data
Duration: 3 hours
I-Learning Outcomes:
At the end of the lesson, students must be able to:
1. Construct Frequency Distribution table from raw data
2. Define terms needed for creating Frequency Distribution Table
3. Discuss and interpret how Frequency Distribution Table works for data presentation.
II-Subject Matter
Topic: The Frequency Distribution Table
Reference/s:
III- Procedure
A. Presenting Learning Outcomes
1. Constructing Frequency Distribution table from raw data

2. Defining terms needed for creating Frequency Distribution Table
3. Discussing and interpreting how Frequency Distribution Table works for data presentation.
B. Pretest
Part I. MATCHING TYPE. Write the letter on that corresponds the correct and best answer on the
blank provided.
Column A Column B
a. Class
____1. It is the number of observations falling in the class.
frequency
____2. It is the end numbers of the class. b. Class size
____3.It is actually defined as halfway between the lower class limit of the c. Lower class
class and the upper class limit. boudaries
____4. Described as the midpoint of class interval. d. Class Mark
____5. It is defined as halfway between the upper class limit of the class e. Upper class
and the lower class limit of the next class. boundaries
f. Class Interval
Part II. PROBLEM SOLVING. Construct a frequency distribution of raw data below.
16 29 44 36 40 24 28 47
32 21 44 41 19 40 30 47
C. Initiating Activity
Group Activity (5 member each group)
Definition of Terms: Complete the table below and define each terms using your resources
(textbooks, internet,etc.).
*Agreement on terms and definition will be discussed on details gathered by the students.
Terms Definition
Class Frequency
Class Interval
Class Limits
Class
Boundaries
Class Size
Class Mark
Open-end Class
D. Presentation of Learning Materials.
These are the following Steps in Constructing a Frequency Distribution Table.

1. Determine the number of classes. There must be an adequate number of classes to show the
essential characteristics of the data; at the same time, there should not be too many classes
that it is already difficult to grasp the picture of the distribution as a whole. There are no
precise rules concerning the optimal number of classes but Sturge’s formula can be used as a
first approximation.
Sturges’ formula:
K=1+ 3.22 log N = approximate number of classes
N= number of observations
2. Determine the approximate class size. Whenever the possible, all the classes should be of
the same size. The following steps can be used to determine the class size.
 Solve for the range, R=maximum value – minimum value
Compete for C’= R ÷ K
Round of C’ to a convenient number to work with, say C, and use C as the class size.
*Class size can be adjusted if in case the resulting number is even. Add 1 to make it
odd.
3. Determine the lowest class limit. The first class must include the smallest value in the data
set.
4. Determine all class limits by adding the class size , C, to the limit of the previous class.
5. Tally the frequencies for each class. Sum the frequencies and check against the total
number of observations.
Example: Scores of students in Pretest
18 37 29 42 47 49 53 57 61 67
24 34 39 45 48 51 54 58 63 70
19 31 38 44 48 50 54 58 62 68
27 36 39 46 48 51 55 59 64 74
28 36 40 46 49 52 56 60 66 77
Table Presentation after Completing the steps:
Class Limits Frequency Lower Class Upper Class Class Mark

(Students Score) Boundary (LCB) Boundary (UCB) (CM)
18-26 3 17.5 26.5 22
27-35 5 26.5 35.5 31
36-44 9 35.5 44.5 40
45-53 14 44.5 53.5 49
54-62 11 53.5 62.5 58
63-71 6 62.5 71.5 67
72-80 2 71.5 80.5 76
E. Eliciting Performance and Providing Feedback
Feedback for Practice 1

(By Pair)
Create a Frequency Distribution Table for the final grades of gtudents in Stat 101 arranged in
array. 50 57 63 69 72 74 77 80 82 84 87
50 59 65 69 72 75 77 80 82 84 87
50 59 66 69 72 75 77 80 83 85 88
50 60 66 69 72 75 77 81 83 85 88
50 60 68 70 73 75 78 81 84 85 89
51 60 68 71 73 75 79 81 84 85 89
52 62 68 71 73 76 79 81 84 86 90
53 62 68 71 74 76 79 82 84 87 91
53 62 68 71 74 76 79 82 84 87 95
53 62 69 72 74 76 79 82 84 87 96
Feedback for Practice 2
(Individual)
Using the test score of 50 students in mathematics, compute for the class intervals and the
value of the class size. Then, construct a frequency distribution table.
43 35 40 9 25 30 18 17 50 12
35 46 10 36 33 37 41 21 20 31
42 27 28 31 28 19 18 13 28 16
26 13 4 48 40 48 40 39 32 32
34 29 30 20 26 15 14 10 38 35
IV- Enhancing Retention and Transfer (Assignment)
A marketing research consultant conducted a survey of 40 persons who used to visit fast food chains. The
age of the persons was recorded to the nearest years as follows:
1 2 4 3 4 2 2 4 3 4 3 2 5 3 3 1 2 5 4 5
6 9 4 6 0 4 8 7 4 6 5 6 0 3 8 9 2 3 4 5
3 2 4 4 1 4 3 4 4 2 5 3 4 4 2 2 3 3 4 2
2 1 4 1 9 0 0 7 7 7 0 3 6 8 9 7 2 1 2 8
Prepare a frequency distribution using the Sturges’ Formula/Steps. Submit your solution and answer on a
long bond paper.

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What are the steps in constructing a frequency distribution table?

What are some of the terms defined in constructing a frequency distribution table?

A Lesson Plan for Constructing Frequency Distribution Table from Raw Data

1. Constructing Frequency Distribution table from raw data

Group Activity (5 member each group)

D. Presentation of Learning Materials.

These are the following Steps in Constructing a Frequency Distribution Table.

Example: Scores of students in Pretest

Table Presentation after Completing the steps:

Class Limits Frequency Lower Class Upper Class Class Mark

E. Eliciting Performance and Providing Feedback

Feedback for Practice 1

IV- Enhancing Retention and Transfer (Assignment)

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