Students are given a "Meet the Dogs" chart with counts for size by color and are asked to list all 15 size+color combinations and enter their counts. Students build a Probability Model table where they calculate the percentage (relative frequency) for each size/color cell (e.g., 3/60 = 5%). Students answer questions that sum cell probabilities to get marginals (e.g., total probability of meeting a medium dog or of meeting a white dog) and run simulations comparing small-black versus large-black arrival frequencies.

Students set up and fill two‑way frequency tables from raw survey lists (Activity 3: Gender and Time of Day; multiple 'Making Two‑Way Frequency Tables' pages) and answer questions about cell counts and totals. Students calculate relative frequencies using both row‑ and column‑based denominators (Activity 4 and Day 3 examples show row and column relative frequency tables and the Bike vs Drive example computes and compares 0.20 vs 0.25). Students interpret those relative frequencies to describe possible associations between the two categorical variables (questions asking whether club membership relates to homework habits, whether bus riders bring lunch, or whether bikers are more likely to catch colds).

Students complete Activity 17 (Favorite Sport and Time Watched) where they fill a two-way frequency table and a relative frequency table and answer questions such as what fraction of evening viewers chose soccer and which sport is most popular in the morning. In the Favorite Type of Music and Time Listened activity students construct a two-way frequency table and a blank relative frequency table, then compute relative frequencies (decimals) and answer comparison questions about changes in popularity from morning to evening. The Final Project requires students to collect real data and create a two-way relative frequency table to organize, display, and analyze results.

Students plan and carry out a two-question survey asking the same people two categorical questions (e.g., favorite activity and preferred time), recording responses on a Categorical Tally Sheet and a Categorical Two-Way Table. They are instructed to convert tally counts into percentages and to build a two-way relative frequency table with each cell showing the percent of the sample for that category combination. Students are prompted to look at percent totals in each row and column, identify the highest/lowest cell percentages, note zeros or surprises, and write a one-sentence categorical summary for their poster.

Activity 4 provides a labeled two-way relative-frequency table (Favorite Activity × Time of Day) and asks students to interpret it (e.g., question 9: "Based on the relative frequencies, during what time of day is reading most popular? Explain."). The student activity and answer key show students reading column relative frequencies (e.g., 12/30 = 0.40 for morning reading) and drawing conclusions such as which activity is most popular in a given time period and how preferences change across times. The Parent Plan and activity descriptions explicitly instruct students to classify data as categorical vs. numerical and to "analyze categorical data using two-way tables and relative frequencies."

Students are given a two-way frequency table ('Favorite Snack and Where It is Eaten') with counts for Chips, Cookies, and Candy by location (School, Home, On the Go) and column and grand totals. Problem 50 asks students to use column totals to calculate relative frequencies and to fill in a relative frequency table (express answers as decimals). Unit 8 includes other data tasks (identifying categorical data, measures of center, MAD, box plot) that situate work in a data-analysis context.