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Unit Plans
UNIT 8: DATA ANALYSIS AND DISPLAYS ‑ SCATTERPLOTS ( Tentative Dates: 2/11‑2/22)
Level 4 : I can use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and initial value.
Level 3 : I can identify a line of best fit by judging the closeness of the data points to the line for scatter
plots for scatter plots that suggest linear association.
Level 2 : I can describe patterns in scatter plots such as clustering, outliers, positive or negative
correlation, linear association, and nonlinear association.
Level 1 : I can construct a scatter plot from a set of data.
CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1, M08.D‑S.1.1.2, M08.D‑S.1.1.3
UNIT PROJECT: Scatter Plot Project
UNIT 9: DATA ANALYSIS AND DISPLAYS ‑ TWO‑WAY TABLES ( Tentative Dates: 2/25‑3/1)
Level 4 : I can describe possible associations between the two variables in a two‑way table.
Level 3 : I can calculate row and column relative frequencies in a two‑way table.
Level 2 : I can construct a two‑way table with categorical data.
Level 1 : I can differentiate between quantitative and categorical data.
CC.2.4.8.B.2: M08.D‑S.1.2.1
UNIT 10: EXPONENTS AND SCIENTIFIC NOTATION ( Tentative Dates: 3/43/22)
Level 4 : I can write and perform operations with numbers expressed in scientific notation, including
problems where numbers are in both decimal format and scientific notation.
Level 3 : I can interpret scientific notation that has been generated by a calculator.
Level 2 : I can estimate very large or very small quantities by using single digit numbers times a power of
10, and I can express how many times larger or smaller one is than another.
Level 1 : I can apply one or more properties of integer exponents to generate equivalent numerical
expressions without a calculator.
CC.2.2.8.B.1: M08.B‑E.1.1.1, M08.B‑E.1.1.3, M08.B‑E.1.1.4
UNIT PROJECT: Comparing Population Densities
Weekly Summary: 3/4 - 3/8
Monday Tuesday Wednesday Thursday Friday
(observation) (peer observations)
Standards
UNIT 8: DATA ANALYSIS AND DISPLAYS ‑ SCATTERPLOT: CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1,
M08.D‑S.1.1.2, M08.D‑S.1.1.3
Monday
Monday
3/4
3/4
Unit/Standards
CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1, M08.D‑S.1.1.2, M08.D‑S.1.1.3
Learning Outcomes
Students will be able to… describe patterns in scatter plots such as clustering, outliers, positive or
negative correlation, linear association, and nonlinear association
Teaching Goal
Watch the time, explicit instructions for the transition to activity
Part One
Do Now
TNS
1. Show image of a graph with clustering
2. (MC) Select the characteristic of scatterplots shown on 1.1
3. Show an image of a graph is an outlier
4. (MC) Select the characteristic of scatterplots shown on 1.3
5. If we were to graph the bivariate data representing…
X = the average number of calories consumed daily
Y = weight (lbs)
a. … I would expect to see a positive correlation
b. … I would expect to see a negative correlation
c. … I would expect to see no correlation
6. If we were to graph the bivariate data representing…
X = the average number of minutes spent exercising weekly
Y = weight (lbs)
a. … I would expect to see a positive correlation
b. … I would expect to see a negative correlation
c. … I would expect to see no correlation
Direct Instruction
I will introduce students to the concept of linear and non‑linear associations in data using
SMARTnotebook lesson based on LearnZillion video
Ex. time vs height of a ball after being thrown
Ex. side length vs area of a square
Ex. side length vs perimeter of a square
Activity
Show images of scatter plots with different attributes (take from:
https://www.matchfishtank.org/curriculum/mathematics/8th‑grade‑math/bivariate‑data/lesson‑3/ ).
Students hold up cards to identify attributes
Part Two
GMM Assignment: identify linear and nonlinear association in scatterplots
Prep
To Do
✓ Cut out cards
✓ Create slides with different scatterplots (activity)
✓ Create Do Now
Materials
Cards, laptop,
Notes
Tuesday
Tuesday
3/5
3/5
Unit/Standards
CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1, M08.D‑S.1.1.2, M08.D‑S.1.1.3
Learning Outcomes
Students will be able to… i dentify a line of best fit for scatter plots that suggest a linear association.
