7

Mathematics
Fourth Quarter
Module 2: Gathering and
Organizing Data

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 Republic of the Philippines
Department of Education
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SCHOOLS DIVISION OF SIQUIJOR
__________________________________________________________________________________

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Published by the Department of Education

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Assistant Schools Division Superintendent: Dr. Edmark Ian L. Cabio

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Evaluators: Shaly B. Yuag Marilou C. Gulahab Ana Roces B. Looc

Management Team: D Dr. Marlou S. Maglinao o

CID - Chief

___________Neddy G. Arong g
Education Program Supervisor (MATHEMATICS)

E Edesa T. Calvadores s
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Printed in the Philippines

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Office Address: Larena, Siquijor
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 7
Mathematics
Fourth Quarter

Module 2: Gathering and

Organizing Data

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 INTRODUCTION

This module is written in support of the K to 12 Basic Education Program to

ensure attainment of standards expected of you as a learner.
This aims to equip you with essential knowledge on gathering statistical data
and organizing data.
This includes the following activities/tasks:
• Expected Learning Outcome – This lays out the learning outcome that you are
expected to have accomplished at the end of the module.
• Pre-test – This determines your prior learning on the particular lesson you are
about to take.
• Discussion of the Lesson – This provides you with the application of the
knowledge, principles and attitude that will help you meet the expected learning
outcome.
• Learning Activities – These provide you with the application of the knowledge
and principles you have gained from the lesson and enable you to further
enhance your skills as you carry out prescribed tasks.
• Post-test – This evaluates your overall understanding about the module.
With the different activities provided in this module, may you find this material
engaging and challenging as it develops your critical thinking skills.

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 What I Need to Know

At the end of this lesson, you will be able to:

✓ gather statistical data.
✓ organize data in a frequency distribution table.

What I Know

DIRECTIONS: Read and understand each question/statement carefully. Match the

definition in Column A with Column B. Write the letter of the correct
answer in your Mathematics notebook.

Column A Column B

1. This method is referred to as the direct method A. Organization of data

of gathering data which requires face-to-face
inquiry with the respondent. I. Interview

2. This referred to as the indirect method which H. Data

uses written questions to be answered by the
respondents. L. Questionnaire

3. This makes use of the different human senses M. Experimentation

in gathering information.
T. Collection of data
4. This requires the enactment of law to take
effect because it needs the participation of a U. Observation
large, if not the entire, population.
V. Registration
5. This is conducted in laboratories where
specimens are subjected to some aspects of
control to find out cause and effect
relationships.

6. It refers to the ascertaining manner of

presenting the data into tables, graphs or
charts.

7. It refers to the process of obtaining information.

8. It is any quantitative or qualitative information.

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 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?

DIRECTIONS: Read and understand each question/statement carefully. Write the

letter of the correct answer in your Mathematics notebook.

1. Which branch of mathematics that deals with the scientific collection,

organization, presentation, analysis, and interpretation of numerical data
in order to obtain useful and meaningful information?

A. Algebra
B. Trigonometry
C. Geometry
D. Statistics

2. Which of the following is NOT a statistical instrument?

A. survey forms
B. questionnaire
C. graphs
D. camera

3. Which of the following is NOT a statistical question?

A. What did Amber eat for breakfast?

B. What do 7th graders do to pass the test?
C. What time did the students in this campus sleep?
D. What online games did the students like most?

4. Which of following is an example of statistical question?

A. How many letters in the alphabet?

B. What is the visitors’ favorite tourists spot in Siquijor?
C. How many students in your class wanted to be a teacher?
D. What is your talent?

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 What`s New

If you are asked to answer a statistical question, what will you do?
How do you gather statistical data?

Consider the Midyear Test Scores of 45 students in Mathematics 7.

29 27 28 27 34 29 27 27 28
25 23 35 25 29 33 23 27 33
27 22 40 27 21 29 22 25 29
25 21 20 21 23 25 30 20 28
30 29 28 30 27 27 27 19 30

a. What information can you get from the above list?

b. What does the list tell us?
c. The list above does not tell us anything. So, what do we do with the
list?

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.
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 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.

In statistics, numerical information may be treated as ungrouped or grouped

data. In both cases, tabular presentation is very important. This tabular presentation
of data is called the frequency distribution table.

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.

