The New Senior Secondary

Curriculum for Sierra Leone

Subject syllabus for Statistics and Probability
Subject Discipline: Mathematics and Numeracy

This subject syllabus is based on the National Curriculum

Framework for Senior Secondary Education. It was prepared
by national curriculum specialists and subject experts.
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Curriculum elements for Statistics and Probability – a core subject

Subject description
Statistics is the branch of Mathematics that deals with data. It helps us to make sense of the huge amount of information we encounter in everyday life.
The process of summarising, analysing, interpreting and presenting information happens in almost all aspects of our lives.

Rationale for the inclusion of Statistics and Probability in the Senior Secondary School Curriculum
a) The world is a data-driven world, and Sierra Leone is no exemption. As has been seen in the Coronavirus pandemic, decisions by health
authorities are all data-driven.
b) It is therefore important that statistical literacy be given prominence so that the future generations become confident in understanding the use
of data in health education, industry, technology, general and local government and many other organisations that allocate resources and plan
services for everyone. Statistical literacy also means that citizens are aware of how statistics can be used to influence and manipulate public
opinion.
c) Statistics-related jobs have increased and will continue to increase in a world that will remain data-driven. Statistics in schools will teach pupils
the crucial skills they will need to succeed in a data-driven world.
d) In growing economies such as Sierra Leone, businesses will expand. There will be opportunities for new businesses to emerge. Governments
will find themselves needing statisticians to analyse data that will help them provide services for their economies and their people.
e) This course will lay the foundation for future statisticians. The practical hands-on approach of the course will begin to equip pupils with the
skills needed to approach national issues from a statistical viewpoint.

General learning outcomes and broad goals

By the end of this course, pupils will:
• Have a better, grounded understanding of statistics and be able confidently to have statistical discussions.
• Have gained skills in writing statistical projects, as the prelude to further project report writing at higher institutions or workplace report writing.
• Have the basis in statistics to open a potential career path, as many jobs see understanding how to manipulate data and interpret statistics as
a huge asset.

Subject content outline (Themes and topics to be covered)

Definition of data and types of data
• Primary/secondary data
• Categorical/numerical data
• Discrete/continuous data

1
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Collecting data
• Secondary and primary data
• Experiments
• Surveys

Population, census and sampling methods

Questionnaires
Representation of data
• Pictograms, bar charts, pie charts, two-way tables, time series graphs
• Using appropriate methods of tabulation to enable the construct of statistical diagrams
• Interpreting statistical diagrams

Grouping data
• Construct grouped frequency table with equal class intervals
• Identify the modal class interval from grouped frequency table
• Frequency diagram from grouped discrete data
• Histograms from grouped continuous data
• Frequency polygons.

Statistical measures – introduction to averages

• Concept of average for data in form of a list or a frequency table
• Mean, median, mode and range for discrete data set
• The advantages and disadvantages of using mean, median and mode

Use of scaling to calculate the mean

Probability – basics
• Understanding the term ‘probability’
• Language of probability
• Probability scale
• Probability of events happening

2
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Statistical measures – working with averages

• Estimating Mean from grouped data
• Identifying modal class for grouped data and the class interval that contains the median

Stem and leaf diagrams

• Back-to-back stem and leaf diagrams
Statistical investigation
• (End-of-Year Mini Project)

Scatter graphs and correlation

• Scatter graphs
• Positive, negative and no [zero] correlation
• Lines of best fit
• Interpolation
• Extrapolation

The equation of a line of best fit

Further representation and interpretation of data (Parts 1, 2, 3)
• Comparative pie-chart
• Interquartile range of discrete dataset
• Box and whisker plots

Outliers
Misleading data, presentations and statements
Histograms
• Histograms of unequal interval

Tabulation and curves

• Cumulative Frequency curve from grouped discrete data
• Estimating median and interquartile range

Deciles and percentiles

Cumulative frequency polygons
Cumulative frequency step polygons

3
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Theoretical and experimental probability

• Theoretical probability
• Experimental probability/relative frequency
• Mutually exclusive events
• Expected frequencies

Probability and independent events

• Independent events and tree diagrams

Conditional probability
Statistical investigation – project work
Index numbers
• Price relative
• Chain base numbers
• Weight index numbers
• Retail price index

Time series and moving averages

Correlation and regression
• Spearman’s rank correlation coefficient

Variance and standard deviation

Shapes of distributions
• Symmetrical distribution
• Positive skew
• Negative skew

Geometric mean
Standardised scores

4
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Structure of the syllabus over the three-year Senior Secondary School cycle

SSS 1 SSS 2 SSS 3

Term 1 Definition of data and types of data Scatter graphs and correlation Index numbers
• Primary/secondary data • Scatter graphs • Price relative
• Categorical/numerical data • Positive, negative and no [zero] • Chain base numbers
• Discrete/continuous data correlation • Weight index numbers
Collecting data • Lines of best fit • Retail Price Index
• Secondary and primary data • Interpolation Time series and moving averages
• Experiments • Extrapolation Correlation and regression
• Surveys The equation of a line of best fit • Spearman’s rank correlation coefficient
Population, census and sampling Further representation and
Variance and standard deviation
methods interpretation of data (1, 2, 3)
• Comparative pie-chart
Questionnaires
• Interquartile range of discrete dataset
Representation of data
• Box and whisker plots
• Pictogram, bar charts, pie charts, two-way
Outliers
tables, time series graphs
Misleading data, presentations and
• Using appropriate methods of tabulation
statements
to enable the construct of statistical
diagrams
• Interpreting statistical diagrams
Term 2 Grouping data Histograms Shapes of distributions
• Construct grouped frequency table with • Histograms of unequal interval • Symmetrical distribution
equal class intervals Tabulation and curves • Positive skew
• Identify the modal class interval from • Cumulative frequency curve from • Negative skew
grouped frequency table grouped discrete data Geometric mean
• Frequency diagram from grouped discrete • Estimating median and interquartile Standardised scores
data range
• Histograms from grouped continuous data Deciles and percentiles
• Frequency polygons. Cumulative frequency polygons
Cumulative frequency step polygons

