This document contains the notes from a statistics lesson. It includes instructions for an individual activity where students will analyze frequency tables. The lesson focuses on relative and conditional relative frequencies, and how they can provide insights into relationships between variables. Students are asked to calculate various relative frequencies and interpret their meanings. The teacher emphasizes classroom expectations around participation, homework, and assessments.

1. Mr.Anas Lahrichi

2.  Listen carefully to the instructions
 5 min
 Individual/no discussions
 Raise your hand quietly for questions and
wait for me to come
 Stay seated until I ask you to give me back
the papers

3.  WALT : Lesson 10 and 11 : relative and
conditional relative frequencies
 WILF : Seatings in semi-circles and focused
class work
 TIB : There are many versions of frequency
tables and each version helps us peek at the
data from a different perspective. This opens
insights.

4.  Quiz 2 and entry tickets will be graded by
tomorrow (apologies for the delay)
 Quiz 3 from lesson 7 to 10 on Monday 1st of
October
 My next office hours (in ASI) are Tuesday
after school.

5.  Today’s word is very connected
 We need to deal with big data and statistical
methods are key
 https://www.youtube.com/watch?v=LtScY2gu
Zpo

6.  Frequency Tables deal with categorical data
 Bivariate means two variables,we could have
more
 Frequency refers to the number of occurences
of a variable
 Joint Frequency : Joining two variables,
Marginal Frequency : involving total

7.  Exploratory challenge 2 in lesson 11 page 68
(pdf)
 Exercices 6 to 10 in lesson 11 page 69

8.  Was posted in classroom
 Remind of Homework Expectations
 Go over correction

9. • Sometimes the frequency table is not detailed enough => We’ll explore
relative frequency tables
• Relative frequencies : relate the each frequency count to the total
number of observations
• Relative frequency =
𝒇𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
𝒕𝒐𝒕𝒂𝒍
• Could be expressed as a decimal,percent or a fraction

13.  Instructions :
• Listen carefully to the instructions
• Take 5 minutes to do the exercises on your
own
• Individual/no discussions
• Raise your hand quietly for questions and wait
for me to come

20.  Why would several students argue against
Scott’s initial suggestion of choosing super
strength?
 0.2% of the responses were females who
preferred this power
 Why might Scott have made this suggestion?
 Maybe personal preference
 Why would Jill say to use telepathy?
 It has the largest frequency count for
females.

21.  Do you think there is a difference in the
superpowers selected by males and those
selected by females?
 Yes. 1% of the sample were females who
prefer flying and 5% of the males preferred
flying
 Can we judge based on this relative frequency
table what to choose ?
 No,in next lesson we’ll learn a fair tool :
conditional relative frequencies

22.  Your engagement will be assessed based on a
participation rubric
 Voice level 1
 A hardcopy per group will be handed
 Focused and on task
 I will be going around groups to help,wait for
your turn
 8 minutes only
 Everyone in a group should be writing on
their notebook and collaborating

24.  We discovered in the last activity that there is
an association between power chosen and
gender
 How can we perform a more careful analysis ?
 By taking into account each gender group
separately
 That’s the idea of a conditional relative
frequency
 Relative frequencies for males and relative
frequencies for females

26.  How is relative frequency calculated?
 It is calculated by dividing the frequency by
the total observations
 How could we determine a relative frequency
for only the female students?
 We could determine this by dividing the
frequency by the total number of females
 Conditional relative frequencies are found by
dividing the frequency by the marginal total.

27.  What is the conditional relative frequency of females
who chose to fly as a superpower ?
 How would we interpret the conditional relative
frequency?
 21.5% of the females surveyed chose to fly as their
favorite superpower.
 How does this value compare to the relative
frequencies computed in the previous lesson ?
 The relative frequency of females who chose flying as
a super power is 10.9%. We were underestimating

28.  Your engagement will be assessed based on a
participation rubric
 Voice level 1
 A hardcopy per group will be handed
 Focused and on task
 I will be going around groups to help,wait for
your turn
 15 minutes only
 Everyone in a group should be writing on
their notebook and collaborating

31. Student Warning
1
Warning 2 Demerit

32.  Do not talk unless you have
permission (Raise your hand)
 No talking back (Come see in end
of class)
 Stay focused and on task
 Respect your classmates and
teacher
 Be prepared

33.  You are expected to do your homework on the
due date (no excuses)
 Every time you miss a homework you get a
strike,after 3 your parents are informed
 Not doing your homework will negatively affect
your grade in participation and quizzes

34.  The corrected quiz as well as rubrics will be posted on
Engrade.
 An individual assesment means no discussion at all. Any
talking will result in a 0.
 If you missed a quiz/test, you are responsible to come to
office hours to retake it.
 Come see me right after class or office hours to discuss
your copy, do not bring it up inside class.
 Any copy written in pencil cannot be considered for re-
grading, use a pen.