Curriculum / Math / 8th Grade / Unit 8: Bivariate Data / Lesson 9
Math
Unit 8
8th Grade
Lesson 9 of 9
Jump To
Complete two-way tables and identify associations in the data.
The core standards covered in this lesson
8.SP.A.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. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
The foundational standards covered in this lesson
7.SP.C.5 — Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
A survey asked a sample of residents of Boston and Worcester how many languages they spoke. The table below shows some of the data.
a. Complete the table and calculate the row relative frequency. Fill in the new table below.
b. Based on the data in the new table, which of the following statements are accurate? Select all that apply.
a. More people from Boston were surveyed than people from Worcester.
b. More than 50% of all those surveyed speak only 1 language.
c. A higher proportion of Worcester residents speak 2 languages than Boston residents.
d. If a person from Boston is randomly selected, there is a higher likelihood that this person speaks 2 languages than 1 language.
e. If a person who speaks 3 or more languages is randomly selected, there is a higher likelihood that this person is from Boston than from Worcester.
An incomplete two-way table is shown below.
Of the numbers 4, 24, or 60, which number could you put in the missing cell in order to indicate:
A set of suggested resources or problem types that teachers can turn into a problem set
Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
A student knew a lot of classmates who liked to listen to music when they studied. They were curious if this had an impact on test performance, so the student conducted a random sample of 100 of their peers asking them if they listened to music when they studied and if they met their goal on their last math test. The results are described below.
a. Create a two-way table to represent the information. Label the rows as Listens to music and Does not listen to music. Include both the number of students in each cell, as well as the row relative frequency rounded to the nearest percent.
b. Is there evidence of association between the variables suggesting that listening to music has an impact on test performance? Justify your response.
The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.
Lesson 8
Topic A: Associations in Bivariate Numerical Data
Define bivariate data. Analyze data in scatter plots.
8.SP.A.1
Create scatter plots for data sets and make observations about the data.
Identify and describe associations in scatter plots including linear/nonlinear associations, positive/negative associations, clusters, and outliers.
Informally fit a line to data. Judge the fit of the line and make predictions about the data based on the line.
8.SP.A.2
Write equations to represent lines fit to data and make predictions based on the line.
8.SP.A.3
Interpret the slope and $$y$$-intercept of a fitted line in context.
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
Topic B: Associations in Bivariate Categorical Data
Create and analyze two-way tables representing bivariate categorical data.
8.SP.A.4
Calculate relative frequencies in two-way tables to investigate associations in data.
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
Access rigorous, relevant, and adaptable math lesson plans for free