Facilitator: Sarika Mutha Subject: Mathematics Grade :VII

Topic : Data Handling No. of Periods: 6 Dates : (4 June-14th June)

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LEARNING OUTCOMES:
The students will be able to
 To develop an interest in students to study Mathematics used in daily life.
 To develop necessary skills to work with modern technological devices and mathematical softwares.

LEARNING OBJECTIVES:
The students will be able to:
1. Recapitulate the basic terms like” raw data, collection of data, organization of data, analysis and
interpretation of the data” related to statistics
2. Understand the concept of range for a given data.
3. Present data in two different forms, namely, array form and frequency distribution table. Also, they
will be able to know some terms related to it.
4. Understand mean, median and mode for a given data.
5. Draw single and double bar graphs for a given data.
6. Understand the concept of Probability.
7. Apply the above concepts to solve questions from the exercises of the text and reference
books.

After recapitulating the basic terms, the teacher will assign an activity. A questionnaire will be given to
the students by telling it purpose. They will be asked to collect the data as the first step.
MSA 2 – Multidisciplinary activity. Online survey based on instruments of medieval period .
Online Survey: 
A questionnaire will be prepared by the students based on the instruments of medieval period. This
questionnaire will be assigned to parents/friends/family of all the students by them.  
Questionnaire will contain few subjective and few questions whose answers will be in numerical form. 

TEACHER FOCUS: STUDENT FOCUS:

Explain the meanings and difference between mean,
median and mode with the help of the following game
Activity 1: Activity 1:
Candy Game: The students will understand the meaning of
Refer: Game 1, mean, median and mode via this game.

Also explain how to find the mean of grouped data

when frequency distribution is given in the form of The students will calculate mean of the
grouped data by trying questions from the
classes.
textbook exercises.
The teacher will start the class with the basic concept of
average.
A numerical value which represents (approximately) the
entire statistical data is called a representative value or
measure of central tendency of that data.
The average of a set of numerical values, as calculated
by adding them together and dividing by the number of
terms in the set.
The mean of n observations x1, x2, x3,,...........xn is
defined as:
Arithmetic Mean = (x1 + x2 + x3 +............+ xn )/ n = Ʃ xi / n

Further, the teacher will explain the next measure of

The students will give examples of median
central tendency – median:
and mode from day to day life.
To find the median, we arrange the observations in
ascending/descending order and the middle
observation is called median of the data.
 If there is an odd number of observations,
the median is the middle value.
 If there is an even number of observations, the
median is the average of the two middle
values. Activity 2:
i.e.
The students will solve the questions given in
the worksheet.

Mode The students will work in pairs to solve

The observation which occurs maximum number of questions from ex 3.1 and 3.2.
times in a given data is called mode of the data.

i.e. In a grouped data, mode is the observation with

maximum frequency.

Activity 2:
Distribute the following worksheet to the students and let
them think and write the answers based on the above
topics.
This activity is the practical application of the above
topics.

Resources: https://youtu.be/B1HEzNTGeZ4 (concept The students will see the videos for more
explanation) clarity.
https://youtu.be/MoMxSK_kHZU ( calculating mean,
median and mode)
https://youtu.be/k3aKKasOmIw (calculating mean,
median and mode)
https://youtu.be/0ifDuw-Qgvo (calculating and
understanding mean, median and mode)
Assessment for Learning:
 A quick recap quiz can be held in the class.
Recap and Closure:
 Wrap up the lesson by reminding the students of the careers they brainstormed at the
beginning of the class. Ask the students how frequency tables are used in those jobs.
 Let the students divide themselves in groups. Have them compare their similarities and differences.
What are the advantages, disadvantages of each, how are they the same, and how are they
different?
Plenary / HW for the Day
 Exercise 3.1 and 3.2
Module 1 (Pd 4,5): Vocabulary:
The students will be able to: Statistics, data, raw data, variable, range,
1. Recapitulate the basic terms related to variate, frequency, frequency distribution,
statistics. classes, single and double bar graphs, tally
2. Define the basic terms like data, raw data, marks.
observation, frequency. Resources:
3. Understand how to organize raw data and Activity 1
construct frequency distribution table. Activity 2
Construct single and double bar graphs based on the
given data.
TEACHER FOCUS: STUDENT FOCUS:
The teacher will start the class with definition of basic
terms:

