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- 1Identify different sources of data from everyday Ghanaian situations.
- 2Show learners a picture of Makola Market with traders selling vegetables, fruits, and other goods. Ask: What information could a trader collect about their customers or sales? Learners discuss in pairs and share one idea each (e.g. number of customers, types of items sold, price of yams).
- 3Write on the board: 'The number of trotros that pass Kaneshie Market in one hour' and 'The colours of kente cloths sold at Kejetia Market'. Ask learners to identify which is about counting things and which is about describing things. Discuss how both are information we can collect.
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- UNDERSTANDING NUMERICAL AND CATEGORICAL DATA
- 1Write three examples on the board using the textbook: (1) The number of children in each family in a compound house—this is numerical data because we count; (2) The favourite chop bar meal for each learner (Banku, Waakye, Jollof Rice)—this is categorical data because we describe types. (3) The height of cocoa plants on a farm measured in centimetres—this is numerical data. Ask learners to copy these into their exercise books and label each as 'numerical' or 'categorical'.
- 2Organise learners into pairs. Give each pair one scenario: Pair A: 'Yakubu's family recorded how many yams each farm worker harvested'; Pair B: 'The clinic recorded whether patients have malaria or not'; Pair C: 'Ama counted the number of days it rained in Accra last month'. Each pair must identify whether their data is numerical or categorical and explain to the class in one sentence.
- 3Struggling learners: provide a matching card activity where they match data examples to 'count' or 'describe' labels before naming the full type.
- DISTINGUISHING UNGROUPED AND GROUPED DATA
- 4Display on the board two lists. First list (Ungrouped): 45, 52, 48, 61, 55, 49, 57, 50, 63, 54 — these are the test scores of 10 learners at Ashanti Primary School, each score written separately. Second list (Grouped): 40–49 (3 learners), 50–59 (5 learners), 60–69 (2 learners) — the same scores organised into groups. Using the ruler and graph board, draw two simple columns to show the difference. Ask: Which list shows each score by itself (ungrouped) and which shows them bundled together (grouped)?
- 5Give learners a ruler and exercise book. Present this ungrouped data aloud: the ages of traders at Takoradi Market Circle are 34, 28, 45, 31, 52, 39, 41, 37, 48, 33, 29, 46 years. Learners write this list in their exercise book. Then, on the same page, ask them to group the ages into ranges: 25–34, 35–44, 45–54. They count how many traders fall into each group and write the grouped version below the ungrouped list.
- 6Struggling learners: provide pre-drawn group ranges and let them only count and place the numbers into each range rather than creating the ranges themselves.
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- 1Textbook
- 2Exercise book
- 3Ruler and graph board
- 4Picture of Makola Market (or drawn on board)
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- 1Display four short data descriptions. Ask learners to stand up if they hear numerical data, sit down if they hear categorical data, and clap once if they hear grouped data: (1) 'The number of fish caught by three fishermen'; (2) 'Types of crops grown in Northern Region (maize, millet, groundnuts, sorghum)'; (3) 'Ages grouped as: 10–19, 20–29, 30–39'. Repeat the activity, switching actions to reinforce classification.
- 2In pairs, learners create one sentence describing a data example from their own school or community (e.g. 'The number of learners who take trotro to school' or 'The colours of school uniforms that learners wear'). Each pair states whether their example is numerical or categorical, and the class agrees or disagrees by showing thumbs up or thumbs down.
Exercise
- 1Write in your exercise book. Here are four data statements: (A) Abena recorded how many mobile phones each family in her compound owns: 0, 1, 2, 1, 3, 2, 1, 2. (B) Kofi grouped the same phone data: 0–1 phones (4 families), 2–3 phones (4 families). For each statement, write: Is this numerical or categorical data? Is this ungrouped or grouped data? (Answer A: numerical, ungrouped; Answer B: numerical, grouped.)
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- 1Recall and distinguish between different methods of collecting data.
- 2Ask learners: If you wanted to find out the favourite food of all learners in your school, how would you ask them? Listen to responses (ask them directly, give them a form, watch what they buy at the chop bar). Explain that these are different ways of collecting information, and today we will learn the names of these methods.
- 3Show a quick scenario: Sulemana wants to know how many people prefer Waakye to Jollof Rice at the school canteen. Ask: Should he ask every single person in the school, or can he ask just a few people and estimate? Discuss why choosing the right method saves time and money.
