30-Minute Lesson Plan: Frequency Distribution

Objectives
Students will:

- Define frequency, tally marks, range, class interval, lower and upper class limits.

- Distinguish between discrete and continuous data.

- Construct and interpret grouped and ungrouped frequency tables.

Starter Activity (5 minutes)

Q: Discrete or continuous? → Discrete

Most frequent value? → 3

Concept Teaching (10 minutes)

- Frequency: Number of occurrences.

- Tally marks: Fast counting system.

- Range: Highest - Lowest.

- Class interval: Group of values (e.g., 0–4).

- Lower/Upper class limits: First and last number of an interval.

Example 1 – Ungrouped (Discrete)

Range = 6 – 1 = 5

Example 2 – Grouped (Continuous)

Class size: 5

145–149:1, 150–154:2, 155–159:3, 160–164:3, 165–169:2

Guided Practice (Solutions)

Range = 19 – 11 = 8
Intervals (size 3):

11–13: 3 values

14–16: 4 values

17–19: 3 values

Differentiated Worksheet With Solutions

- Definitions included.

- Discrete data: Number of pencils.

- Tally:

1 → 2 times

3 → 1 time

5 → 3 times

Level 2:

Data: 4, 2, 6, 1, 2, 4, 5, 3, 4

Frequencies:

1(1), 2(2), 3(1), 4(3), 5(1), 6(1)

Range = 5

Mode = 4

Level 3:

Heights: 21–35 cm

Intervals: 21–25(3), 26–30(4), 31–35(4)

Highest frequency: 26–30 and 31–35

Teacher Rubric
Concept Accuracy: 3–2–1

Table Construction: 3–2–1

Interpretation: 3–2–1

Completion & Neatness: 3–2–1