What's this table saying?

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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.


10 minutes

Direct Instruction

15 minutes

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

Source Urlhttp://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.


15 minutes

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.


15 minutes

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.