Mathematics - Primary 4 - Everyday Statistics

Everyday Statistics

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Term: 3rd Term

WEEK: 9

Class: Primary 4

Age: 9 years

Duration: 40 minutes of 5 periods

Subject: Mathematics

Topic: Everyday Statistics

SPECIFIC OBJECTIVES:

At the end of the lesson, pupils should be able to:

  1. ) Group data or information using diagrams, pictures, images, and symbols.
  2. ) Draw a bar chart and interpret the data.
  3. ) Identify the mode from a given graph.
  4. ) Relate data and graphs to real-life situations.
  5. ) Solve problems using theoretical probability and real-life data.

INSTRUCTIONAL TECHNIQUES:

  • Demonstration
  • Group work
  • Hands-on practice
  • Visual aids (charts, graphs, pictures)
  • Storytelling

INSTRUCTIONAL MATERIALS:

  • Graph paper
  • Markers, rulers
  • Pictures, images, and symbols for data grouping
  • Bar chart examples
  • Worksheets with graph exercises
  • Everyday objects for data collection (e.g., fruits, toys, etc.)

 

INSTRUCTIONAL PROCEDURES

PERIOD 1 and 2:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Introduces the concept of statistics in everyday life. Explains how data can be grouped and presented visually.

Pupils observe pictures and symbols to identify ways of grouping data.

STEP 2 – EXPLANATION

Explains the importance of grouping data for easy analysis (e.g., counting fruits in a basket). Introduces the concept of pictograms.

Pupils participate in identifying different ways to group data, such as colors, types, etc.

STEP 3 – DEMONSTRATION

Demonstrates how to create a pictogram using symbols to represent data (e.g., 1 apple = 1 symbol).

Pupils observe the demonstration and assist in creating a pictogram on the board.

STEP 4 – EXERCISES

Gives pupils a dataset (e.g., favorite fruits of classmates) and guides them to group the data into a pictogram.

Pupils work in groups to complete the pictogram.

EVALUATION:

  • Define what a pictogram is.
  • Create a pictogram for the favorite fruits of 10 classmates.

CLASSWORK:

  • Draw a pictogram representing the number of pets owned by 5 students in class.

ASSIGNMENT:

  • Collect data on the number of siblings of your classmates and create a pictogram.

 

PERIOD 3 and 4:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Recap the concept of pictograms and introduces bar charts as a way to present data. Explains the difference between pictograms and bar charts.

Pupils recall what they know about pictograms and identify differences with bar charts.

STEP 2 – EXPLANATION

Explains how to draw a bar chart, labeling the x-axis and y-axis. Demonstrates with an example (e.g., number of books read by each student).

Pupils observe and make notes on how to draw bar charts.

STEP 3 – DEMONSTRATION

Demonstrates the process of drawing a bar chart, using a simple dataset (e.g., number of pencils owned by different students in the class).

Pupils watch and help in drawing the bar chart on the board.

STEP 4 – EXERCISES

Provides exercises for pupils to create their own bar charts based on given data (e.g., number of pets owned by classmates).

Pupils work individually or in pairs to create a bar chart using the provided data.

NOTE

Bar chart for the number of pencils each student has

Students

Pencils

Bayo

5

Chidiebere

1

Temi

0

Stanley

2

Judith

3

 

EVALUATION:

  • Draw a bar chart for the number of different animals in the school zoo.
  • Explain how to read a bar chart.

CLASSWORK:

  • Create a bar chart showing the number of different colors of cars in the school parking lot.

ASSIGNMENT:

  • Draw a bar chart based on the number of different types of food you eat in a week (e.g., vegetables, fruits, etc.).

 

PERIOD 5:

STEP

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1 – INTRODUCTION

Explains the concept of mode in statistics (the most common value in a dataset).

Pupils ask questions and try to understand what the mode means.

STEP 2 – EXPLANATION

Introduces how to identify the mode in a bar chart and pictogram.

Pupils take notes on how to find the mode.

STEP 3 – DEMONSTRATION

Demonstrates identifying the mode using a bar chart (e.g., which fruit was chosen the most).

Pupils assist in finding the mode from a bar chart.

STEP 4 – EXERCISES

Provides examples of datasets and bar charts, guiding pupils to identify the mode in each.

Pupils work individually or in pairs to identify the mode in the given bar charts.

EVALUATION:

  • Identify the mode in a bar chart showing the number of students who like different subjects.
  • Explain what mode means in statistics.

CLASSWORK:

  • Draw a bar chart for the number of different ice cream flavors preferred by classmates and identify the mode.

ASSIGNMENT:

  • Analyze the number of hours spent on different activities over a week and identify the mode. Draw a bar chart based on your analysis.

CONCLUSION:

  • Review the key concepts: grouping data, pictograms, bar charts, and mode.
  • Discuss the importance of using statistics in everyday life, such as in tracking preferences or understanding trends.
  • Reinforce the idea of using statistics to solve real-life problems.

 

EVALUATION FOR THE WHOLE WEEK:

  • Class participation in identifying and interpreting graphs and pictograms.
  • Completion of classwork and assignments.
  • Ability to create and read bar charts and pictograms.

Understanding of the concept of mode and its application in real life.