TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: | |PLAN CODE: |M11.2.4 |

|writer: |Ronda Jameson |Course/subject: |Scatterplots |

|Grade(s): |11 |Time allotted for instruction: |2 days on A/B block |

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|Title: |Scatterplots and Lines of Best Fit |

|Lesson TOPIC: | Creating and analyzing scatterplots |

| | |

|TAKS Objective: |Objective 2 The student will demonstrate an understanding of the properties and attributes of |

| |functions |

|FoCUS TEKS and Student Expectation: |A.2D Collect and organize data, make and interpret scatterplots (including recognizing positive,|

| |negative, or no correlation for data approximating linear situations), and model, predict, and |

| |make decisions and critical judgments in problem situations |

|Supporting TEKS and Student Expectations: |A.2C Interpret situations in terms of given graphs or creates situations that fit given graphs |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|scatterplot |A scatterplot is a chart that uses Cartesian coordinates to display values for two variables. The data|

| |are displayed as a collection of points, each having one coordinate on the horizontal axis and one on |

| |the vertical axis. |

|Positive correlation |A positive correlation is a scatterplot pattern in which the dots slope from lower left to upper right.|

|Negative correlation |A negative correlation is a scatterplot pattern in which the dots slope from upper left to lower right.|

|No correlation |A scatterplot with no correlation is one in which no consistent pattern exists to indicate a positive |

| |or negative correlation |

|Line of best fit |A line of best fit is a straight line that best represents the data on a scatter plot. This line may |

| |pass through some of the points, none of the points, or all of the points. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set (Engage)

Teacher shows Scatterplots Slide I

Teacher: This is a scatterplot. Can anyone interpret this scatterplot for me?

(Students respond)

Teachers: Can anyone tell me (in words) what a scatterplot is?

(Students respond)

Teacher: Can anyone show me what a scatterplot is?

(Students respond)

Teacher: What does a scatterplot tell us? (Students respond)

A scatter plot is a graph that relates two groups of data as ordered pairs. Most scatter plots are in the first quadrant of a coordinate plane, because the data are usually positive numbers.

Teacher shows Slide 2

Teacher: Who can interpret this scatterplot for us?

(Students respond)

B. Instructional activities

Teacher will create a scatterplot using the data below. Class will decide if studying longer will affect exam grades based upon this set of data.

|Study Hours |Exam Score |

|3 |80 |

|5 |90 |

|2 |75 |

|6 |80 |

|7 |90 |

|1 |50 |

|2 |65 |

|7 |85 |

|1 |40 |

|7 |100 |

Focus on key vocabulary, including:

Positive correlation

Negative correlation

No correlation

Line of best fit

Interpretation

Extrapolation

C. Guided activity or strategy

Students will work in groups of 2-3 to complete Activity I: Line of Best Fit

Students will discover that finding the line of best fit may generate many different equations, depending on the points chosen to construct the line.

A graphing calculator has the capability of helping students determine the true line-of-best fit.

Teacher will guide students through Activity II: Line-of-Best-Fit with Calculator

• Additional Technology resource for line of best fit:

•

•

D. Accommodations/modifications may include:

Provide students with coordinate graph with scale and intervals already set up.

E. Enrichment

Students will work in groups of 2-3 to generate a question and create a table of data which can be represented using a scatterplot. Students will generate a question which they will answer using the data they gather.

Example: Is there a relationship between number of individuals in a household and number of telephones in a household?

Students will gather data and complete a scatterplot. They will graph the data using graph paper. Then they will use a graphing calculator to check their graph. Each group will present findings to the class.

II. STUDENT PERFORMANCE

A. Description

▪ Given a scatterplot, students will interpret and make predictions

▪ Given a table of data, students will graph and interpret a scatterplot

▪ Students will generate a question, gather data, create a table, and generate a scatterplot from that data

B. Accommodations/modifications

Appropriate modifications include:

▪ Guided practice with repetition and/or written steps to help the student become familiar with graphing a scatterplot using the calculator

▪ Graph paper with scale and intervals already marked for a scatterplot

C. Enrichment

iii. Assessment of Activities

A. Description

Teacher will assess mastery of this objective using Scatterplots Quiz I

Mastery of this objective will be demonstrated by a score of 80% or more on the quiz.

B. Rubrics/grading criteria

|# missed |score |

|1 |90% |

|2 |80% |

|3 |70% |

|4 |60% |

|5 |50% |

|6 |40% |

|7 or more |30% |

C. Accommodations/modifications

Provide scale and intervals on graph for # 9 on Quiz I

D. Enrichment

E. Sample discussion questions

What if we graphed the data for average ACT scores on ACT Reading and ACT Math? Do you think there would be a correlation between the scores? What correlation would you expect to find and why?

IV. TAKS Preparation

A. Transition to TAKS context

Teacher may use released TAKS items to demonstrate TAKS content and context.

B. Sample TAKS questions

Monica collected data on the ages and heights of a random sample of sixth-, seventh-, and eighth-grade students at her school. If she plots the data on a scatterplot, what relationship will she most likely see between age and height?

A A negative correlation

B No correlation

C A positive correlation

D A constant correlation

V. Key Vocabulary

Positive correlation

Negative correlation

No correlation

Line of best fit

Trend line

Interpretation

Extrapolation

VI. Resources

A. Textbook

Prentice Hall Mathematics Algebra 2

Pages 82, 88, 112, 238

B. Supplementary materials

Prentice Hall TAKS Review and Preparation Workbook

C. Technology



VII. follow up activities

VIII. Teacher Notes

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