Data handling

Math -

This session is about the revision of this entire chapter.

MID - 21NCBSE08MAT05TH001L1

45 - 50 minutes

1. Pictorial representation and interpretation of data using bar graphs

2. Pictorial representation and interpretation of data using double bar graphs
3. Grouping data
4. Pictorial representation and interpretation of grouped data using histograms.
5. Pie chart
6. Chance and Probability
● Teacher Resources
○ Earphone with mic
○ Tablet-Stylus
● Student Resources
🌕 Earphone with mic (optional)
🌕 Paper-Pen
🌕 Tablet-Stylus (optional)
 Session breakpoints

Topic/Elements Slide numbers Time duration

Homework discussion Warmup and Homework questions 5 minutes

Different type of charts 1 – 20 25 minutes

Content
Probability 21 – 28 15 minutes

Summary and Conclusion Conclusion and closing 29 - 31 2 minutes

Total Duration 47 minutes

Warm up (3 minutes)
● Connect with the students
● Get students to talk and express

Slide Slide screenshot Whiteboard (if any) Learning experience | Probing questions
no.

1. Narration:
● Hello students! Welcome to another
interesting session of Byju's Classes.
How are you all doing?
<Pause for answer>
<Introduce yourself>
● Please keep your pen and paper ready
so that you can take notes of what you
are going to learn today.
<Pause for answer>
● In this class we are going to revise the
entire chapter “Data Handling”
Connect:
Agenda of this chapter.
 2 Narration:
In this chapter we saw Bar graph, double bar
graph, group data, histogram, Pie chart, and
probability.
So, now we will revise each topic one by one.
Connect:
Let us start with Bar graph and double bar
graph.

3 Learning Nugget Duration = 00:02:05

KT’s covered:
● Double Bar graph
Connect:
● Now that we know how to represent
data using a double bar graph. Let’s
see a problem on this.

Teacher Activity

Core concepts
Double Bar graph

Q02 -Nix organizes a sport within the team every year. The data given shows the points scored by 3 players in this
year and the last year. Draw a double bar graph from the data given.

Knowledge points/Learning evidence:

Drawing a Double Bar Graph

4 Tutor Points:
● Read the question.
● Draw the double bar graph.
● Choose one colour for the bars for this
year data and different color for last
year data.
● Discuss the solution.
Explain:
 ● The data given shows the points
scored by three players in this year
and the last year.
● We need to draw a double bar graph
from the data given.
● The graph scale can be taken as 1 unit
= 50 points.
To Do: write ‘5 points’
To Do: Plot the double bar graph for the data
of all three players (X, Y, and Z)
● For player X, points scored this year
is 300 and last year was 250.
To Do: Plot a bar of height of 300 points with
the color chosen for this year and a bar of
height of 250 points with the color chosen for
last year next to the first bar.
● For player Y, points scored this year is
400 and last year was 500.
To Do: Plot a bar of height of 400 points
with the color chosen for this year and a bar of
height of 500 points with the color chosen for
last year next to the first bar.
● For player Z, points scored this year is
600 and last year was 450.
To Do: Plot a bar of height of 600 points
with the color chosen for this year and a bar of
height of 450 units with the color chosen for
last year next to the first bar.
Connect:
● Poll Question

5 Narration:
● So, now it is time for a poll question!
Why don’t you try it out?

Knowledge points/Learning evidence:

Bar Graph
6 <Ask students to solve question number 2 in
their notebook>
Tutor points:
● Read the question and options
Time: 45 seconds
<Pause for 45 seconds>
Connect:
● And your time is up!
Let’s discuss the answer now, shall we?

7 Tutor points:
● Excellent job students on attempting
the question correctly.
Answer: B
Discuss:

<The tutor only needs to highlight the key

information required to solve this question
and read out the solution provided and must
ensure that the students are noting it down>
● The sale in 2001 was 800.
● The sale in 2002 was 600.
● The sale in 2003 was 650.
● The sale in 2004 was 500.
● The sale in 2005 was 700.
Thus the maximum sale was in the year 2001.

● So the correct answer is B.

Connect:
Next concept “Grouped data”.

8 Tutor Points:

<The tutor should make sure that the

students note down the points while it is
being explained>

Explain:
● This is a grouped data. A grouped
data is used for large number of data.
● Here, frequency is observed for a
particular group.
● The bandwidth of group is decided
 and accordingly frequency are
attributed.
● Here grouping is done for age groups.
● Groups have been arranged as:
Write:
< 0-10
10-20
20-30
30-40
40-50>
Write:
<in the age group 0-10; 0 depicts the
lower class limit and 10 represents
the upper class limit.
< write : Class size=10-0=10 i.e upper
limit -lower limit>
● Data point 10 will be included
in the 10-20 interval.and not
in the 0-10 interval.
● Here frequency readings are
given at the third column.i.e
no of persons belonging to a
certain age group.

Connect:
Let's help Nix to solve the question.

9 Tutor Points:

<The tutor should make sure that the

students listen to the explanation and note
down the points while it is being explained>

Explain :

● The following table contains two

columns.one showing the age group
and the other its frequency.
● No. of members for the age group
20-30 is 72.
● No. of members for the age group
30-40 is 65
 ● No. of members for the age group
30-40 is 23
● No. of members for the age group
40-50 is 58
● Maximum no. of members fall in the
age group of 20-30 and that is 72.

Connect:
Let’s discuss and clear the concept through
some more questions.

10 Narration:
● Time for a poll question now.
You will only get forty-five seconds to solve it.
So speed up!

Student Activity

Core concepts
● Grouped Data

Q. Determine the class size of the grouped data shown.

Knowledge Points/Learning evidence

Grouped Data
 11
<Ask students to take question number 5 in
their notebook>

Tutor points:

● Read the question.

