SHS1 Mathematics · Semester 2, Week 15
Statistical Reasoning and Its Application in Real Life
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Making Sense of and Using Data (Strand 4)
- Sub-strand
- Statistical Reasoning and Its Application in Real Life (4.1)
- Content standard
- 1.4.1.CS.2 - Demonstrate conceptual understanding of data organisation and presentation for grouped and ungrouped data, including 3D graphs/charts with appropriate digital technology. 1.4.1.LO.2 Organise and present data (grouped/ungrouped) using frequency tables, line graphs, pie charts, multiple bar graphs, infographics, etc.; generate 3D graphs/charts with appropriate digital technology (where available) and solve problems on them.
- Indicator
- 1.4.1.LI.3 - Use mathematical arguments to support personal choices as well as incorporate the views and perspectives of others to assess and make inferences from data presented in everyday life (including class discussions, school debates, textbooks, school clubs, etc.)
- Suggested placement
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Semester 2, Week 15
(Week 35 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.
- Source document note
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The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:
- exemplars - p.143: this exemplar sets a two-dimensional construct - a stacked fraction, an index or a column vector - which the text layer flattens into separate lines, so the parts are present but their vertical arrangement is lost; read the page
- Curriculum reference
- NaCCA curriculum document, p. 142
Exemplars (from the NaCCA curriculum)
Group discussions and debates, oral and written presentations, and enquiry project activities. Experiential Learning. In collaborative groups for Experiential Learning, learners embark on a project by collecting, analysing and presenting real-life data and use mathematical arguments and inferences from their data to discuss the findings. Example: The table below is the summary of cases and recoveries of coronavirus recorded in various regions in Ghana from March 2020 to 11th August 2022. Use the information from the table to make recommendations to the government on resource allocation to the various regions. Recovered and Active Regions Cases discharged cases Ahafo 1,210 1174 1 Ashanti 22,527 22130 8 Bono east 2523 2422 4 Brong Ahafo 3171 3078 17 Central 5911 5852 10 Eastern 7425 7267 5 Greater Accra 95723 95362 43 North East 407 396 0 Northern 1882 1850 0 Oti 1015 1006 0 Savannah 316 305 7 Upper east 1801 1738 0 Upper west 945 891 10 Volta 6140 6048 2 Western 8655 8573 7 Western north 1162 1138 10 International 7644 7642 2 travellers Total 168,457 166,872 126 Examples of recommendations and their justifications Recommendation 1: More resources should be allocated to the Greater Accra region and Ashanti region since they recorded the highest cases, i.e., Greater Accra 95723 (56.8%) and Ashanti 22,527 (13.4%). Recommendation 2: More resources should be allocated to the Greater Accra region and Brong Ahafo region since they have the highest number of active cases, i.e., Greater Accra 43 (34%) and Brong Ahafo 17 (13.5%). All the two recommendations are based on the data. Each of the recommendations has a good basis per the data in the table. Students must learn to make such recommendations based on data and accept alternative views of others since it can also be useful. Teaching and Learning Resources: - * Graph sheets * mathematical sets * computer with data organising software like MS Excel, MS - PowerPoint, etc. * A4, A3 papers * flip charts - * markers * colour pens, etc. * Reports from analysed data * manila cards - * worksheets * posters * teaching presentations * enquiry project-template Assessment (1.4.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.