Organizing Data in

Frequency Table
Quarter 4 Week 3

Ms. Jeraldel Encepto

Objectives
1. Sort and organize data
in frequency table.
2. Appreciate the
importance of organizing
data in frequency table
 Gather the birth months of everyone in
B A BY B L O O M the class and organize the data in the
table.

Popular Birth Months

Month Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

Number of
Students
Frequency Distribution Table
is a systematic way of
presenting data using a table.
The data are group into
different intervals or number
of classes assigned by the
researcher. Usually, the ideal
number of classes is from 5 to
20 only.
 Example 1
M r s . A b d o n a M a t h e m a t i c s Te a c h e r i n R o s a r i o N a t i o n a l
High School give a long quiz to her students. Given the
set of scores of 60 students in a 50 item test, construct
a frequency distribution table.

34 28 43 21 12 50 26 33 18 28
15 42 33 21 18 17 46 10 13 38
29 30 43 50 23 28 14 31 20 17
23 31 38 32 43 12 18 10 25 19
33 26 24 43 45 30 18 11 23 21
40 48 23 26 34 12 19 24 25 29
 Steps in Constructing a Frequency Distribution Table
1. Choose the number of classes of the
distribution. In the given set of scores,
use 8 as the number of classes or
intervals. (Class interval = 8)
2. Get the range or the difference between
the highest and the lowest values.
Range = highest score – lowest score
= 50 – 10
= 40
Steps in Constructing a Frequency Distribution Table

3. Solve the class width or class size by

dividing the range by the number of
classes or intervals.

Class size = range = 40 = 5

Class interval 8
Steps in Constructing a Frequency Distribution Table
4. Use the lowest score as the starting
point if the class size is even. If the
class size is odd, use the multiple of the
class size, which is less than or equal
to the lowest score, as the starting point or
the first lower limit. In the example,
the class size is five and the lowest score
is 10, which is a multiple of class
size. Therefore, you use the lowest score
as the starting point.
 Steps in Constructing a Frequency Distribution Table
5. Determine the next lower limit by adding
the class size.
6. The upper limit of the first interval is
determined by subtracting one from the
second lower value. Repeat the process to
complete the intervals
7. The lower class limit is the lowest value
within the interval, whereas the
upper class limit is the lower class limit and
14 is the upper class limit
 Steps in Constructing a Frequency Distribution Table
8. Get the tally of each score.

9. Determine the corresponding number in

each tally. The number of times
the value appears in the distribution is
called the frequency
 Frequency is the number of
times an observation or a
particular value appears in a
data set.
A frequency distribution is a
table that shows the frequencies
for the categories, values of a
counting variable or class
intervals.
 Class Interval Tally Frequency

16-20 llll-ll 7
The class interval has class limits; the lower
class limit and the upper class limit. In this
case,
lower class limit = 16
upper class limit = 20.
If the observation has fractional measurements such
as height and weight, the following class boundaries
will avoid the gaps between class intervals. For class
interval 16 – 20, the class boundaries are
lower class boundary = 15.5 (subtract 0.5 from 16)
upper class boundary = 20.5 (add 0.5 to 20)
 Class Class mark Lowe Class Upper class Lower class Upper class
Interval limit limit boundary boundary

16-20 18 16 20 15.5 20.5

Each class interval has a class mark.

It is the middle value that may serve as
the representative of the interval. In
this case,
class mark = 18 (since 18 is the
middle score from 16 to 20)
 Class Class mark Lowe Class Upper class Lower class Upper class
Interval limit limit boundary boundary

16-20 18 16 20 15.5 20.5

Tally Column
The Tally colum n is the record of “sticks” that
gives you the frequency or the number of
values that fall into class interval 16 – 20.
Frequency Column
Under the frequency column is the number of
“sticks”. The “slash” serves as the fifth count so
that counting will be easi er (IIII is equivalent to 5).
Val ues or numbers are written in this column.
 Example 1
M r s . A b d o n a M a t h e m a t i c s Te a c h e r i n R o s a r i o N a t i o n a l
High School give a long quiz to her students. Given the
set of scores of 60 students in a 50 item test, construct
a frequency distribution table.

34 28 43 21 12 50 26 33 18 28
15 42 33 21 18 17 46 10 13 38
29 30 43 50 23 28 14 31 20 17
23 31 38 32 43 12 18 10 25 19
33 26 24 43 45 30 18 11 23 21
40 48 23 26 34 12 19 24 25 29
Steps in Constructing a Frequency Distribution Table
Example 2:
Test Scores of 20 students in a 40-item Math quiz
SCORES Tally Frequency
36-40 I 1
31-35 IIII 6
26-30 IIII-IIII 9
21-25 III 3
16-20 II 2
 Test
Example 2: Scores of 20 students in a 40-item Math quiz
SCORES Tally Frequency
36-40 I 1
31-35 IIII 5
26-30 IIII-IIII 9
21-25 III 3
16-20 II 2
Complete the table below for the class interval 21 – 25
Class Class mark Lowe Class Upper Lower Upper
Interval limit class limit class class
boundary boundary
21-25
 HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION
Jessica is a “Plantita”, she surveyed twenty
households in their barangay and found out the number
of varieties of plants they own. The results are:

