MATH 1F

MODULE 4: Frequency Distribution

1|Page
2|Page
COURSE MATH 1 F: MATHEMATICS IN THE MODERN WORLD
DEVELOPER AND MARIANNE A. MENDOZA
THEIR
BACKGROUND
COURSE The course deals with nature of mathematics, appreciation of its practical, intellectual, and aesthetic
DESCRIPTION dimensions, and appreciation of mathematical tools in daily life.

The course then proceeds to survey ways in which mathematics provides a tool for understanding
and dealing with various aspects of present day living, such as managing personal finances, making
social choices, appreciating geometric designs, understanding codes used in data transmission and
security, and dividing limited resources fairly. These aspects will provide opportunities for actually
doing mathematics in a broad range of exercises that bring out the various dimensions of
mathematics as a way of knowing, and test the students’ understanding and capacity. (CMO No. 20,
series of 2013)
COURSE OUTLINE I. Simple Interest, Bank Discount and Promissory Note
II. Compound Interest
III. Introduction and Basic Concept of Statistics
IV. Frequency Distribution
V. Measures of Central Tendency-Ungrouped Data
VI. Measures of Central Tendency-Grouped Data
VII. Measures of Variability-Ungrouped Data
VIII. Measures of Variability-Grouped Data
CHAPTER # IV.
TITLE FREQUENCY DISTRIBUTION
RATIONALE This module provides a comprehensive discussion of frequency distribution. A frequency
distribution is an overview of all distinct values in some variable and the number of times they occur.
Frequency distribution is useful for data analysis. It assists in estimating the frequencies of the
population on the basis of the sample. It facilitates the computation of different statistical measures.

INSTRUCTION TO This module should be completed within 1 week.

THE USERS If you set an average of 1.5 hours per meeting, you should be able to complete the module
comfortably by the end of the assigned week.
Try to do all the learning activities in this module . If you do not get a particular exercise right in the
first attempt, you should not get discouraged but instead, go back and attempt it again. If you still do
not get it right after several attempts then you should seek help from your friend, tutor or professor.

LEARNING After going through this module, you are expected to:
OBJECTIVES  Recognize and differentiate between key terms.
 Construct a frequency distribution table
 Interpret frequency tables.

CONTENT
A. PREPARATORY The learners should have a good background on the following concepts
ACTIVITIES
A. 1. whole numbers, decimals, fractions, and percent
B. 2. Rules in manipulating equations and formulas.
C. 3. Fluency in calculator use is required.
D.
E.
Frequency Distribution

When the researcher gathers all the needed data, the next task is to organize and present them with the
use of appropriate tables and graphs. Frequency distribution is one system used to facilitate the
description of important features of the data.

Frequency Distribution is a tabular arrangement of data showing its classification or grouping according to
magnitude or size.
3|Page
Example: The heights of the students in a class could be organized into the following frequency
table.

Height range Number of students

4.5 feet – 5.0 feet 15
5.1 feet – 5.6 feet 25
5.7 feet – 6.2 feet 20
N = 60

COMPONENTS OF A FREQUENCY DISTRIBUTION

CLASS INTERVALS or CLASS LIMITS ( Ci ) – the end numbers. The smallest value of the class is
called the lower class limit and the largest value of the class is called the upper class limit. Class
limits are also called inclusive classes.

Example:

Let us take the class interval 10 – 19. The smallest value 10 is the lower class limit and the largest
value 19 is the upper class limit.

CLASS BOUNDARIES ( CB ) - the true values which describe the actual class limits of a class. They
can be obtained by simply adding 0.5 to the upper limit and subtracting 0.5 to the lower limit of each
class.

Example:

Let us take the class interval 10 – 19. The exact lower limit is 9.5 and exact upper limit is 19.5.

CLASS MARK ( X) – also known as the midpoint or the middle value of a class interval. It is the
average of the lower and upper limits of each class.

10+19
Example. Let us take the class interval 10 – 19. The class mark is =14.5
2

CLASS SIZE ( i )– the width of each class interval. The difference between the upper and lower
class boundaries (not between the class limits) of a class or the difference between two successive
mid points is called the size of class interval.

Example.

Let us take the class interval 10 – 19. The exact lower limit is 9.5 and exact upper limit is 19.5. the
class size will be 19.5 – 9.5 = 10

CLASS FREQUENCY ( F ) – means the number of observations belonging to a class interval.

CUMULATIVE FREQUENCY (CF) – the ratio of the number of observations to the total number of
observations

Constructing the Frequency Distribution

Let us create a frequency distribution about the test results in Statistics of 50 students given in table
below.

