Data and Chance · Spring Term

Collecting and Representing Data: Frequency Tables

Collecting and organizing data into frequency tables, including grouped frequency tables for continuous data.

Key Questions

  1. How can raw data be effectively organized into frequency tables?
  2. Differentiate between discrete and continuous data and how they are represented in frequency tables.
  3. Justify the choice of class intervals when creating grouped frequency tables.

NCCA Curriculum Specifications

NCCA: Junior Cycle - Statistics and Probability - S.1.1
Class/Year: 2nd Class
Subject: Mathematical Explorers: Building Foundations
Unit: Data and Chance
Period: Spring Term

Suggested Methodologies

Case Study Analysis

Deep dive into a real-world case with structured analysis

30–50 min

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Round Robin

Each person contributes in turn, no skipping

10–25 min

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Graffiti Wall

Collaborative writing and drawing on a shared surface

15–30 min

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Planning templates for Mathematical Explorers: Building Foundations

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5E Model

The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.

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Math Unit

Plan a multi-week math unit with conceptual coherence: from building number sense and procedural fluency to applying skills in context and developing mathematical reasoning across a connected sequence of lessons.

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Math Rubric

Build a math rubric that assesses problem-solving, mathematical reasoning, and communication alongside procedural accuracy, giving students feedback on how they think, not just whether they got the right answer.

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Identifying and analyzing how statistics and graphs can be manipulated to present a biased or misleading view of data.

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