TwoWayTableSurveyProject

ContentArea:8thGradeMath
TimeFrame:Three84minuteclassperiods

Standards:
8.8.SP.4 Understand that patterns of association can also be seen in bivariate
categorical data by displaying frequencies and relative frequencies in a two-way
table. Construct and interpret a two-way table summarizing data on two
categorical variables collected from the same subjects. Use relative frequencies
calculated for rows or columns to describe possible association between the two
variables.

Objectives:
Studentswillbeableto:

1) Calculatefrequencyandrelativefrequencyusingafrequencytable.
2) Analyzeanddrawinferencesfromvisualdataonafrequencytable.
3) Createafrequencytable,itsvariablecategories,andorganizedatacorrectlyusing
surveyresults.
4) Summarizedatafromafrequencytable.

ClassDescription:
CoTaughtClassroomwithbothSPEDandnonSPEDstudents.

MaterialsNeeded:
PosterBoard,MarkersandColoredPencils,Sharpies,StickyNotes,
ActivInspirePresentation,GuidedPracticeWorksheets(seeDocuments).

Modificationsnote
:CoTeachermakesclozenoteformatforthevocabularytermsinthe
notes.BothteacherscheckinwithSPEDstudentsperiodicallytoensuretheyareawareoftheir
responsibilitieswithintheirgroup,andmakingadequateprogress.

Sources:
Glencoe.com
Pearson:CommonCoreAdditionalInvestigations

Context:
Thisprojectispartofaunitlookingatdifferentbivariatedatatablesordisplays.A
twowayfrequencytableisoneofthemaindataorganizingdevicesexploredintheunit.Itcan
showrawcategoricaldata(frequency)orbyshowingcategoricalpercentages(relative
frequency).


Day1:

Bellringer

IntroductiontoFrequencyTables
Studentswilltakenotes(thosewhorequire
modificationwillreceiveclozenotes).Studentswillseewhattwowaytableslooklike
andhowthedataisorganized.Theywillgetdefinitionsforfrequencyandrelative
frequency,examplesonhowtocalculate,andwillengagewithsomeoftheinfoasa
classatacursorylevel.Seedocument1forexampleofthenotes.(VocabularyTerms
willbeprovidedinclozenotesformatforstudentswithmodifications)

IntroductiontoSurveyProject:
Studentswillbegivenanintroductiontotheproject,be
shownexamplesofpreviousstudentgroupsprojects,andbeshowntherubric
(document4).Seedocument2forrubric.

JotThoughts:DevelopingIdeasforSurveyProject:
InKaganGroupsof4,students
willeachbegiven3stickynotes.Thegroupsaregiven3minutesandeachstudent
mustwriteasurveytopicideaontothestickynoteandplaceitinthemiddleoftheir
table.Attheendofthe3minutes,thestudentswillreadtheirideas,discusstheir
favorites,andagreeontheirpreferredtopic.Oncetheyhaveatopic,groupsmustget
theirtopicapprovedbyateacher.

BrainBreak

WritingTopicQuestionandChoosingVariables:
Studentswillneedtodecidethe
categorytopicvariablesbothforsurveyrespondents(ex:maleorfemale/adultor
teenager)andtopicquestionsvariables(Forfav.sport:football,basketball,soccer).

WriteSurveyPlan+SurveyClassmates:
Studentswillneedtowriteaparagraph(at
least4sentences)detailingtheirsurveytopic,survey,question,andvariables.They
alsomustdescribethedivisionoflabor(40peopleneedtobeinterviewed,sothey
usuallysaytheywilleachinterview10people).Oncethisisapproved,studentswill
havetheremainderofclasstointerviewclassmatesusingtheirowndevelopedrecording
sheets.
Theremainderoftheirsurveymustbecompletedashomework.*I
encouragestudentstosurveytheirclassmatesandteachersinthehallwayorat
thebeginningorendingoftheirnextclassesandsendoutanemailtostaff
informingthemoftheproject.Iexplicitlytellstudentstoputawaytheirsurveys
duringclasslessons.

Day2:

Bellringer

ParallelTeachingStructure:GuidedPractice

Studentsarebrokenintogroups1and2.Group1startswithMr.WrightandGroup2starts
withMrs.PiroDuffin.Eachgroupwillpracticeaspecificskillwiththeirteacherfor15minutes
andthenswitch.

Wright:CriticalAnalysisofTwoWay/FrequencyTables:SeeDocument2B
Mrs.PiroDuffin:CalculatingFrequencyandRelativeFrequencyusingtwowaytables.See
Document2A

BrainBreak

CreatingatemplateforPoster+ExplanationofSummary:
Studentswillseemore
examplesoffinishedprojectposters.Theywillberemindedofallofthecomponentsfor
acompleteposter(Frequencytable,TwoRelativeFrequencyTablesbasedonvariable
categories,SurveyPlan,andSummary).Theteacherwillexplainwhatisexpectedfrom
thesummarysection(aparagraphthatexplainstheresults,andwhattheyshowed)
Theyneedtoprovidearoughtemplateshowingtheirintendedlayoutandgetapproved
byteacher.Assoonastheirtemplateisapproved,theywillreceiveaposter.