Students will be able to… record data and create a scatterplot on the TI‑Nspire
Teaching Goal
Part One
Do Now
TNS
1. Show image of a scatterplot with linear correlation
2. Which type of correlation/associate does the data from 1.1 display?
3. Show image of a scatterplot with a nonlinear association
4. Which type of correlation/associate does the data from 1.3 display?
5. Show a scatterplot with a line of best fit included (not a good fit)
6. (Y/N) Do you think the line drawn through the data is a good representation? (no right or wrong
answer, let students explain reasoning)
Direct Instruction
Students will watch video LearnZillion: Draw a line of best fit.
‑ Make sure mention that there should be approximately the same number of points above and
below the LBF
‑ Emphasize that steepness matters
Explore
Students will complete a worksheet with (4) problems that ask them to draw the LBF for the data
Activity
Call up 4 students to draw the LBF on the board. Ask the class if they agree. Why or why not?
If there is time, we will be getting acclimated with using the TIs to record data and create scatterplots in
advance of tomorrow’s lesson.
‑ Provide students with two x/y tables of values and in SMARTlesson. Show them how to create
List & Spreadsheets page, then Data & Stats page on TI
‑
X 3 4 6 7 7 8 10
Y 5 7 5 7 8 10 11
‑
X 10 9 7 6 6 5 2
Y 2 3 4 5 6 7 8
‑ Show students how to create Data & Statistics page on TI and link to the spreadsheet (should be
familiar from motion detector activity)
‑
Check for Understanding
(Either QP or ET, not both, depending on time)
( QP ) ten scatterplots with LBF given
‑ (Y/N) Does the line on the graph represent the line of best fit for the data shown?
(Exit Ticket) Tell whether the line drawn on the graph is a good fit for the data. Explain your reasoning.
(double‑click)
Once exit ticket turned in, students may get on GMM to practice
Part Two
OEQ: h
ttp://www.openmiddle.com/non‑linear‑correlation/
GMM Assignment: Line of best fit drawing practice
Prep
To Do
❏ Create worksheet
❏ Front: LearnZillion follow‑along
❏ Back: 4 problems
❏ Create SMART lesson
❏ (4) problems for students to draw LBF
❏ x/y table of values (5 rows)
❏ Create an exit ticket
❏ Print exit ticket
❏ Create QP
Materials
Exit ticket, laptop
Notes
Wednesday
Wednesday
3/6
3/6
Unit/Standards
CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1, M08.D‑S.1.1.2, M08.D‑S.1.1.3
Learning Outcomes
Students will be able to… identify the line of best fit and write the equation for the line of best fit.
Students will be able to… c ollect and record data on TI‑Nspire and graph the line of best fit
Teaching Goal
Part One
Do Now
TNS
If graphed, I expect the following two variables to show a…
1. restaurant bill vs tip amount
2. Average commute time vs salary
3. GPA vs shoe size
4. Salary vs debt
a. Positive correlation
b. Negative correlation
c. No correlation
Direct Instruction
Watch video LearnZillion: write an equation for line of best fit.
Explore
Model how I would determine points to pick, finding the slope and y‑intercept
Share TI‑Scatterplot activity with the class.
‑ Students should draw LBF on the handout using a ruler
‑ Students should use points/ordered pairs to find the slope and write on the handout
‑ Students should use drawing to find the initial value and write on the handout
‑ Share finding with QP
QP
‑ What is the equation for your line of best fit?
Share TI‑Activity: Line of best fit with students. Allow 2 mins for students to try and create their LBF.
‑ Students should write down the LBF they came up with on the TIN
‑ Share findings with QP (same as above)
‑ Students should fill out notice and wonder section part of handout to compare their equation
estimate and comp‑generated one (or those of classmates)(allow for group discussion)
Check for Understanding
Circulate room to check for understanding. Papers to be turned in or checked by the teacher before
getting on GMM
Part Two
GMM Assignment:
Prep
To Do
❏ Create QP
❏ Create Do Now
❏ Have TI‑Activity open
❏ Create TI explore activity sheet
❏ TI scatterplot screen to draw the line by hand
❏ Space for them to write their LBF rule estimate
❏ Space for them to write LBF from TNS
❏ Notice/Wonder section
❏ Prep rulers
Materials
Handout, laptop, rulers
Notes
Thursday
Thursday
3/7
3/7
Unit/Standards
CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1, M08.D‑S.1.1.2, M08.D‑S.1.1.3
Learning Outcomes
Students will be able to… use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and initial value.