Data: A data is a collection of facts in the form of

numerical figures to give some information. The students will define data and give
For example: The following data represents no. of various examples.
children of 42 employees in a Government office:

1,2,3,1,2,0,1,2,2,1,3,5,2,4,0,3,2,4,1,1,2,0,3,0,2,2,1,3,6,
0,1,3,2,0,2,6,5,6,4,5. (Raw data)

When we arrange data in ascending or descending

order then the data in that form is called an arrayed
data.
i.e.
0,0,0,0,0,0,1,1,1,1,1,1,1,1,2,2,2,2,2,2,2,2,2,2,2,3,3,3,3,
3,3,4,4,4,5,5,5,6.6.6

Each numerical figure(entry) in a data is called an

observation (or variate) and the number of times a
particular observation occurs in the data is called its
frequency.

A table showing the frequency of various observations is

called frequency distribution table or frequency table

The students will construct the frequency

No. of Tally Marks No. of
distribution tables for a given data.
Childre Employees
n (Frequency
)
0 ||||||| 7
1 |||||||| 8
2 ||||| ||||| || 12
3 ||||| | 6
4 ||| 3
5 ||| 3
6 ||| 3
Total
Range: The difference between the highest and 42
lowest observation is called the range of the data In
the above case:
Lowest Observation: 0
Highest Observation: 6 The students will calculate range of a given
So, range = Highest Obs - Lowest Obs data.
=6–0=6

Properties of a Bar Graph

 Bar graphs can be drawn vertically or
horizontally to represent data visually.
 Height of the bar represents the frequency of
the corresponding observation.
 All the bars must be of equal width and the
there should be equal gap between the
adjoining bars.
 Breadth of the bar has no significance.
 Appropriate scale should be chosen for both the
axes depending on the range. Also, both the
axes should be labelled properly based on the
information provided. The students will use the above concepts to
construct single bar graphs.
How to Construct a Bar Graph?

● On a graph, draw two lines perpendicular to each

other, intersecting at 0.

● The horizontal line is x-axis and vertical line is y- axis.

● Along the horizontal axis, choose the uniform

width of bars and uniform gap between the bars and
write the names of the data items whose values are to
be marked.

● Along the vertical axis, choose a suitable scale in

order to determine the heights of the bars for the
given values. (Frequency is taken along y-axis).

● Calculate the heights of the bars according to the

scale chosen and draw the bars.

For example:

150 students of class VI have popular school subjects as

given below:

Sub French Eng Math Geog Science

No. of
30 20 26 38 34
Students

Draw the column graph/bar graph representing the

above data.

Solution:

Take the subjects along x-axis, and the number of

students along y-axis

Bar graph gives the information of favourite subjects of

150 students.
Double Bar Graph:
A double bar graph is a graphical display of information
using two bars besides each other at various heights. The
bars can be arranged vertically or horizontally. We can use
a double bar graph to compare two data groups.

 A double bar graph has two axes.

 The x-axis of a double bar graph shows the

categories being compared, and the y-axis
represents the scale.

 A scale is a set of numbers that represents the

data organized into equal intervals.

 It is important to know that all double bar graphs

must have a title. The title of the double bar graph
provides a general overview to the reader of what
is being measured and compared. The students will try questions on double
bar graphs from the exercise of their text
 A double bar graph will also include a key. The key books.
for a double bar graph will represent the groups
being compared with two separate colours.
How to construct a double bar graph:

1. Decide what title you will give the graph

2. Decide if you want horizontal or vertical bars

3. Choose a scale

4. Put label on the axes

5. Draw the bars

For example:
Use the table below to construct a double bar chart.
We will follow all steps outlined above to construct this
graph.
1. The title can be clearly seen from the table.

