“BARS, LINES and

TRENDS are what the

graphs and charts tell, but
beyond all these, your
stories I can foretell.”

Quarter 4 Week 5 Module 5

Uses appropriate graph to represent organized

data: bar graph, histogram and ogive.
(M7SP-IVd-e-1)

Quarter 4 – Module 5 – New Normal Math for G7

First Edition 2020

Copyright © 2020
Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones

Undersecretary: Diosdado M. San Antonio

Module Development Team

Writers: Maria Teresa J. Campo - TIII
Editor: Bernard O. Tabang – Head Teacher VI
Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Illustrators: Maria Teresa J. Campo – TIII Sherwin P. Quiambao - TI

Layout Artists: Maria Teresa J. Campo – TIII Marilou C. Geruela - MTI

Management Team: Malcolm S. Garma, Regional Director

Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS
and Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent - Manila
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

2
HOW TO USE THIS MODULE

Before starting the module, I want you to set aside other tasks that will
disturb you while enjoying the lessons. Read the simple instructions
below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated
in every page of this module.
2. Write on your notebook the concepts about the lessons.
Writing enhances learning, that is important to develop
and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the
answer key card.
5. Analyze conceptually the posttest and apply what you have
learned.
6. Enjoy studying!

PARTS OF THE MODULE

• Expectations - These are what you will be able to know after

completing the lessons in the module.
• Pre-test - This will measure your prior knowledge and the
concepts to be mastered throughout the lesson.
• Looking Back to your Lesson - This section will measure what
learnings and skills did you understand from the previous lesson.
• Brief Introduction- This section will give you an overview of the
lesson.
• Activities - This is a set of activities you will perform with a
partner.
• Remember - This section summarizes the concepts and
applications of the lessons.
• Check your Understanding - It will verify how you learned from
the lesson.
• Post-test - This will measure how much you have learned from
the entire module.

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 Learning Module for Junior High School Mathematics

LESSON
5
Bar Graph, Histogram and Ogive

EXPECTATIONS

You will use appropriate graphs to represent organized data using

bar graph, histogram and ogive. (M7SP-IVd-e-1)

Specifically, this module will help you to:

• Draw bar graphs, histograms and ogives to illustrate data; and

• Interpret data from bar graphs, histograms and ogives.

Let us start your journey in learning

more on Bar Graphs, Histograms and Ogives.
I am sure you are ready
and excited to answer the Pretest.
Smile and cheer up!

PRE-TEST
Read the questions carefully. Write the correct answer on a sheet of paper.

For numbers 1 – 4, please refer to the graph below.

Number of Bikes Sold at a Certain

Store for the Month of May, 2020
70
Number of bikes sold

60
50
40
30
20
10
0
Scooter E - Bike Motorbike Utility Bike Mountain
Bike
Type of bike

1. What type of graph is shown?

a. vertical bar graph c. histogram
b. horizontal bar graph d. ogive
2. Using the graph above, how many motorbikes were sold for the month of
May?
a. 10 c. 25
b. 20 d. 60

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 Learning Module for Junior High School Mathematics

3. Which was the highest selling bike?

a. Scooter c. Motorbike
b. e – Bike d. Utility Bike

4. How many bikes were sold in all?

a. 150 c. 170
b. 160 d. 180

5. Is histogram the same as bar graph?

a. Yes, because they both use intervals.
b. Yes, because they both use bars to display data.
c. No, because histogram displays numerical data while bar graph
displays categorical data.
d. No, because histogram displays categorical data while bar graph
displays numerical data.

For numbers 6 – 8, refer to the graph below.

Call Center Hold - Time

12
Number of customers

10
8
6
4
2
0
0.5 2.5 4.5 6.5 8.5 10.5
Waiting time (in minutes)

0 1.5 3.5 5.5 7.5 9.5 11.5

6. Which type of graph is this?

a. line graph c. histogram
b. pie chart d. ogive

7. How many customers waited between 1.5 and 3.5 minutes?

a. 2 c. 6
b. 4 d. 8

8. How many customers waited for more than 5 minutes?

a. 9 c. 29
b. 19 d. 39

9. What do you call a graph of cumulative frequency distribution?

a. line graph c. histogram
b. pie chart d. ogive

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 Learning Module for Junior High School Mathematics

10. What is cumulative frequency?

a. frequency of each class interval C. fractional frequency
b. running total of the frequencies D. partial frequency
11. A graphical presentation of less than cumulative frequency.
a. more than ogive c. equal ogives
b. less than ogive d. equivalent ogives

12. Which values complete the frequency table using the less than
cumulative frequency?
Class Interval Frequency Less than cumulative
(f) frequency (<cf)
0–3 2 ?
4–7 5 ?
8 – 11 8 ?
12 – 15 18 ?
16 – 19 13 ?
20 – 23 4 ?
N 50
a. b. c. d.
< cf < cf < cf < cf
2 50 4 2
5 48 17 7
8 43 35 15
18 35 43 33
13 17 48 46
4 4 50 50

13. In this given ogive, how many observations do we expect for all
participants from 0 to 20 years of age?

Number of Participants in an Online

Contest (By Age)
17
18 16
16
Number of participants

14
12
9
10
8
5
6
4 2
2 0
0
00 5
5.5 10
10.5 15
15.5 20
20.5 25
25.5 30
30.5 35
Age (in years)

a. 5 c. 16
b. 9 d. 17

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 Learning Module for Junior High School Mathematics

14. Using the same ogive above, how many participants are below 15.5 years
old?
a. 5 c. 9
b. 7 d. 16

15. The following table shows energy consumption used in different

activities. Which graph will best present the energy consumption
used for each activity?