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- IDENTIFYING DATA COLLECTION METHODS
- 1Using the textbook and a ruler to write clearly on the board, list four main methods: (1) Observation—watching and recording what happens (e.g. count the colour of cars passing Tema Station); (2) Interview—asking people questions face to face (e.g. ask farmers their opinion on crop prices); (3) Questionnaire—giving written questions (e.g. a form asking about favourite meals); (4) Experiment—testing something to see what happens (e.g. testing which fertiliser helps plants grow best). Learners copy these definitions into their exercise book with one Ghanaian example for each.
- 2In groups of four, assign each group one method. Group A gets Observation, Group B gets Interview, Group C gets Questionnaire, Group D gets Experiment. Each group must think of a real Ghanaian situation where their method would work best: for example, Group A might say 'Observing whether more girls or boys buy items at the school tuck shop', Group B might say 'Interviewing fishermen about their daily catch at Tema Harbour'. Groups present their situation in one sentence to the class.
- 3Struggling learners: provide sentence stems such as 'We would use [method] to find out [question about Ghanaian context]' to help structure their thinking.
- SELECTING AND JUSTIFYING THE BEST DATA COLLECTION METHOD
- 4Present three research questions on the board. Ask learners to discuss in pairs which method is best and why: (1) 'How many learners in our school eat Banku for breakfast?' (best: questionnaire, because we need to ask many learners quickly); (2) 'Do plants grow taller when watered with different amounts of water?' (best: experiment, because we test the effect); (3) 'What time do traders open their shops at Kejetia Market?' (best: observation, because we watch and record times). Using a calculator, learners can count the reasons given for each choice. Ask pairs to share their choice and reason; record correct justifications on the board.
- 5Learners work individually. Give them this scenario: 'Ama wants to know the most popular type of soup (Palm Nut Soup, Groundnut Soup, or Okra Soup) among learners at their school.' In their exercise book, they write: (1) The best method to collect this data; (2) One reason why this method is better than the other three. Circulate and check responses, ensuring learners justify their choice.
- 6Struggling learners: provide a choice of three methods for each scenario and ask them to choose and circle the best one, then copy a pre-written reason sentence.
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- 1Textbook
- 2Exercise book
- 3Ruler
- 4Calculator
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- 1Play a matching game. Call out a data collection scenario; learners must run to one corner of the classroom labelled 'Observation', 'Interview', 'Questionnaire', or 'Experiment'. Scenario 1: 'Measuring the weight of cocoa beans from three farms.' (Experiment). Scenario 2: 'Recording the number of trotros at a station every hour.' (Observation). Scenario 3: 'Asking 50 fishermen about their preferred fishing time.' (Interview). Award a point to the group that reaches the correct corner first.
- 2Learners discuss with a partner: 'If a chief wants to know the opinion of all citizens on building a new school, which method should be used and why?' Partners agree on one answer and one reason, then share with another pair. Facilitate a brief class discussion linking to community decision-making.
Exercise
- 1In your exercise book, answer: Kwesi is a trader at Bolgatanga Market. He wants to find out whether his customers prefer selling vegetables or buying clothes. Write: (1) Which data collection method should Kwesi use? (2) Why is this the best method? (Expected answer: Interview or Questionnaire—because he needs to ask customers directly; or Observation—because he can watch which section customers visit most.)
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- 1Recall how to organise raw data into tables and simple visual representations.
- 2Show learners a list of marks on the board (ungrouped): 45, 52, 48, 61, 55, 49, 57, 50, 63, 54. Ask: Can you easily tell which mark appears most often? Learners share their difficulty. Explain that today we will learn how to arrange data so it is easier to understand and analyse.
- 3Ask learners to imagine 20 people were asked 'How many hours do you sleep each night?' with answers: 6, 7, 8, 7, 6, 9, 8, 7, 6, 8, 7, 7, 8, 6, 9, 8, 7, 6, 8, 7. In pairs, they count: How many said 6 hours? How many said 7 hours? How many said 8 hours? How many said 9 hours? Discuss how grouping by answer makes counting easier.
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- CONSTRUCTING FREQUENCY TABLES FROM UNGROUPED DATA
- 1On the board, display ungrouped data: the number of yams harvested by 10 farmers in a day: 12, 15, 18, 12, 20, 15, 12, 18, 15, 20. Using a ruler and graph board, draw a frequency table with two columns: 'Number of Yams' (12, 15, 18, 20) and 'Frequency (How Many Farmers)' (tally marks or numbers). Show learners how to count and write 3 beside 12 (because three farmers harvested 12 yams). Complete the table together: 12 (3), 15 (3), 18 (2), 20 (2). Learners copy this table into their exercise book.
