A Detailed Lesson Plan in Mathematics

Mode of Grouped Data

I. Objectives
At the end of the lesson, the students will be able to;
a. Recall the frequency distribution table.
b. Define the mode of grouped data.
c. Illustrate the mode of grouped data utilizing the frequency distribution
table.
d. Solve problems involving mode of grouped data.
II. Subject Matter
1. Unit/Module: Unit 4: Module 8: Lesson 1
2. Topic: Mean, Median and Mode of grouped Data
3. References: DepEd Mathematics Learner’s Module Grade 10. Pg. 250
DIWA Learning Town Math for Innovative Minds Junior
High School Series Grade 10 level. Pg.380
4. Materials:
Teacher’s materials: PowerPoint presentation, Laptop, Tv
Monitor, Visual Aids, Chalk, Blackboard.
Students’ materials: Pen, paper
5. Skills: problem solving, critical thinking
6. Values Integration: Cooperation, Self Confidence, Teamwork
7. Strategies/Methods Used: Collaborative learning, Constructivism,
Inquiry-Based
III. Procedure
Teacher’s Activity Learners’ Activity
A. ENGAGE
1. Prayer

May I request everyone to rise. In

starting our discussion for today, let’s
ask for the presence of the lord. Lead the
prayer,_______. _______leads the prayer.

2. Greetings
Good morning, Class. Good morning,Sir! Reyvie.
Kindly check if everything is on their
proper arrangements and order. And
make sure the you’re on your proper
seats so that we can easily check who’s
absent. Thank you!

Are you done?

Yes, Sir.

3. Checking of Attendance
Class secretary, who among your
classmates are absent? None,Sir!.

Very Good! Keep it up, Class.

Now, what do we need to maintain

during our MATH time. Students:

“Maintain proper behavior.

Actively participate.
Time conscious.
Help others; ask for help”
B. Review
Do you still remember our topic on
measures of central tendency of
ungrouped data? Yes, Sir!

What are the measures of central

tendency of ungroup data? Who can tell
me about it? Yes, ____-.
Sir! , mean, median and mode.

Very Good! Which of the three is

defined as the value that appears the
most in a data set? , mode. Sir!
You got it! What do we call it if we have Sir, unimodal
one mode?

Great! How about two modes?

Sir, bimodal.

Right! How about three modes?

Sir, trimodal.

Bravo! And last, what if we have four

Sir, Multimodal.
and more modes?

Very Good!
2. EXPLORE
C. Motivation
Before we start, I would like you to
watch this short clip related to our topic
today.
https://www.youtube.com/watch?
v=B1HEzNTGeZ4

What is the video all about?

. Sir! Its all about mean median and
mode.

Very good!
D. Presentation of the Lesson
Base on the video we watched, what do
you think will be our lecture is all about?
Sir! mean median and mode.

That’s right! Today our topic will be the

measures of central tendency of grouped
data.
In our discussion, I expect all of you to
be able to:
a. Recall the frequency distribution table.
b. Define the mode of grouped data.
c. Illustrate the mode of grouped data
utilizing the frequency distribution table.
d. Solve problems involving mode of
grouped data.
3. EXPLAIN
E. Lesson Proper
Since you’ve learned how to get the
mean of grouped data. Today, you will
be working out on finding the mode of a
grouped data using the data in the
frequency table.

So, anyone, who have an idea about the

mode?

Mode is the most frequent data to

occure in a class or set of data.

Very Good! Is it possible for us to easily

determine the mode of the grouped data
just by looking at the frequency table? In a grouped data, it is not possible to
find the mode for the given observation
by looking at the cumulative
frequencies. Mode is one of the
measures of the central tendency of a
given dataset which demands the
identification of the central position in
the data set as a single value. For
grouped data, the mode is calculated
using the formula,
How are we going to find the modal First, assess the given data for grouped
class? or ungrouped frequency distribution. In
the case of grouped distribution, follow
the steps as given below to find the
mode:

Step 1: Find the modal class, that is

class interval with the maximum
What is our first step? frequency.

How about our second step? Step 2: Find the size of the modal class.
(Upper limit – lower limit.)

And how about our third step?

Step 3: Calculate the mode using the
mode formula,

where,
L is the lower limit of the modal class
h is the size of the class interval
f1 is the frequency of the modal class
f0 is the frequency of the class
preceding the modal class
f2 is the frequency of the class
succeeding the modal class
Now, let me demonstrate how to find the
mode of a grouped data using the
formula with the help of an example.
For example, the following are the scores
obtained by 40 students of grade 10 -A in
a 100-item mathematics exam.
58 56 45 63 64 70 62 66

40 61 66 47 76 61 75 53
55 84 52 46 54 82 57 42
64 48 41 60 92 65 49 50
75 65 65 44 98 76 51 59
To systematically construct the following
data in the frequency distribution, you
are to follow the following steps:

Step 1. Arrange the scores from lowest to

highest.
40 41 42 43 44 45 46 47
48 49 50 51 52 53 54 55
56 57 58 59 60 61 62 63
64 64 65 65 65 66 66 70
Step 2. Determine the range. 75 75 76 76 82 84 92 98
Range = highest score – lowest score 98-40
58
Step 3. Compute the number of classes.

