LESSON PLAN

Title of Introductory Statistics: Grade Secondary 1

Lesson Table of Values and Bar Level
Graphs
Subject Mathematics Time 75 Minutes
Frame
Lesson #: 1 Teache Jenni Dumont
r

Stage 1 Desired Results

PROFESSIONAL COMPETENCIES:

Competency 1: To act as a professional inheritor, critic and interpreter of knowledge

or culture when teaching students
Connecting curriculum to students lives in the discussion of statistics and when
conducting the survey

Competency 2: To communicate clearly in the language of instruction, both orally

and in writing, using correct grammar, in various contexts related to teaching
When presenting the notes, content will be communicated in a clear manner

GOALS: ESSENTIAL QUESTIONS:

Students will grasp what statistics is used
for and how it applies in their own life. They
will also be able to conduct their own
surveys and make inferences from the data
collected.
What is statistics used for and how is it
relevant in your own life?
What is the data telling us?
What conclusions can we make
from our data?

OBJECTIVES: POLS:

By the end of the lesson, students will be Analyzing and making decisions about
able to one-variable distributions
understand the basics of statistics 1. Conducts a survey or a census
the difference between qualitative and a. Formulates questions for a
quantitative data survey
conduct a survey d. Collects, describes, and
create table of values and bar graphs. organizes data (classifies and

SUBJECT-SPECFIC COMPETENCIES:
Competency 1: Solves a situational
problem
Competency 3: Communicates by using
mathematical language
CROSS-CURRICULAR COMPETENCIES:
Competency 1: Uses information
Competency 8: Cooperates with others
Competency 9: Communicates
appropriately
UNIVERSAL DESIGN FOR LEARNERS:
Visual Learners: Handouts and online
notes will be provided for students
Verbal Learners: Students will have the
opportunity to discuss and participate
during the lesson
Social Learners: Group discussion when
surveying classmates
Physical Learners: When doing the
survey, students will be able to move
around the classroom
categorizes) using tables
3. Interprets data presented in a table or
a bar graph, a pictograph, a broken-line
graph or a circle graph
6. Organizes and presents data using
a. a table, a bar graph, a
pictograph, and a broken-line
graph
MULTIPLE TEXTS:
Classroom discussion
Survey handouts
Classroom notes
BROAD AREAS OF LEARNING:
Environmental Awareness and
Consumer Rights and
Responsibilities: Students will be
obtaining an awareness of their
environment when keep track of the
temperature data for their cities
MATERIALS NEEDED:
Handouts for survey
Computer to project class notes
Smartboard to use do examples in
notes
 Stage 2 Assessment Evidence

FORMATIVE: SUMMATIVE:

Student Create Surveys: Students will
be developing their own surveys in class
and creating a table of values and bar
graph to represent their data. The surveys
will be collected at the end of class or they
will have to finish it for homework if
students do not have enough time to
complete it.
Group Discussion: A class discussion will
take place when introducing statistics,
what it is used for, and who uses it.
Discussion will also take place when
examining how to create qualitative and
quantitative bar graphs.
Final Project: At the end of the
semester the students will be taking
their temperature data and creating a
broken-line graph using the various
elements learned about statistics, table
of values, bar graphs, qualitative and
quantitative data in this lesson.
Quiz: Students will have a quiz at the
end of the unit to assess their
knowledge.

Stage 3 Learning Plan

LEARNING ACTIVITES:

Discussion of Statistics (5 min)

what it is
what it is used for
who uses it

Notes (15 min)

definition of statistics
qualitative vs quantitative data
table of values (distribution table)
range definition and example
bar graphs
axis break
Qualitative Bar Graph Example (10 min)
what type of pet do you have at home survey with class

Quantitative Bar Graph Example (10 min)

how many siblings do you have survey with class

Activity (30 min)

provide handouts to each student
students must survey six to eight other people in the class and use their data to
create a table of values and bar graph
students will hand in their work at the end of class

City Temperature Tracker Activity Overview (5 min)

provide handout to each student
students must choose two cities in world and record their temperature at the
same time each day for six days
show students how to find historic temperatures

*Please see attached Unit Plan for a more detailed overview

TOPIC 5: STATISTICS

Statistics: A branch of mathematics that involves

collecting, organizing, analyzing, and interpreting data to
draw conclusions and make predictions

Data is usually collected after we

Ask a question
Observe an experiment

There are two types of data

Qualitative
Quantitative

Qualitative data: involves words

ex. eye colour, favourite food

Quantitative data: involves numbers

ex. age, height

Circle the ones that are examples of Qualitative data

Weight of the Cake Postal Code Length of a Rabbits

Ears

Favourite TV show Number of Siblings Test Score

Type of Donut ID Number

Table of values or Distribution table: organize
information clearly and concisely

Range: measure of the difference between the two most

extreme values of the data

Range=( highest datavalue ) (lowest data value)

Range Example

Find the range with the following data:

2 11 7 8 3 4 1 2 12

The highest data value is: 12

The lowest data value is: 1

Range = (highest data value) (lowest data value)

= 12 1
= 11
Bar graphs: commonly used to illustrate the categories
of a qualitative variable

Note: All bars are the same width

Spaces between bars are equal
Bars can be vertical or horizontal

Axis break: sometimes used to eliminate a certain

number of intervals
ex. if data started at 1,000,000 you would not include
the empty section from 0 to 1,000,000 on the graph
Qualitative Bar Graph Example

Question: What type of pet do you have at home?

