Mathematics

Quarter 4–Module 2:
Frequency Distribution Table

Let Us Learn
At the end of this module, you should be able to organize data in a
frequency distribution table (M7SP-IVc-1). Specifically, you will:
1. determine the class limits, class boundaries, and class marks;
2. organize data using frequency distribution or cumulative frequency; and
3. construct a frequency distribution table based on a given data.

Let Us Study
Frequency Distribution Table is used to summarize and organize data through
tables. Frequency is the number of times a certain number occurs.
Construction of Ungrouped frequency distribution consists essentially of the
following steps:
1. Set the values of data, which are called scores, in the column starting from
the lowest value to the highest or vice versa;
2. Create the second column with the tally of each data.
3. Create the third column with the frequency of each data occurrences
based on the tally you have in second column.
4. Create the fourth column by computing its percentage distribution.
Percentage Distribution or the Relative Frequency is often used to compare
two or more distributions. It is obtained by dividing the number of frequency
by the total number of values, then multiplying it by 100.

Percentage Distribution = No. of frequency x 100

Total no. of Frequencies

FOR UNGROUPED DATA

Example 1: Goals
Sam’s team has scored the following numbers of goals in recent games.
2, 3, 1, 2, 1, 3, 2, 3, 4, 5, 4, 2, 2, 3

Solutions:
Sam put the numbers in order, then added up.

Example
Example of computing the Percentage Distribution:
Percentage Distribution = 2 ÷ 14 = 0.1429 (100) = 14. 29
Example 2: Blood Type
Twenty- five army inductees were given a blood test to determine their
blood type. The data is shown below:
A B B AB O
O O B AB B
BBOAO
A O O O AB
AB A O B A
Construct a frequency distribution table.

FOR GROUPED DATA

Making a Frequency Distribution Table for Grouped Data

A frequency distribution table is one way you can organize data so that it
can easily be interpreted.

Example 1: The following are the list of IQ scores for a gifted classroom in a
particular school. The IQ scores are:
118, 123, 124, 125, 127, 128, 129, 130,
130, 133, 136, 138, 141, 142, 149, 150, 154

Create a frequency distribution table using the data above.

Step 1: Get the range by subtracting the lowest score from the highest score.
R = Highest Score – Lowest Score =154- 118= 36
Step 2: Decide on the number of class interval which is appropriate to the
given set of data. Most of the time a class interval of 5 to 20 is preferred to be
used.
Step 3: Divide your answer in step 1 by the number of classes you have
decided in step 2 to determine the class width. Suppose we chose 5 as class
interval;
So, 36 ÷ 5= 7.2 or 8.
Here, you must ALWAYS round up the quotient into the nearest whole
number to meet the desired number of classes.
Step 4: Pick a suitable starting point less than or equal to the minimum value.
Your starting point is the lower limit of the first class interval. Continue to add
the class width to this lower limit to get the rest of the lower limits.

Step 5: To find the upper limit of the first class, subtract one from the lower
limit of the second class. Then continue to add the class width to this upper
limit to find the rest of the upper limits. Continue until all the scores are
included in their corresponding class intervals.
126 -1 = 125; 125 + 8 = 133
133 + 8 = 141
141 + 8 = 149
149 + 8 = 157
b. Class Marks are simply the midpoints of the classes. It is obtained by adding the lower and
upper class limits and dividing the result by 2.
Such that, 10 + 14 = 24 = 12
2 2
Cumulative Frequency Distribution
Another way of modifying frequency distribution is to convert it to cumulative
frequency distribution, that is to convert the frequency distribution to a “less
than” or “greater than” frequency distribution. Less than cumulative
frequency can be obtained by adding frequency starting from the
frequency of the lowest class interval up to the frequency of the highest class
interval. The greater than cumulative frequency can be obtained by starting
from the opposite direction.
Getting the “less than cumulative frequency”.
Let Us Assess
Directions: Choose the letter of the correct answer. Write your answer on the
separate sheet of paper.
1. What are the class limits if the class mark is 55 and the class interval is 9?
a. 53 - 62 b. 52 - 60 c. 51 – 59 d. 50 – 59

2. What do you call a data being organized, summarized, and presented

through tables?
a. Frequency Distribution c. Population
b. Percentage Distribution d. Class Distribution

3. Which of the following terms refer to the length of the class that can be
obtained by subtracting the class boundaries?
a. Class c. Class Mark
b. Class width d. Class Boundaries

4. Which of the following refers to the midpoints of the classes that can be
obtained by adding the lower and upper class limits and dividing the result
by 2?
a. Class b. Class limits c. Class mark d. Class Boundaries

5. What is the class width of the class boundaries 19.5 – 34. 5?

a. 13. 5 b. 14 c. 14.5 d. 15

6. What are the class boundaries of the class 10 – 19?

a. 10.5 – 19.5 b. 9.5 – 19.5 c. 9.5 – 18.5 d. 10.5 – 18.5

7. What do you call 34 in the class limit 20 – 34?

a. Lower Class Limit c. Upper Class Limit
b. Lower Class Boundary d. Upper Class Boundary

8. What is the class mark of the class limit 10 – 14?

a. 11 b. 12 c. 13 d. 14

9. Which of the following refers to the number of occurrences a certain

number has?
a. Table b. Frequency c. Class d. Interval

For numbers 10 – 15. Refer your answer to the given table below.
Frequency Distribution Table of the Scores Obtained by Grade 7 Makatao
Students
10. What are the class marks of the given data?
a. 3, 7, 16, 11, 8, 3, 2 c. 5, 16, 27, 38, 49, 60, 71
b. 0, 11, 22, 33, 44, 55, 66 d. 10, 21, 32, 43, 54, 65, 76

11. Which among the class limits has the greatest number of frequency?
a. 22 – 32 b. 66 – 76 c. 0 – 10 d. 33 – 43

12. How many Grade 7 Makatao students took the test?

a. 75 b. 65 c. 60 d. 50

13. How many students got the scores of 32 and below?

a. 50 b. 28 c. 27 d. 26

14. How many percent of the students got the least number of points?
a. 6% b. 13% c. 12% d. 11%

15. What can you say about the given data above?
I. The given Math quiz is quite difficult.
II. There are 6% of the students that really needs improvement.
III. All of the students find it easy to answer the Math quiz.
IV. Only 10% of the students got the passing rate of 75% and above.

a. I, II, and IV b. I, III, and IV c. II, III and IV d. I, II, and III
 MATHEMATICS 7
MODULE 2
ACTIVITY SHEET

NAME: ____________________________________SECTION____________________

A. Newspapers.
These are the numbers of newspapers sold at a local shop over the last 10 days.
22, 20, 18, 23, 20, 25, 22, 20, 18, 20
Tasks:
1. Make a frequency distribution table following the three steps.
2. Compute for the percentage distribution.

B. Do what is asked in the situation below.

Thirty (30) tourists arrived by the following transportation: car, bus, plane, plane, bus, train,
car, car, plane, train, bus, plane, car, plane, bus, car, car, bus, bus, train, plane, car, bus,
car, plane, bus, bus, car, car, plane.
1. Make a frequency distribution table showing the frequencies corresponding to the
different means of transportation.
2. Get the percentage distribution.
3. What is the most used means of transportation of the tourists? Least used means of
transportation?
 Use this space for your solution in Problem B.

LET US ASSES

1. 6. 11.

2. 7. 12.

3. 8. 13.

4. 9. 14.

5. 10. 15.