8.4.2Ma


 * Grade: 8 Unit: 4 Week: 2 **
 * Content: Scatter Plots and Predictions **
 * Dates: 2/11-2/16 **

How do we use scatter plots to create predictions of real world data by analyzing relationships or associations, between two quantities considering outliers and clusters?
 * Theme Essential Question **** : **

How can you use a trend line to make a prediction from a scatter plot?
 * Essential Questions: **


 * Standards **
 * ** 8. SP.2 ** Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
 * ** 8. SP.3 ** Use the equation of a linear model to solve problems in the context of bivariate (having two variables) measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.


 * Objectives **
 * The students will use proper technique to draw a trend line to model data displayed in a scatter plot.
 * The student will generate an equation for the trend line that models bivariate data.
 * The student will use a trend line to make predictions, to include interpreting the slope of the line and y-intercept.


 * Assessment **
 * Product **
 * During this lesson, the students will continue preparing their presentation on the website assigned. They should prepare their table (if not given), draw a trend line and generate the equation for the trend line. They should begin to discuss questions (assigned or found relevant) leading to the needed predictions using the interpretation of the slope and y-intercept.


 * Key Questions **
 * Why are outliers disregarded when drawing a trend line?
 * What factors should be considered in drawing a trend line?
 * How can you use the equation of a trend line to make predictions?
 * What is the difference between interpolation and extrapolation and how are they used in making predications?


 * Observable Student Behaviors **
 * The student can use a viable strategy to draw a trend line for a scatter plot.
 * The student can generate an equation for the trend line.
 * The student can use a table, graph, and/or equation of the trend line to make predictions.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * **Mathematical Practices **


 * Vocabulary **
 * Bivariate data, scatter plot, cluster, outlier, association (correlation), interpolation, and extrapolation **

@http://illustrativemathematics.org/standards/k8 (SP.2)The Illustrative Mathematics Project offers guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students will experience in a faithful implementation of the Common Core State Standards. The website features a clickable version of the Common Core in mathematics and the first round of "illustrations" of specific standards with associated classroom tasks and solutions.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * On Core Mathematics Unit 6.2, p. 149-152
 * ABC Mastering the Common Core in Mathematics, Chapter 8.2- 8.6 p. 112-118
 * Gizmo Lessons
 * 8.SP.2
 * Correlation
 * Explore the relationship between the correlation coefficient of a data set and its graph. Fit a line to the data and compare the least-squares fit line.
 * Solving Using Trend Lines
 * Examine the scatter plots for a data related to weather at different latitudes. The Gizmo includes three different data sets, one with negative correlation, one positive, and one with no correlation. Compare the least squares best ‑ fit line.
 * 8.SP.3
 * Determining a Spring Constant
 * Place a pan on the end of a hanging spring. Measure how much the spring stretches when various masses are added to the pan. Create a graph of displacement vs. mass to determine the spring constant of the spring.
 * __ Teaching the Common Core Math Standards with Hands-On Activities __ by Judith Muschla
 * 8.SP.2 p. 239
 * 8.SP.3 p. 241
 * JBHM 8th GP3- p. 220-221 and p. 236-338
 * Glencoe Pre-Algebra- p. 298-303
 * @http://www.mytestbook.com/worksheet.aspx?test_id=1385&grade=8&subject=Math&topics=Probability%20and%20Statistics%20Scatter%20Plot
 * A set of ten practice problems focusing on association and predictions.
 * Highly Recommended:


 * Diverse Learners **
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Algebra’scool: Unit C Module 9

Suggested:
 * Homework **
 * ** @http://www.kutasoftware.com/free.html ** to print assignments on variety of topics
 * See appropriate Glencoe, OnCore, JBHM, and ABC materials


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 * Resources **


 * Professional Texts **


 * Literary Texts **

@http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm
 * **Informational Texts** **
 * See New York Common Core Aligned Task (other resources)


 * **Art, Music, and Media** **


 * Manipulatives **
 * http://nlvm.usu.edu/ National Library of Virtual Manipulatives
 * Graphing calculators


 * Games **


 * Videos **
 * Discovery Learning @http://www.discoveryeducation.com/

Exploring the relationship between data sets and linear equations. This activity covers how to develop a model from a limited data set based on assumptions and analyze the effect of the assumptions on conclusions in the model. Exploring the relationship between data sets and linear equations.
 * SMART Board Lessons, Promethean Lessons **
 * [|Smartboard Resource Website]
 * 8. SP.2 What’s My Line
 * 8. SP.2 Reasoning: Limitations of Assumptions
 * 8. SP.3 What’s My Line


 * Websites **
 * @http://illustrativemathematics.org/standards/k8 PARCC Online (released items)
 * http://www.khanacademy.org Online tutorials
 * @http://www.tli.net/ TLI Quiz Builder


 * Other Activities, etc. **

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||
 * = English
 * = Math ||= [[image:commoncorepcssd6/Actions-insert-table-icon.png link="@http://inst.pcssd.org/math/CCSS/8/Math8TeachingMatrix.xls"]]
 * = [[image:commoncorepcssd6/PCSSDlogo.JPG link="commoncorepcssd/PCSSD"]]