A frequency table is constructed by arranging collected data values in

ascending order of magnitude with their corresponding frequencies. The data values
are then grouped in intervals (e.g. 0-5,5-10). Following a rule for boundary values,
frequency counts are noted for each interval.

Example 1. Consider the Midyear Test Scores of 45 students in Mathematics 7.

29 27 28 27 34 29 27 27 28
25 23 35 25 29 33 23 27 33
27 22 40 27 21 29 22 25 29
25 21 20 21 23 25 30 20 28
30 29 28 30 27 27 27 19 30

Here are the steps in constructing frequency distribution tables:

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

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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.

Test Scores of 45 Students in Mathematics 7

Classes Tally Frequency

40 – 42 | 1
37 – 39 0
34 – 36 || 2
31 – 33 || 2
28 – 30 - -  14
25 – 27  -  -  15
22 – 24  5
19 - 21  -  6
∑ 𝑓 = 45

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The following numerical values are relevant in dealing with frequency distribution:

1. Class mark. It is the middle value in a class.

In the class 25 – 27, the class mark is

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.

In the class 25 – 27, the lowest boundary is

25 – 0.5 = 24.5

and the upper boundary is

27 + 0.5 = 27.5

3. Cumulative frequency. There are two kinds of cumulative frequency for a

class. The less than cumulative frequency of a class is found by adding the
frequency of the class and the frequencies of the lower classes.

In the example, the less than cumulative frequency of the class 28 – 30 is

14 + (15 + 5 + 6) = 40.

The greater than cumulative frequency is found in the same manner but in
reverse order.

In the example, the greater than cumulative frequency of the class 28 – 30 is

14 + (2 + 2 + 0 + 1) = 19

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 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

1. What is the lower boundary of the highest class?

Answer: The lower boundary of the highest class is 39.5.

2. What is the upper limit of the lowest class?

Answer: The upper limit of the lowest class is 21.

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.

4. What is the cumulative frequency less than for 22 – 24?

Answer: The cumulative frequency less than for 22 – 24 is 11.

5. What is the cumulative frequency greater than for 28 – 30?

Answer: The cumulative frequency greater than for 28 – 30 is 19.

6. What is the total frequency?

Answer: The total frequency is 45.

7. What is the class interval?

Answer: The class interval is 3.

8. Which class interval has the lowest number of frequency?

Answer: The lowest number of frequency is the class 37 – 39.

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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.

Periodical Test Scores of 35 Students

Classes Tally Frequency

49 - 53 l 1
44 – 48 llll - l 6
39 – 43 ll 2
34 – 38 lll 3
29 – 33 l 1
24 – 28 ll 2
19 – 23 llll – llll - l 11
14 – 18 llll - lll 7
9 – 13 ll 2
∑ 𝑓 = 35

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 Step 5:
Identify the numerical values relevant in dealing with Frequency
Distribution Table.

a. Class mark. In the class 49 – 53, the class mark is

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.

Lower Limit Class Mark Upper Limit

49 51 53

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.

In the class 49 – 53, the lowest boundary is

25 – 0.5 = 48.5

and the upper boundary is

53 + 0.5 = 53.5

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 greater than cumulative frequency of the class 49 – 53 is 1.

The table below indicates the numerical values related to the frequency
distribution.

Periodical Test Scores of 35 Students

Less than () Greater than ()
Class Lower Upper Lower Upper
Classes frequency
Mark Limit Limit Boundary Boundary
Cumulative Cumulative
Frequency Frequency
49 – 53 1 51 49 53 48.5 53.5 35 1
44 – 48 6 46 44 48 43.5 48.5 34 7
39 – 43 2 41 39 43 38.5 43.5 28 9
34 – 38 3 36 34 38 33.5 38.5 26 12
29 – 33 1 31 29 33 28.5 33.5 23 13
24 – 28 2 26 24 28 23.5 28.5 22 15
19 – 23 11 21 19 23 18.5 23.5 20 26
14 – 18 7 16 14 18 13.5 18.5 9 33
9 – 13 2 11 9 13 8.5 13.5 2 35

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 What’s More
DIRECTIONS: Use the table in Example 2 to answer the following questions. Write
your answer in your notebook.

