8.4.3Ma


 * Grade: 8 Unit: 4 Week: 3 **
 * Content: Scatter Plots and Technology **
 * Dates: 2/19-2/22 (4 days) **

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 do we use technology to create scatter plots and use the technology features to assist with the interpreting and making prediction of the data?
 * 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 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 student will use technology to create a scatter plot.
 * The student will use the technology features to generate a trend line.
 * The student will use the information generated by the technology to analyze the results of the data.

If you are stuggling with using the TI84 to create a scatter plot, review the 3:55 minute YouTube: @http://www.youtube.com/watch?v=BdUJxrqpdUA
 * Reflections and/or Comments from your PCSSD 8th Grade Curriculum Team **


 * Assessment **
 * Product **
 * Students are to be prepared to take their classmate through one part of their project using their technology to display the trend line and create the equation of the line of best fit.
 * The presentations of their scatter plot projects should be conducted during this lesson. Week 4, Two-Way Tables, will have an independent product for the students.


 * Key Questions **
 * How do we apply technology to the study of scatter plots, associations, and predications?


 * Observable Student Behaviors **
 * The student can use technology to generate a scatter plot and trend line.
 * The student can apply their knowledge of scatter plots, associations, and predictions to the information generated by technology.

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 **

A set of ten practice problems focusing on association and predictions. @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
 * 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 **

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **  ** 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   ||


 * 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] Smartboard lesson search engine
 * 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. **


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

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