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Lesson 2: Relative Frequency Tables
• Create and interpret relative frequency tables Lesson Narrative
The mathematical purpose of this lesson is for students to create and interpret relative frequency tables. Students are introduced to relative frequency tables which are created by dividing each value in a two-way table by the total number of responses in the entire table, or the total number of responses in a row or a column. For example, there may be 33 students who list math as their favorite subject in grade 9. These 33 students may represent 7% of the entire school, 21% of 9th graders, or 31% of students in the school who listed math as their favorite subject.
The work of this lesson connects to previous work where students created and interpreted two-way tables. The work of this lesson connects to upcoming work because students will use relative frequency tables to look for associations between categorical variables.
By engaging with the relative frequency table in the warm-up, students take a step back and become familiar with a context and the mathematics that might be involved, students are making sense of problems (MP1).
Student Learning Goals
• Let’s nd relative frequencies of categorical data.
2.1 Notice and Wonder: Teacher Degrees
Warm Up: 5 minutes
The purpose of this warm-up is to elicit the idea that two-way tables can be used to think about relative frequency, which will be useful when students create relative frequency tables in a later activity. While students may notice and wonder many things about these images, thinking about the values in the two-way tables relative to the totals are the important discussion points. By engaging with this explicit prompt to take a step back and become familiar with a context and the mathematics that might be involved, students are making sense of problems (MP1).
Instructional Routines
• Notice and wonder
What: This routine can appear as a warm-up or in the launch of a classroom activity. Students are shown some media or a mathematical representation. The prompt to students is “What do you notice? What do you wonder?” Students are given a few minutes to write down things they notice and things they wonder. After students have had a chance to write down their responses, the teacher asks several students to share things they noticed and things they wondered; these are recorded by the teacher for all to see. Usually, the teacher steers the conversation to wondering about something mathematical that the class is about to focus on.
Unit 3
Lesson 2: Relative Frequency Tables 17