Periodical Test Scores of 35 Students

Less than () Greater than ()
Class Lower Upper Lower Upper
Classes frequency
Mark Limit Limit Boundary Boundary
Cumulative Cumulative
Frequency Frequency
49 – 53 1 51 49 53 48.5 53.5 35 1
44 – 48 6 46 44 48 43.5 48.5 34 7
39 – 43 2 41 39 43 38.5 43.5 28 9
34 – 38 3 36 34 38 33.5 38.5 26 12
29 – 33 1 31 29 33 28.5 33.5 23 13
24 – 28 2 26 24 28 23.5 28.5 22 15
19 – 23 11 21 19 23 18.5 23.5 20 26
14 – 18 7 16 14 18 13.5 18.5 9 33
9 – 13 2 11 9 13 8.5 13.5 2 35

1. What is the lower boundary of the highest class?

2. What is the upper limit of the lowest class?
3. What is the class mark of the class with the highest frequency?
4. What is the cumulative frequency less than for 9 – 13?
5. What is the cumulative frequency greater than for 24 – 28?
6. What is the total frequency?
7. What is the class interval?
8. Which class has the highest frequency?

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 What I Have Learned

I learned that:

✓ data may be gathered through interview, questionnaire, observation,

registration or census and experimentation.

✓ 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.

✓ class Boundary. In each of the data, the minimum possible value is

called the lower class boundary while the maximum possible value is
called the upper class boundary.

What I Can Do

DIRECTIONS: Copy and complete the table below in your notebook.

Less than () Greater than ()

Class Lower Upper Lower Upper
Classes Frequency
Mark Limit Limit Boundary Boundary
Cumulative Cumulative
Frequency Frequency
28 – 32 5
23 – 27 11
18 – 22 10
13 – 17 9
8 - 12 3

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 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.

Height of Mathematics Club Members

Classes Frequency
175 – 179 5
170 – 174 12
165 – 169 19
160 - 164 13
155 – 159 10
150 – 154 6

1. From the given table above, what is the class interval?

a. 5 c. 6
b. 4 d. 3

2. In the class 155 – 159, what is the frequency?

a. 10 c. 13
b. 12 d. 19

3. What is the middle value in a class?

a. Class mark c. Cumulative frequency
b. Class boundary d. Classes

4. What is the upper boundary of the lowest class?

a. 154.5 c. 164.5
b. 179.5 d. 175.5

5. What is the lower limit of the highest class?

a. 175 c. 165
b. 150 d. 155

6. What is the class mark of the class with the lowest frequency?
a. 177 c. 157
b. 152 d. 162

7. What is the cumulative frequency less than for 160 – 164?

a. 29 c. 49
b. 13 d. 19

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8. What is the cumulative frequency greater than for 170 – 174?
a. 17 c. 19
b. 12 d. 60

9. What is the total frequency?

a. 65 c. 55
b. 60 d. 50

10. Which class has the highest number of frequency?

a. 165 – 169 c. 150 – 154
b. 175 – 179 d. 160 – 164

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

12. How do you construct a frequency table?

a. by arranging collected data values in ascending order of magnitude with
their corresponding frequencies
b. by finding the average of the upper class limit and the lower class limit for
each class of data
c. by adding the frequency of the class
d. by collecting and organizing data

Page 17 of 18
 References

Misa, Estrellita and Li, Bernardino. Moving Ahead With Mathematics I.

Quezon City: FNB Educational, Inc., 1997

Ibe, Milagros, Acelajado, Maxima and Golla, Evangeline. High School

Mathematics Concepts and Operations. Makati, Metro Manila:
Diwa Learning Systems, Inc., 1994

Melad, Julio, de la Paz, Aurea and Tiu, Aileen. Realistic Math Worktext.
Quezon City: SIBS Publishing House, Inc., 2006

Republic of the Philippines. “Mathematics 7 Learner’s Material”

Department of Education. Accessed July 1,
2020.http://lrmds.deped.gov.ph/

Republic of the Philippines. “Statistics,” Philippine Statistics Authority.

Accessed July 6, 2020. https://psa.gov.ph/vital-statistics/table

Facebook.”Coronavirus (COVID-19) Information Center.” Accessed July

10, 2020.https://www.facebook.com/coronavirus_info/?page
source=bookmark

http://clipart-library.com/learning-cliparts.html

https://www.statisticshowto.com/probability-and-statistics/descriptive-
statistics/frequency-distribution-table/

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