2. We will choose vertical bars

3. Since the scores differ from one another mostly by 5,

10, 15, or 20, it makes sense to choose a scale of 10

If the variation between scores were like 1, 2, 3, 4, or 5, it

would have been better to choose a scale of 1 or 2

4. We put names on the x axis and scores on the y axis. If

we had decided to make horizontal bars, we would have
put names on the y axis and scores on the x axis

5. Finally, we draw bars.

Below shown is a double bar chart that gives a

comparative analysis of marks scored by 5 students in a
pre-test(without Prep) and a test(with
prep):
Observations:
 Preparation helped students to score higher.
 The lowest score without preparation is 55 and
the highest score is 85
 The lowest score with preparation is 55 and the
highest score is 95.
 The student who made the most improvement
are Mary and Peter. Their score improved by 15.
 The student who didn’t make any improvement is
John. Although Jeff's score is still slow, he
The students will see the videos for more
improved by 10 points.
clarity of the concept.
The teacher will refer to the following videos to explain
the concept further: https://youtu.be/ReW4MPqXTvA
(single bar graph) https://youtu.be/89K0-lAY6xI
(double bar graph)

Activity 1: Activity 1:
Let the class have a discussion on the following Students will take part in the discussion.
question:
How can we organize data so we can more easily see
patterns and understand the data?
Activity 2: Activity 2:
Distribute the ice cream survey handout to the students, Students will do the survey and do the
let them fill it asking their class mates within 5 minutes needful.
and create a frequency table showing which ice cream
flavors are most popular.
Refer: Activity 1,
Tell the students that they will take on the role of
marketing researchers at an ice cream company. The
table will be used by the ice cream company to determine
how much of each flavor to produce (making them realize
the importance of the task).
Assessment for Learning:
 A quick recap quiz can be held in the class.
Recap and Closure:
 The teacher will definitions of the related concept and properties of a bar graph.
Plenary / HW for the Day
Exercise 3.3
Module 3 (pd 6): Plenary/ HW of the Day:
Specific Objectives:
Students will be able to Ex. 3.4
 Understand the concept of probability and the
basic terms related to it.
 Calculate probability in different cases. Apply
the above concepts to solve questions of the
textbook.
TEACHER FOCUS: STUDENT FOCUS:

The teacher will start the class with basic terms related to
probability.

Probability in everyday life, we come across

statements such as:

1. Most probably it will rain today.

2. Chances are high that the prices of petrol will go
up.
3. I doubt that he will win the race.

The words ‘most probably’, ‘chances’, ‘doubt’ etc.,

show the probability of occurrence of an event.

Some Terms Related to Probability Experiment:

An operation which can produce some well-defined The students will give examples of various
outcomes is called an experiment. Each outcome is concepts related to probability.
called an event.

Random Experiment:

In an experiment where all possible outcomes are known

and in advance if the exact outcome cannot be predicted,
is called a random experiment.
Thus, when we throw a coin we know that all possible
outcomes are Head and Tail.
But, if we throw a coin at random, we cannot predict in
advance whether its upper face will show a head or a tail.

So, tossing a coin is a random experiment. Similarly,

throwing a dice is a random experiment.

Trial:

By a trial, we mean performing a random experiment.

For example; throwing a die or tossing a coin etc.

Sample space:

A sample space of an experiment is the set of all

possible results of that random experiment. The students will use playing cards, coins, and
dice to understand the concept and answer
For example; in throwing a die possible results are {1, 2, 3, various questions.
4, 5, 6}.

Event:

Out of the total results obtained from a certain

experiment, the set of those results which are in favor of
a definite result is called the event and it is denoted as E.

Equally Likely Events:

When there is no reason to expect the happening of one

event in preference to the other, then the events are
known equally likely events.

For example; when an unbiased coin is tossed the

chances of getting a head or a tail are the same.

Favourable Events:

The outcomes which make necessary the happening of an

event in a trial are called favorable events.

For example; if two dice are thrown, the number of

favorable events of getting a sum 5 is four,

i.e., (1, 4), (2, 3), (3, 2) and (4, 1).

