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FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task can be implemented individually, with small groups, or with the whole class.
 The teacher asks the student to complete the problems on the TwoWay Relative Frequency Table worksheet.
 The teacher asks followup questions, as needed.
TASK RUBRIC
Getting Started 
Misconception/Error The student does not have a complete understanding of the construction of a relative frequency table. 
Examples of Student Work at this Level The student:
 Rewrites frequencies into the relative frequency table.
 Provides two versions of the same table.
 Does not differentiate between relative frequency tables by “row” or “column” totals.

Questions Eliciting Thinking What are the two variables summarized in the table?
What does the entry 80 represent?
What is the total number of students who preferred math?
What is the total number of students who preferred team sports? 
Instructional Implications Explain the meaning of a relative frequency and the various ways they can be represented (e.g., as fractions, decimals, or percents). Guide the student to calculate the column and row totals and to use the totals to complete each table. Assist the student in understanding the difference between relative frequencies calculated using column totals and those calculated using row totals.
Provide additional opportunities to create twoway frequency tables and twoway relative frequency tables.
Consider implementing the MFAS task Music and Sports (8.SP.1.4) to assess the student’s understanding of creating a twoway frequency table. 
Making Progress 
Misconception/Error The student makes a calculation error. 
Examples of Student Work at this Level The student calculates column and row totals and uses the appropriate total to calculate the relative frequencies. However, the student:
 Rounds incorrectly.
 Makes an error calculating a relative frequency.
 Calculates a total incorrectly, therefore using the wrong value to calculate the relative frequencies.

Questions Eliciting Thinking What is the correct way to round a number? Can you check the way you rounded each value?
What total did you use when you calculated each relative frequency? Can you check your work?
Can you review your calculations of the totals? What is each row/column total? 
Instructional Implications Provide feedback to the student regarding any error made and allow the student to revise his or her work. Ask the student to explain what each value represents in context.
Ask the student to explain the difference in meaning between the relative frequencies calculated by rows and the relative frequencies calculated by columns. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student correctly converts the raw data to relative frequencies by using fraction, decimal, or percent values.

Questions Eliciting Thinking What does the cell value of 67% represent, in this context?
Are there any patterns of association between the two variables?
Which table, the frequency or relative frequency, is better to use when looking for patterns of association? 
Instructional Implications Ask the student to look for and describe any patterns of association between the two variables.
Consider implementing the MFAS tasks School Start Time and Siblings and Pets (8.SP.1.4) to assess interpreting patterns of association. 
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
 TwoWay Relative Frequency Table worksheet
SOURCE AND ACCESS INFORMATION
Contributed by:
MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.