Possible Answers: Tally:

________Cat__________
________Dog__________
________Fish__________
________Bird__________
________None_________
________Other_________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________

Pet Type Frequency

Cat
Dog
Fish
Bird
None
Other
Quantitative Bar Graph Example

Question: How many siblings do you have?

Possible Answers: Tally:

_________0___________
_________1___________
_________2___________
_________3___________
______4 or more_______
_____________________
_____________________
_____________________
_____________________
_____________________

Number of Siblings Frequency

0
1
2
3
4 or more
Qualitative and Quantitative Bar Graph
Survey Activity
Name: _______________________
Section: ______________________
Date: ________________________

You will be conducting two surveys with your classmates.

One question must be qualitative and the other must be
quantitative. Each question must have possible answers
that students must choose from. Please ask 6 to 8 of your
classmates.

Qualitative Question:
________________________________________
__________________________________________________________
__________________________________________________________

Possible Answers: Tally:

_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
What can we conclude from the data?:
_________________________
__________________________________________________________

How might the size of the sample of people

surveyed impact the data?:
_____________________________________________________
__________________________________________________________

Quantitative Question:
______________________________________
__________________________________________________________
__________________________________________________________

Possible Answers: Tally:

_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________

What can we conclude from the data?:

_________________________
__________________________________________________________
How might the size of the sample of people
surveyed impact the data?:
_____________________________________________________
__________________________________________________________
City Temperature Tracker Activity
Name: _______________________
Section: ______________________

City 1: _______________________ City

2:________________________

Time I will check the temperature:

______________________________

You must check the temperature at the same time every

day use historic temperature data if you forget to check

Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Broken-line graph: used to represent phenomena that
change over time
ex. growth, temperature, population

Intervals: the distance between one number on an axis

and the next

Note: The scale interval must have a constant value along

the axis
Five to ten intervals are commonly used

Deciding Interval Example

Choose an interval for the following data:

10 12 18 30

Highest frequency: 30
Desired number of intervals: 5

Scale interval: 30 5 = 6 (round if necessary)

Therefore, the graph would be labelled 0, 6, 12, 18, 24,
30 on the axis
Broken-line Graph Example

Year Number of Gym

Memberships
2012 1,000
2013 1,500
2014 1,300
2015 2,000
2016 1,900

Scale interval:

What is changing over time?: _____________________

Highest value: _________________________________
Lowest value: _________________________________
Range: _______________________________________
What is the data telling us?:
___________________________________
__________________________________________________________
NHL Salary Broken-line Graph Activity

The following data represents the highest paid NHL player

salary in five year intervals between the years 1990 and
2015. Keep in mind that the average Canadians annual
salary in 1990 was around $40,000 and in 2015 it was
just under $50,000.

Year Highest NHL Player

Salary
1990 $3,000,000 (Gretzky)
1995 $6,500,000 (Gretzky)
2000 $10,000,000
(Forsberg)
2005 $8,400,000 (Jagr)
2010 $10,000,000
(Lecavalier)
2015 $14,000,000 (Weber)
(NHL highest paid players by year statistics data published by The Puck Report (2016))

Create a broken-line graph

What is changing?: __________________________________
Highest frequency: __________________________________
Lowest frequency: __________________________________
Range: ____________________________________________

What does the data tell us and why?

____________________________
__________________________________________________________
__________________________________________________________

What do you predict the next data point to be and why?

___________
__________________________________________________________
__________________________________________________________
Rhino Poaching Broken-line Graph
Activity

The following data represents the number of rhinos

poached in South Africa between 2010 and 2015. Rhinos
are poached for their horns typically for use in traditional
Chinese medicine or to display someones wealth and
success.

Year Number of Rhinos

Poached
2010 333
2011 448
2012 668
2013 1004
2014 1215
2015 1175
(South African rhino poaching statistics data published by South African Department of Environmental
Affairs (2016))

Using this information, create a broken-line graph.

What is changing?: __________________________________
Highest frequency: __________________________________
Lowest frequency: __________________________________
Range: ____________________________________________

What does the data tell us and why?

____________________________
__________________________________________________________
__________________________________________________________

What do you predict the next data point to be and why?

___________
__________________________________________________________
__________________________________________________________
C02 Concentration Broken-line Graph
Activity

The following data represents the Carbon dioxide (CO2)

concentration in parts per million (ppm) in five year
intervals between the years 1990 and 2015. C02 is a
greenhouse gas that is released from human activities
such as burning fossil fuels and deforestation.