5
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Statistical measures – introduction to

averages
• Concept of average for data in form of a
list or a frequency table
• Mean, median, mode and range for
discrete data set
• Know the advantages and disadvantages
of using mean, median and mode
Use of scaling to calculate the mean
Probability - basics
• Understanding the term ‘probability’
• Language of probability
• Probability scale
• Probability of events happening
Term 3 Statistical measures – working with Theoretical and experimental probability (Review and revision)
averages • Theoretical probability
• Estimating mean from grouped data • Experimental probability/relative
• Identifying modal class for grouped data frequency
and the class interval that contains the • Mutually exclusive events
median • Expected frequencies
Stem and leaf diagrams Probability and independent events
• Back-to-back stem and leaf diagrams • Independent events and tree diagrams
Statistical investigation Conditional probability
• (End-of-Year Mini Project – 4-6 weeks) Statistical investigation – project work

6
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Senior Secondary Level 1

Topic/Theme/Unit Expected learning Recommended teaching methods Suggested Assessment of

outcomes resources learning outcomes
Definition of data By the end of this topic, • Open question to the class: ‘What is data?’ • Display of • Pupils are asked to
and types of data pupils will be able to: • Record pupils’ responses on the board with different types group given data
• Primary / • Define data in their probing questions to clarify misconceptions of data into categorical or
secondary data own words and collectively answer question ‘What is • Measuring numerical and
• Categorical / • Distinguish between data?’ instruments: discrete or
numerical data Primary and Secondary • Teacher modelling for primary/secondary ruler, tape continuous using
• Discrete / data data, categorical/numerical data, and measures, matching cards
continuous • Distinguish between discrete/continuous data • cards/vanguard • Pupils to work in
data categorical data and • Display keywords around classroom (and • Lesson Plan pairs or in groups to
numerical data corridor) Manual look around the
• Pupils should know classroom or local
that numerical data can environment and
be discrete or produce:
continuous and • 5 real-life examples
understand the usage each of categorical
of these words and numerical data.
• 5 real-life examples
each of
measurements that
will produce discrete
and continuous data
Collecting data • By the end of this topic, Teacher modelling • Internet • Pupils to answer
• Secondary and pupils will be able to: • Primary and secondary data and their main • Lesson Plan standard questions
primary data • State what sort of data advantages and disadvantages. Manual on Data and Data
• Experiments to collect and the • The main survey methods: • Statistics Collection.
• Surveys appropriate and • Observation – involves monitoring behaviour Sierra Leone Probing Questions
efficient method to or information; Personal interviews; • website • Adama wants to
obtain it carry out an

7
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• List advantages and Telephone surveys; Postal surveys; Online experiment on which
disadvantages of surveys age group in her
secondary and primary • Discuss the advantages and disadvantages of school is best at
data survey methods. estimating the length
• Describe the • Discuss designing an experiment to collect of a Line
advantages and data and clearly define the Independent and • What would be the
disadvantages of the dependent variables independent and
main survey methods • Control group when testing the effect of dependent variables
• Design an experiment different factors in an experiment. for her experiment?
to collect data and • Before-and-after experiment to help see the • What was important
identify the difference an intervention can produce, e.g., a in the way you
independent and pre-assessment given before a training chose to collect your
dependent variables programme and after the training a post- data?
• Describe the main assessment is done. • How do you know
survey methods and • Capture and recapture method of estimating you have collected
their advantages and the size of a self-contained population. enough data?
disadvantages. • What options have
you got in organizing
your data?
• Fifty fishes were
caught and returned
to a particular
aquatic habitat. In a
second sample of
thirty fishes, five are
found to have tags.
Using the capture
and recapture
method, estimate
the number of fishes
in the habitat.
• What factors will you
consider when

8
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

capturing and
recapturing the
fishes?
Population, By the end of this topic, Teacher modelling and open discussions • Lesson Plan • Pupils answer
census and pupils will be able to: • What is ‘population,’ what is a census and Manual standard questions.
sampling • Explain the terms what is a sample? What is an appropriate • Statistics Probing questions
methods ‘population,’ ‘census’ sample size? Sierra Leone • Andriana wanted to
and ‘sample’ • Together with pupils, outline the advantages website investigate the
• State that population is and disadvantages of census and sample. • Internet statement ‘children
everything or Example: Census includes every member of no longer do enough
everybody involved in the population but can be expensive. Sample sports.’ She
the study Explain that can be cheaper but may not be reflective of surveyed all the
census data collects the entire population. children in her
information from every • Through open discussions and probing school.
member of the questions, explain what ‘bias’ means in • Explain why the
population and that Statistics. Get pupils to compile a list of sample may be
sample data collects possible sources of bias. biased.
information from part of • Model sampling methods and their limitations: • Explain a better
the population simple random sampling; stratified sampling; method she could
• Describe the systematic sampling; opinion polls/perception use to choose the
advantages and surveys sample.
disadvantages of using • Design a
census data, against questionnaire she
taking a sample from can use to carry out
the population the investigation.
• Explain what ‘bias’ is • Are there different
and how to avoid bias ways you could
in a sample have asked your
• Use various sampling questions? Explain.
methods
Questionnaires By the end of this topic, Teacher modelling and open discussion with • Lesson Plan • Comment critically
pupils will be able to: pupils: Manual on the following
• What is a questionnaire? • Internet questions. How

