JHS2 Mathematics · Term 3 Week 8: Data

Lesson notes

Learning Objectives

Indicator: B8.4.1.1.1 - Identify types of given data including numerical, categorical, ungrouped and grouped data

By the end of the lesson, learners can:

Sort given information into numerical data (values that can be counted or measured) and non-numerical data (qualities or descriptions that cannot be counted).
Distinguish between discrete numerical data (whole number counts) and continuous numerical data (measurements with fractional values).
Classify non-numerical data as categorical (placed into named groups) or ordinal (placed on a scale with a natural order).
Identify whether a set of data is ungrouped (raw and individual) or grouped (collected into class intervals), and regroup raw data into given intervals.
Justify the type of data for a given example, using evidence from the context (for example, explaining why weights of babies are continuous while number of children is discrete).

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Curriculum details

Strand: Handling Data (Strand 4)
Sub-strand: Data (4.1)
Content standard: B8.4.1.1 - Select, justify, and use appropriate methods to collect data (quantitative and qualitative), use the data (grouped/ungrouped) to construct and interpret frequency tables, bar charts, pie charts, and pictograms to solve and/or pose problems.
Indicator: B8.4.1.1.1 - Identify types of given data including numerical, categorical, ungrouped and grouped data
Suggested placement: Term 3, Week 8 (Week 32 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics, Common Core Programme (JHS1-JHS3), 2023, p. 153
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Discuss, in small groups, information collected in the process of investigation which may be numeric.
i. Numeric (and discrete): the number of Nissan cars sold by Japan Motors, Ghana in a year; the number of children in a family; the number of learners in B8 class.
ii. Numeric (and continuous): the weights of babies in a crèche (e.g. 4.5kg) which contains fractional values.
E.g. 2 Discuss (in groups)information collected in the process of investigation which may be non-numeric.
i. Non-numeric (cannot be quantified): sex (male or female); income group, movie type, age group, marital status, boxers' weight class, etc.
ii. Sort out the examples of the non-numeric information in (i) with values that can be put on ordinal scale (boxers' weight class; age group)
iii. Sort out the examples of the non-numeric information in (i) that can be put into categories (Categorical data): sex (male or female); marital status; income group, etc.
E.g. 3
i. The scores for 11 learners in a class test are 25, 30, 35, 40, 45, 26, 29, 50, 45, 37 and 47(these individual scores are not grouped in any way).
ii. Find out those in the group 25 to 35 (i.e. 5) and those in the group 36 to 50 (i.e. 6)Data is now grouped.