Teaching Goal
Part One
Do Now
TNS
1. (double‑click)
2. A line has been drawn to represent the trend in data. The equation for the line is:
y=0.14x+2.5y=0.14x+2.5 | What does the 0.14 mean in this situation?
a. The average tip amount is $0.14.
b. On a $1 bill, the tip amount is estimated at $0.14.
c. A $1 increase in the bill total is associated with a $0.14 increase in tip amount.
d. A $0.14 increase in the bill total is associated with a $1 increase in tip amount.
3. What does the 2.5 mean in this situation?
a. The average bill amount is $2.50.
b. The equation predicts a $2.50 tip on a $0 bill.
c. The equation predicts a $0.14 tip on a $2.50 bill.
d. A $1 increase in the bill total is associated with a $2.50 increase in tip amount.
4. *BONUS* If a bill is $75.80, what prediction can a waiter or waitress make about the amount of
the tip?
Explore
(partners work) Students will look at Class Data scatterplots comparing GMM points so far MP‑3 to test
average BEFORE test corrections. They will complete worksheet explaining what the slope and
y‑intercept mean in each graph.
1. Class 1
a. What does the slope mean in terms of the context of this scatterplot?
b. What does the y‑intercept mean in terms of the context of this scatterplot?
c. According to the line of best fit, what test grade average would we expect of a student
who completed 2,300 GMM points so far?
2. Class 2
a. What does the slope mean in terms of the context of this scatterplot?
b. What does the y‑intercept mean in terms of the context of this scatterplot?
c. According to the line of best fit, what test grade average would we expect of a student
who completed 700 GMM points so far?
Check for Understanding
(Exit Ticket) TNS
SELECT ALL THAT APPLY
1. A student who did not study for the test is predicted to earn a grade of 59 points.
2. A student who studied for 59 minutes is predicted to earn a grade of 80 points.
3. Each additional minute of study time is associated with an additional 0.8 points on the test.
4. Each additional minute of study time is associated with an additional 59 points on the test.
5. There is a positive linear relationship between the two variables because as the study time
increases, then the test grade increases.
Part Two
GMM Assignment: Predict from line of best fit | (310)Line of best fit, scale 1
Prep
To Do
❏
Materials
Notes
Friday
Friday
3/8
3/8
Unit/Standards
CC.2.2.8.C.2, CC.2.4.8.B.1: M08.B‑F.2.1.1, M08.D‑S.1.1.1, M08.D‑S.1.1.2, M08.D‑S.1.1.3
Learning Outcomes
Students will be able to… c ollect real‑world data to construct a scatterplot and identify the meaning of
the line of best fit
Teaching Goal
Part One
Do Now
TBA
Hook
Watch video Big Ideas Math: Fuel Economy
Partner Activity
Each group will be given a class roster with columns for (x) height (in) and (y) hand span (cm)
Each group will have 3 minutes to collect student data from classmates on their height and hand span.
On the back of the handout, students will plot points
Students will answer questions
1. Identify the correlation type
a. Positive linear
b. Negative linear
c. Nonlinear
d. None
2. Draw the line of best fit
3. Find the equation for the line of best fit
4. What does the slope in your equation represent?
5. What does the initial value in your equation represent?
Check for Understanding
Circulate the room as groups are constructing scatterplot and answering questions
Closure
Select one student from another 8th‑grade class and determine their height and handspan. Have groups
substitute value for x into their equation, whichever group comes the closest wins a punch
Part Two
GMM Assignment:
Prep
To Do
❏ Create roster handout
❏ Coordinate plane on the back
❏ Get height and hand span from one student in 300 and 310 before the start
Materials
Rulers, handouts, laptop
Notes