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4 Teaching Mathematics in the Primary Grades

UNIT 4: EXPLORING DATA ANALYSIS AND PROBABILITY

 
4.0. Intended Learning Outcomes
a. Describe techniques for collecting data, including sampling, as well as quality
sources for finding data
b. Determine developmentally appropriate ways for students to analyze data,
including ways to help students determine which options best represent their
data
c. Construct histograms using appropriate digital applications
 
4.1. Introduction

In your subject Mathematics in the Modern World, it was mentioned that

mathematics is used for organization and prediction. Mathematics help us in
understanding data by organizing, analyzing, and interpreting it, so that we can
make decisions out of it. This is also known as probability and statistics.

Probability and statistics are the mathematics used to understand chance and
to collect, organize, describe, and analyze numerical data. From weather reports to
sophisticated studies of genetics, from election results to product preference surveys,
probability and statistical language and concepts are increasingly present in the
media and in everyday conversations. Students need this mathematics to help them
judge the correctness of an argument supported by seemingly persuasive data.

The understanding of probability and statistics begins with their introduction

and use at the earliest levels of schooling. Children are natural investigators and
explorers — curious about the world around them, as well as about the opinions and
the habits of their classmates, teachers, neighbors and families. Thus, a fertile setting
already exists in children for the development of statistics and probability skills and
concepts. As with most of the curriculum at these grade levels, the dominant
emphasis should be experiential with numerous opportunities to use the concepts in
situations which are real to the students. Statistics and probability can and should
provide rich experiences to develop other mathematical content and relate
mathematics to other disciplines.

4.2. Topics/Discussion (with Assessment/Activities)

4.2.1. Data Collection and Representation in Tables

More than a year ago, our planet has been hit by a pandemic caused by the
virus called COVID 19. As of today, the virus has already infected around 265
million people, and has caused 5.25 million of deaths. In the Philippines, it has
infected around 2.83 million people and has been the cause of 49,386 deaths. The top
five regions with most number of COVID 19 cases are: NCR – 860,877, Region VI-A:
CALABARZON – 497,443, Region III: Central Luzon – 5,587, Region VII: Central
Visayas – 4,213, Region VI: Western Visayas – 3,002. *Source: Department of Health
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This list of regions with their corresponding number of COVID cases can be called as
data. Data is information, especially facts or numbers, collected to be examined and
considered.

The data above can be presented in a table. A table is made up of columns and rows
which is used to make presentation of data or information clearer, more organized and
more attractive.

Below is an example of a table that shows the data mentioned in the previous page.

Top Five Regions with Highest Number of COVID 19 Cases

Rank Name of Region Number of Cases

1 National Capital Region 860,877
2 Region IV-A: CALABARZON 497,443
3 Region III: Central Luzon 281,537
4 Region VII: Central Visayas 154,513
5 Region VI: Western Visayas 151,840
*Source: Department of Health (https://doh.gov.ph/covid19tracker)

As you can observe, the table above helps us to clearly identify the regions with their
respective number of COVID 19 cases and their ranks because they are arranged in the
table. The title and the column headers also is a big factor to easily understood what the
table is all about.

Collecting Data

Presenting data to make it simple and understandable is important. But it is just half
of the task. Collecting data is equally or may be more important as it requires validity and
reliability

Task 4.2.1
Search for a particular data. Present it using a table. Give your source.

Teacher’s Note:
 In a face-to-face class, you may ask your students to form groups of five members each.
 Each group chooses their own leader and a recorder.
 You may provide each group with a topic, or they may choose their own topic. (Topics may be
number of siblings, amount of daily allowance, birth month)
 Ask them to construct a table and enter the data gathered.
 Let them present the group’s output in class.

4.2.1.1. Bar Graphs

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A bar graph uses bars to compare two or more numbers. Bar graphs can either be
vertical or horizontal. The graphs below are examples of vertical and horizontal bar graphs.

Vaccination Rollout in the

Philippines
20,000,000
18,000,000
Booster Dose
16,000,000
14,000,000 B&C
12,000,000 A5
10,000,000 A4
8,000,000
A3
6,000,000
4,000,000 A2
2,000,000 A1
- - 50,000 100,000 150,000 200,000 250,000
A1 A2 A3 A4 A5 B&C

First Dose Second Dose

Horizontal Bar Graph
Vertical Bar Graph

A bar graph has a title, horizontal or vertical bars, and labels. In the vertical graph,
the labels at the left side of the graph are the numerical values or descriptions of the things
being compared. The labels below the graph are the things being compared or presented
and are being represented by the bars. On the other hand, in a horizontal bar graph, the
labels at the left side of the graph are the things being compared or presented while the
labels below the graph are the numerical values or descriptions of the things being
compared.

To construct a bar graph, you may watch this video tutorial in YouTube:
https://www.youtube.com/watch?v=_Txpfyn4ipI

Task 4.2.1.1

1. Create a vertical and horizontal bar graph using the data in Task 4.2.1.

Let’s Practice:

Answer the crossword puzzle with the basic terms in geometry.

4.2.1.2. Pictographs
A pictograph is a kind of graph used to present data or information using pictures
that represent numbers. The pictograph has four parts-title, legend, pictures, and labels.
The title tells what the graph is all about. It is written at the center above the graph. The
legend shows how much each picture represents and is found below the graph. The
pictures correspond to the actual value being represented while the labels tell the objects
being presented or compared.
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Below is an example of a pictograph.

