Name: ______Date: ______
Two-way Frequency Charts
MCC9-12.S.ID.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.
1st Block Math / 2nd Block Math / 3rd Block Math6, 4, 3, 7, 5, 9, 5, 4, 6, 6, 8, 5, 7, 3, 6, 2, 8, 7, 10, 9 / 3, 3, 8, 6, 6, 9, 5, 8, 5, 3, 5, 5, 7, 5, 7 / 9, 8, 10, 5, 9, 7, 8, 9, 8, 3, 8, 10, 8, 7, 5
Practice 1: Here is the data from Mrs. Henderson’s ten-point quiz. Students need a 6 or better to pass the quiz.
1. Make a two-way frequency table showing how many students passed the quiz and how many failed in each class.
1st Block / 2nd Block / 3rd Block / TotalPassed
Failed
Total
2. Use a colored pencil to lightly shade the cells containing the JOINT frequency numbers in the table. Using a different color, shade in the MARGINAL frequency numbers in the table.
3. If Mrs. Henderson wanted to know how many students from all 3 classes passed the quiz, where would she look? Explain. How many total students failed?
4. How many total students took the quiz in 2nd block?
5. How many students failed the quiz in 3rd block?
6. What is the conditional probability of passing grades of 2nd block?
7. Of all the failures, what is the probability of them being from 3rd block?
8. Of all of 1st block, what is the percentage of those who passed the quiz?
9. Make a two way frequency table of the JOINT AND MARGINAL frequencies of the quiz scores for each class.
1st Block / 2nd Block / 3rd Block / TotalPassed
Failed
Total
10. What total percentage of students passed the quiz?
11. What percentage of students failed the quiz in 1st block?
12. What total percentage of students were from 3rd block?
Name: ______Date: ______
Two-way Frequency Charts
MCC9-12.S.ID.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.
Practice 2: Laurel surveyed all the 4th graders at Chalker Elementary School to find out which TV network was their favorite. She thought it would be important to know whether the respondent was a boy or girl so she recorded her information this way:
Animal Planet / Cartoon Network / Disney / NickelodeonGGBBBBBGBBBGBBBGGBBBBBBBB / BBBBBBBBBGGGBBBGBG
BGGGBGG / GGGGGBBBBBBGGBGBGGBBBGGBGGGGGB
BBGGGGGB / BBBBGGGGGGGGGGGGGGGBGGGGGGGGBBBBBG
GGGGGGG
;When Laurel looked at her chart, she realized that the data wasn’t telling her any information. She decided to organize the data into a two way frequency chart. Help Laurel by placing the frequencies into the appropriate cells.
Favorite TV Networks / Girls / Boys / TotalsAnimal Planet
Cartoon Network
Disney
Nickelodeon
Totals
Now that the data is organized, use the two way frequency chart to answer some CONDITIONAL PROBABILITY questions.
1. Of the boys, what percentage watches Disney?
2. What is the conditional probability of Disney watchers that are boys?
3. What is the conditional probability of Nickelodeon watchers that are girls?
4. Of the girls, what percentage watches Animal Planet?
5. What is the conditional probability of Cartoon Network watchers that are female??
Complete a JOINT AND MARGINAL frequency chart based on the data Laurel collected.
Favorite TV Networks / Girls / Boys / TotalsAnimal Planet
Cartoon Network
Disney
Nickelodeon
Totals
6. Was there a network favored by more than 50% of one gender?
7. What percentage of girls like Cartoon Network?
8. What percentage of boys like Animal Planet?
9. What total percentage students like the Disney Channel?
10. What percentage of boys like Nickelodeon?
11. What percentage of girls like Disney?
Adapted from Mathematics Vision Project -Describing Data