LESSON PLAN - 14

Class: X​ ​ ​ Subject: Mathematics

Name of the teacher: School:

Name of Topic Number Timeline for teaching Any specific

the of From To information
periods
chapter required
(20)
14. 14.1 introduction 1 Historical note about
Father of statistics
STATIS 14.2 Mean of ungrouped data - Grouped 8 Collection of data from

TICS data different sources

14.3 Mode 3
14.4 Median of grouped Data 4
14.5 Which value of central tendency
14.6 Graphical representation of 2
cumulative frequency distribution
14.6.1 Obtaining Median from Ogive 2
curve.
 Prior Concept / Skills:
1.​ Collection of information, Organization of data
2.​ Difference between Ungrouped and grouped data
3.​ Classes, class height, upper and lower limits and boundaries
4.​ Presentation of data into grouped data
5.​ Finding range of ungrouped data
6.​ Calculation of Mean, Median and Mode of ungrouped data
7.​ Historical information about Father of Indian Statistics

Learning outcomes Number of Periods

Students are able to: 2

1. Explain the need to convert ungrouped data into grouped data

2. Compare Mean values of given data by using different methods 10

3. Explicit when it is more convenient to use grouped data for analysis 2

4. Searched for more real life situations and tried to elicit those to propose new problems. 2

5. Represent a cumulative frequency distribution curves (Ogive curves) graphically 4

 TEACHING LEARNING PROCESS
Induction/Introduction(Generating interest, informing students about the outcomes and expectations for the lesson)
●​ concept was introduced by organizing the marks of some students in a test
●​ Giving ungrouped data and ask the students to convert it into grouped data
●​ Explain the need for measures of central tendency in real life situations
●​ The mean value can be calculated from both grouped and ungrouped data, there by explain which method is more accurate
●​ Comparing the values of mean and median in different methods there by explain which methods are appropriate to use.

Experience and Reflection(Task/question that helps students explore the concept and connect with their life)
●​ Understand and write the terms in the formulas of finding mean, median and mode
●​ If mid values of classes and frequencies are sufficiently small, then which method is an appropriate choice?
●​ Explicit that, if mid values of classes and frequencies are numerically large, then which method is an appropriate choice?
●​ Represent the whole chapter in a flow chart.
●​
Explicit Teaching/Teacher Group Work Independent Notes /TLM
Modelling (We Do) Work
(I Do) (You Do)
14.1​ Introduction: (1) From this grouped data Convert ungrouped Activity: Historical information
Conduct an Activity of students are able to tell how data into grouped about Father of Statistics Sir
recording the list of marks of
many student have got marks data Ronald. A Fisher
students in a test and convert it
into grouped data between 51-75, range that is
used

Information about
Write and explain ●​ Exclusive and Inclusive
each term of formula
14.2 MEAN OF UNGROUPED classes,
Convert the ungrouped data of for mean ●​ Boundaries and Limits
DATA- GROUPED DATA: (8) example.1 into grouped data by of classes
Explain that Mean (average) of
forming class intervals of different ●​ Class height or width or
ungrouped data is the sum of the x1, x2,
width and compare the values of interval
values of all the observations divided x3… are observation
Mean in each case.
by the total number of observations. with frequencies f1, f2,
f3,…
Mean of Grouped Data: ∑ means summation
Explain different methods of finding
Mean , such as
●​ Direct Method ●​ Understand and explain that

●​ Deviation Method finding mean in ungrouped Understand that this

●​ Step deviation Method data is more accurate with method is more
reasons appropriate when
(i)Direct Method of finding Mean:
there are small
In this method, mid values (xi) are
numbers in the data
calculated by assuming that the
frequency of each class-interval is Class mark = ●​ This method is also
𝑈𝑝𝑝𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡+𝐿𝑜𝑤𝑒𝑟 𝑐𝑙𝑎𝑠𝑠 𝑙𝑖𝑚𝑖𝑡
centered around its mid-point. 2 called as Assumed Mean

●​ The formula for mean in direct Method.

method is
●​ Think and Discuss (page.327)

(ii) Deviation method of finding Mean:

When data consists numerically large ●​ Activity(page.328): Consider Write and explain
numbers, then Deviation method is the data given in example.1 each term of formula
Step-deviation method is
more appropriate to find Mean. and calculate the arithmetic for mean in deviation
convenient to apply if all the d’s
●​ The formula for mean in mean by deviation method by method.
have a common factor.
Deviation method is taking successive values of xi a = Assumed mean
d = deviation, (xi – a)
Classroom Project: (page.332)
 -Collect marks of students in
Explain the method of finding mean in mathematics in the recent test

Deviation method of example.1 Write and express each term in the - Collect daily temperatures

(iii) Step-Deviation Method of finding formula of finding mean in recorded for a period of 30

Mean: Deviation method is further step-deviation method. Solve example.2 in all days

simplified to find mean by considering A = assumed mean the three methods - Measure the heights of all the

the size of the class. h = class height and students of your class students

●​ The formula for mean in fi = frequencies Understand that the

step-deviation method is ui = (xi - a) mean obtained by all Chart showing formulae:

