While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.

Suggested instructional plan for synchronous active-learning

To introduce this corequisite support activity, have students discuss the following questions using a think-pair-share format:

Which country do you think has the most shark attacks?

In the United States, which state do you think has the most shark attacks? 

Answers to this question will vary, and that is OK since this question is meant to introduce the support activity. After taking a few answers from students, transition to the support activity by explaining to students that they will be looking at data to answer these questions.

Have pairs merge into groups of four and continue with Questions 1–5.

• In Question 3, students may need a reminder of the rules for rounding.
• After Question 3, hold a brief check-in with the whole class to make sure students are on the right track. Have a few groups share their answers. If possible, have a student display their completed table (from Question 2) using a document camera.
• In Question 5, students may not know how to get the amounts from the percentages. You may need to do a mini-lesson on finding percentages out of the total.

After students have answered Question 5, do a whole-group wrap-up to make sure students arrived at the correct answers.