8.4.4Ma


 * Grade: 8 Unit: 4 Week: 4 **
 * Content: Two Way Tables **
 * Dates: 2/25-3/1 **

How does bivariate categorical data probability used in real world comparison provide data and influence outcomes?
 * Theme Essential Question **** : **

How can you construct and interpret two-way tables?
 * Essential Questions: **


 * Standards **
 * ** 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. 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?


 * Objectives **
 * The student will use two-way tables to organize data.
 * The student will use two-way tables to calculate relative frequencies.
 * The student will use relative frequencies to describe possible associations between two variables or events.


 * Assessment **
 * Product **
 * Allow students to work in groups of twos or threes. The students are to design and conduct a survey that will anwer a question or make a conclusion from their results. The design of their study must be a relationship between two or more categorical variables. The students are to display the following:
 * Question or hypothesis
 * The instrument used to collect their data
 * The survey data
 * The Two-Way Table
 * The conclusion(s) or result(s) from analyzing their table
 * Problem Solving Connections, Unit 6, OnCore, pages 157-160


 * Key Questions **
 * How is a two-way table organized?
 * How are relative frequencies calculated?
 * How are relative frequencies used to describe association between two variables or events?


 * Observable Student Behaviors **
 * The student can create a two-way table.
 * The students can calculate and use relative frequencies.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **


 * Vocabulary **
 * Relative frequency, categorical data, relative comparison, bivariate **

A set of ten practice problems focusing on association and predictions. Nothing aviable at this time (SP.4)The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * On Core Mathematics Unit 6-3, p. 153-156, Test Prep, p. 161-162
 * ABC Mastering the Common Core in Mathematics 8.6-8.8, p. 117-124, Review/test, p. 125-129
 * __ Teaching the Common Core Math Standards with Hands-On Activities __ by Judith Muschla
 * 8.SP.3 p. 244
 * Glencoe Pre-Algebra- p. 298-303
 * @http://www.mytestbook.com/worksheet.aspx?test_id=1385&grade=8&subject=Math&topics=Probability%20and%20Statistics%20Scatter%20Plot
 * Highly Recommended:


 * Diverse Learners **
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Algebra’scool: Unit F Module 19.4

Suggested:
 * Homework **
 * ** @http://www.kutasoftware.com/free.html ** to print assignments on variety of topics
 * See appropriate Glencoe, OnCore, JBHM, and ABC materials


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 * Resources **


 * Professional Texts **


 * Literary Texts **

@http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm
 * **Informational Texts** **
 * See New York Common Core Aligned Task (other resources)


 * **Art, Music, and Media** **


 * Manipulatives **
 * http://nlvm.usu.edu/ National Library of Virtual Manipulatives
 * Graphing calculators


 * Games **


 * Videos **
 * Discovery Learning @http://www.discoveryeducation.com/


 * SMART Board Lessons, Promethean Lessons **
 * [|Smartboard Resource Website] Smartboard lesson search engine


 * Websites **
 * @http://illustrativemathematics.org/standards/k8 PARCC Online (released items)
 * http://www.khanacademy.org Online tutorials
 * @http://www.tli.net/ TLI Quiz Builder


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/8/Math8TeachingMatrix.xls"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]