School Grade Level Grade 10

Teacher Larny June T. Lugay Learning Area Mathematics

Time & Dates Quarter Fourth

I. OBJECTIVES
The learner demonstrates understanding of key concepts, uses and importance of
A. Content
Statistics, data collection/gathering and the different forms of data representation,
Standards
measures of central tendency, measures of variability, and probability.
The learner is able to collect and organize data systematically and compute
B. Performance
accurately measures of central tendency and variability and apply these
Standards
appropriately in data analysis and interpretation in different fields.
The learner is expected to organize data in a frequency distribution table.
C. Learning (M7SPIVc-1)
Competencies/ At the end of 1 hour period, the students should be able to:
Objectives 1. Define a frequency distribution table.
(Write the 2. Enumerate the steps in constructing a frequency distribution table.
code for each 3. Construct a frequency distribution table.
LC) 4. Appreciate the importance of frequency distribution table in real life
situations by giving examples of its varied uses in different fields.
II. CONTENT Measures of Position of Grouped Data

A. Subject Matter
Constructing a Frequency Distribution Table.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material
Pages
3. Textbook Herrera, Lucia D. et.al (2012) Hands-on, Minds-on Activities in Mathematics
Pages
4. Additional
Materials from
LR Portal
B. Other Learning
Resources Visual aids, PowerPoint Presentation, worksheets, tarp papel, markers

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected

Response/s

 Call a student to lead the prayer

A. Reviewing  Ask the class secretary to give the class
previous attendance report
lesson or
presenting the
new lesson What is the best and easiest way to gather data?
By conducting a survey.

B. Establishing a Since we already know how to collect data by

purpose for gathering information through survey, let us try to
the lesson find ways to organize the data in such a way that it
would be easier to interpret.

For instance, consider this example: In a quiz, the

 marks obtained by 20 students out of 30 are given
as: 12, 15, 15, 29, 30, 21, 30, 30, 15, 17, 19, 15,
20, 20, 16, 21, 23, 24, 23, 21.

This data can be represented in tabular form as

follows:

Quiz Score Frequency

12 1
15 4
16 1
17 1
19 1
20 2
21 3
23 2
24 1
29 1
30 3

The number of times data occurs in a data set is

known as the frequency of data. In the above
example, frequency is the number of students who
scored various marks as tabulated. This type of
tabular data collection is known as an ungrouped
frequency table.
Well, obviously no.
What happens if, instead of 20 students, 200
students took the same test. Would it have been
easy to represent such data in the format of an
ungrouped frequency distribution table?

To represent a vast amount

How do you think we can do it is an easier and
of information the data is
better way?
subdivided into groups of
similar sizes.

C. Presenting
examples/ Frequency Distribution table for Grouped Data
instances of the
new lesson The frequency distribution table for grouped data is
also known as the continuous frequency
distribution table. This is also known as the
grouped frequency distribution table. Here, we
need to make the frequency distribution table by
dividing the data values into a suitable number of
classes and with the appropriate class width.

Steps in Constructing the Frequency Distribution

Table:

Step 1. Determine the range (R) which is the

difference of the highest value and the lowest value
in the data set.

Step 2. Determine the number of classes (k) using

the formula 2k > n.
 Step 3. Determine the class width (i) by dividing the
range (R) by the number of classes (i) and always
round UP the result to the next integer disregarding
the rules of rounding off numbers.

Step 4. Construct the frequency distribution using

the results in steps 1-3. Always start the class
interval with the lowest datum.

D. Discussing new
concepts and Construct a frequency distribution table of the quiz
practicing new scores obtained by 20 students out of 30. The
skills #1 scores are 12, 15, 15, 29, 30, 21, 30, 30, 15, 17,
19, 15, 20, 20, 16, 21, 23, 24, 23, 21.

Step 1. Determine the range.

The highest value is 30
What are the highest and lowest value? The lowest value is 12
What do we do with these data? We find the difference of the
values.
R = 30 – 12 = 18

Step 2. Determine the number of classes.

The formula is 2K > n
What is the formula in determining the number of
classes?

2K > n n is 30

What is the value of n?

n = 30

If we choose k = 4

24 > 30
16 > 30 (False) so k = 4 is not acceptable

If we choose k = 5

25 > 30
32 > 30 (True) so k = 5 is acceptable

Thus, the number of classes (k) is 5.