9
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Name the key • How do you structure a questionnaire? could they be

elements of a • Types of questions improved?
questionnaire • Response boxes • Do you watch a lot
• Describe how to • Overlapping responses of television?
conduct and use pilot • Teacher modelling • Do you agree that
surveys • What is a pilot survey? teachers at your
• Why is it important and how can the result be school are
used in the actual survey? excellent?
• Pupils choose two areas they would like to • How much time do
investigate and design questionnaires to you spend on doing
collect the information. your Mathematics
homework?
Representation By the end of this topic, • Display various charts as seen in real life • Newspapers, • Pupils are given
of data pupils will be able to: situations E.g., newspapers (Awoko Business reports, secondary data and
• Pictogram, bar • Recognise, construct section, advertisement, asked to construct
charts, pie and interpret [Link] magazines appropriate charts.
charts, two- pictograms, bar charts finance/, adverts, magazines, websites. • Compasses Probing questions
way tables, (vertical, horizontal and • Get pupils to identify charts and discuss and rulers • How did you decide
time series composite) and pie amongst themselves before asking them to • Secondary on how to organize
graphs chart. share with the whole class their data your table of
• Using • Use ICT (spreadsheet) understanding of the charts and what results?
appropriate to design charts. information they can draw. • Explain how you
methods of • Complete and answer went about
tabulation to questions from two- collecting the data?
enable the way tables. • What made your
construct of • Draw a time series chart easy or difficult
statistical graph and describe to construct?
diagrams changes over a period • Which chart(s) is
• Interpreting of time. mainly used to
statistical represent
diagrams categorical data?

10
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Grouping Data By the end of this topic, • Display the various charts as seen from real • Graph paper • Pupils answer
• Construct pupils will be able to: life examples from newspapers, adverts, • Plain paper standard questions
grouped • Construct grouped textbooks and magazines. • Newspapers on constructing
frequency table frequency table with • Pupils given opportunities to talk about charts • Magazines tables and drawing
with equal equal class intervals • /diagrams/graphs and their understanding of • Coloured frequency diagrams,
class intervals and identify the modal the charts. pencils Histograms,
• Identify the class interval from • Model the construction of each chart. Frequency
modal class grouped frequency • Ensure pupils understand scaling of axis. Polygons.
interval from table. • Pupils construct their own diagrams. Probing questions
grouped • Construct and interpret • Pupils work put on display. • What difference(s)
frequency table frequency diagram can you see
• Frequency from group discrete between a
diagram from data. frequency diagram
grouped • Construct and interpret and a histogram?
discrete data Histograms from • If you were to collect
• Histograms grouped continuous data to draw a
from grouped data histogram, what type
continuous • Construct frequency of data would you
data polygons and compare collect? Give
• Frequency two or more sets of examples of such
polygons. data using super data.
imposed frequency • What is important
polygons. when choosing the
scale of your
graphs.
Statistical By the end of this topic, Pre-lesson activity: • Standard questions
measures – pupils will be able to: • Select seven volunteers to come to the front on mean, median,
introduction to • Calculate mean, of the class. and mode.
averages median, mode and • Get the pupils to arrange themselves in Problem solving
• Concept of range for discrete data ascending order of their heights (from left to • Find a set of five
average for set. right facing the class) positive whole
data in form of • Explain to class that the pupil in the middle is numbers with:
said to have the median height. The pupil on - Range 10

11
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

a list or a • Examine data and the far left has the lowest height and the pupil - Mode 4
frequency table identify extreme values on the far right has the highest height. - Median 6
• Mean, median, [outliers]. • Explain that heights range from the shortest to - Mean 7
mode and • State the respective the tallest and the range can be calculated by • Is there more than
range for advantages and subtracting the smallest height from the one possible set?
discrete data disadvantages of using largest height. • Repeat for a set of
set mean, median and • Repeat this exercise for an even number of six numbers. Find as
• The mode. pupils e.g., 10 pupils. many possible
advantages • Ask pupils if they notice anything different answers as you can
and about the median. Accept different responses Probing questions
disadvantages • (e.g., there are 2 pupils; It is between the 2 • Is the median the
of using mean, pupils). most appropriate
median and • Discuss with pupils the best way of resolving average to calculate
mode the median height, i.e., adding the 2 middle for this data set?
heights and dividing by 2. Convince me.
• Get pupils into small groups. Give each group • Convince me that
sets of numbers to arrange in order of size. the mean is the
Some sets of numbers should contain most appropriate
extremely high and low values. average to calculate
• Pupils to discuss in their groups and talk for this data set.
about possible outliers and the median. • Convince me that
• Model with whole group: calculation of mean, the mode is the
median, mode and range. most appropriate
• Pupils answer standard question on mean, average to calculate
median, mode and range. for this data set.
• Summarise advantages and disadvantages of
mean, median and mode.
Use of scaling to By the end of this topic, Teacher modelling • Lesson Plan • Pupils to answer
calculate the pupils will be able to: • Example, find the mean of 5,018, 5,006, Manual standard questions
mean • Work with large 5,007, 5,020, 5,009, 5,012, 5,017. on scaling.
numbers by scaling. • Using scaling method, subtract 500 from each Probing questions
value to give 18, 16, 7, 20, 9, 12, 17. • Could you do
scaling by dividing?

