Curriculum / Math / 9th Grade / Unit 2: Descriptive Statistics / Lesson 13
Math
Unit 2
9th Grade
Lesson 13 of 22
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Define categorical and numerical data. Create two-way tables to organize bivariate categorical data.
The core standards covered in this lesson
HSS-ID.B.5 — Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
The foundational 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 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
25-30 minutes
A sandwich shop owner asked the following statistical question: “When do people buy sandwiches?”
He then thought a little more and decided he wanted more information about that question: “Is there a relationship between when people buy sandwiches and the type of sandwich they buy?”
Which of these two situations discusses one variable, and which discusses two variables?
The sandwich shop owner collected some data but did not take your advice for organizing it. Here’s what he recorded:
Organize this information for the sandwich shop owner so he has a better understanding of the data he has collected.
A set of suggested resources or problem types that teachers can turn into a problem set
15-20 minutes
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
5-10 minutes
A survey asked the question, “How tall are you to the nearest inch?” A second question on this survey asked, “What sports do you play?” Indicate what type of data (numerical or categorical) would be collected from the first question. What type of data would be collected from the second question?
Algebra I > Module 2 > Topic C > Lesson 9 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
Another random sample of 100 surveys was selected. Jill had a copy of the frequency table that summarized these 100 surveys. Unfortunately, she spilled part of her lunch on the copy. The following summaries were still readable:
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.
Next
Describe relative and relative conditional frequencies of two-way tables.
Topic A: Descriptive Statistics in Univariate Data
Describe statistics. Represent data in frequency graphs and identify the center of a data set.
Standards
HSS-IC.A.1HSS-ID.A.1HSS-ID.A.2
Describe center and spread. Represent data in a box plot (box-and-whisker plot) and calculate the center and spread.
HSS-ID.A.1HSS-ID.A.2
Represent data in a histogram and calculate the center. Identify when the median and mean are not the same value.
HSS-ID.A.1
Describe the shape of the data in box plots and histograms. Choose an appropriate measure of center (or an appropriate shape) based on the shape and the relationship between the mean and the median.
HSS-ID.A.2HSS-ID.A.3
Calculate and interpret the spread (variance) of a data set.
HSS-ID.A.3HSS-ID.A.4
Calculate the standard deviation and compare two symmetrical distributions based on the mean and standard deviation.
HSS-ID.A.2HSS-ID.A.4
Interpret the standard deviation and interquartile range.
Calculate population percentages using the standard deviation.
HSS-ID.A.4
Given summary statistics, describe the best measures of center and spread. Describe reasoning.
HSS-ID.A.2
Develop and answer statistical questions through data analysis of existing data using appropriate statistical measures and displays. (Part 1/3)
HSS-ID.A.1HSS-ID.A.2HSS-ID.A.3HSS-ID.A.4
Develop and answer statistical questions through data analysis of existing data using appropriate statistical measures and displays. (Part 2/3)
Develop and answer statistical questions through data analysis of existing data using appropriate statistical measures and displays. (Part 3/3)
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Topic B: Descriptive Statistics in Bivariate Data
HSS-ID.B.5
Create scatterplots and identify function shapes in scatterplots.
HSS-ID.B.6
Calculate, with technology, the correlation coefficient for a data set. Explain why correlation does not determine causation.
HSS-ID.C.8HSS-ID.C.9
Determine the function of best fit and create a linear equation from least squares regression using technology.
HSS-ID.B.6aHSS-ID.B.6bHSS-ID.C.7
Use residuals to assess the strength of the model for a data set.
HSS-ID.B.6bHSS-ID.B.6c
Describe the relationship between two quantitative variables in a contextual situation represented in a scatterplot using the correlation coefficient, least squares regression, and residuals as evidence.
HSS-ID.B.6aHSS-ID.C.7HSS-ID.C.9
HSS-ID.B.6HSS-ID.C.7HSS-ID.C.8HSS-ID.C.9
HSS-ID.B.6HSS-ID.C.7HSS-ID.C.8HSS-ID.C.9N.Q.A.1
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