3, 0, 1, 4, 4, 1, 2, 0, 2, 2,
0, 2, 0, 1, 3, 1, 2, 1, 1, 3
 HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION
STEP 1: Create a table with 3 columns. Label each
c o l u m n a s : N u m b e r o f Va r i e t i e s o f p l a n t s ( Ti t l e o f t h e
c a t e g o r i e s ) , Ta l l y a n d F r e q u e n c y
3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3

Number of varieties of Tally Frequency

Plants
 HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION
S T E P 2 : Wr i t e t h e c a t e g o r i e s o f t h e r e s u l t g a t h e r e d i n
the first column (number of varieties of plants).
3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3

Number of varieties of Tally Frequency

Plants
0
1
2
3
4
HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION
S T E P 3 : Ta l l y t h e n u m b e r s i n e a c h c a t e g o r y b a s e d o n
t h e d a t a g a t h e r e d i n t h e s u r v e y.
3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3

Number of varieties of Tally Frequency

Plants
0 III
1 IIII-I
2 IIII
3 III
4 II
HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION
STEP 4: Count the sticks in the tally column and write
the frequency in the third column.
3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3

Number of varieties of Tally Frequ5ency

Plants
0 III 4
1 IIII-I 6
2 IIII 5
3 III 3
4 II 2
HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION
STEP 5: Finalize the table. Make sure to write a title.

F r e q u e n c y D i s t r i b u t i o n o f t h e N u m b e r o f Va r i e t i e s
of Plants of 20 Households
Number of varieties of Tally Frequ5ency
Plants
0 III 4
1 IIII-I 6
2 IIII 5
3 III 3
4 II 2
Example 3: Consider the following data set.
Final Math Grades of 20 Grade 7 students (SY 2019-2020)
78 96 91 84 87
83 90 79 85 82
92 81 86 85 88
86 89 88 80 76

STEP 1: Find H – Highest score and L – Lowest score

H=
L=
Example 3:Consider the following data set.
Final Math Grades of 20 Grade 7 students (SY 2019-2020)
78 96 91 84 87
83 90 79 85 82
92 81 86 85 88
86 89 88 80 76

STEP 2: Compute for the RANGE, the difference between

the highest and lowest scores.
Let R = H – L
Example 3:Consider the following data set.
Final Math Grades of 20 Grade 7 students (SY 2019-2020)
78 96 91 84 87
83 90 79 85 82
92 81 86 85 88
86 89 88 80 76

STEP 3: If we intend to set the number of class intervals to be

Class size = 𝑅/4

4, then compute for the class size using the formula below.
Example 3:Consider the following data set.
Final Math Grades of 20 Grade 7 students (SY 2019-2020)
Class Tally Frequency
Interval
96 – 100
91 – 95
86 – 90
81 – 85
76 – 80

STEP 4. Form the table. Complete the list of class intervals.

Example 3:Consider the following data set.
Final Math Grades of 20 Grade 7 students (SY 2019-2020)
Class Tally Frequency
78 96 91 84 87 Interval
83 90 79 85 82 96 – 100
91 – 95
92 81 86 85 88
86 – 90
86 89 88 80 76 81 – 85
76 – 80

STEP 5:Start to complete the TALLY column by marking sticks

where the score falls. You may start at the top left then
across or downward.
Example 3:Consider the following data set.
Final Math Grades of 20 Grade 7 students (SY 2019-2020)
Class Tally Frequency
78 96 91 84 87 Interval
83 90 79 85 82 96 – 100
91 – 95
92 81 86 85 88
86 – 90
86 89 88 80 76 81 – 85
76 – 80

STEP 6. Lastly, record the total number of sticks per class

interval in the frequency column.
 Guided Practice
A survey was taken on Costa Verde. In
each of 20 homes, people were
asked how many cars were registered to
their households. The results
were recorded as follows:

1, 2, 1, 0, 3, 4, 0, 1, 1, 1, 2, 2, 3, 2, 3, 2, 1, 4, 0, 0
 Guided Practice
A survey was taken on Costa Verde. In
each of 20 homes, people were
asked how many cars were registered to
their households. The results
were recorded as follows:
 Independent Practice
One of the Companies in EPZA are
producing batteries. Thirty AA
batteries were tested to determine how
long they would last. The results,
to the nearest minute, were recorded as
follows:
423, 369, 387, 411, 393, 394,
371, 377, 389, 409, 392, 408,
431, 401, 363, 391, 405, 382,
400, 381, 399, 415, 428, 422,
396, 372, 410, 419, 386, 390
 Independent Practice
One of the
Companies in
EPZA are
producing
batteries.
Thirty AA
batteries
were tested
to determine
how long
they would
last.
 Application
One of the Grade 7 teachers of Rosario
National High School conduct a
test. Here are the results of the 60 – item
test of a class. Construct a
Frequency distribution

35, 28, 34, 8, 41, 40, 43, 13, 29, 35,

46, 39, 21, 19, 31, 33, 39, 51, 57, 45,
18, 24, 44, 36, 48, 37, 32, 38, 29, 36
Answer:
Ass.
The following are test scores of Sections
1. Construct a suitable frequency table.
Use intervals of width 6.
14 15 30 19 10 18
26 30 10 15 15 28
10 30 34 40 20 43
20 30 10 22 36 36
Ans.
The following are test scores of Sections
1. Construct a suitable frequency table.
Use intervals of width 6.
Thank You
Fo r Yo u r A t t e n t i o n
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