Energy Consumption (in kilojoules per minute)

KILOJOULES PER
ACTIVITY
MINUTE
Walking 25 kJ
Cycling 35 kJ
Swimming 50 kJ
Running 80 kJ

a. Bar graph c. Histogram

b. Line graph d. Ogive

Great, you finished answering

the questions. You may request your
facilitator to check your work.
Congratulations and keep
on learning!

LESSON
5a
Bar Graph

LOOKING BACK TO YOUR LESSON

In the previous lesson, data was presented using pie chart and line graph.

Number of Confirmed COVID-19 Daily Number of Confirmed COVID-19

Cases in the Philippines Cases In the Philippines From
According to Gender as of May 12, 2020 to May 17, 2020
March 11, 2020 300
Female 200
36%
Male 100
64% 0
5/12 5/13 5/14 5/15 5/16 5/17

Pie Chart Line Graph

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 Learning Module for Junior High School Mathematics
This time we will present them using a bar graph.

BRIEF INTRODUCTION

Read the selection below.

“BUHAY MUNA, BAHAY MUNA.”

Surely, you have heard this phrase. This was the phrase used by
Cabinet Secretary Karlo Nograles at the end of each IATF (Inter-Agency
Task Force) press briefing during the implementation of the first Luzon-
wide lockdown here in the Philippines, “Buhay Muna, Bahay Muna.”
What compelled the government to implement lockdown in the
entire Luzon? Was there a basis for their decision?
One of the bases they considered was the data gathered by the DOH
(Department of Health) on the number of confirmed Covid-19 cases in the
Philippines last March 11, 2020.
The following are the number of confirmed cases according to
gender.
Gender Distribution of Confirmed COVID-19 cases
In the Philippines as of March 11, 2020
Gender No. of confirmed cases
Male 21
Female 12
TOTAL 33

Aside from tabular presentation, pieces of information can also be

read using diagrams or graphs.

Coin tossing is the practice of throwing a coin in the air and

checking which side is showing when it lands, sometimes used to resolve a
dispute between
Although two parties.
pie charts provideIteasy
is acomparison
form of sortition which
between inherently
data, sometimeshas
it
two possible outcomes. The party who calls the side that the coin
takes a long time to compute percentages and to construct angles to representlands on
wins.
these percentages. It is because of these issues that we use other graphs for
construct facility and fit of use.
Using the given data above, we will use the bar graph to present them
graphically. It uses horizontal or vertical bar to compare data among categories.
The bar graph has two axes: the horizontal axis and the vertical axis. Scales and
labels are written on the axes to give meaning to the graph.

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 Learning Module for Junior High School Mathematics
Steps in Constructing Bar Graph

The vertical bar graph below shows the number of confirmed COVID-19
cases according to gender as of March 11, 2020. (Please refer to the table in the
previous page.)

NUMBER OF COVID-19 CASES ACCORDING TO GENDER

AS OF MARCH 11, 2020
25

20
Number of Cases

15

10

0
Male Gender Female

REMEMBER!
In constructing a bar graph, you should note the following points:

A. Draw the horizontal and the vertical axes on a graphing paper and label
the axes.
Number of cases
vertical axis

horizontal axis Gender

B. Show the scale on the vertical axis. You can decide your own scale
depending on how wide your range is. Just make sure that all the data
values of your data set can fit in the scale which you have chosen.
16
35 14
30 12
25 10
20
8
15 or 6
10 4
5 2
0 0

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 Learning Module for Junior High School Mathematics
C. Label the categories on the horizontal axis.

35
30
25
20
25
15
10
5
0

Male Female

D. Draw the bars with the same width and space them evenly.

Gender Distribution of Confirmed COVID-19 cases 35

In the Philippines as of March 11, 2020 30
25
Gender No. of confirmed 20
cases 15
Male 21 10
Female 12 5
TOTAL 33 0
Male Female

E. Give the bar graph a title.

Gender Distribution of Confirmed COVID-19 cases

In the Philippines as of March 11, 2020
35
30
25
20
15
10
5
0
Male Female

Reading Bar Graphs

Sometimes it is more convenient to arrange the bars horizontally.

The next graph is a horizontal bar graph. It illustrates the average number of
face masks sold by type per day in a certain online store in Manila. The scale is
written in the horizontal axis and the vertical axis is labelled with the types of face
mask sold.

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 Learning Module for Junior High School Mathematics

Average Number of Face Mask Sold By Type

Per Day in a Certain Online Store in Manila
During The ECQ

Type of Face Mask N95 Mask

Dust Mask

Cloth Mask

Surgical Mask

Neoprene Mask

0 500 1000 1500 2000

Average number of face mask sold

Use the bar graph to answer the following questions.

1. How many different types of face mask are compared? 5

2. What is the best-selling face mask? Surgical mask

3. What is the least-selling face mask? Neoprene mask

4. What is the average number of N95 mask sold per day? 400

5. What is the average number of dust mask sold per day? 200

6. Estimate the average number of surgical mask and cloth mask sold per
day. Surgical mask: about 1500, cloth mask: about 850

ACTIVITIES

Activity 1: Of the 300 patients in a hospital,

85 were blood type O,
100 of type A,
70 of type B, and
45 of type AB.

Construct a bar graph to present the given data.

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 Learning Module for Junior High School Mathematics

Activity 2: The following bar graph shows the methods of travelling to

school of all the Grade 7 students in a certain school during the “new
normal”.

Methods of Travelling to School of Grade 7

High School Students in the New Normal
450
400
350
Number of Students

300
250
200
150
100
50
0
By bicycle By By tricycle By car By foot
motorcycle

1. What is the most used method of travelling to school?

2. What is the least used method of travelling to school?
3. How many students walk to school?
4. How many students go to school by car?
5. How many students ride in a tricycle?
6. How many students go to school by motorcycle?
7. How many students bike their way to school?
8. What is the total number of Grade 7 students in the school?