The pictograph shows the number of apples being sold in a month.

Let’s Practice:
1. How many apples were sold in February?
2. How many apples were sold in March?

To construct pictographs, we use the following steps.

Steps in Constructing Pictographs

1. Write the title at the top center.
2. Draw a table with two columns. The number of columns may vary depending on the
data to be included.
3. Write the labels at the first column.
4. Write the legend below the table.
5. Draw the pictures that correspond to the value of the objects or labels, as shown in
the legend.

Following the steps above, let us construct a pictograph using the following data.

Andrea is selling flowers. Below is the data of her sales.

Monday – 35 bouquets
Tuesday – 15 bouquets
Friday – 10 bouquets
Saturday – 15 bouquets

In this example, the graph will look like this:

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Number of Bouquets Sold in a Week

Legend:

= 5 bouquets

Let’s Practice:

The number of children in a society with different hobbies is shown below.

Legend:
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= 2 children

Look at the pictograph and answer the questions.

1. Which is the most popular hobby?
2. Which is the least popular hobby?
3. Which two hobbies are equally popular?
4. How many children are there in the society?
5. How many hobbies they have in all?
6. What title can you give to the pictograph?
Task 4.2.1.2
1. Construct a pictograph using the number of males and females in your family. Make
your own questions about the graph.

4.2.2. Simple Probability

Probability is the mathematical term for the likelihood that something will occur,
such as winning the jackpot prize in a raffle, drawing a King of Hearts from a deck of cards
or picking a green piece of candy from a bag of assorted colors. In our daily life, there are a
number of different types of activities you engage in that involve probability and chance
whether you realize it or not. For example, you might wonder about the probability that
you will get a high enough grade on a test you have taken or if you will be accepted for a
job they applied for. You also use probability to make decisions when you don’t know for
sure what the outcome will be. Most of the time, you won’t perform actual probability
problems, but you will use subjective probability to make judgment calls and determine the
best course of action. Some of these things, however, can be modeled and estimated
effectively with probability and statistical methods.

Probability is measured on a scale of 0 to 1, as shown in the probability scale below.

When can we say that a certain event can unlikely or can certainly happen? When
can we say that there is an even chance for an event to happen? Let us have some examples
for us to get to understand about probability better.

Example 1: There are two balls in a box. One is blue, and the other is red. What is the
chance of picking red ball?
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Answer: Since there are only two balls, there is a 1/2 chance of picking red ball. In other
words, the chance is even.

Example 2: During a recitation in a class of 50 students, what is the chance that Marillac
will be called to answer the first question?

Answer: There is unlikely or nearly impossible chance that Marillac will be called to answer
the first question because there are 49 others that could be called.

Example 3: When a die marked 1 to 6 is rolled, what is the chance that it will land with a
counting number on top?

Answer: The numbers on the die, which are 1 to 6, are all counting numbers. Therefore,
there is a 100% chance that it will land with a counting number on top.

Let’s Do This.

Use the Probability Scale to determine the chance of each event occurring by placing a
check on the appropriate column.

Event 1 2 3 4 5 Reason
You will win the jackpot prize in the Lotto
You roll a die and get an odd number.
You toss a coin and obtain a head.
You will grow at 10 feet tall
You roll a die and get a number greater
than 2.

1 – Impossible to happen
2 – Unlikely to happen
3 – Equally likely to happen
4 – Most likely to happen
5 – Certain to happen
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Summative Test
UNIT 2: PRE-ALGEBRA CONCEPTS
Name: ____________________________ Program/Section: ____________ Date: ____________
A. Give what is being asked.
1. Differentiate recursive patterns, covariational thinking, and explicit relationship.
2. List three ways in teaching patterns in the primary grades.
3. Identify 3 strategies that can help build strong understanding on the meaningful use
of symbols.
B. Solve the following word problems.
1. 14 x 25 = 7 x 50 True or False? Justify your answer.
2. Eloise wants to read 25 books over the summer vacation, which is 9 weeks long.
How much does she need to read each week?
3. Sydni would like to make hand-made notecards with bows on them, package them
in sets to sell at P87.5, so she can make money. How many cards does she need to
make in order to make the money amounting to P3,500?
4. Larry and Mary each earn ₱300 a day for the summer months. Mary starts the
summer ₱500 dollars in debt, and Larry already has ₱200. In week 3, how much
more money does Larry have? How much more does he have in week 7? When will
Mary and Larry have the same amount of money?

Note:
Your answers to the all the activities are considered part of your class participation. and
submit through e-mail, social media platforms, or the SSU-LGU kiosks (But you need to
make a back-up for this just in case your outputs will get lost.
Activity (part of Participation)
Tasks/Practice required for submission (part of the term requirement)
Journal (part of Term requirement)

4.3. References
Camarista, G. G., Oranio, I. B. (2019). Teaching mathematics in the primary grades.
Lorimar Publishing, Inc.
Haylock, D., and Manning, Ralph.(2019). Mathematics explained for primary teachers.
SAGE Publications Ltd.
Turner, S. and McCullouch, J. (2004)*. Making connections in primary mathematics.
David Fulton Publishers
Van de Walle, J. A., Karp, K. S., and Bay-Williams, J. M. (2019). Elementary and middle
school mathematics: teaching developmentally 10th Edition. Pearson Education, Inc.

4.4. Acknowledgment
 
The images, tables, figures and information contained in this module were
taken from the references cited above.