12
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• The mean of these given 12.71. Then add Try a few examples
5,000 to give a final mean of 5,012.71 of your own.
• Could you do
multiple operations
by dividing and then
subtracting? Try a
few examples of
your own.
Probability - By the end of this topic, • Open discussion: What is probability? Is it a • Coins • Give me three
basics pupils will be able to: concept we use in everyday life? • Dice situations where
• Understanding • Accurately use simple • Give me examples. • Counters probability is used in
the term language of probability • Teacher modelling of: Tossing a coin and everyday life.
‘probability’ Certain, impossible, probability of tails; tossing a coin and • Write down or
• Language of likely, unlikely, even probabilities of heads; probability of getting a explain two
probability chance, impossible, ‘1’ or ‘2’ or ‘3’ or ‘4’ or ‘5’ or ‘6’ when a die is situations where you
• Probability outcomes, equally cast. used probability to
scale likely • A sample space of all outcomes when two make a decision in
• Probability of • Use and interpret a coins are spun together. real-life situation this
events probability scale. • Standard questions on probability including week.
happening • Calculate probability of probability scale. • Can you give me an
events happening. example of what is
• Draw a sample space meant by ‘equally
diagram for given likely outcomes’?
events. • The probability of
• Determine the getting a ‘3’ when a
probability of an event die is thrown is 1/6.
occurring from a Can you explain
sample space diagram. why?
• When a coin is
tossed, the
probability of getting
tails is ½. Can you
explain why?

13
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Give me examples
of probabilities for
events that could be
described using the
following words:
Impossible’ Certain,
Unlikely, Even
chance
• Show these on a
probability scale

14
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Statistical By the end of this topic, • Review prior knowledge from SSS1 on mean, Lesson Plan • Pupils answer
measures – pupils will be able to: median, mode and range from a list. Manual standard questions.
working with • Calculate an estimate • Also review mean from frequency table . Probing Questions
averages of the Mean from • Review – tallying of data for frequency table. • Why is it only
• Estimating grouped data. • Use of the inequality sign when grouping possible to estimate
mean from • Identify the modal class data. the Mean from
grouped data interval and the class • Teacher models how to estimate mean for grouped data?
• Identifying interval where in the grouped data and show how this is almost • Why is the mid-point
modal class for median of the data lies. similar to calculating mean from a frequency of the class interval
grouped data table. used to calculate an
and the class • The concept of ‘mid-point’ should be carefully estimated mean?
interval that modelled and ‘teased-out’ from pupils by • Why not the end of
contains the questioning and finally concluding that the the class interval?
median mid-point is merely representing all the • Write an essay on
numbers within a class interval. Hence the the steps you will
mean becomes only an estimate. Explain to take to estimate the
pupils that by grouping the data, we have lost mean from grouped
the frequency of the individual members of data.
the class-interval and remain with only the • How could you
total frequency of the class interval. possibly use a
• Teacher models how to identify the modal grouped frequency
class interval and the interval where the table to estimate the
median lies. range and the
median?
Stem and leaf By the end of this topic, • Before modelling the construction of a stem • Completed • Pupils answer
diagrams pupils will be able to: and leaf diagram, get pupils into groups and stem and leaf standard questions
• Stem and leaf • Draw a stem and leaf give each group a completed stem and leaf diagram and its • Examine your stem
diagrams diagram and use it to diagram and the raw data from which it was raw data. and leaf diagram.
• Back-to-back find mode, median and constructed. Get pupils to study both • Completed What does the
stem and leaf range. materials and come to a conclusion as to how back-to-back shape tell you about
diagrams • Construct and use a the data was transformed into a diagram. stem and leaf the data?
back-to-back stem and • Encourage pupils to explain to the rest of the diagram and its • Examine the shape
Leaf diagram to class. raw data. of your back-to-back

15
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

compare two • Finally, model the construction of a stem and stem and leaf
distributions. leaf diagram, a back-to-back stem and leaf diagram. Write as
diagram. many differences
• Teacher models how to find the range and and similarities as
median from stem and leaf diagram and to you can see
compare distribution. between the two
data sets.
Statistical By the end of this topic, • Teacher modelling and suggestions on • Different • Well-written plan
Investigation pupils will be able to: problems to be investigated, e.g., Girls do sources of with an overall
• (End-of-Year • Investigate a problem better at Maths than boys; More men die of secondary data strategy. The aims
mini project: 4- of their choice by Corona Virus than women; More women wear • Internet are identified with a
6 weeks) specifying the problem facemasks than men; On average, boys are • Graph paper clear hypothesis.
and planning by taller than girls; Prices of goods at one market • Measuring • Appropriate data is
collecting the relevant are higher than prices of the same goods at instruments collected. The type
data; by processing another market. • Lined paper of data is described,
and representing the • Plain paper and the sampling
data; by interpreting, • Coloured method clearly
discussing, comparing pencils / explained.
and making crayons • When processing
predictions. and representing
data, comparisons
are made, tables
and graphs are
drawn and there is
some organisation
of the data.
Probability
calculations may be
included
• The interpretation
and discussion of
findings relate the
results, tables and

16
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

graphs to the
original Hypothesis
Probing questions
• What was important
in the way you
chose to collect your
data?
• What options do you
have in organising
your data?
• What other
questions could you
ask of the data?
• Do you think you
can make sub-
categories within
your data?
• Explain.

