Mathematics - Senior Secondary 1 - Statistics

Statistics

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Term: 3rd Term

Week: 8
Class: Senior Secondary School 1
Age: 15 years
Duration: 40 minutes of 5 periods
Subject: Mathematics
Topic: Statistics

SPECIFIC OBJECTIVES:

By the end of the lesson, students should be able to:

  1. Revise methods of collecting, tabulating, and presenting data.
  2. Construct frequency tables from raw data.
  3. Identify and differentiate between various data presentation methods: bar chart, pie chart, histogram.
  4. Construct bar charts and histograms.
  5. Distinguish between bar charts and histograms using real-life examples.

INSTRUCTIONAL TECHNIQUES:

  • Interactive questioning
  • Guided data collection
  • Group work and hands-on practice
  • Use of real-life data
  • Demonstration and discussion

INSTRUCTIONAL MATERIALS:

  • Cardboard with students’ ages and family size data
  • Collected items like soft drink corks
  • Posters with real-life data (e.g., market prices)
  • Graph board and graph books
  • Rulers and pencils
  • Worksheets for practice

 

PERIOD 1 & 2: Revision on Collection, Tabulation, and Presentation of Data

PRESENTATION:

Step

Teacher’s Activity

Student’s Activity

Step 1 - Introduction

Revises the concepts of data, classification, and importance of data collection. Asks students to provide examples of data in everyday life.

Students participate by listing examples like ages, prices, and number of siblings.

Step 2 - Data Collection

Guides students to collect data such as ages of classmates or number of children in families.

Students submit corks and other objects and write down collected data.

Step 3 - Tabulation

Demonstrates how to tabulate data into frequency tables, explaining key terms like class interval, tally, and frequency.

Students observe and record the process in their notes.

Step 4 - Forms of Data Presentation

Lists and explains various methods of presenting data: bar chart, pie chart, histogram, etc.

Students list and identify forms of data presentation from examples.

NOTE ON BOARD:

  • Data can be collected from daily life situations.
  • Frequency table includes: class interval, tally, frequency.
  • Presentation methods: bar chart, pie chart, histogram, line graph.

EVALUATION (5 exercises):

  1. Give two examples of data that can be collected in class.
  2. Define a frequency table.
  3. List three methods of presenting data.
  4. What are the columns in a frequency table?
  5. Why is data collection important?

CLASSWORK (5 questions):

  1. Collect the ages of 10 students in class and tabulate them.
  2. Create a frequency table from the following data: [2, 3, 3, 4, 2, 4, 5, 3, 2, 4].
  3. List any two types of data presentation.
  4. What is a tally?
  5. Why is it important to present data clearly?

ASSIGNMENT (5 tasks):

  1. Collect the number of children in 10 different families and present in a table.
  2. Tabulate the data of soft drink corks collected by students.
  3. Write short notes on each method of data presentation.
  4. Create a frequency table from the price list of items in your home.
  5. Identify at least two places where statistics are used in real life.

 

PERIOD 3 & 4: Construction of Frequency Tables, Bar Charts, and Histograms

PRESENTATION:

Step

Teacher’s Activity

Student’s Activity

Step 1 - Constructing Frequency Tables

Provides raw data and demonstrates how to group and tabulate it into a frequency table.

Students construct frequency tables using the data provided.

Step 2 - Drawing a Bar Chart

Demonstrates how to construct a bar chart from the frequency table, using rulers and graph sheets.

Students construct a bar chart following the teacher’s guidance.

Step 3 - Drawing a Histogram

Explains how a histogram is different and demonstrates its construction with continuous class intervals.

Students construct histograms and observe the difference from bar charts.

Step 4 - Differentiating Charts

Highlights differences: bar charts have gaps; histograms do not. Bars in histograms represent continuous data.

Students compare and contrast both types of charts.

NOTE ON BOARD:

  • Bar chart: Discrete data, bars separated, used for categories.
  • Histogram: Continuous data, no gaps, used for class intervals.
  • Both are graphical data representations.

 

EVALUATION (5 exercises):

  1. Draw a frequency table using this data: [5, 5, 6, 7, 6, 5, 8, 6, 7, 8].
  2. Construct a bar chart from the frequency table above.
  3. Draw a histogram using grouped class intervals.
  4. State one major difference between a bar chart and a histogram.
  5. Why is a histogram used for continuous data?

CLASSWORK (5 questions):

  1. Construct a bar chart using your family size data.
  2. Draw a histogram for the ages of your classmates.
  3. Explain what makes a chart a histogram.
  4. List three key elements of a frequency table.
  5. Compare bar charts and histograms in your own words.

ASSIGNMENT (5 tasks):

  1. Research and give three uses of histograms in real life.
  2. Create a frequency table and bar chart of TV programs students watch.
  3. Collect price data from a shop and draw a histogram.
  4. Write a short report on the differences between bar chart and histogram.
  5. Use a graph book to draw a bar chart for 5 different fruits and their prices.

 

PERIOD 5: Conclusion and Review

PRESENTATION:

  • Recap the importance of collecting, organizing, and presenting data.
  • Ask students to summarize what they learned about frequency tables, bar charts, and histograms.
  • Review key differences using real-life examples.
  • Provide quick data exercises and observe students’ construction of charts.

 

EVALUATION:

  1. Assess students’ ability to construct frequency tables, bar charts, and histograms.
  2. Ask students to present their charts and explain the differences.

Provide feedback and corrections on previous assignments and classwork.