Page 78 - IM_Algebra1_FL Print Sample.pdf

Activity Synthesis
The goal of this activity is for students to understand how to summarize categorical data using a two-way table. Here are some questions for discussion.
• “How did you gure out how many of Jada’s runs were with headphones on and under 25 mins?” (I knew the total runs with headphones on was 10 and that 4 of the runs lasted 25 minutes or more so I subtracted 4 from 10.)
• “How did you determine how many people used oss and no mouthwash?” (I lled in the table and saw the the total number of people who ossed was 50. There was a 30 above the 50, so I knew the missing number in that column was 20.)
• “How would you go about creating a two-way table if you were not given one?” (I would have to look at the information in the problem and decide what is being measured and what the categories are for the data. I would then put the responses for one of the categories as the row labels and the responses for the other category as the column labels. I would then add columns and rows for the totals if needed.)
Lesson Synthesis
Discuss how to create and interpret two-way tables.
• “What does the two-way in two-way tables mean?” (It means that there are two di erent categorical variables being examined. For example, whether people oss or not, and whether people use mouthwash or not.)
• “What does each value represent in a two-way table? Use an example if needed.” (Each value represents the frequency of a combination of categories occurring. For example, 17 fruit y o spring had red eyes and curled wings. Each value represents data from two di erent questions.)
• “Have you used two-way tables previously?” (Yes, we used them in science class when doing Punnett squares.)
1.4 Oh, Deer
Cool Down: 5 minutes
Student Task Statement
Forest rangers record information about some of the deer in the forest they oversee. Use the two-way table to answer the questions about the deer they observed.
Unit 3 Lesson 1: Two-way Tables 11