Day 1: Introduction to Data
- Can anyone tell me what data is in simple words?
- Look around the class—what kind of data can we collect about your classmates?
- Which of these is qualitative: favorite color or height in cm? Why?
- Which of these is quantitative: number of books or type of fruit? Why?
- Can you give another example of qualitative data from your school?
Day 2: Collecting and Organizing Data
- If 5 students like mangoes, how will you represent it using tally marks?
- How do tally marks help us count faster than writing numbers directly?
- What would the tally marks look like for 7 students?
- Can you make a tally for your favorite sport in class?
- How do we convert tally marks into a table?
Day 3: Representing Data in Tables
- How many students like oranges according to this table?
- Which fruit is the most liked by students?
- Can you make a frequency table for 5 different fruits?
- How do we calculate total number of students from a table?
- If one fruit has zero students liking it, how do we show it in a table?
Day 4: Pictographs (Part 1)
- What does one symbol in this pictograph represent?
- If 3 symbols are drawn for blue color, how many students like blue?
- Can we use the same symbol for another survey?
- How do we decide the scale of the pictograph?
- Can you draw a pictograph for the data of your favorite classroom activity?
Day 5: Pictographs (Part 2)
- Which category has the highest number of symbols?
- Which activity is least preferred according to the pictograph?
- How many more students like apples than oranges?
- Can we make a pictograph from the data in the table we created yesterday?
- What happens if we change the scale of the pictograph?
Week 2
Day 6: Introduction to Bar Graphs
- What does the height of a bar in a bar graph show?
- Which axis shows the categories and which shows the frequency?
- Can a bar graph represent qualitative data? How?
- How would you choose the scale for the y-axis?
- Why should bars be of equal width?
Day 7: Drawing Bar Graphs
- How do we start plotting a bar graph from a table?
- What should we write on the x-axis and y-axis?
- Why is spacing between bars important?
- How do we decide the height of each bar?
- Can you draw a bar graph for your classroom survey on favorite fruit?
Day 8: Reading Bar Graphs
- Which category has the maximum frequency?
- Which category has the minimum frequency?
- How many more students like football than cricket?
- What is the total number of students represented in the graph?
- Can you compare two categories and tell which one is more popular?
Day 9: Solving Problems from Data
- From this table, how many students like apples and oranges together?
- How do we find the difference between the highest and lowest values?
- If 3 more students join the class and like mangoes, how will the data change?
- Can you make a pictograph from this data?
- How do we check if the data in a graph is correct?
Day 10: Revision and Mini-Assessment
- Can you explain the difference between qualitative and quantitative data?
- How do tally marks help in collecting data?
- Can you draw a frequency table from the data you collected yesterday?
- Convert this table into a pictograph.
- Draw a bar graph for this data and answer: which category is the most popular?