FREQUENCY

DISTRIBUTION
TABLE
PREPARED BY:

NELSON M. PATIAG JR.

STUDENT TEACHER
FREQUENCY DISTRIBUTION
It is a collection of observations produced by sorting
them into classes and showing the frequency (or
numbers) of occurrences in each class.
FREQUENCY DISTRIBUTION
It is a collection of observations produced by sorting
them into classes and showing the frequency (or
numbers) of occurrences in each class.
There are three basic types of frequency
distribution: categorical, ungrouped, and grouped.
FREQUENCY DISTRIBUTION
It is a collection of observations produced by sorting
them into classes and showing the frequency (or
numbers) of occurrences in each class.
There are three basic types of frequency
distribution: categorical, ungrouped, and grouped.
The categorical frequency distribution is used for
data that can be placed in specific categories, such
as nominal, or ordinal level data.
EXAMPLE 1
THE FOLLOWING DATA GIVE THE RESULTS OF A SAMPLE
SURVEY. THE LETTERS A, B, AND C REPRESENTS THE
THREE CATEGORIES.
EXAMPLE 1
THE FOLLOWING DATA GIVE THE RESULTS OF A SAMPLE
SURVEY. THE LETTERS A, B, AND C REPRESENTS THE
THREE CATEGORIES.
BASIC TERMINOLOGIES ASSOCIATED
WITH FREQUENCY TABLES
LOWER CLASS LIMIT- the smallest data value that
can be included in the class.
UPPER CLASS LIMIT - the largest data value that
can be included in the class.
CLASS BOUNDARIES - are used to separate the
classes so that there are no gaps in the frequency
distribution.
BASIC TERMINOLOGIES ASSOCIATED
WITH FREQUENCY TABLES
CLASS MARKS - the midpoints of the classes.

CLASS WIDTH - the difference between two

consecutive lower class limits.
CUMULATIVE FREQUENCY - classes are
increasing order, is the sum of the frequencies for
that class and all previous classes.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 1
Arrange the scores
from lowest to
highest.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 1
Arrange the scores
from lowest to
highest.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 2
Determine the
Range.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 2
RANGE = Highest Score - Lowest Score
Determine the
Range.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 2
RANGE = Highest Score - Lowest Score
Determine the RANGE = 98 - 40
Range.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 2
RANGE = Highest Score - Lowest Score
Determine the RANGE = 98 - 40
Range. RANGE = 58
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3
Compute the
number of classes.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3
Compute the
number of classes.

Sturge Rule - A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the number of groups
or classes is 1+ 3.322 log N, where N is the number of observations.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3 K = 1 + 3.322 logN

Compute the
number of classes.

Sturge Rule - A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the number of groups
or classes is 1+ 3.322 log N, where N is the number of observations.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3 K = 1 + 3.322 logN

K = 1 + 3.322 log40
Compute the
number of classes.

Sturge Rule - A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the number of groups
or classes is 1+ 3.322 log N, where N is the number of observations.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3 K = 1 + 3.322 logN

K = 1 + 3.322 log40
Compute the
K = 6.322
number of classes.

Sturge Rule - A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the number of groups
or classes is 1+ 3.322 log N, where N is the number of observations.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3 K = 1 + 3.322 logN

K = 1 + 3.322 log40
Compute the
K = 6.322 ROUND UP
number of classes. K=

Sturge Rule - A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the number of groups
or classes is 1+ 3.322 log N, where N is the number of observations.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 3 K = 1 + 3.322 logN

K = 1 + 3.322 log40
Compute the
K = 6.322 ROUND UP
number of classes. K=7

Sturge Rule - A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the number of groups
or classes is 1+ 3.322 log N, where N is the number of observations.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
Find the class
width.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
CLASS WIDTH =
Find the class
width.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
CLASS WIDTH =
Find the class
CLASS WIDTH =
width.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
CLASS WIDTH =
Find the class
CLASS WIDTH =
width.
CLASS WIDTH =
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
CLASS WIDTH =
Find the class
CLASS WIDTH =
width.
CLASS WIDTH = 8.286
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
CLASS WIDTH =
Find the class
CLASS WIDTH =
width.
CLASS WIDTH = 8.286 ROUND UP
CLASS WIDTH =
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 4
CLASS WIDTH =
Find the class
CLASS WIDTH =
width.
CLASS WIDTH = 8.286 ROUND UP
CLASS WIDTH = 9
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 5
Select as starting point,
either the lowest score or the
lower class limits. Add the
class width to the starting
point to get the second lower
class limit. Then enter the
upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 5
Select as starting point,
either the lowest score or the
lower class limits. Add the
class width to the starting
point to get the second lower
class limit. Then enter the
upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 5
Select as starting point,
either the lowest score or the
lower class limits. Add the
class width to the starting
point to get the second lower
class limit. Then enter the
upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 5
Select as starting point,
either the lowest score or the
lower class limits. Add the
class width to the starting
point to get the second lower
class limit. Then enter the
upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 5
Select as starting point,
either the lowest score or the
lower class limits. Add the
class width to the starting
point to get the second lower
class limit. Then enter the
upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 6
Find the boundaries by
subtracting 0.5 from each
lower class limit and adding
0.5 to the upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 6
Find the boundaries by
subtracting 0.5 from each
lower class limit and adding
0.5 to the upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 6
Find the boundaries by
subtracting 0.5 from each
lower class limit and adding
0.5 to the upper class limit.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 7
Tally the frequency
of each class.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 7
Tally the frequency
of each class.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 7
Tally the frequency
of each class.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 8
Determine the class
mark for each
interval.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 8
Determine the class
mark for each
interval.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 8
Determine the class
mark for each
interval.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 8
Determine the class
mark for each
interval.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 9
Find the
cumulative
frequency.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 9
Find the
cumulative
frequency.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 9
Find the
cumulative
frequency.

A variation of the standard frequency, table is used when cumulative totals are
desired. The cumulative frequency for a table, whose classes are in increasing
order, is the sum of the frequencies for that class and all previous classes.
EXAMPLE 2
THE FOLLOWING ARE THE SCORES OBTAINED BY 40
STUDENTS OF GRADE 10 - MAKA-DIYOS IN A 100 ITEM
MATHEMATICS QUIZ.

STEP 9
Find the
cumulative
frequency.

A variation of the standard frequency, table is used when cumulative totals are
desired. The cumulative frequency for a table, whose classes are in increasing
order, is the sum of the frequencies for that class and all previous classes.
 ACTIVITY
MR. SANTOS WAS ASKED TO PRESENT THE PERFORMANCE
OF HIS STUDENTS IN THE EXAM.
THE FOLLOWING ARE THE TEST SCORES OF HIS CLASS:
34 42 20 50 17 9 34 43

50 18 35 43 50 23 23 35

37 38 38 39 39 38 38 39

24 29 25 26 28 27 44 44

49 48 46 45 45 46 45 46