WorkonPoster:
Studentswillhavetherestoftheclassperiodtoworkonposter:this
includesdrawingfrequencytables,inputtingdata,writingasummaryoftheirdata,and
decorating).

Day3:

Bellringer

FinishPoster:
Studentswillbreakbackintogroupsandhavethefirst20minutesto
finishtheirpostersandgetreadytopresent.

Presentation:
Studentspresenttheirpostersbyreviewingtheirsummaryandexplaining
theirsurveytopicquestions.Theywillthentakequestions.Afterpresentations,theywill
posttheirprojectsonthewalloutsideoftheclassroom.

ProjectReflection/Evaluation:Studentswillcompleteaprojectreflectiondetailing
theircontributions,suggestionsfortheproject,andreflectivethoughts.See
document3.

(Document1)

Notes:TwoWayTablesandFrequencies

Vocabulary
BivariateData

Frequency:

RelativeFrequency:

RelativeFrequencyTable:

AppliedSkillsPractice

UsingExample1(frontside):

ConstructaRelativeFrequencyTablebasedonthequestionDidyoutakeaforeignlanguage?

Playasport

Didnotplayasport

Takeaforeignlanguage

Didnottakeaforeign
language

ConstructaRelativeFrequencyTablebasedonthequestionDoyouplayasport?

PlayaSport

DidnotPlayaSport

TakeaForeignLanguage

DidnottakeaForeign
Language

Whatarekeydifferencesbetweenafrequencytableandarelativefrequencytable?

FrequencyandRelativeFrequencyExercises(Document2A)
Note:Thesearepartofa
classroomsetofcommoncorebooklets,soIphotographedthepartswewouldusetodisplay
here.

AnalyzingDataPractice(Document2B)

Isthistechnicallyshowingbivariatedata?
Whyorwhynot?

Usingwhatyouknowfromhistoryclass,
whyis13thenumberofstatesat
inception?Whatdoesinceptionmean?

WhichspanofyearsintheYearcategory
hasadifferentintervalthanalltheothers?
Whydoyouthinkthecreatorofthetabledidthis.

Whichlabelalongthetop
sectioncouldalsobecalled
frequencyWhy?

HowwasPercentof
Populationlostcalculated?

Opinion:Usingdatafrom
thistable,explainwhichcountryyouthinksacrificedthemostfortheircause.


Usingtheinformationfromthetwowayfrequencytableonleft,constructarelativefrequency
tableusingthetableontheright.

Basedonthetables,isitpossibletoconcludethatonehospitalisbetterthantheother?Whyor
whynot?

Whatothervariables(otherthansurvivedvs.died)shouldbeconsideredwhendecidingwhich
hospitalisbetter?

Whatdoesthistellusaboutanalyzingtwowaytabledata?

ProjectReflection(Document3)

Writeaparagraphansweringthefollowingquestionsinthespacebelow:

Whatdidyouenjoyabouttheproject?
Whatwouldyouchangeabouttheproject?
Whatdidyoucontributetoyourgroup(whatdidyoudofortheproject?)
Whatgradedoyoudeserve,wasthereanyonewhodidnotcontributetheir
fairshare?

DeeperThinkingQuestions(answerincompletesentences):

1) Couldyouchangethevariablesinyourquestiontogetdifferent
results?Forexample:changethepossibleanswerchoices.

2)Couldyouchangethewayyouaskyoursurveyquestioninordertoget
differentresults?Ifso,how?Ifnot,whynot

TwoWayTablesProjectRubric
(Document4)

10

TopicandSurvey
Plan.

Incompletesurvey
Somewhatfeasible
plan.Infeasibletopic. topic,andsomewhat

thoughtouttopic.

Feasibletopic,and
wellthoughtout
surveyplan.

Display

Posterisincomplete Posterhassomeof
andhaslittletonoart therequired
design.
components,andhas
someartdesign
characteristics.

Posterhasevery
requiredcomponent
ondisplayandis
neatlyorganizedwith
artdesign.

DataAccuracy

<10%ofdatais
correct.Littletono
relativefrequency
dataisaccurately
calculated.

50%ofdatais
correct.Someof
relativefrequency
tabledataiscorrect.

100%correct,
includes
allinformation.
RelativeFrequency
Tableareaccurately
calculated.

Participation

Littletono
participation.

Someparticipation,
butofftaskattimes.

Fullparticipation,big
contributionstoyour
group.

Reflection

Didnotsubmit
completereflection.

Submittedcomplete
Reflection.

NA