- 2Give learners a new dataset in their textbook or exercise book: ages of traders at a market (25, 28, 25, 30, 28, 25, 32, 28, 30, 28). Learners use a ruler to draw their own two-column frequency table, list the unique ages, count how many traders match each age, and write the frequencies. A volunteer comes to the board and writes one complete row of their table; the class checks if it is correct.
- 3Struggling learners: provide a pre-drawn table with ages already listed and ask them only to count and fill in the frequency column using tally marks.
- PRESENTING DATA IN BAR GRAPHS, PIE GRAPHS, AND PICTOGRAPHS
- 4Using the yams frequency table from the previous activity, demonstrate how to draw a simple bar graph on the graph board. The x-axis shows 'Number of Yams' and the y-axis shows 'Frequency'. Draw bars: height 3 for 12 yams, height 3 for 15 yams, height 2 for 18 yams, height 2 for 20 yams. Ask learners: Which number of yams did most farmers harvest? (Answer: 12 or 15 yams, as both have frequency 3.) Learners copy this graph into their exercise book using a ruler to draw straight lines.
- 5Display a pictograph example: meals bought at the school chop bar (Banku, Waakye, Jollof Rice). Use simple symbols (a square for every 2 meals sold). Banku: 4 squares (8 meals), Waakye: 5 squares (10 meals), Jollof Rice: 3 squares (6 meals). Learners read the pictograph aloud together and answer: Which meal was most popular? (Waakye.) Learners then create their own pictograph in their exercise book for a given dataset (e.g. favourite drinks at Accra: water, malt, orange juice).
- 6Struggling learners: provide a pre-drawn bar graph with axes and gridlines, and they only fill in the bars by colouring or drawing lines to the correct height.
- ANALYSING DATA TO SOLVE PROBLEMS AND POSE QUESTIONS
- 7Present a grouped data table: heights of 40 learners measured to the nearest centimetre (130–139 cm: 8 learners, 140–149 cm: 15 learners, 150–159 cm: 12 learners, 160–169 cm: 5 learners). Using a calculator, ask learners to find: How many learners are in the shortest group? (8.) How many are taller than 149 cm? (12 + 5 = 17.) What is the most common height range? (140–149 cm, because it has the highest frequency of 15.) Learners answer these questions in their exercise book and write one additional question they could ask about the data.
- 8In groups, learners are given a real Ghanaian dataset (e.g. the number of mobile phones owned by families in a compound, or the types of crops grown on farms in a district). Using the textbook and a ruler, they construct a frequency table, draw a bar graph on their graph board, and then write two sentences analysing the data: for example, 'Most families own 1 or 2 phones' or 'More farms grow maize than any other crop.' Groups present their analysis to the class.
- 9Struggling learners: provide a pre-made frequency table and pre-drawn bar graph, and ask them only to identify the mode (most frequent value) and one trend from the visual representation.
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- 1Textbook
- 2Exercise book
- 3Ruler and graph board
- 4Calculator
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- 1Display a simple bar graph on the board showing the number of kenkey sold at a chop bar over four days (Monday: 12, Tuesday: 15, Wednesday: 18, Thursday: 14). Ask learners: On which day were the most kenkey sold? (Wednesday.) On which two days was the same number sold? (Monday and Thursday—no, that is incorrect; check again.) On which day were the fewest sold? (Monday.) Learners answer chorally or individually using their exercise books, showing fingers 1–4 to indicate which bar they are pointing to.
- 2In pairs, learners are given a stem and leaf plot or simple data list (e.g. marks: 34, 45, 56, 43, 52, 61, 48, 55, 39). They create a frequency table together and then write one sentence about what the data tells them. For example: 'More learners scored between 40 and 50 marks than other ranges.' Pairs swap with another pair to check their work.
Exercise
- 1You are given this ungrouped data: the number of hours 12 learners studied for a Mathematics test: 2, 3, 2, 4, 3, 5, 2, 4, 3, 5, 4, 3. In your exercise book: (1) Create a frequency table showing how many learners studied for each number of hours. (2) Which number of study hours was most common? (3) How many learners studied for 4 or more hours? (Expected answers: frequency table with hours 2, 3, 4, 5 and frequencies 3, 4, 3, 2 respectively; most common is 3 hours; 5 learners studied for 4 or more hours.)
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