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 Learning Module for Junior High School Mathematics
Activity 3: During Enhanced Community Quarantine, only essential
workers were allowed to go to work. Here is a list of numbers of workers in a
particular barangay who still go to work despite the COVID-19 scare.

Type of work Number of people working

Medical services 8
Funeral services 1
Emergency responders 5
Security services 35
Delivery services 20
Food supply related 16
Groceries / Drugstore Staff 9

Essential Workers in a Barangay During

The graph at the right
is made from the data
Quarantine
in the chart shown
above. There are 3 Food Supply Related
mistakes in the graph.
List them.
Number of workers

Delivery Services
____________________
____________________
____________________ Security Services

Emergency Responders

Funeral Services

Medical Services

0 10 Type20
of work 30 40

Type of work

You may explore more to check your

understanding!

REMEMBER

A bar graph is a graphical presentation of data that uses horizontal or

vertical bars to compare data among categories.

In constructing a bar graph, you should remember the following points:

1. Draw the horizontal and the vertical axes and label the axes.
2. Show the scale on the vertical axis.
3. Label the categories on the horizontal axis.
4. Draw the bars with the same width and space them evenly.
5. Give the bar graph a title.

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 Learning Module for Junior High School Mathematics

CHECK YOUR UNDERSTANDING

With the growing impatience towards the implementation of minimum health

standards now that we are in community quarantine because of COVID-19, we all
long to go back to our normal life and to do the things we love to do. You might be
curious what your friends would like to do first once the quarantine period is over.
Make a survey using an online poll in one of your Facebook Messenger
group chats. Remind your group chat members to choose only one among the
given options.
Poll Question: What is the first thing you will do once the quarantine
period is over?
Options:
• Hug all my friends and family
• Go for a run.
• Take a stroll in a mall.
• Take a stroll near the beach.
• Get a haircut.
• Eat my favorite food (like mango shake, siomai, pizza, and
many more)

Step 1: Step 2: Step 3:

Click the Poll button. Enter the Poll Question. Enter the Options.

❖ Reminder: Take a screenshot or click the printscreen while doing the poll
and once the results are ready. Include these screenshots in your output.
Step 4: Click Create Poll.
Step 5: Gather data.
Step 6: Make a frequency distribution of the gathered data.
Step 7: Construct a bar graph to present the data gathered.

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 Learning Module for Junior High School Mathematics

LESSON
5b
Histogram

LOOKING BACK TO YOUR LESSON

Look at the data below. These are the amount spent on groceries during the
60-day Enhanced Community Quarantine of a family in Gagalangin, Tondo.

215 225 236 241 216 236 236 219 220 231 237 243
224 231 225 218 237 240 235 220 216 228 225 223
227 232 238 236 236 230 235 231 235 220 245 247
225 225 226 227 230 231 241 246 249 246 241 244
230 235 242 237 237 239 241 241 240 223 224 239
What can you say about the arrangement of data?
The given data is listed with no particular order. It is unsorted thus, it is
quite difficult to understand.
Let us organize the data by classifying them into groups.
Complete the following distribution table for the given data.
Amount Tally Frequency
P 215 – P 219
P 220 – P 224
P 225 – P 229
P 230 – P 234
P 235 – P 239
P 240 – P 244
P 245 – P 249

BRIEF INTRODUCTION

Read the selection below.

ON KEEPING THINGS ORGANIZED

Maya Mott does not want to be angry anymore with her friend Mack
Ahlat because of his being inconsiderate. What will she do?
In this time of COVID-19 scare, where going out could be a
tremendous risk, it is not enough just to be clean all the time. It is also
important to be organized: knowing the best place where to put the alcohol
or sanitizer; choosing the spot where to leave the things we bring home after
going out and; putting in a laundry basket what we wear that day when we
go out.
Maya Mott wants to teach her friend Mack Ahlat all these things. It is
her way of helping him to be safe in this time of crisis. Let us just hope that
Mack Ahlat would not be so hardheaded and just follow what his friend
Maya Mott wants him to do. After all, it is all for his own good.
As we keep things organized at home, statistical data, to be more
comprehensible, need to be organized as well. To organize data is to group
them into classes. Grouped data may be presented graphically using a
special type of bar graph called histogram.
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 Learning Module for Junior High School Mathematics

Histogram: Graphical Presentation of Grouped Data

In graphically presenting data already in a grouped frequency distribution
table, a histogram is used. It is a special type of bar graph that represents the
frequency distribution of a grouped data. Histogram consists of rectangles of equal
widths. The frequencies are represented by the heights of the rectangles.

How to Construct a Histogram

Example: Draw a histogram for the data given in the table below.

Frequency Distribution of the Amount Spent on Groceries

During the 60 Days Enhanced Community Quarantine
Amount Class Boundary Class Mark Frequency
P 215 – P 219 214.5 – 219.5 217 5
P 220 – P 224 219.5 – 224.5 222 7
P 225 – P 229 224.5 – 229.5 227 9
P 230 – P 234 229.5 – 234.5 232 8
P 235 – P 239 243.5 – 239.5 237 16
P 240 – P 244 239.5 – 244.5 242 10
P 245 – P 249 244.5 – 249.5 247 5
TOTAL 60

Solution: To draw the histogram, the class boundaries are marked on the
horizontal axis and the frequencies are marked on the vertical axis.

Class Boundaries

REMEMBER!

1. A histogram is similar to a bar graph, but there is no space between the

bars.
2. The area of each rectangle is proportional to the frequency of that interval.

