Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 71193
Two-Way Frequency Table and Relative Frequency
In this lesson, the student will learn how to set up a two-way frequency table from two categorical variables and use the two-way frequency table to
calculate frequency counts and relative frequency. The vocabulary terms learned in this lesson are two-way frequency table, relative frequency,
joint frequency, marginal frequency, and conditional frequency.
This lesson covers only a portion of the standard. The teacher should complete the standard with a follow-up lesson in which students will make
data tables and then use the data to explore probability.
Subject(s): Mathematics
Grade Level(s): 9
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Basic Calculators, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: independent variable, dependent variable, two-way frequency table, relative frequency, joint
frequency, marginal frequency, and conditional frequency.
Resource Collection: FCR-STEMLearn Algebra
ATTACHMENTS
Two Way Frequency Example Independent Practice Answer Key.docx
Two Way Frequency Example Independent Practice.docx
Two Way Frequency Guided Practice.docx
Two Way Frequency Table Formative Assessment Class Activity Answer Key.docx
Two Way Frequency Table Formative Assessment Class Activity.docx
Two Way Frequency Table Summative Assessment.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to:
Create a two-way frequency table from two categorical variables; read and interpret data displayed in a two-way table.
Write clear summaries of data displayed in a two-way frequency table.
Calculate joint, marginal, and conditional relative frequencies.
Prior Knowledge: What prior knowledge should students have for this lesson?
The students need to know how to:
compare two sets of data
set up a frequency table
identify and describe the independent and dependent variables
calculate percentages
page 1 of 3 Guiding Questions: What are the guiding questions for this lesson?
How do we categorize our data that we collected?
Which variable is dependent on the other variable? Why?
Explain the difference in frequency count and relative frequency.
To calculate the relative frequency, we have to determine the joint frequencies and the marginal frequencies. Which part of your data is joint frequencies and which
part is marginal frequencies?
What is conditional frequency? How do we calculate the conditional frequency?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will present the concept of a two-way frequency table through use of a real-world application. The teacher will open with questions related to the
concept, such as:
How do you compare two sets of data at once?
When we have two sets of categorical data, one set is the independent variable and one set is the dependent variable. For example, which extra-curricular activity
do the female students in the class prefer, sports or video games? Which category is the independent variable and which category is the dependent variable? Why?
Tell students that today we are going to learn how to create a two-way frequency table and how to calculate relative frequencies using two categorical sets of data,
one category being our independent variable and one category being our dependent variable. From here, the teacher will continue with teaching the guided questions
and the guided practice activity.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
After completing the guided practice and the independent practice example, the students will pair with a partner to complete the formative assessment, which is a
class activity. The teacher will circulate giving assistance as needed. An answer key has been provided.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
The students will complete the independent practice activity to reinforce the concepts in the lesson. An answer key has been provided.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
After completing the guided practice, independent example, and the class activity (formative assessment), close the lesson by answering any questions the students
may have.
Review the class activity and assign the summative assessment for homework. Note that the answer key is provided in the same document.
The teacher should complete the standard with a follow-up lesson in which students will make data tables and then use the data to explore probability
Summative Assessment
Students will complete a summative assessment to determine mastery. The attached document includes the assessment and the answer key.
Formative Assessment
A class activity will be used for the formative assessment. The students will pair with a partner to complete the following tasks:
use prior knowledge of independent and dependent variables for collecting and comparing data to make use of frequency tables,
understand the vocabulary terms: frequency counts, relative frequency, joint frequency, marginal frequency, and conditional frequency, and
create and use a two-way frequency table and calculate the relative frequency of categorical data.
The teacher will circulate observing the students' completion of this activity while being available for assistance if needed. Once all pairs of students have completed
the activity, the class will come together as a whole and have a class discussion and finalize the lesson. An answer key has been provided.
Feedback to Students
Students will receive feedback throughout the lesson in a variety of ways:
Verbal interaction between teacher/student
Communicate while on task
Immediate feedback upon completion of classroom individual/think-pair-share tasks (formative assessment)
Immediate feedback upon completion of assignment (summative assessment)
Misconceptions:
The independent and dependent variables are not distinctly identified and order of the variables when labeling a two-way frequency table does not matter. The
students need to have an understanding of which category represents the independent variables and which category represents the dependent variables. Make it
clear that either category can be labeled on the top or side of the frequency table.
Data in a two-way frequency table is not quantitative. Make it clear to the students that these numbers are just a count of each category's frequency.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
I suggest pairing any low level students with a higher level student for guided help during the class activity.
Any necessary accommodations will be made to meet the individual student's needs.
Extensions:
An extension of this lesson is to continue to create data tables and interpret the data.
Suggested Technology: Computer for Presenter, Internet Connection, Basic Calculators, Microsoft Office
page 2 of 3 Additional Information/Instructions
By Author/Submitter
This lesson is likely to support student engagement with the following Standards for Mathematical Practice:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
SOURCE AND ACCESS INFORMATION
Contributed by: Kristy Pleasant
Name of Author/Source: Kristy Pleasant
District/Organization of Contributor(s): Liberty
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.912.S-ID.2.5:
Description
Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the
context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and
trends in the data. ★
page 3 of 3