Unit 6: Associations in Data

Lesson Plan 10 – Using Data Displays to Find Associations

Class: Pre-Algebra

Grade Level: 8th Grade

Teacher: Ms. Hanson

Time Required: 46 minutes (per class schedule)

Objectives
 Students will be able to create a two-way table and a segmented bar graph that represent relative
frequencies, interpret (orally) the frequencies in context.
 Students will be able to determine (in writing) whether categorical data has a positive, negative or no
association using a relative frequency table or segmented bar graph, and justify (orally) the reasoning.
o Student facing goal: Let’s use data displays to find associations.

Anticipatory Set (10 minutes)

 Warm Up – Students will attempt #1 from the 10.1 Warm Up from their Unit 6 packet on their own (5
minutes)
o The following slide displays the problem that they will be working on, after a few minutes of
working independently, begin a whole group discussion sharing their work.
o Note: This practices working with data similar to what will be used for the rest of the lesson.
  Once finished organizing the data for 1, let’s discuss the idea of percentages. Have the students answer
the following and have them share it out. How many strategies do students have?

Teaching: Activities (25 minutes)

 10.2 Sports and Music Association (20 minutes)
o Using data collected from the students previously in the week, students will be creating a variety
of data displays and presentations to show the associations between sports and music.
o Each student is to create and analyze their own displays, but they are able to discuss and work
with one another, compare their displays and explanations.
o The following slides display the variety and expectations, but when introducing each display,
make sure to discuss and review the meaning and purpose of each data display.
o If finished early, have students work on “Are you ready for more?” in the page following 10.3.
Closure (10 minutes/ End of Class)
 Lesson Synthesis – Class Discussion – Ask the students the following questions, present them to them at
once, give them a bit to think and formulate their ideas, and then share as a group.
o Which is easier to see evidence of association: A frequency table or a relative frequency table?
 It depends on the data. If the two groups are approximately the same size, it doesn't
matter very much, but when they are different sizes, it is usually easier to compare using
relative frequencies.
o How can we see evidence of an association in a two-way table of either kind?
 By numerically comparing the proportions between the two groups.
o How can we see evidence of an association in a bar graph or segmented bar graph?
 By visually comparing the proportions between the two groups.

 Big Idea: Students will be able to create a variety of data displays to find and show association between
variables.