Mathematics - Junior Secondary 2 - Representation of Real-life Situations on a Graph and the Reason(s)

Representation of Real-life Situations on a Graph and the Reason(s)

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TERM: 2ND TERM

WEEK 9

Class: Junior Secondary School 2
Age: 13 years
Duration: 40 minutes of 5 periods
Subject: Mathematics
Topic: Representation of Real-life Situations on a Graph and the Reason(s)
Focus: Graphs and their applications in real life

SPECIFIC OBJECTIVES:
By the end of the lesson, pupils should be able to:

  1. Represent real-life situations using graphs.
  2. Understand the reasons why graphs are used in real-life situations.
  3. Interpret data from graphs.
  4. Explain how graphs simplify the presentation of complex data.
  5. Apply graphs to real-life scenarios such as population growth, temperature change, and business trends.

INSTRUCTIONAL TECHNIQUES:
• Question and answer
• Guided demonstration
• Discussion
• Drills and exercises
• Real-life application

INSTRUCTIONAL MATERIALS:
• Graph paper
• Ruler
• Whiteboard and marker
• Sample graphs (bar graphs, line graphs, pie charts)
• Worksheets
• Internet access (optional, for real-life data examples)

 

PERIOD 1 & 2: Introduction to Graphs and Representation of Real-life Situations

PRESENTATION:

Step

Teacher’s Activity

Pupil’s Activity

Step 1 - Introduction

Introduces graphs and their importance in real-life scenarios.

Pupils listen and ask questions.

Step 2 - Explanation

Explains different types of graphs (bar, line, pie) and their uses in daily life (e.g., weather, sales).

Pupils observe and ask questions.

Step 3 - Demonstration

Demonstrates how to plot data on a bar graph using sample data (e.g., monthly sales of a product).

Pupils follow along and practice plotting data.

Step 4 - Note Taking

Teacher explains how to label axes, scale, and title a graph.

Pupils take notes and copy examples.

NOTE ON BOARD:

  • Bar Graphs: Used to compare data across different categories.
  • Line Graphs: Used to show trends over time.
  • Pie Charts: Used to show proportions of a whole.

EVALUATION (5 exercises):

  1. Identify and explain the purpose of a bar graph.
  2. How do line graphs help to track changes over time?
  3. What is the difference between a bar graph and a pie chart?
  4. Explain how temperature changes can be represented in a graph.
  5. Why is it important to label axes when creating a graph?

CLASSWORK (5 questions):

  1. Draw a bar graph to represent the number of books sold each month (use data of your choice).
  2. Create a line graph for the monthly temperature data of a city for a year.
  3. Using a pie chart, represent the percentage of students who prefer different school subjects (e.g., Math, Science, English, etc.).
  4. Create a bar graph for the number of students in each class in your school.
  5. Draw a line graph to represent the growth of a plant over a month.

ASSIGNMENT (5 tasks):

  1. Create a pie chart to represent the number of different sports played by students in your school.
  2. Plot a line graph showing the number of visitors to a website over a week.
  3. Use a bar graph to compare the population of five countries.
  4. Draw a line graph to show the variation in rainfall over a year in your location.
  5. Create a graph to represent the number of hours spent on different subjects by a student in a week.

 

PERIOD 3 & 4: Interpreting Graphs in Real-life Scenarios

PRESENTATION:

Step

Teacher’s Activity

Pupil’s Activity

Step 1 - Introduction

Reviews previous lesson and emphasizes the importance of interpreting graphs.

Pupils respond to questions about graphs.

Step 2 - Explanation

Demonstrates how to interpret data from a bar graph and line graph.

Pupils observe and ask clarifying questions.

Step 3 - Demonstration

Uses real-life data (e.g., population growth, temperature trends) to interpret graphs.

Pupils work with sample data to interpret the graph.

Step 4 - Note Taking

Teacher explains the steps for interpreting graphs, such as identifying trends, peaks, and lows.

Pupils take notes on interpreting graphs.

NOTE ON BOARD:

  • Trend Analysis: Identifying the pattern (increase or decrease) in the data.
  • Peaks and Lows: Identifying the highest and lowest points in a graph.
  • Interpreting Labels and Scales: Understanding what each axis represents and the intervals used.

EVALUATION (5 exercises):

  1. Interpret the trend in a line graph showing yearly rainfall.
  2. Explain what the peaks and troughs represent in a bar graph of monthly sales data.
  3. Identify the highest and lowest points in a line graph showing temperature changes.
  4. What can you infer from a pie chart showing the population distribution of different age groups?
  5. Based on the graph, explain the population trend of a country over the last decade.

CLASSWORK (5 questions):

  1. Given a bar graph showing the number of students in each grade, identify which grade has the most students.
  2. Analyze a line graph showing the rise in the price of oil over the last five years. What is the trend?
  3. Based on a pie chart showing the percentage of students who enjoy different activities, identify the most popular activity.
  4. Use a line graph to explain how the temperature in a city changes during the summer months.
  5. Interpret the graph of a business's quarterly revenue and identify any significant changes.

ASSIGNMENT (5 tasks):

  1. Analyze a bar graph of monthly expenses and explain the major areas of spending.
  2. Interpret a line graph showing a student’s test scores over a year. What does the trend suggest?
  3. Given a pie chart of survey results, explain the significance of the largest section.
  4. Explain what happens to the population of a country according to the graph provided.
  5. Based on the graph showing rainfall, identify the month with the highest rainfall.

 

PERIOD 5: Applying Graphs to Real-life Situations

PRESENTATION:

Step

Teacher’s Activity

Pupil’s Activity

Step 1 - Introduction

Introduces how graphs are used to make decisions in real life (e.g., in business, education, health).

Pupils listen and engage with real-life applications of graphs.

Step 2 - Examples

Provides examples where graphs are used to interpret data (e.g., tracking stock prices, monitoring public health).

Pupils discuss and analyze the examples.

Step 3 - Drill

Pupils work in groups to create graphs based on real-life data provided (e.g., sales data, population data).

Pupils create graphs and discuss their findings.

Step 4 - Application

Teacher guides pupils in applying graphs to solve problems.

Pupils apply their knowledge of graphs to solve real-life problems.

EVALUATION (5 exercises):

  1. Why is it important to use graphs in tracking a business’s sales?
  2. How can graphs help in understanding climate change?
  3. Explain how line graphs can be used in monitoring a country’s economy.
  4. How can a teacher use graphs to track students' performance over time?
  5. Explain the role of graphs in managing a nation’s health statistics.

CLASSWORK (5 tasks):

  1. Create a graph that shows the growth of a business over the past year.
  2. Using data on the population of a country, create a graph that shows the population growth.
  3. Plot the sales data of a company over a year and describe the trend.
  4. Use a graph to show the number of books read by students in a month.
  5. Create a graph to represent monthly rainfall in your region for the last 12 months.

ASSIGNMENT (5 tasks):

  1. Collect data on something of interest to you and create a graph to represent it.
  2. Create a graph showing the population changes in your community over the last five years.
  3. Write a short report explaining the trends seen in a graph of your choice.
  4. Draw a graph showing the changes in temperature in your city throughout the year.

Using a graph, track and analyze a personal goal (e.g., exercise, study hours).