Group Members:

Directions: Complete this document as a group. Everyone should be contributing. Identify who
will be responsible for the following roles:
1. Discussion leader - reads the directions and prompts to group members
(insert member name here)
2. Scribe - makes a copy of this document, shares document with entire group, takes notes
on this document, and submits it when completed
(insert member name here)
3. Hype man - makes sure that everyone speaks up to share and contribute ideas for each
part
(insert member name here)
PART 1: DEEP DIVE (from last time - Period 1 Period 2 Period 3 Period 4)

Your group will be creating two-way tables to analyze the data and determine what events
may be dependent or not.

What specific survey statements is your group wanting to analyze by creating two-way
frequency tables?

DECIDE on THREE pairs of statements:

For example, my group wonders “does gender have any influence on math mindsets?” We
might want to analyze responses to the following two statements using a two way table:
Pair of statements:
a. How do you identify in regards to gender?
b. I am a math person.

Pair of statements (1): Arsema

a. I am a math person
b. Born good at math

Pair of statements (2): Dash

a. Math uses creativity
b. Perseverance in math

Pair of statements (3):timell

a. How old are you
b. Enjoying being challenged in math
PART 2: CREATE TWO-WAY FREQUENCY TABLES

WATCH this video (up to minute 5ish) showing how to create a two-way frequency table.

MAKE A COPY of the responses to the Math & Learning Survey (Google Sheet).

CREATE three two-way frequency tables relating different pairings of statements in your
Google Sheet.

PASTE all two-way frequency tables below.

Frequency table for pair of statements (1): Arsema

Frequency table for pair of statements (2): Dash

Frequency table for pair of statements (3):Timell

PART 3: DATA ANALYSIS

CALCULATE AT LEAST three probabilities for each table.

INCLUDE AT LEAST one conditional probability.

These probabilities should be thoughtful. They are meant to help

your group discover any big take-aways or dependence between the
pairs of statements. Don’t just make up random probabilities that
won’t help your overall analysis!

For example, my group wonders “does gender have any influence on math mindsets?” We
might want to analyze the difference between the following probabilities: 𝑃(𝐴│𝐵) vs 𝑃(𝐴│𝐶)
A. Those who identify as a math person.
B. Those who identify as a girl.
C. Those who identify as a boy.

Probabilities using frequency table for pair of statements (1): Arsema

1. P(B4UB5) = 46 + 37= 83/283= 0.293= 29.3%
2. P(A4UA5 AND B4UB5) = 5+5+4+3= +283=
3. P(A4/B5)= 4/37=

Probabilities using frequency table for pair of statements (2):

1. P(B4UB5) = 105+123 / 283= 81% or 81/100 or 0.805
2. P(B4nB5)= 39+12+33+54= 138/228= 61% or 61/100 or 0.605
 3. P(A4/B5)= 33/210= 16% or 16/100 or 0.157

Probabilities using frequency table for pair of statements (3):timell

1. P(B4UB5)=42+15/163=0.34=34%
2. P(B4nb5)=4+10+7+10= 31/109=0.28 or 28% or 28/100
3. P(A4/B5)= 7/56= 13% or 0.125 or 13/100

PROVE dependency (or not) for AT LEAST one pair of statements.

Reminder, two events are dependent IF 𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴 ｜𝐵) • 𝑃(𝐵)

Event A:
Event B:

Proof:

PART 4: FINDINGS

DESCRIBE your findings by responding to the following prompts using the probabilities you
calculated above.

1. Explain what is surprising from your group’s data:

There isn’t really anything surprising but we noticed that even tho there were the same
amount of people but different answers
2. Identify any trends your group noticed:
People who have not taken this math class think differently from people who have

3. Create a claim about the survey-takers’ perceptions of math and learning:

A lot of kids between the ages of 15 and 18 years old are in the middle of liking being
challenged.

Defend your claim using AT LEAST two pieces of evidence from your data analysis:
In Timells graph it shows that only 15/163 15-18 year olds enjoy being challenged in math
which is only 9% of 15-18 year olds who took the survey. Timell's data also shows that 58/163
15-18 year olds don't enjoy or barely enjoy being challenged which is 35% of 15-18 year olds
who have taken the survey.
4. Considering your findings and overall take-aways, write AT LEAST two positive
affirmations (messages) for an audience of your choosing. These affirmations should
be in response to the data you found in your two way tables:
a. Everyone can be a math person
b. Not giving up/ being challenged is key to getting good at math