Math-7 Quarter-4 Module-2 075054
Math-7 Quarter-4 Module-2 075054
Math-7 Quarter-4 Module-2 075054
Mathematics
Fourth Quarter
Module 2: Gathering and
Organizing Data
Page 1 of 18
Republic of the Philippines
Department of Education
REGION VII-CENTRAL VISAYAS
SCHOOLS DIVISION OF SIQUIJOR
__________________________________________________________________________________
COPYRIGHT NOTICE
“No copyright shall subsist in any work of the Government of the Republic of the Philippines.
However, prior approval of the government agency of office wherein the work is created shall be
necessary for exploitation of such work for profit.”
This material has been developed through the initiative of the Curriculum Implementation Division (CID) of the
Department of Education – Siquijor Division.
It can be reproduced for educational purposes and the source must be clearly acknowledged. The material may be
modified for the purpose of translation into another language, but the original work must be acknowledged.
Derivatives of the work including the creation of an edited version, supplementary work or an enhancement of it are
permitted provided that the original work is acknowledged, and the copyright is attributed. No work may be derived
from this material for commercial purposes and profit.
Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this
module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission
to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
___________Neddy G. Arong g
Education Program Supervisor (MATHEMATICS)
E Edesa T. Calvadores s
Education Program Supervisor (LRMDS)
Page 2 of 18
7
Mathematics
Fourth Quarter
Page 3 of 18
INTRODUCTION
Page 4 of 18
What I Need to Know
What I Know
Column A Column B
Page 5 of 18
What`s In
In the previous lesson, you learned how pose real-life problems that can be
solved by Statistics. Can you still remember them?
A. Algebra
B. Trigonometry
C. Geometry
D. Statistics
A. survey forms
B. questionnaire
C. graphs
D. camera
Page 6 of 18
What`s New
If you are asked to answer a statistical question, what will you do?
How do you gather statistical data?
What Is It
The study of statistics begins with the collection of data or measurements. Data
may be gathered through interview, questionnaire, observation, registration or census
and experimentation.
Interview
This method is referred to as the direct method of gathering data which requires
face-to-face inquiry with the respondent.
Questionnaire
This referred to as the indirect method which uses written questions to be
answered by the respondents.
Observation
This makes use of the different human senses in gathering information.
Registration
This requires the enactment of law to take effect because it needs the
participation of a large, if not the entire, population.
Experimentation
This is conducted in laboratories where specimens are subjected to some
aspects of control to find out cause and effect relationships.
Page 7 of 18
Data collected should be organized systematically for easier and faster
interpretation. A table is used when you want to present a data in a systematic and
organized manner so that reading and interpretation will be simpler and easier.
When a table is used, you must remember the following:
1. The title of the table.
2. Indicate the date of the survey.
3. Arrange the data systematically in columns. The columns must be properly
labelled.
4. Identify the source of the data.
The frequency of a particular data value is the number of times the data value
occurs. A frequency table is a table that lists numerical data that have been grouped
in intervals and the frequency of occurrence of the data.
Step 1.
Construct a table with three columns.
Step 2:
Find the range r. The range is the difference of the highest score minus
the lowest score. In the given data above, the highest score is 40 and
the lowest score is 19. The range is r = 40 – 19 = 21.
Step 3.
Decide on the number of classes. A class is a grouping or category.
Statisticians said that the ideal number of classes is between 5 and 15.
Step 4.
Determine the class interval i. Class interval, or simply interval, is the
size of each class. For convenience, intervals are rounded to the nearest
integer.
In the example above,
𝑟𝑎𝑛𝑔𝑒 21
𝑖= = = 3.
𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠 7
Page 8 of 18
Step 5.
Determine the classes starting with the lowest class.
The lowest score is 19. Write down the upper class Class
Add the i to get the next limits. These are the highest Interval
lower class limit: values that can be in the
i=3 category, so in most cases
19 + 3 = 22 you can subtract 1 from the
class width and add that to the
The lower class limits minimum data value.
are Upper Class Limit
19 19 + (3 – 1) = 21 19 – 21
22 (19 + 3) 22 + (3 – 1) = 24 22 – 24
25 (22 + 3) 25 + (3 – 1) = 27 25 – 27
28 (25 + 3) 28 + (3 – 1) = 30 28 – 30
31 (28 + 3) 31 + (3 – 1) = 33 31 – 33
34 (31 + 3) 34 + (3 – 1) = 36 34 – 36
37 (34 + 3) 37 + (3 – 1) = 39 37 – 39
40 (37 + 3) 40 + (3 – 1) = 42 40 – 42
Note that the highest class should contain the highest score. Note that
the constructed numbers of classes (8) is one more than the desired
number of classes (7). This is allowed to accommodate all scores.
Step 6.
To complete the second column, go through the list of data values and
place one tally mark at the appropriate place in the second column for
every data value in the interval following a specified rule for counting
boundary values. When the fifth tally is reached for a mark, draw a
horizontal line through the first four tally marks as shown for 6 in the
above frequency table. We continue this process until all data values in
the list are tallied. Determine the class frequency (f) for each class by
counting the tally.