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 Learning Module for Junior High School Mathematics

3. The midpoint of the base of each rectangle corresponds to the class mark.
The boundaries of each rectangle correspond to the class boundaries.
Usually the class marks are labelled instead of the class boundaries.

Reading Histogram

The following histogram shows the customers’ waiting time while falling in
line outside a Mercury Drugstore branch in Manila.

Customers' Waiting Time While Falling in Line

Outside Mercury Drugstore Branch in Manila
14
12
10
Frequency

8
6
4
2
0
3 8 13 18 23
Time (in min)

0.5 5.5 10.5 15.5 20.5 25.5

Use the histogram to answer the following questions.

1. How many customers waited between 15.5 and 20.5 minutes? 6

2. How many customers waited between 5.5 and 10.5 minutes? 8

3. How many customers waited from 11 minutes to 15 minutes? 13

4. How many customers waited from 21 minutes to 25 minutes? 4

5. Which time interval has the most number of customers waiting? 10 –

20 minutes

6. Which time interval has the least number of customers waiting? 1-5
minutes

7. How many customers waited from 1 minute to 10 minutes? 10

8. How many customers waited from 1 minute to 20 minutes? 28

9. How many customers waited for more than 15 minutes? 10

10. How many customers waited for less than 16 minutes? 22

11. How many customers are there in all? 32

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 Learning Module for Junior High School Mathematics

ACTIVITIES

Activity 1: The following are the names of Presidents of the Philippines

and their age at their inauguration.

Emilio Aguinaldo | 30 Diosdado Macapagal | 51

Manuel Quezon | 57 Ferdinand Marcos | 48
Sergio Osmeña | 66 Corazon Aquino | 53
Manuel Roxas | 54 Fidel Ramos | 64
Jose Laurel | 52 Joseph Estrada | 61
Elpidio Quirino | 58 Gloria Arroyo | 54
Ramon Magsaysay | 46 Benigno Aquino III | 50
Carlos Garcia | 61 Rodrigo Duterte | 71

Complete the following frequency distribution table for the following

inauguration age in years.
Age at Class Class Mark Frequency
Inauguration Boundary
30 – 39
40 – 49
50 – 59
60 – 69
70 – 79
TOTAL

Activity 2: Draw a histogram for the frequency distribution in Activity 1.

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 Learning Module for Junior High School Mathematics

Activity 3: The following histogram shows the height of the students in a

certain school after the quarantine period.

Students Height after the Quarantine

(in cm)
25

20
Number of Students

15

10

0
Under 151 151 - 155 156 - 160 161 - 165 166 - 170 Over 170
Students’ Height (in cm)

1. Give the number of students in each height interval.

Under 151 cm __________
151 – 155 cm __________
156 – 160 cm __________
161 – 165 cm __________
166 – 170 cm __________
Over 170 cm __________
2. How many students are in the 166 – 170 cm interval?
3. How many students are between 156 cm and 170 cm in height?
4. How many students are above 160 cm in height?
5. How many students are below 156 cm in height?
6. How many students are there in all?

Activity 4: The following histogram shows the scores of 40 students in an

online math quiz.
1. How many students got a score between 5.5 and 8.5?
2. How many students got a score between 14.5 and 17.5?
3. How many students got a score from 0 – 2?
4. How many students got a score from 9 – 11?
5. At which score interval did most of the students' scores fell?
6. At which score interval did the least number of the students' scores
fell?
7. How many students scored from 0 to 8?
8. How many students scored from 12 to 20?
9. How many students got a score higher than 8?
10. How many students got a score lower than 6?

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 Learning Module for Junior High School Mathematics

Scores of 40 Students in an Online Math Quiz

14

12

10
Frequency

0
1 4 7 10 13 16 19
Scores

0 2.5 5.5 8.5 11.5 14.5 17.5 20

You may explore more to check your

understanding!

REMEMBER

A histogram is a special type of bar graph that represents the frequency

distribution of a grouped data. Histogram consists of rectangles of equal
widths. The frequencies are represented by the heights of the rectangles.

Important things to remember about histogram:

1. A histogram is similar to a bar graph, but there is no space between

the bars.
2. The area of each rectangle is proportional to the frequency of that
interval.
3. The midpoint of the base of each rectangle corresponds to the class
mark. The boundaries of each rectangle correspond to the class
boundaries. Usually the class marks are labelled instead of the class
boundaries.

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 Learning Module for Junior High School Mathematics

CHECK YOUR UNDERSTANDING

Because of physical distancing and community quarantine, there are things

we cannot do now. Our means of communication become limited. Connectivity with
one another is through the internet where we spend much of our time.

Draw a histogram for the following frequency distribution.

Average Time Spent Online Every Day

in a Class of 40 Students
Time (in min) Frequency
1 – 30 1
31 – 60 4
61 – 90 14
91 – 120 5
121 – 150 6
151 – 180 6
181 – 210 4
TOTAL 40

LESSON
5c
Ogive

LOOKING BACK TO YOUR LESSON

Line graphs are used to present data graphically when there is a change of
data over a period of time.
Draw a line graph for the following ungrouped data.

Recorded Sales of Surgical Face Mask in a Certain Drugstore in Manila

Year 01/2020 02/2020 03/2020 04/2020 05/2020
Number of Face
1300 600 4000 1500 2450
Mask Sold

Sales of Surgical Mask in a Certain

Drugstore in Manila from January to May
2020
Number of Surgical masks sold

8000

6000

4000

2000

0
01/2020 02/2020 03/2020 04/2020 05/2020
Date

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 Learning Module for Junior High School Mathematics
Sometimes, data are grouped into classes. Grouped data may be presented
graphically using a special kind of line graph called ogive.

BRIEF INTRODUCTION

Read the selection below.

