## two-way_frequency_tables_worksheet.pdf - Section 3: Investigation

*two-way_frequency_tables_worksheet.pdf*

*two-way_frequency_tables_worksheet.pdf*

# 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*

##### Similar Lessons

###### Bivariate Data, Background Knowledge, and the Beginning of the Stuff Project

*Favorites(4)*

*Resources(17)*

Environment: Urban

###### Our City Statistics Project and Assessment

*Favorites(11)*

*Resources(17)*

Environment: Urban

- 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)
- LESSON 6: Analyzing a Box Plot
- LESSON 7: Constructing a Histogram
- LESSON 8: Modeling with Box Plots and Histograms
- LESSON 9: Connecting Box Plots and Histograms
- LESSON 10: What's this table saying?
- LESSON 11: Creating Two-Way Tables
- LESSON 12: More with Conditional, Joint, and Marginal Frequencies
- LESSON 13: Using a Scatterplot to Model Data
- LESSON 14: A Bivariate Relationship
- LESSON 15: Scatterplots and Non-Linear Data
- LESSON 16: Modeling with Non-Linear Data
- LESSON 17: Analyzing Residuals
- LESSON 18: Creating a Residual Plot
- LESSON 19: Got Ups? A Statistics Unit Task