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Researcher for a Day

SIOP Lesson Plan: 8th Grade Math
Content Standard:
8.SP.A.1. Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear
association.

Key Vocabulary:
Positive Correlation, Negative Correlation, Causation, Clusters, Outliers, Best Fit Line
HOTS:
Explain the steps to find the best fit line of a scatterplot.
How do people collect data?
Why do we collect data?
What types of jobs require people to collect information to find connections?
Does the graph you created have correlation?
Is there causation between the information you collected?

Connection to Prior Knowledge/Building Background:

Demonstrate PowerPoint that depicts a picture definition for each word and a visual example of each word.
Students will orally discuss with their elbow partner when data must be collected at school. (yearbook orders)
Students previously learned how to find the equation of a line in the form y=mx+b.
Students previously learned how to plot data points on a graph.

Content Objective:
Students will analyze data they collect about their classmates to find correlation, best fit line, and causation.

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Meaningful Activities for Content:

Researcher for a Day Activity
Students will:
Collect data based on the research question they receive. For example: How tall are you? What is your shoe size?
Organize their data on a table and a scatter plot graph.
Make sense of the data by finding best fit line and linear equation.
Activity Procedures
1. Class will be divided in half and your research partner is person sitting next to you.
2. Choose a team name that is math related.
3. Write your name, team name and group A or B on your name tag.
4. Group A will do research first on group B and then you switch roles.
5. Each group will have 12 minutes (additional time will be given if needed).
6. Teacher will time the class and monitor the students while the students collect their data.
7. Each team receives one research report worksheet.
Checking for Understanding of Procedures
Teacher will model with a volunteer from the class the procedures and how to interview the classmate or measure their height and
where to write the information on the worksheet. Teacher will check for understanding of procedures by asking students at random
to state one step of the procedures.
All the information will be organized on the research report worksheet which is pre-structured. Students will fill out all the
information requested.

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Review/Assessment for Content:

After the students are done interviewing each other, each group will work together on plotting their data, finding a best fit line, and
finding the equation of the line.

Afterwards, the teacher will hold a classroom discussion where students have a chance to share their findings based on these
questions:
How many groups see negative correlation in their graph?
How many groups see positive correlation in their graph?
Did anyone get a graph with clusters?
Which groups have questions that show causation?
For students to receive Students will be able to correctly write an equation of a best fit line for their graph using two points
from their line.
The conversation will point out how information is organized and how each vocabulary word relays to the graphs and equations
shared by the students.
Students will be assessed on the accuracy of the equation they found for their best fit line, using two points that are on their line and
not just on the scatterplot graph.

Language Objective:
Students will use all of their vocabulary words to write one paragraph about their results.
Meaningful Activities for Language:
Teacher will build background by having students complete bellwork on reading graphs and then having a classroom discussion
about the answer. Teacher will read the content and language objective for the day.
First part of the agenda is a class vocabulary review where the teacher has a definition, example and picture for each word. The
students will a Vocabulary chart for each word in their math notes as each word is reviewed. Students will then share their sentence
with their elbow partner and I will have volunteers write one sentence per vocabulary word. Teacher will read the sentence out loud
and then have student read it in unison.

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Vocabulary Chart
Word
Picture

Definition
Sentence

The final part of the project is having students answer the conclusion questions on the worksheet using the vocabulary. There are
starter sentences to help students organize their information.

Review Assessment for Language:

The key vocabulary will be reviewed throughout the lesson and vocalized by students to really integrate vocabulary.
Students will use their vocabulary words to write their conclusion identifying what the outliers, causation, correlation and best
fit line.
Student will correctly use 70% of the vocabulary words to describe their graph and data on the project conclusion.