Page 76 - IM_Algebra1_FL Print Sample.pdf

1. Describe what the 17 in the table represents.
2. How many selected y o spring had white eyes? Explain or show your reasoning.
3. How many selected y o spring had standard wings? Explain or show your reasoning.
Student Response
1. 17 of the o spring that were selected had red eyes and curled wings. 2. 18 since
3. 58 since
Activity Synthesis
The goal is to make sure students understand how to interpret information in a two-way table. Here are some questions for discussion.
• “What does the 13 in the table represent?” (The number of o spring with white eyes and standard wings.)
• “How many selected fruit y o spring have red eyes and standard wings?” (45)
• “How many selected fruit y o spring are represented in the table?” (80)
• “How many selected fruit y o spring have curled wings?” (22)
Restate that “a two-way table can be used to organize data from two di erent categorical variables.”
1.3 Running to the Dentist
10 minutes
The mathematical purpose of this activity is to sca old how to summarize categorical data using a two-way table. Students will ll in two-way tables from verbal descriptions.
Launch
Keep students in their groups of two. Give students 5 minutes to ll in the two-way tables then have a whole class discussion.
Student Task Statement
1. Jada wonders if listening to music helps her run a 5K distance faster. She summarizes her results after a month of runs. The rst two pieces of information have been included for you. Use the descriptions to complete the two-way table.
◦ Jada ran a total of 28 times this month.
◦ Four of the times she ran with headphones, she took longer than 25 minutes to
nish the run.
Unit 3
Lesson 1: Two-way Tables 9