Math I: Relationships Between Variables

Fitting a Function to the Data

Mathematics Learning Objectives​:

Students will be able to...
● Describe how variables are related within the context of the situation.
● Describe if a relationship in a dataset is linear or nonlinear. If it is nonlinear, find a
nonlinear function to fit the data set.
● Describe associations in terms of strength and directions.
● Use technology and other tools to represent scatter plots.

Language Objectives:
● Same as Mathematics Learning Objectives

Essential Question:
● How can mathematical models be used to clarify mathematical relationships?

Common Core State Mathematics Standards:

● HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe
how the variables are related.
● HSS.ID.B.6.A​: Fit a function to the data; use functions fitted to data to solve problems in
the context of the data. Use given functions or choose a function suggested by the
context. Emphasize linear, quadratic, and exponential models.
● Mathematical Practice 4: Model with Mathematics
● Mathematical Practice 5: Use appropriate tools strategically.

Materials:
● Laptop (with internet to access Desmos, Geogebra, Google Classroom, etc…), Projector,
Writing Utensil, Paper

Notes to the reader:

Students should already know how to….
● Differentiate between linear, quadratic, and exponential functions.
● Create a scatter plot.
● Fit a ​linear ​function in a dataset and describe associations.
○ This lesson is geared towards a mix of ​linear, quadratic, and exponential​, so
they’d be mainly exposed to quadratic and exponential for this lesson.
Detailed Plan for Instructional Time
Time What is the teacher doing? (Be sure to
include questions the teacher will ask
and academic language supports and
details of technologies or
other materials used)
5-10 minutes Teacher should have the ​Powerpoint​ up,
viewable to the students for the warm-up.
The teacher is walking around the
classroom and answering questions when
arised.
While the teacher is doing that, the teacher
is looking for three particular groups: one
group that used linear, one that used
quadratic, and one that used exponential
when fitting the function using the​ line of
best fit​. The teacher will use the snapshot
tool on the teacher dashboard page to
present it to the class. These will be the
three ​anonymous​ focus groups for a class
discussion.
5-10 minutes 1. Teacher shows three graphs (snapshot
tool) one by one. For each function, the
teacher asks why other students thought
that particular function would best fit it.
2. Teacher uses the overlay function on
screen 5 to see the class estimate. Teacher
unlocks screen 5 so students are able to see
the real value (13+ million). Teacher asks
if their prediction is spot on or far off. A
follow-up question is asked on why their
estimation was far off or close to the real
value.
15 minutes Teacher goes on to the lesson using
What are students doing? If
they are interacting with a
technology tool or other
materials, please describe.
Students are completing a warm-up
activity in pairs on ​Desmos​. Pairs are
based on seating (nearby classmates). A
pair of three may be needed if there is
an odd number of students.
The warm-up will initially expose them
with exponential fitting, which will be a
gateway to today’s lesson.
Students will be able to make their own
prediction graph based on what function
they picked (screen 3). On screen 4,
they will estimate how many phones
were sold using their graph they created
on screen 3.
Students should be prepared to share
their responses on screens 2-4.
Students have a discussion on the
benefits and drawbacks of using linear,
quadratic, and exponential fitting for
this dataset.
Students have a discussion on the
follow-up question about their predicted
values.
Students should be ready to answer
teacher questions such as:
How did the choice of line affect the
graph?
Are there any types of lines that would
better fit the data?
The student will be listening to the mini
 Powerpoint​. The mini lecture reminds them lesson and taking down notes if needed.
about types of plots and association. It then They will take a small summative
goes on to Linear & Nonlinear functions. assessment when the mini lesson is
Students should be very familiar with over.
quadratic and exponential functions
already. Teacher then gives a quick
summative assessment at the end of the
Powerpoint about exponential and
quadratic curves (slide 8).

The teacher then tells students to go to their

Google Classroom and open up the
Desmos activity​. The teacher is explaining
the Desmos activity and tells the student to
pick a dataset of the five that interests them
on the last page of the handout.

5 minutes Teacher is helping students choose a
dataset that interests them. If they are
indifferent, the teacher will randomly select
a dataset for them.
Teacher asks students to go to a designated
spot for their dataset (i.e. front-left for the
first dataset, front-right for the second
dataset, back-left, back-right, center).
Students are individually looking at the
dataset to see which one they like the
best. They will then be grouped based
off of the data set that each student
chose. Each group should have 2-3
students.

If there is a large group for one dataset

(which will most likely occur), teachers
will separate a large group into smaller
groups if necessary by using ​random.org
list randomizer​.

30 minutes Teacher should be visiting each group,
ready to answer any questions.
The teacher should be familiar enough with
each data set that they can answer students’
questions about the relationship between
variables or what a certain number means
in that context.
Students should be working in ​Desmos
with a partner based off of the groups
above
Students are expected to have a basic
understanding of all terms used, they
should know what each of the graphs
are from the PowerPoint lesson.

Students may need help graphing. The blue Students should be ready to answer
dot is given to them, they just have to move teacher questions such as:
it to fit their data. What do you notice about the data set?

Remind students to record their work in the Explain why you think a certain line
Google Doc as they complete the Desmos
activity so they do not have to do the
activity twice.
Students may need a refresher on terms
like coefficient of determination,
regression model or correlation.
5-7 minutes Teacher asks students to wrap up what
they’re doing and ask each dataset small
group to present their findings with the
larger group. They will pick one
representative (group) to talk about what
they found. This would be the time to
compare work with other small groups in
each dataset (i.e. if they chose different
variables to investigate).
8-10 minutes The teacher wraps up the discovery-based
part and the teacher will go over students’
discoveries with the whole class. The
teacher will ask each dataset group one by
one their discoveries.
5-7 minutes Wrapping the lesson up, the teacher will
ask students to post a reflection in ​padlet
before the class ends.
What do you wonder about the data set?
will make a good/bad line of best fit for
the data.
Each small group is presenting their
findings with the large group. They are
comparing differences and similarities
because their findings.
Students with the same data set as those
presenting should be ready to answer
teacher questions such as:
What is similar/different between your
findings and the ones being presented?
Each dataset group shares their findings
to the whole class (Example: how
strong is the association of the two
variables, what function they fit, either
the three functions discussed today or a
function on Geogebra). Other students
that didn’t explore that particular dataset
may ask questions if they want more
information.
Students should be ready to answer
teacher questions such as:
Why did you pick the type of regression
model that you did?
Are there any other regression models
that would make sense with your data?
Students are posting reflections in
padlet​ individually.
The next day as a warm-up, students
will read the other responses that were
generated.
 Appendix

Materials
● PowerPoint
○ Teacher Note: ​Desmos​ warm-up activity to generate code
● Task/Handout
○ Teacher Note for #12: Students will be able to explore other types of functions to
fit the points. For example, students might not know what a sine function is, but
they may know a sine function will best fit their scatterplot.
○ Teacher Note:​ ​Desmos​ ​activity to generate code
○ Datasets​ (Last page in the Task/Handout)

Example Key
● Answers will vary for each group, but ​here​ is a ​student sample​ ​(some parts may be
wrong, for example, exploring with Geogebra. The student said the sine function would
be fit the data)
● Padlet Student Sample