Connect: Let us see the solution.

12
<Ask students to take question number 5 in
their notebook>

Tutor points:

● Well done! You have got the correct

answer within the given time.
● Discuss the solution.
CORRECT OPTION: B
Explain:
● Class size can be calculated using
;class size=upper limit -lower limit
● Taking any interval from the first
column, for example 28 - 16,we have
class size = 28 - 16 = 12
● Similarly for other interval like
88-100, class size = 100 – 88 = 12
● So option B IS THE CORRECT
ANSWER.

Connect:
Let us move to the next concept.

13 Video Duration: 00:01:57

KT’s covered:
● Grouped data
Connect:
Let us solve some problems now.

Knowledge Points/Learning evidence

Histogram.
14
<Ask students to take question number 7 in
their notebook>

Tutor points:

● Read the question.

Connect:
let's see the solution.

15
<Ask students to take note while discussing
solution of question number 11 in their
notebook>

Tutor points:

● Read the question.

● Discuss the solution.
● CORRECT OPTION:C
● Explain :
● Looking at the graph ;we can say
● For the range of 0-10,we have 2
members.
● For the range of 10-20,,we have 6
members.
● For the range of 20-30,we have 10
members.
● For the range of 30-40,we have 4
members.
● For the range of 40-50,we have 3
members.
● For the range of 50-60,we have 2
members.
● For the range of 60-70,we have 1
member.
Looking at the height too,we can say that the
range 60-70 is the least prevalent in the team.

Connect:

Let us move to the next concept.

 16 Learning nugget duration: 00:01:31

Key takeaways:
● Drawing a Pie Chart

Connect:

Upcoming Slide - Tutor Solved Question

17 Tutor Points:
● Read out the question
● Discuss/Explain the question if
necessary
● Ask the students if they know how to
solve
● Obtain some responses from the
students
● Explain the solution.

Solution:
● 25% of 600 = 25/100 x 600 = 150 cats
Connect:
Upcoming Slide: Poll Question

18 Tutor points:
● Introducing the poll question coming
ahead.
Narration:
● You guys have 30 seconds to answer
the question.
Connect:
● And here is your question!

Knowledge Points/Learning evidence

Pie Chart
19 Tutor point:
● Read the question.
● Please try to answer this question
before the timer ends!
Time: 30 seconds

Connect:
Time’s up! I hope you all got the correct
answer.

20 Answer: Option d
Tutor point:
● Mark the correct answer.
Discuss:
Each part of the total data in a pie chart is
represented by a sector.

Connect:
Let us move to the next concept.

21 Video Duration = 00:01:35

Key Takeaways:
1. Terms of probability

Connect:
Let’s sum up what we have learnt in the
learning capsule

22 Tutor points:
● Random experiment​ is an experiment
with more than one possible outcome,
and it is not possible to predict any
outcome in advance.
● Performing an experiment is known
as a trial. ​
● Outcome is the possible result of an
experiment or a trial.
● The outcome of an experiment is
known as an event.​
Connect:
 Poll Question.

23 Tutor points:
● Introducing the poll question coming
ahead.
Narration:
● You guys have 30 seconds to answer
the question.
Connect:
● And here is your question!

SA Q02: Which of these cannot be a probability?

a) 0
b) 0.5
c) 80%
d) 5/2

24 Tutor point:
● Read the question.
● Please try to answer this question
before the timer ends!
Time: 30 seconds

Connect:
Time’s up! I hope you all got the correct
answer.

25 Answer: Option d
Tutor point:
● Mark the correct answer.
Discuss the answer:
● An event that cannot possibly happen
has a probability of zero. If there is
some chance that an event will
happen then its probability is between
0 and 1.
● Sometimes probability can be
expressed as percentages.
 ● Probability cannot be greater than 1.
Hence, 5/2 cannot be a probability.
● Hence, the correct option is d.

Connect:
Moving to the next concept.

26 Tutor Points:
● Theoretical/ Classical Probability =
(No. of favourable outcomes of an
event E)/(No. of all possible
outcomes)
● In the theoretical approach we assume
that all the outcomes are equally
likely.
<Write equally likely in the box>

27 Tutor points:
● Read the question.
● Discuss the answer written on below.
Answer:
<Total number of sectors = 3 Green + 1 blue +
1 red = 5 sectors

Probability of getting a green sector =

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑔𝑟𝑒𝑒𝑛 𝑠𝑒𝑐𝑡𝑜𝑟𝑠 3
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑒𝑐𝑡𝑜𝑟𝑠
= 5

Number of non-blue sectors = 3 Green + 1 red

= 4 sectors

Probability of getting a non-blue sector =

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑛𝑜𝑛−𝑏𝑙𝑢𝑒 𝑠𝑒𝑐𝑡𝑜𝑟𝑠
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑒𝑐𝑡𝑜𝑟𝑠

4
= 5
>

Connect:
Now it’s time to clear your doubts.
28 Tutor points:

● Clear the doubts of the students

Connect:
● Summary slide

29 Narration :

● Ask the students to take a

gist of the chapter.
● Revise the topics while
explaining the key words.

● EXPLAIN:
● We learnt about bar
graph which was
followed by double
bar graph with the
same concept.
● We saw how to
study the grouped
data and finally the
histogram concept
where height of the
bar represented the
frequency of the
entity.

● Pie charts: What is a pie chart,

Reading a pie chart, Drawing a pie
chart

30 ● Introduction to probability: What is

chance, Impossible and sure event,
Random experiment, Event, etc
● Theoretical probability: Formula for
calculating Probability
Connect:
Homework slide
31 Students, don’t forget to do your homework.