Step 3. Determine the class width (i)

R
What is the formula in solving for the class width? The formula is i=
k
R 18
i= = =3.6
k 5
Always round Up to the next
What do we do with the result 3.6? integer.

So, the class width is 4.

 Step 4. Construct the Frequency Distribution Table.

Class Intervals Tally Frequency

12 – 15 IIII 5
16 – 19 III 3
20 – 23 IIII II 7
24 – 27 I 1 The new frequency
28 – 32 IIII 4 distribution table is more
*in cases where the last class interval do not organized compared to the
include the highest value, you may add another previous one since the data
class interval to accommodate it. is already grouped by class
intervals.
If you are going to compare the new table to the
first one, which do you think is more organized?

Group Activity “My Allowance”

Students are grouped into 4. The students will conduct a

They will be survey on how much is their daily quick survey.
allowance.
They will then use the data to construct a frequency They will then solve for the
E. Discussing new distribution table. needed information following
concepts and steps 1-3.
practicing new After constructing their frequency distribution table,
skills #2 selected group representatives will present the They will use the information
output in front. to construct the frequency
distribution table.

A group representative will

present the output.

Guided questions: A student from each group will

be asked the following questions: 1. The range (R) is the
difference of the highest
1. What is the range? value and the lowest
2. How do we determine the number of classes? value in the data set.
3. What is the formula in finding the class width?
4. What will be the final class width if the result of 2. To determine the
the computation is 5.2? number of classes (k)
F. Developing
using the formula 2k > n.
mastery
3. To solve for the class
width (i) by dividing the
range (R) by the number
of classes (i) and always
round UP the result to
the next integer
disregarding the rules of
rounding off numbers.

4. The final class width is 6.

G. Finding Determine if each statement is True or False. If the

practical statement is true, you may “Clap your Hand once”,
applications of if the statement is false, you may stomp your foot
concepts and once.
skills in daily
 True or False: Frequency distribution tables are
used in market research to analyze customer 1. Clap
demographics and purchasing behavior. 2. Clap
3. Stomp
True or False: Teachers and researchers use 4. Stomp
frequency distribution tables in education to 5. Stomp
analyze student performance and identify areas for 6. Stomp
improvement. 7. Stomp

True or False: Frequency distribution tables are not

used in healthcare for analyzing disease
occurrence, patient demographics, and treatment
outcomes.

True or False: Financial analysts do not use

frequency distribution tables to study market
living trends, stock prices, and economic indicators.

True or False: Frequency distribution tables are not

used in manufacturing for analyzing product
defects, process variations, and quality control
metrics.

True or False: Sociologists and anthropologists do

not use frequency distribution tables to study
population demographics, social behaviors, and
cultural characteristics.

True or False: Environmental scientists do not use

frequency distribution tables to analyze data on
pollution levels, habitat characteristics, and species
distributions.

H. Making
generalization Please write a short narrative on how you construct In constructing a frequency
and a frequency distribution table. Make sure to include distribution table, several
abstractions all necessary steps by clearly stating them. steps are followed to
about the organize and present the
lesson data effectively.

Firstly, the range (R) is

determined. This involves
finding the difference
between the highest and
lowest values present in the
dataset.

Next, the number of classes

(k) is established using a
specific formula: 2k should be
greater than the total number
of data set (n).

Following this, the class width

(i) is calculated by dividing
the range (R) by the number
of classes (k). It's essential to
always round UP the result to
the next integer, disregarding
the typical rules of rounding
 off numbers.

Once the range, number of

classes, and class width are
determined, the frequency
distribution can be
constructed. This involves
organizing the data into
intervals based on the class
width, starting with the lowest
datum, and counting the
frequency of values falling
within each interval.

The following are the marks (out of 100) of 30

students in mathematics.
16, 13, 5, 7, 48, 70, 61, 17, 16, 36, 34, 75, 31,
I. Evaluating
28,72, 97, 62, 35, 85, 36, 81, 31, 92, 52, 56, 15,
learning
63,25, 47, 27,

Construct a grouped frequency distribution table.

Homework:

The value of π up to 50 decimal places is given

J. Additional
below:
activities for
3.141592653589793238462643383279502884197
application or
16939937510
remediation
(i) Make a frequency distribution of the
digits from 0 to 9 after the decimal point.

V. REMARKS

VI.
REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
 worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use / discover
which I wish to
share with other
teachers?