●​ Think – Discuss (page.331) the three methods is
●​ Solve problems 7, 8, 9 of the same.
Exercise.14.1 ●​ Solve the

●​ Explain the method of finding problems of

mean in Step-Deviation Exercise.14.1

method of example.1
●​ Explain example.3 where the
class sizes varies.
●​ Explain the problem.3 of
Exercise.14.1

Recall how to find mode of

ungrouped data.
14.3 MODE: (3)
●​ Find mode of Example.4
A mode is a value among the
observations which occurs most
Explain the terms in the formula for
●​ Do This
frequently.
Mode,
(page.334)
In a grouped frequency distribution,
L = lower boundary of the
we can locate a class with the
modal class
maximum frequency, called the Modal
h = size of the modal class
class.
f1 = frequency of modal class
It is not possible to determine the Prepare some model problems
f0 = frequency of the class
mode by looking at frequencies. and find mode using formula.
preceding the modal class
●​ The formula for Mode in
f2 = frequency of the class
grouped frequency distribution
succeeding the modal class Convert Limit into
●​ Think – Discuss (page.336) boundary in finding
lower boundary of
Recall that if there are n
modal class
observations,
●​ Explain examples 5 and 6
●​ If n is odd, the median is the
(𝑛+1) 𝑡ℎ
2
observation

●​ If n is even, then median will Solve the problems of

be the average of
𝑛 𝑡ℎ
and Exercise.14.2
2
14.4 MEDIAN OF GROUPED 𝑛 𝑡ℎ
[ 2 + 1] observations
DATA:
Explain each term in
Median is a measure of central
the formula for
tendency which gives the value of the
finding Median :
middle most observation when the ●​ Explain with reason why we l = lower boundary
data is arranged in ascending order use cumulative frequencies for of median class
●​ The formula for finding Median finding median. n = number of
observations
𝑛 cf = cumulative
2
−𝑐𝑓
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝑙 + [ 𝑓
]×ℎ frequency of class
Construct Cumulative frequency
preceding median 𝑛
tables less than and more than type - To find Median, find 2
and
class
with help of teacher. then locate the class whose
f= frequency of
Explain the method of finding Median cumulative frequency exceeds
median class
𝑛
for grouped data by taking one 2
for the first time.
h = class size of
example.
median class
Explain examples. 7 and 8 (i)​ Mean enable us to
-Understand the need
compare two or more
of using these two
quantities
type of distribution
14.5 WHICH VALUE OF CENTRAL (ii)​ Finding the typical
productivity rate of
TENDENCY:
workers, Median is a
(i) Explain the uses and limitations of - comparing average Lab Activity:
better measure of
Mean results of different Collect some Applications of
tendency than Mean.
(ii) In some cases, where individual schools Mean, median and mode in real
(iii)​ The consumer item in
observations are not important -Finding median life situation, compare and
greatest demand, the
especially extreme values, and wish to weight of students in discuss which measure of
colour of vehicles used by
find out a typical observation, Median a class tendency is better in which
most of the people.
is more appropriate. situation.
(iii) In situations which require ●​ Solve the problems 6 and 7
establishing the most frequent value or of Exercise.14.3 - finding modal
most popular item, the Mode is the monthly expenditure
best choice. of family
Explain problems 2, 4 and 5 of
Exercise.14.3 Solve the problems 1 Historical information:
Construct Ogive curves with the help
and 3 of Exercise.14.3 Francis Galton (UK)coined the
of teacher.
term ogive to describe the
(i)Ogive Less than type: To represent shape of the normal cumulative
14.6 GRAPHICAL REPRESENTATION distribution function, as it has
data graphically, upper boundaries a form similar to the S-shaped
OF CUMULATIVE FREQUENCY are taken on X-axis and their Gothic Ogival arch
DISTRIBUTION: (2) corresponding less than cumulative
Picture speaks better than words.
frequencies on Y-axis
●​ Explain the process of
constructing cumulative
frequency distribution curves.
●​ For drawing ogives, the class
intervals are continuous,
because cumulative frequencies
are linked with boundaries but
not with limits.
●​ Draw ogive greater than curve
by taking one example.
(ii) Ogive greater than type: To
represent data graphically, lower
 boundaries are taken on X-axis and
14.6.1 OBTAINING MEDIAN their corresponding greater than

FROM OGIVE CURVE: (2) cumulative frequencies on Y-axis

Explain two methods of finding

median of a data graphically.
(i)​ Using single ogive curve:

*Locate
𝑛
2
on Y-axis. (i)​ Less than ogive curve:
* From this point draw a parallel
line to X-axis cutting the curve at a
point.
*From this draw a perpendicular to
the X –axis. Draw ogive curve for
*Foot of this perpendicular gives the problem given in
the median of that data Example.9

(ii)​ Greater than ogive curve;

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