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Lesson 2. Frequency Distribution Table

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167 views

Lesson 2. Frequency Distribution Table

Uploaded by

Jerry Mae Ranes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Quarter 4

Lesson 2

Frequency
Distribution Table
Objectives

At the end of this lesson, the learner should be able to

• Define and identify the components of a frequency


distribution table;

• Organize raw data into frequency distribution tables


using appropriate intervals and frequencies
Let’s Learn It!

FREQUENCY DISTRIBUTION TABLE


is a collection of observations produced by sorting them into classes and showing their
frequency (or numbers) of occurrences in each class.
A B C D E F G H I J
Class Limits Tally Frequency Class Mark Class Less than Greater than Relative Less than Greater than
𝑓 𝑋𝑚 Boundaries Cumulative Cumulative Frequency (%) Relative Relative
𝐶𝐵 Frequency Frequency 𝑅𝐹% Cumulative Cumulative
< 𝐶𝐹 > 𝐶𝐹 Frequency Frequency
< 𝑅𝐶𝐹 > 𝑅𝐶𝐹
8-13 ||||||| 6 10.5 7.5 – 13.5 6 50 12% 12% 100%
14-19 |||||||| 8 16.5 13.5 – 19.5 14 44 16% 28% 88%
20-25 ||||||||| 9 22.5 19.5 – 25.5 23 36 18% 46% 72%
26-31 ||||||||| 9 28.5 25.5 – 31.5 32 27 18% 64% 54%
32-37 ||||||| 7 34.5 31.5 – 37.5 39 18 14% 78% 36%
38-43 |||||||| 8 40.5 37.5 – 43.5 47 11 16% 94% 22%
44-49 ||| 3 46.5 43.5 – 49.5 50 3 6% 100% 6%
n=50 100%
Let’s Learn It!

Class Interval and Class Size Procedure


1 Step 1 Solve for the range.
𝑅 = 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 − 𝑚𝑖𝑛𝑖𝑚𝑢𝑚

Step 2 Compute for the class interval (number of rows or classes).


𝐶𝐼 = 𝑛 (answer must be round off to whole number)

Step 3 Calculate the class size (length of class limits).


𝑅
𝐶 = (answer must be round up based on the place value of
𝐶𝐼
the data)

Step 4 Make a table.


Let’s Learn It!

Example:

Income of 50 Rich People (in millions)

14 20 18 50 70 20 30 50 18 30
18 40 50 70 25 21 40 35 31 17
48 60 54 11 65 11 39 63 55 52
24 16 28 60 57 47 10 46 62 38
12 22 32 37 41 24 19 40 9 13
Let’s Learn It!

Class Limits (Lower and Upper Limit)


2 refer to the smallest and largest values within each interval or class in a frequency
distribution table.

Steps
1. Determine the lower class limit of each interval by starting from the minimum
value and adding the interval size successively.

2. Determine the upper class limit of each interval by subtracting 1 from the next
lower class limit.
Let’s Learn It!

Tally and Frequency


3 Tally marks represent individual data points within each interval, while frequency
indicates the number of data points falling within each interval.

Steps
1. Organize the raw data into intervals using the class limits.

2. Tally each data point within its corresponding interval.

3. Count the number of tallies in each interval to determine the frequency.


Let’s Learn It!

Class Mark or Class Midpoint


4 is the average value of the lower and upper class limits of each interval

Steps
1. Calculate the class mark of each interval by adding the lower and upper class
limits and dividing by 2.
Let’s Learn It!

Class Boundaries (Lower and Upper)


5 are the values that separate one class from another. They lie midway between the
upper limit of one class and the lower limit of the next class.

Steps
1. Determine the lower class boundary of each interval by subtracting 0.5 from
the lower class limit.

2. Determine the upper class boundary of each interval by adding 0.5 to the
upper class limit.
Let’s Learn It!

Cumulative Frequencies (Less Than and Greater


6 Than)
is the running total of frequencies as you move through the intervals. Cumulative
frequency less than indicates the total frequency up to a particular class, while
cumulative frequency greater than indicates the total frequency from a particular
class to the highest class.

Steps
1. Calculate the cumulative frequency less than each class by adding up the
frequencies of all previous classes, including the current class.

2. Calculate the cumulative frequency greater than each class by subtracting the
cumulative frequency less than that class from the total frequency.
Let’s Learn It!

Relative Frequency
7 is the proportion of the total frequency that each class represents.

Steps
1. Calculate the relative frequency of each class by dividing its frequency by the
total frequency.
Let’s Learn It!

Relative Cumulative Frequency (Less Than and


8 Greater Than)
Relative cumulative frequency less than indicates the proportion of the total
frequency up to a particular class, while relative cumulative frequency greater than
indicates the proportion of the total frequency from a particular class to the
highest class.

Steps
1. Calculate the relative cumulative frequency less than each class by adding up
the frequencies of all previous classes, including the current class.

2. Calculate the relative cumulative frequency greater than each class by


subtracting the cumulative frequency less than that class from the total
frequency.
Try It!

Example 1:

Age of Dengue Patients

15 15 16 17 17 17 19 19 20 21
21 22 23 23 25 27 27 27 28 28
29 29 29 30 32 33 33 34 34 34
34 35 35 36 36 37 38 38 40 41
41 41 41 42 42 43 44 45 46 46
Let’s Practice!

Problem Set: To be done in groups of 3.

The data listed below are the cholesterol levels of selected sixty (60)
applicant students at St. Louis College Valenzuela when inspected physically
by the university doctor.
178 176 189 154 111 156 171 144 133 149
167 140 134 137 132 137 142 153 165 130
143 129 182 169 187 128 177 149 157 117
154 187 170 137 143 117 122 161 128 106
125 165 134 123 163 131 149 129 172 162
132 165 145 110 176 149 155 140 109 125
Construct a frequency distribution table with complete columns.
Key Points

Class Interval and Class Size Procedure


1 1. Determine the range of the data.
2. Calculate on the number of intervals/classes.
3. Calculate the interval size by dividing the range by the number of intervals.

Class Limits (Lower and Upper Limit)


2 refer to the smallest and largest values within each interval or class in a frequency
distribution table.

Tally and Frequency


3 Tally marks represent individual data points within each interval, while frequency
indicates the number of data points falling within each interval.
Key Points

Class Mark or Class Midpoint


4 is the average value of the lower and upper class limits of each interval

Class Boundaries (Lower and Upper)


5 are the values that separate one class from another. They lie midway between the
upper limit of one class and the lower limit of the next class.

Cumulative Frequencies (Less Than and Greater


6 Than)
is the running total of frequencies as you move through the intervals. Cumulative
frequency less than indicates the total frequency up to a particular class, while
cumulative frequency greater than indicates the total frequency from a particular
class to the highest class.
Key Points

Relative Frequency
7 is the proportion of the total frequency that each class represents.

Relative Cumulative Frequency (Less Than and


8 Greater Than)
Relative cumulative frequency less than indicates the proportion of the total
frequency up to a particular class, while relative cumulative frequency greater than
indicates the proportion of the total frequency from a particular class to the
highest class.
Synthesis

• How do you define and identify the components of a


frequency distribution table?

• How can we organize raw data into frequency distribution


tables using appropriate intervals and frequencies?

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