17
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Senior Secondary Level 2

Topic/Theme/Unit Expected learning outcomes Recommended teaching methods Suggested Assessment of learning
resources outcomes
Scatter graphs and By the end of this topic, pupils Review and teacher modelling • Graph paper • Pupils answer standard
Correlation will be able to: • Plotting co-ordinates in the first • Secondary data questions on scatter
• Scatter graphs • Explain and illustrate with quadrant to include: x-axis, y- • Lesson Plan graph.
• Positive, negative examples scatter graphs as axis, scaling of axes and actual Manual Probing Questions
and no [zero] a graph used to see if there plotting of co-ordinates from given • What sort of correlation
correlation is a relationship between linear function. would you expect to find
• Lines of best fit two variables. • Drawing scatter graph from any 2 between:
• Interpolation • Draw scatter graphs and variables, e.g., height of pupils - Height and
• Extrapolation describe the relationship plotted against their handspan; handspan
between two quantities test scores in Mathematics plotted - Height and test
using the terms ‘positive against test scores in Science. - Marks scored in
correlation,’ ‘negative • Description of relationship using Mathematics
correlation and ‘no appropriate language, e.g., - Price of car and the
correlation.’ positive correlation, negative age of the car
• Draw and use line of best correlation, no correlation, weak - Pupil’s shoe size
fit, and state if two positive correlation. and geography
variables have strong • Drawing of line of best fit and how exam score.
positive/negative it can be used to find one - Distance a motorist
correlation. variable, given the other variable, travels and amount
• Use their line of best fit to e.g., in a scatter graph of of fuel used
make predictions by mathematics scores plotted - The speed of a car
Interpolation or against science scores, if one and the time taken
extrapolation and know that score is missing for a particular to get to its
predictions from pupil the other score could be destination
extrapolation may not be predicted using the line of best fit. • Could you see a
accurate. • Teacher explains the difference potential problem if you
between Interpolation (predicting choose to collect data
data values within the range of

18
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

the data given) and Extrapolation from your friends?

(predicting data values outside Explain
the range of the data given) • How would you spot
outliers from your
scatter graph?
The equation of a By the end of this topic, pupils Teacher modelling • Graph paper • Standard questions on
line of best fit will be able to: • Prior knowledge: • Lesson Plan gradient and Lines of
• Find a formula connecting • Finding gradient of a straight line Manual Best Fit.
2 variables used in their • Draw line of best fit passing • Online resources Practical activity
scatter graph, in the form through the Mean average of • Pupil collects primary
y=mx+c each data set data and draws scatter
• Extend the line of best fit so that it graph, then line of best
intersects with the y axis. This is fit followed by equation
the value of c of line of best fit
• Then calculate the gradient of the Probing Questions
line of best. This is the value of m • Explain why the line of
• Substitute both values for c and m best fit was drawn
respectively into the equation y – through the point of the
mx + c. Then replace ‘y’ with the mean average of the
variable plotted on the y-axis, and two data sets
‘x’ with the variable plotted on the
x-axis. Letters can be used to
represent these variables
Further By the end of this topic, pupils • Teacher explains that when using • Compasses, • Pupils answer standard
representation and will be able to: pie charts to compare two data pencil, ruler, questions on
interpretation of • Explain and demonstrate sets, the areas of the circles must calculators comparative Pie Charts.
data - 1 that when using pie-charts be in the proportion of the totals Probing Questions
• Comparative pie- to compare two or more so that it does not appear as • A company rented out
chart datasets, the areas of the misleading diagrams 1,000 chairs of different
circles must be in the Teacher modelling, e.g.: colours in the month of
proportion of the totals. • In 2020 a bike store sold 1,000 June. In July, the
bikes of different models. In 2021 number of chairs of

19
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

the number of bikes sold different colours rented

increased by 20%. out increased by 30%.
• If you choose a radius of 5cm for • Two pie charts of the
the 2020 pie chart, what radius same radius were
should you use for the 2021 pie drawn to represent this
chart? information.
• Explain how this is
misleading.
Further By the end of this topic, pupils • Teacher modelling • Standard • Pupils answer standard
representation and will be able to: • Recap the median as the number questions on questions on
interpretation of • Find the interquartile range in the middle of a set of data after Interquartile Interquartile range.
data - 2 of discrete data using it has been arranged in ascending range. Probing questions
• Interquartile upper and lower quartiles order and that if the middle falls in • How would you go
range of discrete and why it is a better the space between two numbers, about making up a data
dataset measure of spread than the then the median is the mean of set with a median of 10
range. these two numbers. and an Interquartile
• Explain that the median divides range of 7?
the data into two equal halves • Explain why the
and that the median is never Interquartile range
smaller than the numbers on the cannot be greater than
left-hand side and never bigger the range.
than the numbers on the right- • Explain how you would
hand side. find the Interquartile
• Explain that quartiles divide the range from a stem and
data into four equal parts. The leaf diagram.
number in the middle of the left- • Why is it easier to find
hand side is called the lower the median and
quartile and the numbers in the Interquartile range from
middle of the right-hand side is a stem and leaf
called the Upper quartile. diagram?
• (The same rule applies if the • Write down one
middle falls between two advantage of using the
numbers)

