Mathematics - Senior Secondary 1 - Statistics (II) - Pie chart and interpretation

Statistics (II) - Pie chart and interpretation

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Term: 3rd Term

Week: 9
Class: Senior Secondary School 1
Age: 15 years
Duration: 40 minutes of 5 periods
Subject: Mathematics
Topic: Statistics (II) – Pie Chart and Interpretation

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

  1. Calculate the sectoral components of a pie chart using frequency distribution.
  2. Draw a pie chart correctly using compass and protractor.
  3. Interpret the pie chart and bar chart to make inferences from data.

INSTRUCTIONAL TECHNIQUES:
• Question and answer
• Guided demonstration
• Discussion
• Group work
• Real-life data interpretation

INSTRUCTIONAL MATERIALS:
• Graph board
• Graph papers
• Compass and protractor
• Ruler and pencil
• Dataset for practice
• Chalkboard mathematical set

 

PERIOD 1 & 2: Introduction to Sectoral Components and Pie Chart Drawing

PRESENTATION:

Step

Teacher’s Activity

Student’s Activity

Step 1 - Introduction

Introduces the topic of pie charts and explains their usefulness in data representation. Revises basic statistics and frequency distribution.

Students listen attentively and take notes.

Step 2 - Calculating Sectoral Angles

Explains how to convert frequency to angles using the formula:

  

Angle = (Frequency ÷ Total Frequency) × 360°.

    

Demonstrates calculation with examples.

Students participate in calculating sectoral angles using given data.

  

Step 3 - Drawing Pie Chart

Guides students on using compass and protractor to draw circles and measure angles from the center. Draws a sample pie chart on the board.

Students follow and draw pie charts using their own tools and graph paper.

Step 4 - Labeling and Coloring Sectors

Shows how to properly label each sector and use color coding for clarity.

Students complete their pie charts and label correctly.

Step 5 - Real-life Example

Presents a real-life data set (e.g., time spent on school activities) and walks through the process of pie chart creation again.

Students relate to real-life applications and discuss findings.

NOTE ON BOARD:

  • Angle = (Frequency ÷ Total Frequency) × 360°
  • Pie chart is a circular representation of data.
  • Sectors must be measured and labeled accurately.

 

EVALUATION (5 exercises):

  1. Define a pie chart.
  2. Calculate the angle for a class with a frequency of 20 in a distribution with total frequency 80.
  3. What instrument is used to measure angles when drawing pie charts?
  4. What is the total angle in a pie chart?
  5. Why is accurate labeling important in pie charts?

CLASSWORK (5 questions):

  1. Given a frequency distribution, calculate sectoral angles.
  2. Draw a pie chart based on your calculations.
  3. Label each sector and assign a color.
  4. Explain one advantage of pie charts over bar charts.
  5. Use your compass and protractor to recreate a given pie chart.

ASSIGNMENT (5 tasks):

  1. Find a real-world pie chart (newspaper/internet) and bring it to class.
  2. Use any data set of your choice (e.g., students’ favorite subjects) to create a pie chart.
  3. Write a short explanation on how to draw a pie chart.
  4. Calculate sectoral angles for the data: [Math–15, English–10, Science–5, Art–10].
  5. Draw the pie chart for the above data on graph paper.

 

PERIOD 3 & 4: Interpreting Pie and Bar Charts

PRESENTATION:

Step

Teacher’s Activity

Student’s Activity

Step 1 - Review

Reviews previous lessons on pie chart construction.

Students respond to questions and revise notes.

Step 2 - Introducing Interpretation

Explains how to interpret pie charts using sector sizes. Guides students to infer most/least preferred data based on angles.

Students identify and interpret largest/smallest sectors.

Step 3 - Comparing with Bar Charts

Shows how same data can be presented in a bar chart. Draws a bar chart on the board.

Students observe, compare pie and bar charts.

Step 4 - Interpretation Practice

Gives students both a pie chart and a bar chart with questions like: “Which item had the highest frequency?” “Which two categories are equal?”

Students work in groups to interpret data.

Step 5 - Real-Life Application

Discusses how businesses and schools use these charts to make decisions.

Students suggest how data from a school can be turned into a chart.

NOTE ON BOARD:

  • Pie chart shows data as parts of a whole.
  • Bar chart compares quantities directly.
  • Interpretation involves understanding what each portion represents.

 

EVALUATION (5 exercises):

  1. What does each sector in a pie chart represent?
  2. Which chart shows part-to-whole relationship better—pie or bar chart?
  3. How do you identify the most common data in a pie chart?
  4. What tools do you need to draw a pie chart?
  5. Give one real-life use of pie charts.

CLASSWORK (5 questions):

  1. Interpret a pie chart to identify the category with highest percentage.
  2. Explain why two sectors might be the same size.
  3. Compare a pie chart and bar chart for the same data.
  4. Give an example of when a bar chart might be better than a pie chart.
  5. Use the data from your class to create and interpret a pie chart.

ASSIGNMENT (5 tasks):

  1. Find an online tool that can generate pie charts and try it out.
  2. Record the time you spend on activities in a day and draw a pie chart.
  3. Write three differences between pie charts and bar charts.
  4. Explain what a sectoral angle represents.
  5. Draw and interpret a pie chart on students’ transport modes to school.

 

PERIOD 5: Conclusion and Review

PRESENTATION:
• Quick recap of key formulas and tools used in drawing pie charts.
• Board-based group activity to interpret a given pie chart.
• Answer student questions and clarify misunderstandings.

 

EVALUATION:

  1. Quick oral revision of formula and method.
  2. Peer review of students’ pie chart drawings.

Feedback and correction of errors in interpretation and construction.