Math With Mr DJ

Grade 8 · Statistics & Probability · 8.SP.A.4

Two-Way Tables Worksheets

Free, printable, and ready to teach: a practice worksheet, homework, an exit ticket, and an answer key with step-by-step solutions — plus lesson slides you can edit. No sign-up needed.

First page of the two-way tables practice worksheet Open the practice worksheet
Key idea

Two categorical variables, every individual in one box. Check totals both ways. Compare with relative frequencies, not counts — different group sizes make counts compare size instead of behaviour. Always name the denominator.

Sample problems

  1. Why should you check a two-way table's totals both ways before interpreting it?
  2. From the table (pet/chores 42, pet/none 18, no-pet/chores 30, no-pet/none 10), find the percentage of pet owners who do NOT do chores, and the same for non-owners.
  3. Add your two answers to the row percentages from the exit ticket. What do you notice, and why must that happen?
  4. Explain why comparing 42 with 30 compares the group sizes rather than the chore habit.

Common mistakes to watch for

  • Omitted the totals, or reached different grand totals by the two routes. Adding both ways is the check, and it costs seconds.
  • Divided both by 100, giving 42% and 30% — the share of ALL students, which does not compare the two groups. The denominator has to be the group you are describing.
  • Said she should have used percentages, without giving them. The two rates are the argument, and the important observation is that the answer reverses — counts here are not merely imprecise, they are misleading.

The answer key explains each one, so you can tell what a wrong answer means.

How to use this set

  1. Teach with the slides (about 15 minutes), or watch the video together.
  2. Practice with the worksheet. Questions climb from fluency to application to reasoning.
  3. Check understanding with the exit ticket, and send the homework home.
  4. Mark with the answer key — each answer shows the steps and the most likely mistake.

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