20
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• The interquartile range is the Interquartile range

difference between the upper instead of the range.
quartile and the lower quartile. • Give one disadvantage
This process should be modeled of using the Interquartile
with examples from the board. range.
• Pupils answer standard questions • When would you expect
on calculating interquartile range to find one number as a
from discrete data. median in the middle of
• Open discussion on calculating the ordered data set?
interquartile range - e.g., what (Hint: think about the
part of data would you apply it to? number of members in
How would you use the the set)
interquartile range to compare
two sets of data.
Further By the end of this topic, pupils • Box and whisker plot: A • Graph paper • Pupils answer standard
representation and will be able to: diagrammatic representation of questions on box plot.
interpretation of • Draw a box and whisker interquartile range. Probing Questions
data - 3 plot and use it to compare • Modelling of box plot on graph • You are given two box
• Box and whisker two or more data sets paper to include the plots for two different
plots - Median data sets. How can you
- Lower quartile tell at a glance which
- Upper quartile box plot shows the
- Lowest data value largest Interquartile
- (vertical line on the right of range?
the median).
- Highest data value
Alternatively
• Present a completed box and
whisker plot to pupils with no
labels on them other than the
number line at the bottom.
• Tell pupils that this diagram is a
box and whisker plot and the

21
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

vertical lines on it represent the

median, the lower quartile, upper
quartile – highest data value and
lowest data value.
• Pupils’ task is to work out where
to place these measures on the
box plot.
• Once completed, clarify errors
and misunderstanding by
modelling how to draw a box and
whisker plot.
Outliers By the end of this topic, pupils Teacher modelling • Lesson Plan • Standard questions
will be able to: • Explain that to find outliers you Manual Probing questions
• Explain and illustrate that find value 1.5 times the • Suggest reasons why
any value in a data set that interquartile range below the there could be outliers
is unusual in comparison lower quartile and the value 1.5 in a dataset.
with the rest of the data is times above the upper quartile.
an outlier. • Any values outside this range are
• Be able to calculate and outliers.
identify outliers
Misleading data, By the end of this topic, pupils Teacher modelling • Internet • Pupils answer standard
presentations and will be able to: • Bar charts not showing the origin questions on
statements • Explain that statistical on the frequency scale. ‘misleading information.
diagrams can be used to • Bar charts with bar of different Probing questions
present evidence to suit the widths. • The data given is the
point that someone wants • The vertical axis has an uneven salaries of staff working
to make. scale or no scale at all. in a factory.
• Interrogate a statistically • Instead of using Length to • The factory wants to put
claim and decide whether represent frequency area or out an advert to attract
or not it is misleading volume is used to mislead. new staff. Which of the
• Diagrams drawn in 3-D gives averages will be the
distorted image of size. most appropriate?

22
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• Situations where the median will • Give reasons for your

best describe the data. The mean answer.
is used to produce an inflated • Critically analyse the
value. statement:
• Pie charts of the same radius • ‘Sales increased by
used to compare data of different Le20,000.000.00 over
sizes. the last year’
• Parts of graphs omitted to give a • Would you say business
false impression. was good last year?
• Graphs drawn using thick lines or Explain.
shadows make them difficult to • Search the internet for
read. misleading charts.
Histograms By the end of this topic, pupils Teacher modelling • Graph paper • Pupils answer standard
• Histograms of will be able to: • Explain to pupils that a histogram • Lesson Plan questions
unequal interval • Draw Histograms of with equal intervals is the same Manual Probing Questions
unequal intervals by as a frequency diagram and the • Completed • Pupils given partly
calculating frequency heights represent these histogram and completed Histograms
density. frequencies, their tables. and partly filled tables.
• Frequency density = • Explain to pupils that in a • Pupils to use
frequency ÷ class width histogram of unequal intervals the information from one to
area of each bar is proportional to fully complete the other.
the frequency of each class. • Matching histogram with
• The height of each bar is called their tables by
the frequency density. inspection.
Tabulation and By the end of this topic, pupils Teacher modelling • Graph papers • Pupils to answer
curves will be able to: • Completion of cumulative • Lesson Plan standard questions on
• Cumulative • Complete a cumulative frequency table and drawing of Manual cumulative frequency.
frequency curve frequency table and draw a cumulative frequency curve. • Pupils given sets of box
from grouped cumulative frequency and whisker diagrams
discrete data curve. and cumulative
• Estimating • Use the cumulative frequency curves, both
median and frequency curve to drawn from the same
estimate median, quartiles, data. Pupils to match

23
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

interquartile Interquartile range and the boxplots with their

range semi-interquartile range. respective cumulative
frequency graphs.
Probing questions
• Which features are you
looking for when
matching box plots to
their cumulative
frequency curves?
Deciles and By the end of this topic, pupils Teacher modelling • Completed • Pupils answer standard
percentiles will be able to: • Model estimate cumulative questions on deciles
• Estimate deciles and • How to estimate deciles and frequency and percentiles
percentiles from cumulative percentiles from completed diagrams
frequency graphs. Cumulative Frequency Diagrams • Lesson Plan
Manual
Cumulative By the end of this topic, pupils Teacher modelling • Graph paper • Standard questions on
frequency polygons will be able to: • Reorganise data from grouped • Lesson Plan cumulative frequency
• Demonstrate that frequency table to a cumulative Manual polygons.
cumulative frequency frequency table.
shows how that data grows • Plot the cumulative frequency
• Distinguish between against the upper boundary of
cumulative frequency curve each class and join the points
and cumulative frequency with straight diagonal lines.
polygon.
• Draw cumulative frequency
polygons
Cumulative By the end of this topic, Pupils Teacher modelling • Graph paper • Standard questions on
frequency step will be able to: • Cumulative frequency polygon for • Lesson Plan cumulative frequency
polygons • Draw cumulative frequency discrete data and distinguish Manual step polygons.
step polygon for discrete between cumulative frequency
data. curve for continuous data

