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Learning Module #2 Frequency Distribution Table Construction

This document provides instructions for constructing a frequency distribution table to organize data. It involves the following steps: 1. Calculate the range and total potential scores. 2. Decide the number of class intervals and calculate the class width. 3. Determine the lowest class interval based on the lowest score. Continue setting class intervals by adding the class width to the lower limit of the previous interval. 4. Fill out the frequency distribution table by counting the frequency of scores in each class interval. The grouped frequency distribution table organizes the data into clear class intervals.

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293 views2 pages

Learning Module #2 Frequency Distribution Table Construction

This document provides instructions for constructing a frequency distribution table to organize data. It involves the following steps: 1. Calculate the range and total potential scores. 2. Decide the number of class intervals and calculate the class width. 3. Determine the lowest class interval based on the lowest score. Continue setting class intervals by adding the class width to the lower limit of the previous interval. 4. Fill out the frequency distribution table by counting the frequency of scores in each class interval. The grouped frequency distribution table organizes the data into clear class intervals.

Uploaded by

hcnè dynn
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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JUNIOR HIGH SCHOOL DEPARTMENT

THIRD GRADING PERIOD

LEARNING MODULE #2
FOR GRADE 10 MATHEMATICS

Frequency Distribution table Construction

ORGANIZING DATA IN A FRQUENCY DISTRIBUTION TABLE


Shown below are the scores of 60 students in a 30-element Math Quiz.

We can hardly see any pattern in any set of raw data. Hence, we have to organize the data
using a table by following the given steps.
1. Set up a table using three columns.
2. Read each item in the raw data and mark a stroke (or tally) in the Tally column in the
same row as its class.
3. The frequency of the class is the number of times each class occurs. Write down the
frequency of each class by counting its corresponding tally marks. Find the sum of all
the frequencies and write it as shown.

Table 1: Ungrouped Frequency Distribution Table


The table formed above is called a frequency table. A frequency table shows clear
definite information about a set of data. With the frequency table, we can easily know
which class has the lowest frequency.
Notice that even if we put the data into a frequency distribution, the distribution seems
unwieldy since it still deals with too many different numbers. The frequency table above
also shows that there is a score with zero frequency and the numbers are widely spread.
One way to avoid dispersion of numbers is to group the scores into class intervals.
Steps in Constructing Frequency Distribution Table
1. Get the difference between the highest score and the lowest score. Add 1 to the
difference to arrive at the total number of scores or potential scores. The difference
between the highest score and the lowest score is called the range.
Range = 29 – 10 = 19
Total number of potential scores = 19 + 1 = 20
2. Decide on the number of class intervals which is appropriate to the given set of data.
Divide the final number in Step 1 by the desired number of class intervals to arrive at
the width of class interval (i). If 10 is the desired number of class intervals, then: i =
20/10 = 2
3. The lowest score in the set of raw scores as the lower limit in the lowest class interval.
Add to this value i – 1 to obtain the upper limit in the lowest class interval. The lowest
score is 10. Thus, the lowest class interval is 10 – 11 since 10 + i – 1 = 10 + 2 – 1 = 11.
Scores of 60 students in a 30-item Math Quiz

Table 2: Grouped Frequency Table

4. The next lower limit can be obtained by adding i to the lower limit of the previous class
interval. To get the corresponding upper limit for this class interval, follow Step 3 or add
i to the preceding upper limit. Thus, the next lower limit is 12 and the corresponding
upper limit is 13 since 10 + 2 = 12 and 11 + 2 = 13.
5. Continue Step 4 until all the scores are included in their corresponding class intervals.
6. Fill out the column by following what we have done in the frequency distribution.

Note:
• The data are represented by the table 1 where the tally marks are dropped are called
grouped data. Hence, we call it a grouped frequency distribution.
• The table 2 shows 10 class intervals, starting from the lowest class intervals,
starting from the lowest class interval (10-11) and ending at the highest interval
(28-29)

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