FLATTENING THE CURVE

With 14,319 confirmed COVID-19 positive cases in the Philippines as
of May 25, 2020, and still counting, we cannot help but think, “Are we really
flattening the curve?”
Flattening the curve according to Dr Siouxsie Wiles, a British
microbiologist and an expert in infectious diseases, means preventing a
sharp peak of infections or a sudden increase in the number of people getting
infected. This helps avoid healthcare services being overwhelmed by positive
cases and also provides more time for treatment and for developing a vaccine
for the cure of the disease.
The following graph shows the daily number of reported COVID-19
cases from May 20, 2020 to May 25, 2020.

Daily Number of Confirmed COVID-

19 Cases In the Philippines from
May 20, 2020 to May 25, 2020

300
250
Number of cases

200
150
100
50
0
5/20 5/21 5/22 5/23 5/24 5/25
Date

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 Learning Module for Junior High School Mathematics

Ogive: Cumulative Line Graph

Ogive is a line graph that displays the cumulative frequency of each class at
its upper or lower class boundary. It can be used to determine the number of data
values that lie above or below a particular value in a data set. It is best used if you
want to display the total frequency at any given time. However it is not good for
comparisons between categories because it only combines frequencies in a single
category thus, indicating an accumulation of frequencies.

Cumulative Frequency

The cumulative frequency is a running total of the frequencies. There are two
kinds of cumulative frequency: the less than cumulative frequency and the more
than cumulative frequency. The less than cumulative frequency (<cf) can be
obtained by copying the first frequency and adding each succeeding frequencies to
the <cf value up to the last value.

Frequency Distribution of the Amount Spent on Groceries

During the 60 Days Enhanced Community Quarantine

Amount Frequency Less Than Cumulative

(P) (f) Frequency (<cf)
P 215 – P 219 5 5
P 220 – P 224 5+7 12
P 225 – P 229 12 + 9 21
P 230 – P 234 21 + 8 29
P 235 – P 239 29 + 16 45
P 240 – P 244 45 + 10 55
P 245 – P 249 55 + 5 60
TOTAL 60

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 Learning Module for Junior High School Mathematics

On the other hand, the more than cumulative frequency (>cf) starts with the
total frequency. The succeeding values can be obtained by subtracting the total
frequency to the frequency of each class as shown in the table below.

Frequency Distribution of the Amount Spent on Groceries

During the 60 Days Enhanced Community Quarantine

Amount Frequency More Than

(P) (f) Cumulative Frequency
(>cf)
P 215 – P 219 60 – 5 60
P 220 – P 224 55 – 7 55
P 225 – P 229 48 – 9 48
P 230 – P 234 39 – 8 39
P 235 – P 239 31 – 16 31
P 240 – P 244 15 – 10 15
P 245 – P 249 5 5
TOTAL 60

Less Than Ogive

To draw an ogive, we need to construct first a frequency distribution table

that includes class boundaries and cumulative frequencies as one of the columns.

Example: Draw an ogive for the data given in the table below.

Frequency Distribution of the Amount Spent on Groceries

During the 60 Days Enhanced Community Quarantine
Amount Class Frequency Cumulative
(P) Boundary (f) Frequency (<cf)
P 215 – P 219 214.5 – 219.5 5 5
P 220 – P 224 219.5 – 224.5 7 +5 12
P 225 – P 229 224.5 – 229.5 9 + 12 21
P 230 – P 234 229.5 – 234.5 8 + 21 29
P 235 – P 239 234.5 – 239.5 16 + 29 45
P 240 – P 244 239.5 – 244.5 10 + 45 55
P 245 – P 249 244.5 – 249.5 5 + 55 60
TOTAL 60

Solution:
To draw the ogive, the upper class boundaries are marked on the horizontal
axis and the cumulative frequencies are marked on the vertical axis. By
convention, an ogive begins on the horizontal axis at the lower class boundary of
the first class interval.

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 Learning Module for Junior High School Mathematics

Frequency Distribution of the Amount Spent on Groceries

During the 60 Days Enhanced Community Quarantine
Amount Class Frequency Cumulative
(P) Boundary (f) Frequency (<cf)
P 215 – P 219 214.5 – 219.5 5 5
P 220 – P 224 219.5 – 224.5 7 +5 12
P 225 – P 229 224.5 – 229.5 9 + 12 21
P 230 – P 234 229.5 – 234.5 8 + 21 29
P 235 – P 239 243.5 – 239.5 16 + 29 45
P 240 – P 244 239.5 – 244.5 10 + 45 55
P 245 – P 249 244.5 – 249.5 5 + 55 60
TOTAL 60

Next, plot the points: (Upper Class Boundary, Cumulative Frequency)

Horizontal axis Vertical axis

• The point is the intersection of the upper class boundary and

its corresponding less than cumulative frequency.

Then connect the dots with a straight line.

Amount Spent on Groceries During

the 60-Day ECQ
70
Cumulative Frequency

60 60
55
50
45
40
30 29
20 21
10 12
5
0 0
210 215
214.5 220
219.5 225
224.5 230
229.5 235
234.5 240
239.5 245
244.5 250
249.5 255
Amount spent (in Pesos)

This graph is a less than type ogive. As you can see, this graph has an
increasing trend. This is the characteristic of a less than type ogive.

More Than Ogive

Another type of ogive is the more than type ogive. To draw the more than
type ogive, we need to construct first the frequency distribution table that includes
the columns for the lower class boundaries and the more than cumulative
frequencies (>cf).

