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

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

15 minutes

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.

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.