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Math lesson plan Β· 8th grade (Year 9 in England) Β· 45 minutes

Two-way tables

Statistics and probability

CCSS 8.SP.A.4England: KS3 StatisticsEngland: GCSE Foundation Statistics

Objective and success criteria

Students will: Two-way tables.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Probability of simple events

Leads to: Conditional probability and independence; Relative frequencies in two-way tables; Joint and conditional relative frequencies in two-way tables

Materials: Squared paper for charts, Class survey data, Sticky notes for a live chart, Mini whiteboards and pens, Printed student sheet (below).

Warm-up Β· 5 min

  • Quick retrieval from earlier learning (Probability of simple events). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. What is the probability of rolling an even number on a fair six-sided dice? Give a fraction in simplest form. β†’ 1/2Prompt: List all the equally likely outcomes.
  2. The probability a spinner lands on blue is 0.75. What is the probability it does NOT land on blue? Give a decimal. β†’ 0.25Prompt: An event either happens or it does not: the two probabilities add up to 1 (or 100%).
  3. What is the probability of rolling a number greater than 4 on a fair six-sided dice? Give a fraction in simplest form. β†’ 1/3Prompt: List all the equally likely outcomes.

Hook Β· 5 min

  • Take a quick class survey (favorite fruit, travel to school) and ask what the results tell us.
  • Share the objective: Two-way tables. Read the success criteria together.

I do: model it Β· 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: A two-way table: Year 7 β€” cats 8, dogs 7; Year 8 β€” cats 9, dogs 18. How many students are in the table altogether?
  • Step 1: 8 + 7 + 9 + 18 = 42
  • Answer: 42
  • Pause after each step and ask a student to say what comes next.

We do: guided practice Β· 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. A two-way table: Year 7 β€” cats 16, dogs 12; Year 8 β€” cats 11, dogs 9. How many students are in the table altogether? β†’ 48Prompt: Find the row or column you need.
  2. Year 7 β€” cats 11, dogs 6; Year 8 β€” cats 11, dogs 12. A Year 7 student is picked at random. What is the probability they prefer cats? Give a fraction in simplest form. β†’ 11/17Prompt: Only look at the Year 7 row.

You do: independent practice Β· 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket Β· 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Year 7 β€” cats 14, dogs 11; Year 8 β€” cats 6, dogs 6. A Year 7 student is picked at random. What is the probability they prefer cats? Give a fraction in simplest form. β†’ 14/25Prompt: Only look at the Year 7 row.
  2. A two-way table: Year 7 β€” cats 7, dogs 17; Year 8 β€” cats 17, dogs 20. How many students are in the table altogether? β†’ 61Prompt: Find the row or column you need.

Watch out for

  • Forgetting to put data in order before finding the median.
  • Reading a bar's height wrongly when the scale goes up in 2s or 5s.

Support and stretch

Support

  • Review first: Probability of simple events.
  • Use concrete materials: squared paper for charts.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Conditional probability and independence; Relative frequencies in two-way tables; Joint and conditional relative frequencies in two-way tables.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-8.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Two-way tables

Name

Date

Score/ 8

  1. Question 1

    A two-way table: Year 7 β€” cats 20, dogs 13; Year 8 β€” cats 11, dogs 12. How many Year 8 students are there?

    Answer

  2. Question 2

    Year 7 β€” cats 9, dogs 20; Year 8 β€” cats 9, dogs 10. A Year 7 student is picked at random. What is the probability they prefer cats? Give a fraction in simplest form.

    Answer(as a fraction)

  3. Question 3

    A two-way table: Year 7 β€” cats 13, dogs 12; Year 8 β€” cats 19, dogs 20. How many students are in the table altogether?

    Answer

  4. Question 4

    Year 7 β€” cats 18, dogs 10; Year 8 β€” cats 10, dogs 12. A Year 7 student is picked at random. What is the probability they prefer cats? Give a fraction in simplest form.

    Answer(as a fraction)

  5. Question 5

    A two-way table: Year 7 β€” cats 7, dogs 5; Year 8 β€” cats 6, dogs 8. How many students prefer dogs?

    Answer

  6. Question 6

    Year 7 β€” cats 17, dogs 13; Year 8 β€” cats 11, dogs 10. A Year 7 student is picked at random. What is the probability they prefer cats? Give a fraction in simplest form.

    Answer(as a fraction)

  7. Question 7

    A two-way table: Year 7 β€” cats 14, dogs 7; Year 8 β€” cats 19, dogs 9. How many students are in the table altogether?

    Answer

  8. Question 8

    Year 7 β€” cats 8, dogs 20; Year 8 β€” cats 19, dogs 14. A Year 7 student is picked at random. What is the probability they prefer cats? Give a fraction in simplest form.

    Answer(as a fraction)

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Answer key: Two-way tables

  1. 1. 23

  2. 2. 9/29

  3. 3. 64

  4. 4. 9/14

  5. 5. 13

  6. 6. 17/30

  7. 7. 49

  8. 8. 2/7