##
* *Reflection: Connection to Prior Knowledge
What's this table saying? - Section 2: Direct Instruction

When I first watch the video in preparation of showing it in class, I make note of timestamps when I would like to stop the video to ask a question. I also make it explicit to students why I am stopping the video at that point in time. This helps them to realize how they should be watching instructional videos on their own (a skill that will become more important with the advent of flipped learning). I also ask students to try to make connections with things that they already know when I stop the video. This metacognitive skill of reacting the video with either a statement or a question helps students delve more deeply into the content.

*How to Watch and Instructional Video*

*Connection to Prior Knowledge: How to Watch and Instructional Video*

# 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.

*expand content*

#### 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

*expand content*

#### 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.

*expand content*

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- LESSON 1: Asking a Statistical Question
- LESSON 2: Measures of Center
- LESSON 3: Practice with Measures of Central Tendency
- LESSON 4: Organizing Data with a Box Plot
- LESSON 5: Understanding Box Plots (with Assessment)
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- LESSON 10: What's this table saying?
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- LESSON 12: More with Conditional, Joint, and Marginal Frequencies
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