The document provides details of a mathematics lesson plan for 9th standard students on the topic of frequency polygons. It outlines the learning objectives to enable students to understand frequency tables and construct frequency polygons from given data. The lesson content includes terms, facts, and concepts related to statistics, frequency, frequency tables, histograms, and frequency polygons. The teaching-learning process involves classroom interactions where the teacher explains the concepts and ensures student understanding through examples, activities and feedback.

1. INNOVATIVE TEACHING MANUAL
NAME OF THE TEACHER : ANIX JOHNSON STANDARD : IX
NAME OF THE SCHOOL : DIVISION : A
SUBJECT : MATHEMATICS DURATION : 45 Min
UNIT : STATISTICS DATE :
TOPIC : FREQUENCY POLYGON
CURRICULAR STATEMENT:
The pupil understands the statistical idea of frequency and the way to construct a frequency polygon of a given
data.
LEARNING OUTCOMES:
Enable the students in
CONTENT OUTLINE
STATISTICS - FREQUENCY POLYGON

2. (i) comprehending about the preparation of a frequency table.
(ii) constructing frequency polygon with the given data.
CONTENT ANALYSIS:
TERMS: FREQUENCY POLYGON
FACTS:
(i) Statistics is the branch of Mathematics which deals with the organized presentation and
indepth analysis of such data and the methods of drawing logical conclusions from them.
(ii) The presentation of numerical data can be done in the form of pictures and tables.
(iii) Numbers used in studying some situation are called scores in Statistics.
(iv) Frequency is the number of times a score is repeated.
(v) The table prepared by using frequencies is called a frequency table.
(vi) A histogram is a graphical representation of a frequency distribution in the form of
rectangles with class intervals as bases and heights proportional to corresponding
frequencies such that there is no gap between any two successive rectangles.
(vii) A frequency polygon is a graphic representation of a given frequency distribution;
obtained by joining the midpoints of the classes of a histogram.

3. CONCEPT:
FREQUENCY POLYGON
PRE-REQUISITES:
The pupils have already learned about
(i) Frequency distribution table
(ii) Histogram
TEACHING-LEARNING MATERIALS:
Scale, Pencil etc
Teaching Learning Interaction Procedure
Classroom Interaction Procedure Pupil Response
A[ym]-I≥ Ipim-em-tz-j-W-tØmsS ¢m v Ah-X-cn-∏n-
°p-∂p.
sht°-jv n߃ ASn-®p- s]m-fnt®m? ASn-®p-s]m-fn®p

4. {In°‰v Ifnt®m?
n߃ Sn.-hn-bn¬ {In°‰v ImWm-dpt- m?
{In°‰v Ifn-bpsS CS-bn¬ Snhn-bn¬ Iptd {Km^p-Iƒ
ImWn-°p-∂Xv n߃ {i≤n-®n-´pt- m?
GsXms° {Km^p-Iƒ BWv ImWn-°p-∂Xv?
NXpcNn{X-ßfpw BhrØn _lp-`p-P-ßfpw I- n-
´pt- m?
At∏mƒ Ωƒ C∂v Cu hnj-b-amWv ]Tn-°p-hm≥
t]mIp-∂-Xv.
A[ym-]-I≥ Bhr-Øn -_-lp-`pPw F∂ hnjbw Ah-X-cn-
∏n-°p-Ibpw AtX-∏-‰n-bp≈ hnh-c-߃ tiJ-cn-°m≥
Bh-iy-s∏-Sp-Ibpw sNøp-∂p.
A[ym-]-I≥ Ip´n-Isf AF∂pw BF∂pw c- m-bn- Xn-cn-
°p-∂p.
Ifn®p
D- v
D- v
_m¿{Km-^v,- ss]-U-b{Kw
D- v
Ip´n-Iƒ N¿® sNøp∂p
N¿® sNbvX-Xn-s-∏-‰n-bp≈ hnh-c-߃ tiJ-cn-°m≥ XpS-ßp-
∂p.
A{Kq∏v Xmsg-bp-≈-Xns ]‰n hnh-c-߃ tiJ-cn-°p-∂p.

5. A[ym-]-I≥ {Kq∏v AbpsS {]Xn-I-c-W-߃
]cn-tim-[n-°p∂p
A[ym-]-I≥ {Kq∏v BbpsS hnh-c-߃
]cn-tim-[n-°p-∂p.
ASp-Ø-Xmbn A[ym-]-I≥ Hcp tNmZyw ¬Ip-∂p.
"9 A bn¬ ]-Tn-°p∂ 42 Ip´n-I-fpsS ]c--oIvjbpsS
am¿°v Xmsg- X-∂n-cn-°p-∂p. Hmtcm am¿°pw {]tXy-I-am-
bn´v FSpØv Bhr-Øn-]-´nI D- m-°pI'?
A[ym]I≥ AIvsjbvbpsS Ah-X-c-WsØ hne-bn-cp-
Øp-∂p. ¢mknse Ip´n-Iƒ°v BXv F{X-am{Xw {]tbm-P-
-s∏´p F∂pw a- n-em-°p-∂p.
{Kq∏v B hnhn[ DZm-l-c-W-ß-tfm-Sp-Iq-Snb BhrØn _lp-`p-P-
߃ Is- -Øp-∂p.
Cu tNmZy-Øns‚ ASn-ÿm--Øn¬ {Kq∏v Abn¬ n∂v
AIvsjbv BhrØn∏´n-I-sb-°p-dn-®pw, Bhr-Øn-]-´n-I-bpsS
n¿Ωn-Xn-sb-°p-dn®pw ¢mkn¬ Ah-X-cn-∏n-°p-∂p.
F√m Ip´n-Ifpw BhrØn ]´nI Xøm-dm-°p-∂p.
NXp-c-Nn{Xw
BhrØn _lp-`pPw

