**Name** |
**Description** |

Investigating Relationships With Two-Way Frequency Tables | In this lesson, students are introduced to two-way frequency tables. They will calculate joint, marginal, and relative frequencies and draw conclusions about the relationship between two categorical variables. |

Can You Walk In My Shoes? | Real-life data helps students gain a better understanding of creating dot-plot and/or two-way tables. Students will collect data at the beginning of the lesson and use that data to create double dot plots and frequency tables, finding and interpreting relative frequencies.
The assignment allows students to work collaboratively and cooperatively in groups. They will communicate within groups to compare shoes sizes and ages to acquire their data. From the collection of data they should be able to predict, analyze and organize the data into categories (two-way tables) or place on a number line (dot-plot).
As the class assignment concludes, a discussion of the final class display should take place about the purchasing of shoes versus ages and the relationship that either exists or doesn't exist. |

How Random is "Shuffle Mode"? | Today's teenager is a savvy consumer of digital music and the constantly-evolving technology that plays it. Ask a typical student what they know about iTunes versus Pandora versus Spotify—most of them will have an opinion on the "best" service for listening to songs. This lesson links students' existing interest in music with the mathematical topics of frequency and relative frequency.
The activity assumes that students know what Shuffle Mode does when they listen to digital music. Shuffle Mode is a function on digital music players that "shuffles" or randomly rearranges the order of a list of songs. Each time a person presses Shuffle Mode, the playlist is rearranged. If we assume a music player's Shuffle Mode is truly random, the chances of any particular song being played would equal 1 divided by the total number of songs (1/total #). This is analogous to rolling a fair die; each number on the die has an equal probability of being rolled (1/6 or 16.7%). |

Dropping Out or Staying In: Two-Way Table Analysis | This lesson will require students to calculate relative frequencies and determine if an association exists within a two-way table. The students will analyze the frequencies and write a response justifying the associations and trends found within the table. |

What's your preference? | In this lesson plan, students will be exposed to data collection and construction of two-way frequency tables. They will also learn how to analyze the two-way frequency table by calculating the relative conditional frequency. |

What's Your Story?: Exploring Marginal and Conditional Distributions Through Social Networks | This is an interactive lesson in which students will explore marginal and conditional distributions as they calculate relative frequency of data they have collected regarding the use of cell phones and social networking sites while in the classroom. |

Relative Frequency Tables... with extra cheese! | Have students get colorful in defining marginal, joint and conditional frequencies of two-way frequency tables. Students will take charge in justifying the associations they find in the tables. |

High School Dropouts | Students will examine drop-out rates in the United States in 2012 by gender and race using data provided by the National Center for Education Statistics. Students will create conditional relative frequency tables to interpret the data and identify associations between genders and races and drop out rates. |

It's Your Choice | In groups, students will analyze associations between genders in their class by constructing two-way frequency tables and relative frequency tables, and interpreting the results of the data. Students will present their findings to classmates. |

Breakfast for Champions? | Students will complete a two-way frequency table to investigate whether breakfast is for champions. |

Using Two-Way Frequency Tables to Analyze Data | The program *60 Minutes* reports that parents are intentionally holding their children back in Kindergarten to give them a competitive advantage in sports later on in life. The students are using the data collected to decide if this is really a trend in the US. |

Comedy vs. Action Movies Frequency Interpretation | Using a completed survey of male and female student interest in comedy vs. action movies, the students will create a two-way frequency table using actual data results, fraction results, and percent results. The students will then act as the movie producer and interpret the data to determine if it is in their best interest to make a comedy or action movie. As the Summative Assessment, the student will take on the job/role of an actor/actress and interpret the data to support their decision. |

Height Arm Juxtaposition | This lesson is a Follow Up Activity to the Algebra Institute and allows students to apply their skills on analyzing bivariate data. This STEM lesson allows students the opportunity to investigate if there is a linear relationship between a person's height and arm length. Using technology the students will explore in-depth how to perform a least square regression as a procedure for determining the line of best fit. |

Show Me the Money | This lesson is an application activity in which students will use relative frequencies to support an argument. Students will be given the task of creating an argument that would support why their club/team should be awarded a monetary prize that the school has won. The students will create statistical questions, collect their own data, analyze and interpret it to support their claim, present their argument, critique other arguments, and refine their argument for a rebuttal and closing remarks. The project will be graded with the rubric found in the Summative Assessment section, and has a student packet attached as well. All attachments can be modified. |

Quantitative or Qualitative? | This lesson will remind students of the differences between quantitative and qualitative data then guide the students through learning how to display quanitative data on a scatter plot then separating the data into qualitative categories to be displayed and interpreted in a frequency table. |

Are you a CrimiNole or Gatorbait? Two rivalries in one table! | Introduction to two-way frequency tables. The lesson will be delivered using a PowerPoint presentation.
The teacher will introduce and define joint and marginal frequency, demonstrate how two-way frequency tables are constructed from a given set of data, calculate relative frequencies, and draw conclusions based on the information in the table. Students will practice these skills through guided practice with the teacher, independent practice, and complete a summative assessment to measure student learning. All resources, including the PowerPoint, have been provided. |

Can You Make Heads or Tails of It? | This is a lesson for teaching students how to make Two-Way Frequency and Relevant Frequency tables and to use the data collected and displayed in the tables for interpretation and prediction. |

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 *tw**o-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. |

How hot are hot dogs? | In this lesson, students will learn how to convert a simple and two-way frequency tables to relative frequency tables through using real world data collected in the classroom. |

Legos, Lunch, and Lollipops: an introduction to two-way frequency tables | Students will learn how to read, complete, and interpret two-way frequency tables. |

Devising a Measure for Correlation | This lesson unit is intended to help you assess how well students understand the notion of correlation. In particular this unit aims to identify and help students who have difficulty in understanding correlation as the degree of fit between two variables, making a mathematical model of a situation, testing and improving the model, communicating their reasoning clearly and evaluating alternative models of the situation. |

CollegeReview.com | This is a model-eliciting activity where students have been asked by a new website, CollegeReview.com, to come up with a system to rank various colleges based on five categories; tuition cost, social life, athletics, education, city population and starting salary upon graduation. |

The Music Is On and Popping! Two-way Tables | This MEA is designed to have teams of 4 students look at data in a two-way table. Teams must discuss which categorical or quantitative factors might be the driving force of a song's popularity. Hopefully, popular songs have some common thread running through them. Each team must write down their thought process on how they will create the most popular playlist of songs for a local radio station. A major constraint for each team is to thoroughly explain how they will maximize the 11 minutes available with the *most* popular songs. Students will be provided with letters from a local radio station, WMMM - where you can receive your "Daily Mix of Music and Math." WMMM has 10 songs and the researchers have collected data on each. Student teams: it is your responsibility to pick the playlist and write a letter to the station supporting why you made your particular selection. The winning team gets an opportunity to record a sound bite which introduces their playlist on the radio. Now, just when the teams believe they have addressed WMMM's request, a twist is thrown in the midst, and the student teams must return to the drawing board and write a second letter to the station which may or may not affect the team's original playlist. Do you have the musical swag to connect the associations? |