24
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Theoretical and By the end of this topic, pupils Teacher modelling • Dice • Pupils answer standard
experimental will be able to: • Theoretical probability is • Matchboxes questions with
probability • State the difference calculated without doing an • Coins confidence.
• Theoretical between theoretical experiment, e.g., tossing a fair Probing Questions
probability probability and coin. The probability of tails is ½ • A match box is to be
• Experimental experimental/frequency or 0.5 or 50%. used as a die. The two
probability/relative • Explain the term ‘mutually • Probability of getting a six when a largest faces are each
frequency exclusive’ die is cast is 1/6. marked with 1 and with
• Mutually • Find the probability of • Experimental probability is 6. The next two largest
exclusive events mutually exclusive events probability obtained by actually faces are marked with 2
• Expected • Use the fact that the sum of conducting an experiment and and with 5 and the two
frequencies all mutually exclusive involves a repetition of a large smallest faces are each
outcomes of an event is 1 number of trials. marked with 3 and with
• Use the addition rule of 4.
probability for mutually • What two faces will
exclusive events have the largest
• Calculate expected probability of facing up
frequency when the matchbox is
thrown as a die?
Explain why.
• Explain how you would
estimate the Probability
of obtaining a ‘3’ when
the matchbox is cast as
a die.
• Design and experiment
you will carry out to
estimate the probability
that the first car that
goes past the school
gate after 8.00am is a
green car.

25
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Probability and By the end of this topic, pupils Teacher modelling • Lesson Plan • Pupils answer standard
independent events will be able to: • Explain to pupils that independent Manual questions on Probability
• Independent • Calculate probabilities of events are events in which the • Counters tree diagrams.
events and tree repeated events. probability of one occurring does Probing Questions
diagrams • Draw and use probability not affect the probability of the • In a city, 80 people with
tree diagram other occurring. Coronavirus symptoms
• Define the term • Example: getting heads, when a were tested for the virus
‘independent events’ coin is flipped and obtaining an using a new trial kit
• Use of the multiplication even number when a die is rolled. • 19 people tested
rule for probability • Model the construction of a tree positive. The virus only
• P(A and B) = P(A) x P(B) diagram for: developed in 11 people
- A box has 4 blue and 6 black who tested positive. A
and yellow counters. total of 67 people did
- A counter is picked at not develop the virus at
random, the colour noted all
and then replaced. This is • Using a tree diagram,
done a second time. what is the probability
• List all possible 4 outcomes (i.e., that a person will
blue and blue, blue and yellow, develop the virus?
yellow and blue, yellow and • Give me an example of
yellow) and explain to pupils that a problem which could
use of a tree diagram will make be solved by adding
them avoid missing any probabilities, and an
combination. example of a problem
• Model the multiplication rule for which could be solved
probability of independent events by multiplying
and apply to standard questions probabilities.
on probability. • What are the key
• Emphasise the language of features of mutually
probability when answering exclusive and
questions, e.g., ‘both,’ ‘either,’ independent events on
‘neither,’ ‘with replacement,’ the tree diagram?

26
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

‘without replacement,’ ‘at least,’ • Why do the probabilities

‘at most’ on each set of branches
• Incorporate the addition rule for have to sum up to 1?
probability when modelling • How can you tell from a
solutions on probability. completed tree diagram
whether the question
specified ‘with’ or
‘without’ replacement?
• What strategies do you
use to check that
Probabilities on your
tree diagram are
correct?
• Explain to me the steps
you took to draw this
tree diagram and how to
use it to find the
probability of this event.
Conditional By the end of this topic, Pupils Teacher modelling • Lesson Plan • Pupils answer standard
probability will be able to: • Explain conditional probability as Manual questions on conditional
• Decide if two events are the probability of a dependent probability.
independent. event. The probability of the
• Draw and use tree second outcome depends on
diagrams to calculate what has already happened in the
conditional probability first outcome.
• Model tree diagrams from
standard questions and answer
standard questions.
Statistical By the end of this topic, pupils • Support pupils to structure their • Paper • Pupils to be able to
investigation – will be able to: written work. • Secondary data investigate a problem of
project work • Investigate a statistical • Internet their choice by:
• End of SS2 problem of their choice • ICT facilities • Specifying the problem
Project and planning. This may

27
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

be broken down into

sub-questions. A
hypothesis could also
be clearly stated.
• Relevant data to be
collected from
secondary source or
primary data collected.
A mixture of both
primary and secondary
data used.
• Processing and
representing data
employ a wide variety of
statistical diagrams and
charts.
• Evidence of good
communication skills
when interpreting and
discussing findings.

28
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

Senior Secondary Level 3

Topic/Theme/Unit Expected learning Recommended teaching Suggested resources Assessment of learning

outcomes methods outcomes
Index numbers By the end of this topic, Teacher modelling • Lesson Plan Manual • Pupils answer standard
• Price relative pupils will be able to: • Explain to pupils that Practical activity: questions on index
• Chain base numbers • Calculate index numbers index numbers are • Pupils to be encouraged numbers.
• Weight index e.g., Price relative used to compare the to use real life examples • Applying to real life
numbers • Use the formula rate of charge in prices, of price changes over a situations.
• Retail Price Index Index number quantities, value of period of time. • Comparing various index
= quantity x 100 items over a period of • Price list can be numbers from local
quantity time. Model price compiled from leading supermarkets/shops/village
In base year relative as an example supermarkets store.
of index numbers
Price relative =
Price x 100
Price in base year
• Model chain base
numbers, weighted
Index numbers and
retail price index
Time series and By the end of this topic, Teacher modelling • Lesson Plan Manual • Pupils to answer standard
moving averages pupils will be able to: • Recall prior knowledge • Secondary data on questions on time series
• State how to plot and on drawing line graphs. seasonal, or monthly, and moving averages.
draw a time series graph • Model how to plot and weekly, or daily etc Probing questions
from data that shows draw a time series on sales figures of • Examine the table showing
variations on a quarterly, graph paper from businesses over a daily sales in a shop, over
daily, monthly, weekly secondary data. period of time a 4-week period
etc, • From time series • Graph paper • How can you describe the
• Describe, with highlight the fact that trend and daily variations?
examples, that time Variation in sales or
series are often found in figures can be seen by