6. Ip´n-I-fpsS {]h¿Ø-sØ A[ym-]-I≥ hne-bn-cp-Øp-∂p.
A[ym-]-I≥ NXpc Nn{X-ß-sf-∏‰n Ah-X-cn-∏n-°p-∂-Xnv
ASpØ Ah-kcw {Kq∏v Bbnse jmn-Xbv°v ¬Ip∂p
A[ym-]-I≥ DØ-c-߃ ]cn-tim-[n-°p-∂p.
t{KUv Ip´n-Iƒ
4 6
5 5
6 6
7 8
8 9
9 6
10 2
Total 42
jmnX: Iq´p-Im-tc, Ωp-°-dnbmw Ct∏m √ ag-°m-e-amWv
At√?
Ip´n-Iƒ :AtX
jmnX: F∂m¬, hfsc Xm¬]-cyap≈ Hcp tNmZy-Øn-te°v
ap°v IS°mw
Pq¨-˛-Hm-KÃv e`n-°p∂ agsb ASn-ÿm--am°n NXp-c-Nn{Xw hc-
bv°p-I.?

7. XpS¿∂v BhrØn _lp-`pPw F∂ `mKw Ah-X-cn-∏n-°p-
∂-Xn-mbn as‰mcp Ip´nsb £Wn-°p-∂p.
a-g-bpsS Af-hv
Zn-h-k-߃
10-20
8
20-30
10
30-40
14
40-50
20
50-60
15
Ip´n-Iƒ IrXy-ambn hc-bv°p-∂p.
ap≥]-d™ tNmZysØ ap≥n¿Øn {Kq∏v Bbn¬ n∂pw [y
BhrØn _lp-`p-P-Øns‚ n¿ΩmWw hnh-cn-°p-∂p.
[y: Hmtcm NXp-c-Øn-s‚bpw a[y-_nµp AS-bm-f-s∏-SpØn
tbmPn-∏n-°pI.
Hcp- ¢mkv 0-˛10 F∂Xv ]´n-I-bnse H∂m-asØ ¢mknp apºpw
as‰mcp ¢mkv 60----˛70 F∂Xv Ah-km ¢mknp tijhpw
BhrØn ]qPy-ambn AS-bm-f-s∏-Sp-Ø-Ww. Aßs BhrØn
_lp-`pPw n¿Ωn-°m-mhpw.
Ip´n-Iƒ IrXy-ambn hc-bv°p-∂p.

8. A[ym-]-I≥ Nn{Xw ]cn-tim-[n-°p-∂p.
Ip´n-Iƒ Xs∂ BhrØn _lp-`pPw hc-bv°p-∂Xn-m-h-iy-amb
n¿t±-i-߃ D- m°n ¢mkn¬ {]Z¿in-∏n-°p-∂p.
1. {Km^v t]∏¿ FSp-°p-I. XA£w, YA£w F∂nh hc-
bv°pI. OX,OY AS-bm-f-s∏-Sp-ØpI.
2. X,Y A£-Øn-v¢m-kv, BhrØn F∂nh bYm-{Iaw FSpØv
Bh-iy-amb tXmXv Xnc-s™-Sp-°pI.
3. Hmtcm CS-th-f-bp-tSbpw a[y_nµp AS-bm-f-s∏-Sp-ØpI
4. s]≥knepw skIvbnepw D]tbm-Kn®v t¿tcJ hc®v tbmPn-
∏n-°p-I.
0
5
10
15
20
25
0 20 40 60 80
FREQUENCY POLYGON
DAYS

9. A[ym-]-I≥ Ip´n-Isf A`n--µn-°p-∂p. s]mXp-hmbn
BhrØn _lp-`pPw Fs¥∂v ]d-™p-sIm-Sp-°p-∂p.
¢mkv CS-th-f-I-fpsS a[y-_n-µp-°ƒ tbmPn-∏n®v hc-
bv°p∂ Nn{Xo-I-c-W-amWv BhrØn _lp-`p-Pw.

10. Formative Evalution Procedure
Review
1) F¥mWv BhrØn _lp-`pPw?
2) BhrØn _lp-`pPw n¿Ωn-°m-m-hn-iy-amb n¿t±-i-
߃ Fs¥ms°?
Follow Up Activity
Bhr-Øn- _-lp-`pPw Xøm-dm-°pI?
No.of
Days
10-˛20
15
20-˛30
20
30-˛40
14
40-˛50
10
50-˛60
8