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Lesson Planning Sheet Title: Frequency Polygons Learning Objectives: By the end of the lesson: All students should

be able to plot and interpret a Frequency Diagram and Polygon for data presented in a frequency table. Most students should be able to plot and interpret a Frequency Diagram and Polygon for data presented in a grouped frequency table. Some students should be able to compare distributions using Frequency Polygons. Key words: Frequency Diagram, Frequency Polygon, Discrete Data, Continuous Data, Trend, Scale, Learning Activities Starter/Introduction Recap using data that is presented in a frequency diagram by calculating the mean, median and modal averages. Students should have a good understanding of the modal average but may need guidance in calculating the median. The purpose of this to calculate static representations so that the need for trends in the data becomes more apparent. Development Using the same data as in the starter a frequency polygon is plotted to show how the goals scored peeks at modal average then drops. This should illustrate why the median and mean averages would be a more suitable measure. The third and fourth slides demonstrate how to create a frequency polygon from grouped data. Students may need a print out of the data so that they can complete the frequency table with ease. Once the grouped frequency table is completed explain that the grouped data will form blocks/bars on the x axis as they encompass a range of values. Pose the questions At what point do we draw the frequency polygon? The ideal response would indicate in the middle of each bar as the middle represents the median average for that cohort of data. Move on to the next slide to discuss continuous data and how this is represented on this x axis. Plenary Students compare distributions using two Frequency Polygons. Ask students to consider which subject the students performed better. Emphasise that it is how they justify their response using different segments of the Frequency Polygon that is important. Students could work in pairs to question and convince each other. Have students peer assess by some groups sharing their reasoning with the rest of the class. Differentiation More able: Students could be given a Frequency Polygon and asked to work backwards in order to determine the Grouped Frequency table and Mean Average Estimate. Link to other topic areas such as determining Probabilities from data presented as a Frequency Polygon Less Able Students may need to keep to Frequency tables involving only discrete data. Students may need to have the axes scale provided for them. Resources: Mini-Whiteboards Data sheet

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