29
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

businesses, and they rise and fall of the time • For quarterly figures, a 4-
pose a problem in terms series. point moving average was
of making business • Explain that to smooth calculated.
predictions out the ‘peaks’ and • Why?
• Calculate moving ‘troughs’ a moving • If you have daily figures,
averages from sales average can be how many points moving
figures and plot these to calculated and plotted average will you calculate?
produce trend line or a on the time series. • What about monthly
line of best fit that can • To calculate a moving figures in a year?
be used to make average, e.g., for
predictions. quarterly figures, a 4-
point moving average
is calculated. First
calculate the mean for
the first 4 quarters.
Then omit the first
quarter and include the
fifth quarter and find
the new mean. Then
omit the second
quarter and include the
sixth quarter and find
the new mean, and so
on.
• These moving
averages are each
plotted at the middle of
their respective
interval.
• Then draw a trend line
through these moving
averages. This trend
line can then be used

30
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

to make reasonable
predictions by reading
off from the graph
Correlation and By the end of this topic, Teacher modelling • Lesson Plan Manual • Standard questions on
regression pupils will be able to: • Rank each data value Spearman’s rank
• Spearman’s rank • Show, with workings, in its data set and find correlation coefficient
correlation that Spearman’s rank the difference [d] Probing questions
• coefficient correlation co-efficient between corresponding (Example)
(rs), is a measure of the ranks. • Which of the numbers –
extent to which two sets • Use of formula 0.73, 0.29, 0.87 indicates
of data are in agreement rs = 1 - 6∑ 𝑑 2 the least correlation?
• Show that the closer rs is n (n2 – 1) Explain how you arrived at
to +1 the more where n is the number your answer.
agreement there is of pairs of data.
(positive correlations)
• Show that the closer rs
is to -1, the more
disagreement there is
(negative correlation)
and that the closer rs is
to zero, the more there
is neither agreement nor
disagreement
Variance and standard By the end of this topic, Teacher modelling • Lesson Plan Manual • Standard questions on
deviation pupils will be able to: • Model use of formulae • Formulae variance and standard
• Demonstrate with to calculate variance deviation.
examples that variance and standard deviation.
is a measure of spread
that uses all the data,
unlike the interquartile
range that uses two
values, the upper and
lower quartile

31
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

• State that the square Probing Questions

root of the variance is • You are given several data
called standard sets. Some with outliers
deviation and some without outliers.
• Calculate variance and If you are to measure
standard deviation by spread, explain which ones
use of formulae, you will apply the
including standard Interquartile range to and
deviation formulae for which ones you will apply
frequency distributions the variance to.
and grouped frequency
distribution
Shapes of distributions By the end of this topic, Teacher modelling • Lesson Plan Manual • Pupils to answer standard
• Symmetrical pupils will be able to: • Get pupils to join • Previously drawn questions on recognising
distribution • Recognise symmetry, together the midpoint frequency diagrams distribution from given
• Positive skew positive skewness and of the bars in a • Internet data/frequency diagram.
• Negative skew negative skewness in a frequency diagram or a Probing questions
distribution histogram. • How would you go about
• A general shape would matching the shape of a
be seen: a symmetrical distribution to the shape of
shape with most data its box and whisker plot
in the middle is called and its cumulative
symmetrical frequency curve?
distribution.
• The symmetrical
distribution is also
called ‘normal
distribution’ e.g.,
heights of randomly
selected people.
Positive skew is when
most data are at the
lower values. Negative

32
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

skew is when most

data are at the higher
values.
Geometric mean By the end of this topic, Teacher Modelling • Lesson Plan Manual • Standard questions on
pupils will be able to: (Example) geometric mean.
• Explain and show by • Geometric Mean of • Calculate both the
example the difference 4 and 9 geometric mean and
between a geometric = √4 x 9 = 6 arithmetic mean of 3, 8, 10,
mean and an arithmetic • Geometric mean of 12.
mean mean of 6, 7 and 8 is • What do you notice?
the cube root of the • One year the interest paid
product of 6, 7 and 8. in a bank account is 4%.
• It is the nth root of the The following year the
products of the n items interest paid is 9%. Using
in a distribution the geometric mean, show
that the equivalent single
rate is 6.47% [3.s.f]
Standardised scores By the end of this topic, Teacher Modelling • Secondary or primary • Standard questions on
pupils will be able to: • Recap calculation of data on pupils’ test standardised scores.
• Calculate standard Mean and standard scores in some subjects.
scores and its use in deviation. • Lesson Plan Manual
comparing values from • Standardised score [z]
different data sets = score – mean
standard deviation

33
Building Young Futures
MBSSE’s Senior Secondary School Curriculum

References and resources

• Vanguard
• A4 Cards
• Statistics Sierra Leone website
• Newspapers
• Magazines
• Advertisement Leaflets
• Compasses and Rulers
• Secondary data from internet and other sources e.g., Statistics Sierra Leone
• Graph paper
• Permanent markers
• Coloured pencils
• Coins
• Dice
• Counters
• Lined paper
• Match boxes

34