88 62 63 88 65
85 83 76 72 63
60 46 85 71 67

4|Page
75 78 87 70 42
63 90 63 60 73
55 62 62 83 79
78 40 51 56 80
90 47 48 54 77
86 55 76 52 76
40 52 72 43 60

Steps in constructing Frequency Distribution

1. Determine the range (R) of the distribution.

The range refers to the difference between the highest and the lowest scores.
Range = Highest score - Lowest score

R = 90 - 40
R = 50

2. Determine the class size (i) by dividing the range by the desired number of class intervals. The
number of class intervals, usually, is not less than 10 and not more than 20. Let us use 10.

Class size = Range divided by 10

i = 50 / 10
i = 5

*If the obtained I is not exact, round it off to the nearest whole number.

3. When the class size is 5, all the lower class limits must be multiples of 5. The lower class interval
should include the lowest score while the highest class interval must contain the highest score.

4. Find the class marks (X) of the class intervals.

5. Tally the frequencies for each interval and sum them.

Class Interval Class Marks Class Tally Frequency Cumulative

(Ci) (X) Boundary (F) Frequency
(CB) (CF)
40 – 44 42 39.5 – 44.5 IIII 4 4
45 – 49 47 44.5 – 49.5 III 3 7
50 – 54 52 49.5 – 54.5 IIII 4 11
55 – 59 57 54.5 – 59.5 III 3 14
60 – 64 62 59.5 – 64.5 IIII - IIII 10 24
65 – 69 67 64.5 – 69.5 II 2 26
70 – 74 72 69.5 – 74.5 IIII 5 31
75 – 79 77 74.5 – 79.5 IIII - III 8 39
80 – 84 82 79.5 – 84.5 III 3 42
85 – 89 87 84.5 – 89.5 IIII – I 6 48
90 – 94 92 89.5 – 94.5 II 2 50
TOTAL 50

DEVELOPMENTAL Given the following frequency distribution:

5|Page
ACTIVITIES
Class intervals F
18 – 27 3
28 – 37 5
38 – 47 10
48 – 57 12
58 – 67 5
68 – 77 3
78 – 87 2
1. Find the following:
a. Upper limit of the first class ___________________________
b. Lower boundary of the last class _______________________
c. Class size __________________________
d. Class mark of the second class _______________________
e. Total frequency _____________________________

2. Complete the frequency distribution table.

CLOSURE ACTIVTIES Watch the following videos to increase your understanding of the topic.

https://youtu.be/j6ftiC2o6O4

https://youtu.be/vKWStqSbdXE

SYNTHESIS / A frequency distribution is an overview of all distinct values in some variable and the number of
GENERALIZATION times they occur. That is, a frequency distribution tells how frequencies are distributed over values.
Frequency distribution is composed of the following: Class Interval, Frequency, Class Boundary,
Class Mark, Relative Frequency.

EVALUATION A test administered to a math class of 50 students resulted in the following scores:

86 85 74 45 92 36 46 92 60 45
72 90 82 46 46 82 50 86 40 36
83 92 40 65 43 30 52 72 41 47
76 87 60 55 52 36 63 63 33 52
37 63 70 82 78 34 77 70 32 65

Construct a frequency distribution selecting an appropriate class size.

ASSIGNMENT / Consider the raw data below.

AGREEMENT
10 20 22 30 40
12 18 24 33 43
22 19 27 42 48
14 16 40 46 36
15 30 45 38 50

Construct a frequency distribution table for the above data making 8 – 11 as the first class interval.

REFERENCES Gurero de Leon, Cynthia R; Garcia, George; Pagoso, Cristobal M. c1987. Fundamentals of Statistics
for College Students: Sinag-Tala Publishers

Mercado Del Rosario, Asuncion C. c2011. Business Statistics: Del Ros Publishing House Malate,
Manila

Sta. Maria, Antonina. 1988. General statistics : Text / Workbook: National Bookstore Manila

Nocon, Ferdinand P; Torrecampo, Joel T; Balacua, Ma. Magdalena P; Daguia, Wilfredo B. c2004.
6|Page
General Statistics Made Simple For Filipinos: National Bookstore Mandaluyong City

Bowerman, Bruce L.; O’Conell, Richard T., et. al. 2012. Essentials of Business Statistics 4th Edition:
McGraw-Hill

Muhammad El-Taha. 1997. Introduction to Business Statistics I: University of Southern Maine, USA

https://www.emathzone.com/tutorials/basic-statistics/frequency-
distribution.html#ixzz6Yqa8kmta

7|Page