## two_way_table_open.docx.doc.pdf - Section 1: Opening

# What's this table saying?

Lesson 10 of 19

## Objective: SWBAT recognize associations and trends in the data displayed in a two-way table.

## Big Idea: In this lesson students make conjectures about the meaning of a two-way frequency table, test their conjectures, and support their findings mathematically.

*55 minutes*

#### Direct Instruction

*15 min*

During this lesson, I like to show the accompanying video on **two-way tables**.

**Source Url**: http://www.youtube.com/watch?v=xpqcUsEZenk (accessed May 10 2014)

I stop the video periodically and have students write down an idea that they felt was important or a question that they might have. By the end of the video, if students still have questions that have not been answered we address them as a class. Then, I ask students to do a **think-pair-share** by writing down two ideas that they feel are important to constructing a two-way table.

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#### Investigation

*15 min*

During today's Investigation, students will have an opportunity to both read and construct simple two-way frequency tables. I will ask my students to work in pairs.

Depending on the confidence level of the group, I may advise some students to begin with Question #2. If necessary, I will pull together a group of students to complete Question #2 step-by-step. After filling in the cells in the table, we will calculate the joint frequencies using row and column totals. I think that this intervention will provide sufficient scaffolding for all of my students to complete the remaining three problems.

#### Resources

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#### Closure

*15 min*

To close today's lesson, I will ask students to split a sheet of paper with their partner (each student gets a half sheet). I will ask the class to respond to the following a 3-2-1 Reflection.

Here is the prompt:

**3**: Write down three facts about two-way frequency tables.**2**: Write down two questions that you still have about two-way frequency tables.**1**: Write down 1 idea that you feel is a big idea about two-way frequency tables.

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- LESSON 1: Asking a Statistical Question
- LESSON 2: Measures of Center
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- LESSON 4: Organizing Data with a Box Plot
- LESSON 5: Understanding Box Plots (with Assessment)
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- LESSON 13: Using a Scatterplot to Model Data
- LESSON 14: A Bivariate Relationship
- LESSON 15: Scatterplots and Non-Linear Data
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- LESSON 17: Analyzing Residuals
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