25
 Learning Module for Junior High School Mathematics

Frequency Distribution of the Amount Spent on Groceries

During the 60-Day Enhanced Community Quarantine
Amount Class Frequency Cumulative
Boundary Frequency (>cf)
P 215 – P 219 214.5 – 219.5 5 60
P 220 – P 224 219.5 – 224.5 7 60 – 5 = 55
P 225 – P 229 224.5 – 229.5 9 55 – 7 = 48
P 230 – P 234 229.5 – 234.5 8 48 – 9 = 39
P 235 – P 239 243.5 – 239.5 16 39 – 8 = 31
P 240 – P 244 239.5 – 244.5 10 31 – 16= 15
P 245 – P 249 244.5 – 249.5 5 15 – 10= 5
TOTAL 60

Next, plot the points: (Lower Class Boundary, > Cumulative Frequency)
Horizontal axis Vertical axis

• The point is the intersection of the lower class boundary and

its corresponding >cumulative frequency.

Then connect the dots with a straight line.

Amount Spent on Groceries During the

60-Day ECQ
70
60 60
Cumulative Frequency

55
50 48
40 39
30 31
20
15
10
5
0
210 215
214.5 220
219.5 225
224.5 230
229.5 235
234.5 240
239.5 245
244.5 250
Amount Spent (in Pesos)

The characteristic of the graph of a more than type ogive is decreasing, as

shown in the graph above.

26
 Learning Module for Junior High School Mathematics

Reading Ogive

Looking back at our less than type ogive,

Amount Spent on Groceries During

the 60 Day ECQ
70
Cumulative Frequency

60 60
55
50
45
40
30 29
20 21
10 12
5
0 0
210 215
214.5 220
219.5 225
224.5 230
229.5 235
234.5 240
239.5 245
244.5 250
249.5 255
Amount spent (in Pesos)

you will see that the cumulative frequencies written beside the points are:
5 12 21 29 45 55 60.

We know that in these cumulative frequencies, other frequencies in the

previous classes are already included. So, the last cumulative frequency in the
graph is equivalent to the total number of data values or observations in our data
set.

N (number of data values) = last cumulative frequency in a less than type ogive

The total number of data values in this example is 60. If we will sort the data
values from smallest to greatest, at what place will the middle data value be?

𝑁+1
Position of the middle data value in the data set =
2
where N = number of data values

To get the position of the middle data in our example,

𝑁+1
Position of the middle data =
2

60+1
=
2

61 1
= or 30 th data value
2 2

Therefore, the middle data value is located between the 30th and the
31st.

So, by just looking at the graph, since the data values are arranged in order
from least to greatest, we can conveniently determine the position of any data value
in our set of data and locate the specific class where that data value belongs.

27
 Learning Module for Junior High School Mathematics

1. At what class does the 10th data value belong?

Answer: The 10th data value belongs to the class with class boundaries
219.5 – 224.5. Since the cumulative frequency of this class is 12
and the cumulative frequency of the previous class is 5, the 10 th
data value is included in this class.
2. At what class does the 30th data value belong?
Answer: The 30th data value belongs to the class with class boundaries
234.5 – 239.5. Since the cumulative frequency of this class is 45
and the cumulative frequency of the previous class is 29, the
30th data value is included in this class.

Aside from easy location of our individual data values, we can also
immediately determine how many data values fall at, below or above a certain level,
just by looking at the graph.
Examples:

Let us look at the less than ogive again.

1. How many days had the amount spent on groceries reached P 219.50 or
below?
Answer: 5 days
2. How many days had the amount spent on groceries reached P 224.50 or
below?
Answer: 12 days
3. How many days had the amount spent on groceries reached P 234.50 or
below?
Answer: 29 days
4. How many days had the amount spent on groceries reached P 244.50 or
more?
Answer: 5 days
Why?

ACTIVITIES

Activity 1: Complete the following frequency distribution table.

Scores of 50 Students on a Science Online Quiz

Less Than More Than
Class Class
Frequency Cumulative Cumulative
Interval Boundary
Frequency Frequency
0–2 2
3–5 4
6–8 15
9 – 11 12
12 – 14 9
15 – 17 7
18 – 20 1
TOTAL

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 Learning Module for Junior High School Mathematics

Activity 2a: Complete the following frequency distribution table.

Amount of Hand Sanitizer Available in Each House

At a Certain Barangay in Manila
Amount of Hand Less Than Cumulative
Upper Frequency
Sanitizer Frequency
Class Boundary (f)
(in mL) (<cf)
100 – 199 2
200 – 299 6
300 – 399 10
400 – 499 24
500 – 599 30
600 – 699 12
700 – 799 5
800 – 899 1
TOTAL

Activity 2b: Draw a less than type ogive for the frequency distribution in
Activity 2.

Amount of Hand Sanitizer Available in Each Household at a

Barangay in Manila
100
90
80
Cumulative frequency

70
60
50
40
30
20
10
0
0 99.5 200
199.5 299.5 400
399.5 499.5 600
599.5 699.5 800
799.5 899.5 1000
Amount of hand sanitizer (in mL)

29
 Learning Module for Junior High School Mathematics

Activity 3a: Complete the following frequency distribution table.

Amount of Hand Sanitizer Available in Each House

At a Certain Barangay in Manila
Amount of Hand More Than Cumulative
Lower Class Frequency
Sanitizer Frequency
Boundary (f)
(in mL) (>cf)
100 – 199 2
200 – 299 6
300 – 399 10
400 – 499 24
500 – 599 30
600 – 699 12
700 – 799 5
800 – 899 1
TOTAL

Activity 3b: Draw a more than type ogive for the frequency distribution in
Activity 3a.

Amount of Hand Sanitizer Available in Each Household at a

Barangay in Manila
100
90
80
Cumulative frequency

70
60
50
40
30
20
10
0
0 99.5 200
199.5 299.5 400
399.5 499.5 600
599.5 699.5 800
799.5 899.5 1000
Amount of hand sanitizer (in mL)

30
 Learning Module for Junior High School Mathematics

Activity 4: The following ogive shows the number of Grade 7 enrolees in a

particular school categorized according to their age bracket.

