Lesson 7.3.1 – Teacher Notes Standard: 8.SP.A.3 Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting.

Slides:



Advertisements
Similar presentations
Objective - To graph linear equations using the slope and y-intercept.
Advertisements

Grade 8 Algebra1 The Slope Formula
1 Linear Equation Jeopardy SlopeY-int Slope Intercept Form Graphs Solving Linear Equations Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $200 Q $300 Q $400.
Slope-Intercept and Point-Slope Forms of a Linear Equation
Scatter Plots Find the line of best fit In addition to level 3.0 and beyond what was taught in class, the student may:  Make connection with.
Unit 3 Linear Functions and Patterns
1 Learning Objectives for Section 1.3 Linear Regression After completing this section, you will be able to calculate slope as a rate of change. calculate.
1 Learning Objectives for Section 1.3 Linear Regression The student will be able to calculate slope as a rate of change. The student will be able to calculate.
1 What you will learn today 1. New vocabulary 2. How to determine if data points are related 3. How to develop a linear regression equation 4. How to graph.
Points and Ordered Pairs Plot points on the rectangular coordinate system. Plot the x coordinate first then the y coordinate. This is an ordered pair.
Unit 4 Lesson 7 Demonstrating Mastery M.8.SP.3 To demonstrate mastery of the objectives in this lesson you must be able to:  Interpret the slope and.
Copyright © 2009 Pearson Education, Inc. CHAPTER 1: Graphs, Functions, and Models 1.1 Introduction to Graphing 1.2 Functions and Graphs 1.3 Linear Functions,
Lesson – Teacher Notes Standard:
Objective  SWBAT review for Chapter 5 TEST.. Section 5.1 & 5.2 “Write Equations in Slope-Intercept Form” SLOPE-INTERCEPT FORM- a linear equation written.
Direct Variation Chapter 5.3.
Lesson 4.6 Best Fit Line Concept: Using & Interpreting Best Fit Lines EQs: - How do we determine a line of best fit from a scatter plot? (S.ID.6 a,c) -What.
Review: Writing an equation of a line Prepare to write equations for lines of best fit on scatter plots.
Lesson – Teacher Notes Standard: 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association.
Lesson – Teacher Notes Standard: 8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association.
Lesson – Teacher Notes Standard: 8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical.
Chapter 9 Scatter Plots and Data Analysis LESSON 1 SCATTER PLOTS AND ASSOCIATION.
Lesson – Teacher Notes Standard: 8.EE.B.6 Use similar triangles to explain why the slope m is the same between any two distinct points on a non-
Lesson – Teacher Notes Standard: 8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For.
Lesson – Teacher Notes Standard: 8.SP.A.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies.
LESSON 4.1 – WRITING EQUATIONS IN SLOPE-INTERCEPT FORM Learning Goal: Students will be able to write equations in slope- intercept form and use linear.
Coordinate Algebra Practice EOCT Answers Unit 3. #1 Unit 3 Two lines are graphed on this coordinate plane. Which point appears to be a solution of the.
STATISTICS: USING SCATTER PLOTS CHAPTER 2 LESSON 5.
+ CHAPTER 5 REVIEW. + U-Haul charges $25 a day to rent a moving truck and $2 per mile. A) Write an equation that gives total cost as a function of the.
Linear, Quadratic, and Exponential Models
Chapter 1 Linear Equations and Linear Functions.
Lesson – Teacher Notes Standard:
Lesson 13.6 – Writing Equations in Slope-Intercept Form
Lesson 4.2 Review of 4.1 E.Q. #1 E.Q. #2
Chapter 4 Point-slope form
Linear, Quadratic, and Exponential Models 9-4
Linear, Quadratic, and Exponential Models 11-4
Trend Line: a ___________________ that comes ____________ to the ___________ on a scatter plot. When drawing a trend line, ignore any ____________ (data.
Linear, Quadratic, and Exponential Models
Lesson – Teacher Notes Standard:
Lesson 8: Graphing Multi-Variable Equations
Lesson 5.3 How do you write linear equations in point-slope form?
4-2 Using Intercepts Warm Up Lesson Presentation Lesson Quiz
Linear, Quadratic, and Exponential Models 11-4
EXAMPLE #1 Gasoline costs $4.24 per gallon. Cost
The Slope-Intercept Form of a Linear Equation
Equations of Lines and Modeling
Lesson – Teacher Notes Standard:
Writing Linear Equations from Situations, Graphs, & Tables
2. Write an exponential decay function to model this situation.
Lesson – Teacher Notes Standard:
High School – Pre-Algebra - Unit 8
Writing Linear Equations from Graphs & Tables
Linear Equation Jeopardy
Lines in the Coordinate Plane
Lesson – Teacher Notes Standard:
Linear, Quadratic, and Exponential Models
Ch 12.1 Graph Linear Equations
Chapter 5: Graphs & Functions
UNIT SELF-TEST QUESTIONS
Linear, Quadratic, and Exponential Models 11-4
Bell Work Jessica is planting a triangular flower bed in the corner of her yard, the dimensions of the garden are 8ft. by 4ft. how much edging is needed.
Linear, Quadratic, and Exponential Models
Bell Work Problem: You have a 10 foot ladder leaning up against the side of the house. The ladder is sitting 5 feet from the base of the house. At what.
Bell Work Problem: You have a 10 foot ladder leaning up against the side of the house. The ladder is sitting 5 feet from the base of the house. At what.
Bell Work Jessica is planting a triangular flower bed in the corner of her yard, the dimensions of the garden are 8ft. by 4ft. how much edging is needed.
Writing Linear Equations from Graphs & Tables
Lesson – Teacher Notes Standard:
y = mx + b Lesson 8.7 Page 439 Lesson 8.6 Page 398
Lesson – Teacher Notes Standard:
Presentation transcript:

