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Lesson Plan On Histogram

The document outlines a lesson plan on teaching histograms to students using inquiry-based learning strategies like group work and class discussions. It provides objectives, teaching methods, and examples to help students understand how to divide data into class intervals, create frequency distribution tables, select appropriate scales, and draw histograms. The lesson plan was assessed to have engaged students and improved their understanding of histograms, though some students were initially reluctant to participate.

Uploaded by

Shan Ali
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© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
251 views

Lesson Plan On Histogram

The document outlines a lesson plan on teaching histograms to students using inquiry-based learning strategies like group work and class discussions. It provides objectives, teaching methods, and examples to help students understand how to divide data into class intervals, create frequency distribution tables, select appropriate scales, and draw histograms. The lesson plan was assessed to have engaged students and improved their understanding of histograms, though some students were initially reluctant to participate.

Uploaded by

Shan Ali
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Mathematics

Face to Face Session

Assignment No 1

Submitted to

Sahibzada Waqar Ahmad

By

Shan Ali

Topic: Histograms
Histogram
This lesson plan uses classroom lessons, a class wise discussion and question, and a hands-on activity to
help ensure your students come away with a working knowledge of histograms.

Curriculum Standards
National Curriculum 2006: Mathematics X

Represent data with plots on the real number line and represent data in form of Histograms.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9-10 topics,

General Objectives:
After learining this the students will be able to:

Analyze set of data, make the suitable class intervals, Frequecny distribution table and draw an
histrogram.

Specific Objectives (SLOs)


The students will be able to

1-Define histogram?

2-Divide data into class intervals.

3- Write frequency distribution table.

4- Pick suitable scale for histogram.

5- Draw the histogram for the frequency distribution table.

3-Read/Interpert data from a given Histogram.

Teaching Methode
Demonstration and Discussion Method.

Audio Visual Aids


Marker, White Board, Duster, textbook, Charts
Background Knowledge Assesment:
To check the previous knowledge of the student’s teacher can ask different questions. As most
of our students are famillair with the cricket and graphs shown during the cricket match are
intuitive and easy to understand for them.

Lesson Directions
Introduction to Histograms

Step 1: Group students into groups. Ask each student to measure their weights using the weight
measuring scale from the lab, then ake them to write his measurement on the board.

The data was: 35,60,44,41,39,56,50,65,49,51,47,41,48,57,56,61,42

Step 2: Ask students, if they wanted to graph this data, what type of graph would they use? After some
discussion, introduce the idea of a histogram. Explain that a histogram is a kind of bar graph showing the
frequency with which something happens within given intervals. While bar graphs compare fixed
amounts, histograms compare a range of data.

Step 3: Explain that histograms are used to represent different kinds of data.

Step 4: Ask students to suggest sailable class boundaries for this data.

Step 5: Ask students to produce a histogram of the forearm data on the board. Ask students to be
prepared to explain how they developed the intervals they placed on the horizontal axis.

Independent Practice: Ask students to make a histrogram from the data given in the math’s book
problem. Discuss the general misconception and common mistakes students made during the
completion of this task.

Example 2: Histogram with unequal intervals.


I will tell students if intervals are not same then we have to take adjusted frequency which is
obtained by deviding frequency over class interval.In such type of histogram the adjusted
frequency will be on yaxis and class boundaries will be on xaxis .Suitable scale is necessary in
this case.I will call any volunteer to draw graph .

The following are marks of 50 students in math paper

30,31,32,32,32,33,33,34,34,35,35,35,36,36,36,37,37,37,38,38,38,39,39,39,39,40,40,40,
40,41,41,41,41,42,42,42,42,43,43,43,43,44,44,45,45,46,46,47,47,48,48

Class –Limits Class Class Intervals Frequency Adjusted


Boundaries Frequency f/h
30-31 29.5-31.5 2 2 1
32-34 31.5-34.5 3 6 2
35-38 34.5-38.5 4 12 3
39-43 38.5-43.5 5 20 4
44-48 43.5-49.5 5 10 2

Homework:
We ask students to give the make a histogram of the score during a cricket match of their own
choice.

Reflection:
What teaching strategies did you use in the classroom to teach the given concept? Which
strategy worked well? And which didn’t?

Ans: I used cooperative and inquiry based learning strategy to teach the given concept.

This strategy worked well because inquiry based learning can nurture student interests passion
and talents.

This strategy increased motivation of students

This strategy inhanced understanding to students

Teamwork skill was inhanced. Long term knowledge retention.


The student role was active in this strategy

This strategy build the habit of asking good questions

Different problems were solved through this strategy.

Some participants were reluctant to participate

The teacher must be fully prepared

Misconception:

Learning objectives ruin inquiry but learning objectives let everyone know where they are
going.

There is not enough time but we need to prioritize

Inquiry means students just do whatever they want but teacher role is critical

Inquiry based learning is not for all students but it is for all students.

What activity need improvement?

While drawing histogram the previous knowledge is important.

Also while drawing histogram graph paper is necessary and selecting suitable scale needs
improvement

What was response of students?

The student responded very well . They were actively involved . They also did useful questions

Some students were reluctant and this problem was overcome by inviting them in front of class
and actively involving them.

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