Categorical data 1

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Objective

SWBAT understand and interpret categorical data.

Big Idea

How do 2-way tables work?

Lesson Author

Jeff Li MTP

New York, NY

Grade Level

Eighth grade

Subjects

Math

Data Analysis and Probability

Interpretation of Data

Standards

8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

8.SP.A.2

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

8.SP.A.3

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

MP1

Make sense of problems and persevere in solving them.

MP6

Attend to precision.

Warm Up

10 minutes

In general, the key to a good set of Warm Up problems is that one problem should allow nearly every student success, and, one or two additional problems should push students to think in new and different ways. Today’s warm-up is a little different: 9 - 5 WU122 Categorical data 1. I ask students to answer a series of questions about a data set. Although I break routine, I follow the same general principle: success, followed by challenge.

Play of the Day

40 minutes

A link between character and academics?

Paycheck average vs. math average.docx

Huddle

10 minutes

I spend some time in the huddle going over the Silver_Problem because it pushes kids to make their own judgments about which relative frequencies to use. It's a pretty complex idea... and I like the discussions we have about it. I don't jump in immediately when kid has chosen a pair of relative frequencies that don't make sense... I push other kids to develop their logic on why.