Page 9 of 18
The following numerical values are relevant in dealing with frequency distribution:
25 + 27
= 26
2
2. Class boundaries. They are often described as the true limits because these
are more precise expressions of class limits.
For each class interval, the end values are called the class limits of the interval.
To illustrate this, consider the class interval of 25 – 27, the class mark and the
class limits are indicated in the figure below.
The lower boundary of a class is 0.5 less than its lowest limit, and its upper
boundary is 0.5 more than its upper limit.
The greater than cumulative frequency is found in the same manner but in
reverse order.
Page 10 of 18
The table below indicates the numerical values related to the frequency
distribution.
Test Scores of 45 Students in Mathematics 7
Less than () Greater than ()
Class Lower Upper Lower Upper
Classes frequency
Mark Limit Limit Boundary Boundary
Cumulative Cumulative
Frequency Frequency
40 – 42 1 41 40 42 39.5 42.5 45 1
37 – 39 0 38 37 39 36.5 39.5 44 1
34 – 36 2 35 34 36 33.5 36.5 44 3
31 – 33 2 32 31 33 30.5 33.5 42 5
28 – 30 14 29 28 30 27.5 30.5 40 19
25 – 27 15 26 25 27 24.5 27.5 26 34
22 – 24 5 23 22 24 21.5 24.5 11 39
19 - 21 6 20 19 21 18.5 21.5 6 45
3. What is the class mark of the class with the highest frequency?
Answer: The class mark of the class with the highest frequency is 26.
Page 11 of 18
Example 2. The set of data shows a score of 35 students in their periodical test.
34 35 40 40 48 21 9
21 20 19 34 45 21 20
19 17 18 15 16 20 28
21 20 18 17 10 45 48
19 17 29 45 50 48 25
Step 1:
Construct a table with three columns. In the first column, write down all
of the data values grouped in intervals.
Step 2:
Find the range r. The range is r = 50 – 9 = 41.
Step 3.
Determine the class interval i.
In the example,
𝑟𝑎𝑛𝑔𝑒 41
𝑖= = = 5.
𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠 8
Step 4.
Determine the classes starting with the lowest class. The lowest class
is 9. The lowest class is 9 to 9 + (5 – 1) or 9 to 13. The highest class
should contain the highest score. To complete the second column, go
through the list of data values and place one tally mark at the appropriate
place in the second column for every data value in the interval following
a specified rule for counting boundary values. When the fifth tally is
reached for a mark, draw a horizontal line through the first four tally
marks as shown in the frequency table. We continue this process until
all data values in the list are tallied. Determine the class frequency (f) for
each class by counting the tally.
Page 12 of 18
Step 5:
Identify the numerical values relevant in dealing with Frequency
Distribution Table.
49 + 53
= 51
2
b. Class boundaries. For each class interval, the end values are called the
class limits of the interval. To illustrate this, consider the class interval of
49 – 53, the class mark and the class limits are indicated in the figure below.
The lower boundary of a class is 0.5 less than its lowest limit, and its upper
boundary is 0.5 more than its upper limit.
c. Cumulative frequency.
The less than cumulative frequency of the class 49 – 53 is
1 + (6 + 2 + 3 + 1 + 2 + 11 + 7 + 2) = 35.
The table below indicates the numerical values related to the frequency
distribution.
Page 13 of 18
What’s More
DIRECTIONS: Use the table in Example 2 to answer the following questions. Write
your answer in your notebook.
Page 14 of 18
What I Have Learned
I learned that:
✓ the frequency of a particular data value is the number of times the data
value occurs. A frequency table is a table that lists numerical data that
have been grouped in intervals and the frequency of occurrence of the
data.
✓ class intervals are equal length that covers the range of the data
between the minimum and the maximum values without overlapping.
✓ Class Limits are the values at the two ends of each class interval. The
smaller value is the lower class limit and the greater value is the upper
class limit.
✓ class Mark is the average of the upper class limit and the lower class limit
for each class of data, that is (upper class limit + lower class limit) 2.
What I Can Do
Page 15 of 18
Assessment
DIRECTIONS: Read and understand each item carefully. Write the letter of the correct
in your notebook.
Use the frequency distribution table below to answer the following questions.
6. What is the class mark of the class with the lowest frequency?
a. 177 c. 157
b. 152 d. 162
Page 16 of 18
8. What is the cumulative frequency greater than for 170 – 174?
a. 17 c. 19
b. 12 d. 60
11. What table lists the numerical data that have been grouped in intervals and the
occurrence of the data?
a. Frequency distribution table c. Lower Boundary
b. Upper Limit d. Class Interval
Page 17 of 18
References
Melad, Julio, de la Paz, Aurea and Tiu, Aileen. Realistic Math Worktext.
Quezon City: SIBS Publishing House, Inc., 2006
http://clipart-library.com/learning-cliparts.html
https://www.statisticshowto.com/probability-and-statistics/descriptive-
statistics/frequency-distribution-table/
Page 18 of 18