Florida B.E.S.T. MA.912.DP.3.2
The Standard
Given marginal and conditional relative frequencies, construct a two-way relative frequency table summarizing categorical bivariate data.
Florida B.E.S.T. Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students turn overall group percentages and within-group percentages into the cells of a two-way table. They calculate missing entries and margins while tracking which group each percentage describes.
What Mastery Looks Like
- Students choose the correct group as the denominator for each percentage. They calculate all four joint entries, complete the margins, and check that the full table totals 100%.
Common Misconceptions
- Students may use the whole sample as the denominator when a percentage applies only within one group. They may also reverse conditions or force every row to total 100%.
How to Assess It
- Exit ticket: Of 200 students, 60% play a sport. Of athletes, 40% have jobs, and 25% of nonathletes have jobs. Complete the table, including margins.
Lesson moves
Ways to Teach It
Use 100 counters, place 60 in a sport group, then split both groups by job percentages and record the results.
Ask students to explain why 40% of athletes with jobs differs from 40% of employed students who are athletes.
Give pairs partially completed tables and percentage cards, then have them race to match each card and fill every missing cell.
Use school survey data about transportation and after-school activities to build a table from published subgroup percentages.
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