Grade 7 Enrollees for SY: 2020-2021 100

97
100.00%
100 91
90.00%
90

CUMULATIVE FREQUENCY 80.00%

80 71
70.00%
70
60.00%
60 50
50
50.00%
40
40.00%
30
30.00%
20
20.00%
10
10.00% 0
0
0.00%
10.5 13.5 16.5 19.5 22.5 25.5
AGE

1. How many Grade 7 students are between10.5 and 16.5 years of age?
2. How many Grade 7 students are between 10.5 and 19.5 years of age?
3. How many Grade 7 students are older than 16 years old?
4. How many Grade 7 students are there in all?
5. What age range has the highest frequency?
6. What is the cumulative frequency at age range 20 – 22 years old?

You may explore more to check your

understanding!

REMEMBER

Ogive is a line graph that displays the cumulative frequency of each class
at its upper or lower class boundary. It can be used to determine the
number of data values that lie above or below a particular value in a data
set.

Steps in constructing an ogive:

1. Prepare the frequency distribution table consisting of the class

intervals, class boundaries, frequencies, and cumulative
frequencies.
2. Mark the upper boundary (for less than ogive) or lower boundaries
(for more than ogive) on the horizontal axis and mark the
cumulative frequencies on the vertical axis.
3. Plot the points by drawing a dot on the intersection of the
upper/lower boundary and its corresponding cumulative frequency.
4. Connect the dots with a straight line.

31
 Learning Module for Junior High School Mathematics

CHECK YOUR UNDERSTANDING

Draw a less than type ogive for the following distributions.

Average Time Spent Online Every Day

In a Class of 40 Students.
Time (in min) Frequency
1 – 30 1
31 – 60 4
61 – 90 14
91 – 120 5
121 – 150 6
151 – 180 6
181 – 210 4

REF
REFLECTIVE LEARNING SHEET

1. Based on our situation on COVID-19 or in any other situation in our

lives, why is it important to back up our decision with hard facts and up to
date data? Will this facts and data help us arrive at a correct and sensible
decision? Should we allow our emotions or personal reasons drive us
towards our decision? Or can we strike a balance between facts and
emotions? What are your thoughts on this?
________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. With the COVID-19 virus looming around, is it really necessary to be

extra careful? Do we really need a systematic and organized way of doing
things? If yes, can we make a little adjustment in the way we normally do
things? These adjustments may not always seem trivial. At times it is a big
issue for some of us. With this in mind, are we willing to make sacrifices not
just for our safety but most importantly for the safety of our loved ones?
________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

32
 Learning Module for Junior High School Mathematics

POST TEST

Read the questions carefully. Write the correct answer on a sheet of paper.

For numbers 1 – 4, please refer to the graph below.

Number of Cars Sold for the Month

of April, 2020
Mazda
Kia
Car brand

Ford
Honda
Hyundai

0 10 20 30 40 50 60
Number of cars sold

1. What type of graph is shown?

a. vertical bar graph c. histogram
b. horizontal bar graph d. ogive

2. Using the graph above, how many Honda cars were sold for the month of
April?
a. 10 c. 25
b. 20 d. 50

3. Which was the highest selling car?

a. Mazda c. Ford
b. Kia d. Honda

4. How many cars were sold in all?

a. 110 c. 130
b. 120 d. 140

5. A histogram is made of what geometric figures?

a. adjacent rectangles c. adjacent squares
b. non-adjacent rectangles d. non-adjacent squares

6. Which of the following corresponds to the midpoint of the base of each

rectangle in a histogram?
a. class limit c. class mark
b. class boundary d. class interval

33
 Learning Module for Junior High School Mathematics

For numbers 7 – 9, refer to the graph below.

Test Scores of Grade 7 Students in a Math

Online Quiz
35
30
Number of students

25
20
15
10
5
0
4.5 14.5 24.5 34.5 44.5
Scores

0 9.5 19.5 29.5 39.5 49.5

7. Which type of graph is illustrated above?

a. line graph c. histogram
b. pie chart d. ogive

8. How many students got a score between 9.5 and 19.5?

a. 2 b. 5 c. 10 d. 30

9. Estimate the number of students who scored lower than 10.

a. 2 b. 5 c. 10 d. 30

10. Another name for an ogive.

a. vertical line graph c. cumulative line graph
b. horizontal line graph d. frequency line graph

11. A graphical presentation of less than cumulative frequency.

a. more than ogive c. equal ogive
b. less than ogive d. ogive

12. Which values complete the following frequency table using the more than
cumulative frequency.

Frequency More than cumulative

Class Interval
(f) frequency (>cf)
0–3 2 ?
4–7 5 ?
8 – 11 8 ?
12 – 15 18 ?
16 – 19 13 ?
20 – 23 4 ?
N 50

34
 Learning Module for Junior High School Mathematics
A. B. C. D.
> cf > cf > cf > cf
2 50 4 2
5 48 17 7
8 43 35 15
18 35 43 33
13 17 48 46
4 4 50 50

13. In this ogive graph, how many participants are older than 5.5 years old?

Number of Participants in an
Online Chess
100 90
85
90
Cumulative Frequency

80
70 60
60
50
40 30
30
15
20 7
10 2
0
0 10
5.5 11.5 20 17.5 30 29.5
23.5 40
35.5 41.550
Age (in years)

a. 90 c. 60
b. 85 d. 30

14. Using the same graph above, how many participants are older than 29.5
years old?
a. 30 c. 7
b. 15 d. 2

15. The ages of 40 parents who attended the Parent-Teacher Conference via
Zoom are:

35 30 29 40 32 45 28 37 50 28
31 26 27 28 32 46 30 41 33 40
43 40 39 43 38 28 35 46 42 38
41 49 33 45 37 46 42 38 29 27