Number of classes can be given by your

instructor or you can assign your own
number of classes. And you can also use
the Sturge rule.
Now that we have a range of 58 and
number of classes of 7, let’s proceed to
step number 4.
Find the class width.
Class width = r/k 58/7

8.28(round up)

Now, step 5. Select a starting point,

either the lowest score or the lowest class Class limits

limits. Add the class width to the starting
point to get the following class limits 40 (+9)
successively. Then enter the upper-class
limit. 49(+9)

58 (+9)

67(+9)

76(+9)

85(+9)

94

Now how are we going to get the upper-

class limit. Input the value before the Class limits
next lower-class limit.
40 - 48

49 - 57

58 - 66

67 - 75

76- 84

85 - 93

Step 6. Tally each frequency of the class. 94 - 102

Class limits Tally Frequency

 40 – 48 V-IIII 9

49 – 57 V-IIII 9

58 – 66 X-III 13

67 – 75 III 3

76- 84 IV 4

85 – 93 I 1

94 – 102 I 1
Step 7. Determine the class size.

Class size: 9
Step 8. Determine the modal class.
Class limits Frequency

The modal class the class interval that 40 – 48 9

has the highest frequency
49 – 57 9

58 – 66 13

67 – 75 3

76- 84 4

85 – 93 1

94 – 102 1

Step 8. Get the frequency preceding the

frequency of the modal class.
Class limits Frequency

40 – 48 9

49 – 57 9

58 – 66 13

67 – 75 3
 76- 84 4

85 – 93 1

94 – 102 1
Step 9. Get the frequency next the
frequency of the modal class. Class limits Frequency

40 – 48 9

49 – 57 9

58 – 66 13

67 – 75 3
 76- 84 4

85 – 93 1

Now that we completed constructing the 94 – 102 1

frequency distribution, we can now
calculate for the modal of the class.
Now let’s compute for the mode of the
given data, using the steps we identify a
while ago.
what is the lower limit of the modal
class? 58 is the lower limit of the modal class.

what is the size of the class interval?

9 is the class interval.

13 is the frequency of the modal class.

what is the frequency of the modal class?

what is the frequency of the class 9 is the frequency of the class

preceding the modal class?
preceding the modal class.

what is the frequency of the class

succeeding the modal class?
3 is the frequency of the class next the
modal class.

4. ELABORATE
F. Application
Find the mode of the following class.
The following frequency distribution
table shows the monthly consumption of
electricity of 68 consumers of a locality.
Find the mode of the given data.
Class limits f

65 – 85 4

85 – 105 5

105 – 125 13

125 – 145 20

145 - 165 14

165 – 185 8

185 – 205 4

Our modal class will be: with the class

interval of 125-145 because it has the
highest frequency,

Lb=125

F=20

F0= 13

F2=14

I= 20
 =125+ [ (20-13)/2(20)-12-14]20

= 125+ [7/14]20

= 125 + (1/2)20

= 124.5 + 10

= 134.5

The mode represents the value (s) that

occurs most often in a dataset. The
mode tells us the most common value
in categorical data when the mean and
G. Values Integration
median can’t be used. The mode gives
What is the importance of mode?
us an idea of where the “center” of a
dataset is located, but it can be
misleading compared to the mean or
median.

The mode is the value that appears

most frequently in a data set. A set of
data may have one mode, more than
one mode, or no mode at all.
H. Generalization
Give me a short summary of what we
learned in this discussion.

Very Good Class

5. EVALUATE
1.Multiple-Choice Questions: Mean,
Median, and Mode
What is the mean of the numbers 4, 6, 8,
10, and 12?
a) 6
b) 8
c) 10
d) 12
(Answer: b) 8

2.What is the median of the numbers 5, 9,

3, 7, and 11?
a) 5
b) 7
c) 9
d) 11
(Answer: b) 7

3.What is the mode of the numbers 2, 5, 7,

5, 8, 5, 9?
a) 2
b) 5
c) 7
d) 8
(Answer: b) 5

4.If a set of numbers has no repeating

values, what is the mode?
a) 0
b) 1
c) No mode
d) The smallest number in the set
(Answer: c) No mode

5.What happens to the mean if you add a

very large number to a data set?
a) It decreases
b) It stays the same
c) It increases
d) It disappears
(Answer: c) It increases

6.Which of the following is the median of

2, 6, 4, 8, 10, 12?
a) 6
b) 7
c) 8
d) 9
(Answer: b) 7

7.Which of the following data sets has two

modes?
a) 3, 3, 5, 7, 8, 9
b) 1, 2, 2, 3, 3, 4
c) 5, 6, 7, 8, 9, 10
d) 4, 4, 4, 4, 5, 6
(Answer: b) 1, 2, 2, 3, 3, 4 (bimodal)

8.If the numbers 10, 15, 20, 25, and 30 are

given, what is their mean?
a) 18
b) 20
c) 22
d) 25
(Answer: b) 20

9.In a data set, which measure is most

affected by an extremely high or low
value?
a) Mode
b) Median
c) Mean
d) None of the above
(Answer: c) Mean

10.Which of the following is NOT a

measure of central tendency?
a) Mean
b) Range
c) Median
d) Mode
(Answer: b) Range show solution
 IV.Assignment: Search about the definition of measures of position.

Website: https://statisnursespitu.blogspot.com/2018/07/26-math-statistics-symbols.html

Submitted by:
REYVIE C.GALANZA
Practice Teacher
Submitted to:
JEMAIMA T. GALORIA
Cooperating Teacher