Lesson Planning Sheet Title: Cumulative Frequency Graphs Learning Objectives: By the end of the lesson: All students

s should be able to plot a cumulative frequency graph from a grouped data table. Most students should be able to plot and interpret the median and IQR from a cumulative frequency graph. Some students should be able to plot and interpret a cumulative frequency to compare multiple data sets. Key words: Cumulative Frequency, Median, Interquartile Range, Continuous Data, Discrete Data, Scale, Curve, Estimate Learning Activities Starter/Introduction Students examine the benefits and draw-backs of representing data in a grouped data table. In order for the students to understand the purpose of Cumulative Frequency graphs they must be aware of the limitations of certain ways to organise data, in this case Grouped Data Tables. The comments should bring to light that whilst Grouped Data Tables are effective at organising large amounts of data, specific data points are lost. One of functions of Cumulative Frequency graphs is to bring back that accuracy as a reasonable estimate. Whilst the students may not be able to draw these conclusions on their own the starter is intended to be the catalyst for such discussion. Students should work in pairs and present their solutions on mini-whiteboards so that the teacher can gauge their understanding. Development The concept of Cumulative Frequency graphs as a means to compare data sets could be introduced through the use of an ICT lesson where students create Cumulative Frequency graphs on Autograph V3.3. The development phase of the lesson is intended to answer the new question of How do we get specific values from data that is represented in a grouped data table? To this end the word cumulative will need to be explained and contextualised. By considering the formation of the data sample as a whole curves between the ranges can be extrapolated to represent the change in frequency. It may be wise to have print outs of the second and third slides so that students can plot the curves along with the teacher. Otherwise they will simply get bored watching the teacher plot what are essentially coordinate pairs. Once the curve is plotted the emphasis should shift to using it to interpret the data. After all what is the point of drawing the curve if we dont use it ? Discuss how to calculate the Median average as the middle value of data in the sample the value of which can be estimated using the curve. The Interquartile Range (IQR) whilst easy to calculate is often difficult for the students to understand and contextualise. Explain how it is used to eliminate the extreme values of data by focussing on only the middle half of the sample which is most representative. Pose the question Should we consider every bit of data or only the most typical amounts? Once the students are able to make sense of the IQR and Median move on to using the curve to estimate ranges when given the x value. Such as the questions posed at the bottom left of the screen. Plenary The problem could be posed to the students with little to no guidance in order to see how well they have understood the importance of the Median and IQR as a means to compare distributions. Alternatively, they may need guidance and could focus solely on one statistic. Encourage the students to work in pairs so they are able to refine their understanding through discussion. Their final understanding could be presented to the teacher succinctly via miniResources: Mini-Whiteboards Print Outs Autograph V3,3

whiteboards. Differentiation More able: Students could focus on using Cumulative Frequency graphs to compare multiple data sets. Looking at how different sets of data are skewed will provide a deeper understanding of comparing data sets. Less Able Providing the students with scales for the Cumulative Frequency graphs will ensure more time is spent on interpreting the graphs rather than drawing them.