Year CO2 Concentration

(ppm)
1990 354
1995 360
2000 369
2005 379
2010 388
2015 400
(Carbon dioxide concentration in parts per million (ppm) statistics data published by NASA (2016))

Create a broken-line graph

What is changing?: __________________________________
Highest frequency: __________________________________
Lowest frequency: __________________________________
Range: ____________________________________________

What does the data tell us and why?

____________________________
__________________________________________________________
__________________________________________________________

What do you predict the next data point to be and why?

___________
__________________________________________________________
__________________________________________________________
What does the NHL player highest salary data tell us?

What does the Rhino poaching data tell us?

What does the CO2 concentration data tell us?

What else might broken-line graphs be used to represent

in the world?

Final Project
You will be using the temperature data you have collected
over the 6 days to create a broken-line graph. The
broken-line graph will be used to show the change in
temperature of the two cities over time in one graph.

You must include the following:

Table of values
Labelled broken-line graph
Legend to distinguish the two cities (use different
colours for the two cities)
Range of temperatures for both cities
How you determined the scale
Was an axis break used? Why or why not?
What is the average temperature for each city?
Which city is the warmest on average?
What city would you live in and why?
What can you conclude from the data?
How might the size of the sample (number of data
points collected) or the time that the data is
collected (time of day or year) impact the results?

Dont forget:
Titles and labels
Use a ruler neatness counts!
Make a rough draft first
Pick cities you are interested in it will make the
project more fun!
If you forget to record a temperature, check historic
temperatures
Check temperatures at the same time each day
Average or Mean: a calculated central value of a set
of numbers

Average =( of all values ) (total number of values)

Average Example

Find the average of the following data:

13 15 4 20 18 2 9 1

Sum of all values: 13 + 15 + 4 + 20 + 18 + 9 + 1 =

Total number of values: 8

Average = (sum of all values) (total number of values)

= 80 8
= 10

Lets look at some temperatures of your cities today

Now lets find the average temperature

Average =
Dice Game Activity
Lets play a game Get into groups of 4. Each group will be
provided with 5 dice. In each round, students will roll all 5 dice at
once and calculate

the frequency of each number

the range of the numbers rolled
the average of the numbers rolled

After each player has taken a turn and calculated their values,
points will be assigned as follows

10 points for the player with the highest average at the end
of the round
10 points for the player with the highest range at the end of
the round
10 point to any player when the frequency of a number is
greater than one

Each group will play 4 rounds and the player with the highest
number of points at the end will receive a prize.

Round Round 2 Round 3 Round 4

1
Frequency of
1s
Frequency of
2s
Frequency of
3s
Frequency of
4s
Frequency of
5s
Frequency of
6s
Range
Average/Mea
n
Points

Total Points: _________________

Final Project Rubric
Category 4 3 2 1
Complete. Title Incomplete.
Missing title or
and all labels Missing title
label. No distribution
Distribution are neat and and labels.
Discrepancy for table
Table clear. Total Discrepancy for
the total people submitted.
matches people the total people
surveyed.
surveyed. surveyed.
Key aspects of
Broken-line the broken-line
graph clearly Broken-line graph are
displays the graph displays missing. The No broken-line
Broken-line
data in an the data in an graph is graph
Graph accurate and accurate misleading and submitted.
non-misleading manner. does not
manner. accurately
reflect the data.
Title clearly
relates to the
Title relates to
information A title is
the information
being graphed present at the
being graphed
and is printed top of the
and is printed
at the top of graph. A title is not
at the top of
the graph. present.
Titles and the graph.
Labels are
Labels Labels are neat present but do Labels are
Labels are clear
and clear. The not describe missing.
and describe
labels the information
the information
accurately being
being
describe the presented.
presented.
information
presented.
Legend is
included to
No legend
Legend differentiate the
submitted.
two different
data sets.
Both range Range Both range
No range
calculations are calculations calculations
Ranges calculations
done without contain few contain many
submitted
any errors. errors. errors.
Calculations to
determine scale No scale
Scale are included calculations
and reflected in submitted.
the graph.
Averages Both average Average Both average No average
 calculations are calculations calculations
calculation
done without contain few contain many
submitted.
any errors. errors. errors.
Explanation of
No explanation
Warmest which city is the
of the warmest
Explanation warmest
city submitted.
included.
No explanation
Explanation of
of which city is
Live in which city is
preferable to
Explanation preferable to
live in
live in included.
submitted.
Explanation of
why an axis
No axis break
Axis Break break was used
explanation
Explanation or not included
submitted.
and is reflected
in the graph.
Conclusions of
the data
No conclusion
Conclusion presented and
of the data
Explanation backed up with
submitted.
evidence from
the data.
Explanation of
No explanation
Size of impacts of
of the impacts
sample size
Sample of sample size
changes
Explanation changes
included and
submitted.
supported.
Exceptionally
well designed,
neat, and Neat and
Neatness attractive. relatively Appears messy
Lines are neatly
Colours that go attractive. A and thrown
and drawn but the
well together ruler was used together in a
Attractivenes graph appears
are used to to make the hurry. Lines are
s quite plain.
make the graph graph more visibly crooked.
more readable. readable.
A ruler was
used.

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