SHS1 Mathematics · Semester 2 Week 16: Statistical Reasoning and Its Application in Real Life

Lesson notes

Learning Objectives

Indicator: 1.4.1.LI.1 - Develop and execute a project with a team by collecting and analysing data within the school environment and giving useful conclusions and recommendations (including the use of appropriate computer applications, e.g., Excel).

By the end of the lesson, learners can:

Form mixed-gender, mixed-ability teams and collaboratively choose a school-based research question that can be answered with quantitative or qualitative data.
Design a simple data collection instrument (such as a short questionnaire or observation guide) and justify the sample they will use for the project.
Collect data from the school community, then organise and analyse it using frequency tables, percentages, and at least one appropriate chart, using MS Excel or a similar tool where available.
Draw conclusions from the analysed data and make at least two practical, respectful recommendations to the school based on their findings.
Reflect on their teamwork and research process, identifying one strength and one improvement for their group’s project work.

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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.3 - Demonstrate the ability to embark on a project involving the collection, analysis and interpretation of quantitative and qualitative data within the school environment. 1.4.1.LO.3 Design and execute a project by posing and refining questions to collect, analyse and interpret quantitative and/or qualitative data directly from the school community and beyond, draw useful conclusions and make recommendations.
Indicator: 1.4.1.LI.1 - Develop and execute a project with a team by collecting and analysing data within the school environment and giving useful conclusions and recommendations (including the use of appropriate computer applications, e.g., Excel).
Suggested placement: Semester 2, Week 16 (Week 36 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: NaCCA curriculum document, p. 145

Exemplars (from the NaCCA curriculum)

Using an enquiry project activity, assign projects to learners in mixed-gender/ability groups to develop and execute a project by obtaining data within the school environment.
Example
- In convenient groups, obtain the WASSCE result of your school for the past five years and analyse it by looking at the overall differences in the performance by years, by programme/courses/subject.
- As part of the analysis, obtain the frequencies and percentages, then draw charts (line, pie, bar, etc.) for the data.
- Also, from the analysis, make conclusions and give recommendations to the school.
- Design a Student Course Evaluation Questionnaire and use it to collect data from students in your school.
- As part of the project, decide on the sample and justify it appropriateness for generalisation to the entire population.
- Analyse the data and make conclusions and recommendations based on the results.
Teaching and Learning Resources:
- Real-life data samples from both the school community and outside the school community.
- Data match-up cards
- Memory cards, etc.
- Graph sheets
- mathematical sets
- computer with data organising software like MS Excel, MS
- PowerPoint, etc.,
- A4 and A3 papers
- * Flip charts * Markers * Colour pens, etc. * Technology tools such as computers, mobile phones, etc. * Sample questionnaire, interview guides, observation guide, computer-assisted telephone interview guide, mail survey, computer-assisted personal interview guide. * Manila cards
Assessment (1.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.