The Oxford School, Dubai

Subject: Mathematics Year& Section : 10

TOPIC: Cumulative
Demofrequency
Text diagram
LO: To understand and apply cumulative
frequency diagrams to represent and analyze
grouped data
Teacher: Ms. Hudha
Day & Date : Thursday & 25/04/24
PRE- ASSESSMENT
t

Prior Learning:

Next week’s learning:

Learning Objective:(What?)
 Prior Learning:
Which mathematical concept we can apply for finding the gap?

Next week’s learning:

Learning Objective:(What?)
 Key Teaching tot Help YOU Learn
MyiMaths Lesson - Cumulative frequency 1

Prior Learning:
Key Teaching to Help YOU Learn
t

Prior Learning:
 Key Vocabularyt
1.Cumulative Frequency
2.Cumulative Frequency Table
3.Cumulative Frequency Curve
4.Upper Class Boundary
5.Lower Class Boundary
6.Mean
7.Median
 Key Application to tdevelop YOUR Skills
Test your understanding

2 5 + 5 = 𝟑 𝟓 2 5 + 5 = 𝟑 𝟓V
In the UAE, cumulative frequency graphs, also known as cumulative frequency
diagrams or ogives, find application in various fields including:
t
1.Business and Economics: By plotting the cumulative frequency of sales or revenue
against different price points or time periods, businesses can identify trends, predict
future sales, and make informed decisions about pricing strategies and resource
allocation.
2.Education and Assessment: In the education sector, cumulative frequency graphs
are utilized for analyzing exam scores, student performance, and assessment results.
Educators can plot the cumulative frequency of scores against different grade
boundaries or achievement levels to understand the distribution of student
performance and evaluate the effectiveness of teaching methods and curriculum.
3.Market Research: By plotting the cumulative frequency of responses or purchases
against different product features or marketing strategies, businesses can identify
target markets, tailor their products/services, and develop effective marketing
campaigns to reach potential customers in the UAE market.
4.Healthcare: In the healthcare sector, cumulative frequency graphs are used for
analyzing patient data, disease prevalence, and treatment outcomes. By plotting the
cumulative frequency of patient visits, diagnoses, or treatment outcomes against
different demographic factors or medical interventions, healthcare providers can
identify high-risk populations, track disease trends, and evaluate the effectiveness of
healthcare interventions and policies.

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 t

2 5+ 5=𝟑 𝟓2 5+ 5=𝟑 𝟓
 Our Learning Plan for this Lesson
Success Criteria
t
SOLO Level

Click
I can identify the basic to add text
components of a cumulative frequency diagram, including axes, data points, and labels.

SOLO Level

I can describe the relationship between two variables displayed in a cumulative frequency diagram.

SOLO Level

I can analyze the cumulative frequency diagram to make predictions and draw conclusions about the strength
and direction of the relationship between the variables.

SOLO Level

I can applytheir understanding of cumulative frequency diagrams to interpret real-world data sets and for
further investigations based on their findings.
 t

Success Criteria: I can identify

the basic components of a
cumulative frequency diagram,
including axes, data points, and
labels.

Who is assessing
my work?
T = My teacher
AFL S = Me
P = My peer

@oxfordschooldubai
 t

Success Criteria:
I can describe the
relationship between two
variables displayed in a
cumulative frequency
diagram.

Who is assessing
my work?
AFL T = My teacher
S = Me
P = My peer

@oxfordschooldubai
Progress Check t

What ideas that we have learned before were useful in solving

this problem?

Who has a different answer? What is your answer and how did
you get it?

Explain to your partner your understanding of what was just

said.

Who has the same answer but a different way to explain it?
 t
Success Criteria:
I can analyze the
cumulative frequency
diagram to make
predictions and draw
conclusions about the
strength and direction of
Select your solo verb
base LOsthe
forrelationship
each level between
the variables.
of the taxonomy:
One Idea:
2
Who
Many Ideas: is assessing
my work?
AFL Relate: T = My teacher

S = Me
Extend: P = My peer

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Surd Scavenger Hunt: t
Success Criteria:
Objective: Find and identify examples of surds in the real world, such as in measurements, architectural designs, or nature.
I can applytheir
Materials:
Pen and paper understanding of
A measuring tape or ruler (optional) cumulative frequency
Instructions: diagrams to interpret
Exploration: Go on a surd scavenger hunt around your home, neighrh, or city. Look for objects, measurements,real-world data sets
or designs and
that
involve surds. Surds can be found in various aspects of life, including architecture, science, andSelect your
everyday for solo verb
further
measurements.
base LOs for each level
Examples: Write down a list of what you find, and describe each example. Include the following information: investigations based on
of the taxonomy:
The surd value (e.g., √2, √3, etc.). their findings.
Where you found it (e.g., a building, a street sign, a recipe, etc.). One Idea:
A brief description of how the surd is used or why it's significant in that context.
Measurement (optional): If you have a measuring tape or ruler, measure an object or dimension in your surroundings that
involves surds. For example, you might measure the diagonal of a square tile or the height of aMany
Who
Ideas:
particular
is assessing
architectural feature.
my work?
Discussion: After your scavenger hunt, discuss your findings with friends, family, or classmates. Share the examples you
discovered and explain how surds are used in those contexts.
Relate: T = My teacher
Mathematical Analysis: Take one or more of the surd examples you found and perform mathematical operations on them. For
instance, you can add, subtract, multiply, or divide surds to see how the mathematics work in practice. S = Me
Documentation: Create a report or presentation showcasing your surd scavenger hunt findings. Use photos,
Extend: diagrams,
P = My Peer and
descriptions to illustrate your examples and their mathematical significance.

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Progress Check t

How did you think about the problem?

What decision do you think he/she should make?

What problem have we solved that is similar to this one?

How are they the same? How are they different?

 Plenary
t
What have I learnt today?

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https://wordwall.net/resource/736197/math/math-reflection-writing-
spinner t

Select your solo verb

base LOs for each level
of the taxonomy:
One Idea:

Many Ideas:

Relate:

Extend:

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 Assignment / HW t

Homework:

Select your solo verb

Text Book Exercise: 37.1 base LOs for each level
of the taxonomy:
One Idea:
Page No: 536

Many Ideas:
Q.NO: 1 & 2

Write the homework in the Math Notebook. Relate:

Extend:

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