Probability of Occurrence of an Event:

 The probability of occurrence of an event is defined as:

P(occurrence of an event) = No. of favourable

Total no. of outcomes
If A is an event, then the number of outcomes favourable
to A is greater than or equal to 0 and is less than or equal The students will apply the formula to solve
to the total number of outcomes. questions of the textbook.
So, we can say that,
0 ≤ P(A) ≤ 1
Sure Event:
Sure/Certain event is an event, which always
happens.
For example, it's a sure event to obtain a number
between 1 and 6 when rolling an ordinary die.
The probability of a sure event is always 1.

Impossible Event:
An event which never happens is called an impossible
event
For example, it's an impossible event to obtain a
number greater than 7, when rolling an ordinary die.
The probability of an impossible event is always 0.

Resources:
Probability Basics The students will see the videos for better
Probability basics with Examples understanding
https://youtu.be/eHJ40sSkYLE (Equally likely
outcomes)
https://youtu.be/oTInkQ_0X5c (Probability line) The students will work in pairs to solve ex. 3.4

Assessment for Learning:

 A quick recap quiz can be held in the class.
Recap and Closure:
 Wrap up the lesson by discussing some examples from the text book.
Plenary / HW for the Day
Exercise 3.4

MSA2 (continued)
The next step will be ----
Students will use the data to draw a bar graph showing comparison of the instruments being played by people.
They will also find the mean, median and mode from the data obtained. 
Observations, Inferences, Interpretations and Conclusions will be drawn from the graphs and calculations. 
MAM integration – 3D graphs will be prepared by a group of students showing the comparison. (Tooth paste
boxes, aluminium foil rolls etc. to make 3D graph) 
Another group of students will make a chart to show how mean, median and mode is calculated and the
conclusion obtained. 
Critical Thinking
Multiple Intelligence –Logical, Spatial, Naturalistic, Linguistic, Interpersonal, Musical
Value Education: The activities have developed the values such as Responsibility, Environment Protection,
National Integrity, Accuracy, Honesty, Doing your best and Sincerity among the children.
Multidisciplinary – English, Science, Social Studies, Hindi, ICT, Third language, Music
Art integration: Making 3D bar graphs and charts
Suggested Activity – (Critical Thinking)
https://kalyaniskills-my.sharepoint.com/:w:/g/personal/etks10298_thekalyanischool_com/
ESswL4s1TEVIg4kqBn6yyMgBLDU_EGWOjTsbeXNxwKikAw?e=NxXfXZ

HOTS (Critical Thinking)

1. A special die is made in the shape of an octahedron: The die has 8 equal faces marked with the
numbers 1 to 8. If the die is thrown once, what is the probability that the face that lands
uppermost has a prime number?

2. The diagram shows a spinner made up of a piece of card in the shape of a regular pentagon, with a
toothpick pushed through its center. The five triangles are numbered from 1 to 5. The spinner is
spun until it lands on one of the five edges of the pentagon.

a) What is the probability that the number it lands on is odd?

b) What is the probability that the number it lands on is even?

3. Analyse the data and find its mean, median and mode.

Number 0 1 2 3 4
Occurrence 14 15 6 16 6
Reflections:
Teacher Student
The chapter was taught in online mode. The PPT was Students liked the PPT. They were happy as they
made interactive. Bar graphs, mean, median mode were made to draw bar graphs in class and were also
and Probability were taught with number of checked in the class itself inspite of virtual mode.
examples. Students understood the concepts very They also found the probability concept interesting
well. and so children wanted to solve extra sums on this
Online survey as a part of MAM activity was assigned concept.
to children to understand the concepts of Data Children were very much curious about the online
Handling. survey as they wanted to know exactly how the data
Extra worksheet was made by the teacher for would be interpretated.
probability so that students could practice more and However, some students thought that the chapter
more sums. was taught a little faster.
Few children believed that the chapter was taught
faster, so the whole chapter was revised once again
in the class by the teacher.