Which graph will best present the given data above?

a. Bar graph c. Histogram

b. Line graph d. Ogive

35
 Learning Module for Junior High School Mathematics

E-SITES

To further explore the concept learned, you may visit the following links:

https://www.khanacademy.org/math/statistics-probability/analyzing-
categorical-data
https://www.khanacademy.org/math/pre-algebra/pre-algebra-math-
reasoning/pre-algebra-picture-bar-graphs/v/creating-bar-charts-1
https://www.khanacademy.org/math/ap-statistics/quantitative-data-
ap/histograms-stem-leaf/v/histograms-intro

REFERENCES

Geruela, Marilou, et al (2015). Mathematics for 21st Century Learner. Diwa

Learning System Inc. Makati City, Philippines
Fisico, Misael Jose, et al (1997). 21st Century Mathematics (First Year).
Phoenix Publishing House, Inc. Philippines
Eicholz, Robert, et al (1989). Addison-Wesley Mathematics Teacher’s Edition
Book 8. Addison-Wesley Publishing Company, Inc. California, USA
https://en.wikipedia.org/wiki/List_of_presidents_of_the_Philippines_by_age
https://byjus.com/maths/ogive/
https://www.statisticshowto.com/ogive-graph
https://www.math-only-math.com/cumulative-frequency-curve.html
https://www.slideshare.net/dmallett/ogive-pic
https://www.bing.com/search?q=graphs+of+covid+19+in+the+philippines&q
s=n&form=QBRE&sp=-1&pq=graphs+of+covid+19+in+the+phi&sc=0-
29&sk=&cvid=416181D944604C12ABC74D3AE2EDE48F
https://www.cliffsnotes.com/study-guides/statistics/graphic-displays/ogive
http://www.compton.edu/facultystaff/jmmartinez/docs/Math-150-Spring-
2015/Math-150-CH2-LectureSlides.pdf
https://thespinoff.co.nz/society/09-03-2020/the-three-phases-of-covid-19-
and-how-we-can-make-it-manageable/

36
 Learning Module for Junior High School Mathematics

PISA – BASED ACTIVITY 1

Learning Competency

Uses appropriate graphs to represent organized data: bar graph and histogram.
(M7SP-IVd-55.2)

Connected

Philippines has been tagged as the world's social media capital due to
millions of Filipinos actively using social networking sites, specifically Facebook.
As of March 2020, NapoleonCat.com has recorded 73,820,000 Facebook
active users in the country. The tables below show the number of users by
gender and by age.

Table 1. Facebook users in the Philippines by gender.

Gender Number of users

Male 34,695,400
Female 39,124,600

Table 2. Facebook users in the Philippines by age.

Ages Number of users

13-17 7,234,360
18-24 23,991,500
25-34 21,998,360
35-44 10,482,440
45-54 5,388,860
55-64 2,805,160
65+ 1,919,320

Table 1 shows that 53% of the Filipino Facebook users are female while
table 2 shows that 32.5% of Filipinos using Facebook are ages from 18 to 24
years old.

Social media is the platform where information is easy to access. With

this advantage, people must also be vigilant in believing and sharing
information for we only want to circulate truth and reliable facts to everyone.

37
 Learning Module for Junior High School Mathematics

Let’s Analyze

1. What is the most widely used social networking media site?

2. Which table (Table 1 or Table 2) will be best presented using a bar graph?
Why?

3. Which category in the bar graph showed the highest data?

4. Which table (Table 1 or Table 2) will be best presented using a histogram?

Why?

5. Which category in the histogram showed the lowest data?

PISA – BASED ACTIVITY 2

Learning Competency

Represent organized data using ogive. (M7SP-IVe-55.3)

Punctuality

Philippines is one of the countries in the world that suffers from heavy
traffic. It takes an average of 66 minutes for a normal commuter to go to
work and at least 135 minutes during peak hours. With this, every normal
commuter
Based onmust our leave their
situation onhome early just
COVID-19 or innot
anytoother
be late in work.
situation in our lives, why
is it important to back upwould
A company our decision on hard
like to know facts their
whether and up to date data?
employees Willtothis
belong
factsthis
and dataofhelp
type us arriveThey
commuter. at ahave
correct and sensible
surveyed decision? about
their employees Shouldtheir
we allow
our emotions orgoing
travel time personal reasons
to work and to drive
they us come
have towardsupour decision?
with the tableOr can we strike
below.
a balance between facts and emotions? What are your thoughts on this?
Travel time (minutes) Number of employees
5-25 12
With these COVID-19 26-46virus looming around, is 32 it really necessary to be extra
careful? Do we really need 47-67
a systematized and organized 12 way of doing things?
If yes, can we make 68-88
a little adjustment in the way 22 we normally do things?
These adjustments might89-109not be very little. It is in fact 10
very big, and this will be
110-130
toilsome for every one of us. 7
With this in mind,131-151
are we willing to make sacrifices 5 not just for our safety but
most importantly for the safety of our loved ones?
Punctuality is one of the best attributes any employee can possess
and any employers would like to have for his company. If you become an
employer, would the travel time of your applicants spent in going to work
affect your decision in hiring them? 38
 Learning Module for Junior High School Mathematics

Let’s Analyze

1. Complete the table below. First cumulative frequency is provided

already.

Travel time Number of Cumulative

(minutes) employees frequency
5-25 12 12
26-46 32
47-67 12
68-88 22
89-109 10
110-130 7
131-151 5

2. Construct an ogive graph.

3. How many employees were surveyed?

4. What is the average (median) travel time of their employees?

39