Frequent Fliers 5 Copyright © 2026 Pearson Education, Inc. Frequent Fliers (50 – 60 minutes) Learning Objective(s): Students will be able to use given marginal frequencies to complete a two-way relative frequency table. Students will be able to construct and interpret a segmented bar graph from a two-way relative frequency table. Students will be able to solve problems involving categorical data. Materials needed: Student pages: Frequent Fliers Calculator Lesson Procedure: Warm–Up 10 minutes Prompt: Have you gone on vacation? How did you get there? What are the most common ways to travel to different places both near and far? Discuss: alternative travel methods Guided Instruction 15 minutes Present: scenario for Frequent Fliers. Example: Create a segmented bar graph for this two-way relative frequency table about high school and college students being morning or night people. Mornin g Night Total High School .4 .2 0.6 College .15 .25 0.4 Total 0.55 0.45 1.00 Review: key terms – marginal frequency, segmented bar graph marginal frequency: frequency that an entire category of one of the variables occurs segmented bar graph: a visual representation of a relative frequency table that represents each category as a bar, and each bar is divided into subcategories that have the height of the relative frequencies Independent Practice 20 minutes Distribute: student activity Frequent Fliers Allow students to work individually or in pairs for #1-7 and in pairs for #8. Have students support each other as they perform calculations. Remind students to speak and write in a courteous way that is appropriate to the classroom. Closure 10–15 minutes Review Answers: 1. Fly/In State: 0.08; Drive/Out of State: 0.22 2. 20% 3. 34% 4. 58% 5. 8% 6. See sample graph. 7. A higher percentage of those going out of state are driving. 8. This graph might be misinterpreted because in the data, fewer people are going out of state, but in the graph, the bars are the same height because they are based on percent. Discuss: How might you adjust this bar graph so that amounts could be compared instead of percents? How might comparing percents be useful?
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