TOPIC: FREQUENCY DISTRIBUTION TABLE (SCRATCH FOR MATH)

Guide Questions
1. What was the main topic of the video lesson?
● The main topic for this video is about finding the frequency distribution table. The
example given in this video is about computing Mathematics quiz grade of the 40
students in section Maka-Diyos
2. Can you summarize the main points from the video lesson in your own words?
● Organize the table. It is relatively easier to find the frequency distribution table when
the table is organized from lowest-highest.
● Determine the computations. Once organized you must:
○ Compute the range (highest score - lowest score)
○ Compute the no. of classes (1 + 3.322 log N)
■ This is called the Surge rule - determines the desirable number of
groups into a distribution of observations that should be classified
■ N - No. of observations (if 40 students, there's 40 observations)
Range
○ Compute the class width ( )
No . of classes
○ Compute the class limit (Lowest score + Class width = Lowest limit), (2nd
Lowest limit - 1 = Upper Class limit)
■ MAXIMUM CLASS LIMIT SHOULD BE THE NUMBER OF CLASSES ONLY
○ Bounderize them (subtract 0.5 to each lowest limit), (add 0.5 to each upper
class limit)
● Tallying the Frequency. Using the class boundaries, you must count each observer
who reached that range. (if there are 40 students, the total frequency shall be 40 too)
lower limit +upper limit
○ Compute the class mark ( ) (if it's 9 class limit, just keep
2
adding +9 on the first class mark until you reach the last class limit.)
● Get the Cumulative Frequency. (Frequency + other Frequency = cumulative
frequency)
3. What did you like best about the video lesson? Why?
● I’ve liked the direct explanation of this channel and how they described why/how
these computations are used.
4. What did you like least about the video lesson? Why?
● I do not find anything that I’ve disliked throughout the video.
5. Were there parts of the video lesson that you found confusing or hard to understand? Can
you explain what was confusing and why?
● At first I did not get the Class limits, but upon reviewing the video, I may say that
they’ve described it with clarity.
6. What new information or insights did you gain from the video lesson?
 ● This video has taught us how individuals compute for the frequency of each class,
which is always counted after every periodical exam.
7. How does the lesson from the video relate to other things you have learned in class or
outside of class?
● This can relate in real life just looking at how teachers compute our grades, they use
this to also find each MPS of each section on the batch.
8. Can you think of any real-world applications for the concepts discussed in the video
lesson?
● This would be useful for people who would compute students' grades and to know if
this subject is hard or easy to master, which can also be assessed through feedback.

TOPIC: MEAN, MEDIAN AND MODE OF UNGROUPED DATA (SCRATCH FOR MATH)
Guide Questions
1. What was the main topic of the video lesson?
● The main topic of this video is how to get Mean, Median, and Mode of each ungrouped
data. There are various examples to explore and learn how they are solved.
2. Can you summarize the main points from the video lesson in your own words?
● Compute the following. If the problem asks a specific computation you must solve
them using these equations:
Σx
○ Mean: ( x= )
N
■ Σ x - Sum of scores
■ N - Total number of scores
Σ(x . w)
○ Weighted Mean ( x= )
Σw
■ Σ(x . w) - sum of products while multiplying each by their assigned
weight
■ Σ w - sum of all weights
○ Median (Midpoint of the given value)
x3 + x 4
■ ( ) - if the total value ends with an even digit (ex. x 6)
2
■ x 3 - if the total value ends with an odd digit (ex. x 5)
○ Mode (most appearing number in the given values)
■ Unimodal - one modal (if there's 23, 22, 22, 24 the mode is 22)
■ Bimodal - two modals (if there’s 12, 12, 13, 13, 15 the modes are 12 and 13)
■ If there are no repeating, there are no modes (if there’s 1, 2, 3 the mode
is none)
 ● Analyze the problems when needed. There are specific cues for each mean, median,
and mode. (Mean = average // Median = middle // Mode = repeating)
3. What did you like best about the video lesson? Why?
● The video was also clear like the past videos that I’ve watched
4. What did you like least about the video lesson? Why?
● I didn’t find anything that I’ve disliked throughout the video
5. Were there parts of the video lesson that you found confusing or hard to understand? Can
you explain what was confusing and why?
● I was confused with means due to the complicated equation but it was made easier
once faced with practice problems.
6. What new information or insights did you gain from the video lesson?
● I’ve now have a clearer definition for mean, weighted mean, median, and mode and I
can distinguish their differences
7. How does the lesson from the video relate to other things you have learned in class or
outside of class?
● This can be related to trying to compute your grades whenever the school releases
the report card, knowing where you’d need to improve or keep up.
8. Can you think of any real-world applications for the concepts discussed in the video
lesson?
● This can be applied for surveys that lets you rate from 1-5, as they could know if they
did their task well or they need improvements on their work.