Lesson – Teacher Notes Standard: 8.SP.A.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. Full mastery can be expected by the end of the chapter. Lesson Focus: The focus of the lesson is to provide students practice interpreting the contextual meaning of the line of best fit. (7-88 and 7-89) I can interpret the meaning of the slope and intercept of a linear equation in terms of the situation. I can construct a line of best fit to represent the data in a scatter plot. Calculator: Yes Literacy/Teaching Strategy: Reciprocal Teaching (7-87 vocabulary); Huddle (7-87)

Bell Work

Previously, you have learned to find and extend patterns in data and to make predictions using rules, equations, and graphs. Today you will apply these mathematical tools to a real situation in which your data does not make a perfect pattern.

7-87. AURÉLIE’S BIKE RIDE To prepare for a 30-mile ride for charity, Aurélie has been biking every weekend. To predict how long the charity event will take her to complete, Aurélie has been keeping track of her time and distances. She tries to ride at a constant pace, but of course that is not easy to do. a.Would a box plot, scatterplot, or histogram be most useful in helping Aurélie make a prediction?

b.Considering that Aurélie is trying to predict how long it will take to complete the ride, which is the independent variable and which is the dependent variable? Make a scatterplot.

c.Use a line of best fit to predict how long it will take Aurélie to complete the charity ride. Remember that the line does not need to intersect each of the points and that the line does not need to pass through the origin to model the data.

7-88. USING AN EQUATION TO MAKE PREDICTIONS Sometimes it is more convenient and more accurate to use an equation to make a prediction rather than making a prediction by reading a graph. a.Choose two points that lie on your line of best fit. These points can be given data points or lattice points on the coordinate grid. Use these two points to calculate the slope of your line of best fit. What does the slope mean in terms of Aurélie’s bike riding?

7-88. USING AN EQUATION TO MAKE PREDICTIONS b.What is the y ‑ intercept of your line of best fit? What does the y ‑ intercept mean in terms of Aurélie’s training? c.Write the equation of the line of best fit in y = mx + b form. Identify your variables. d.Use your equation to predict how long the charity ride would take Aurélie to complete. How did your prediction compare to the prediction you made from the graph in part (c) of problem 7-87?

7-89. Westland Workers Union’s Health and Wellness Department started a voluntary lunchtime running club. Members kept track of how much they ran each week for exercise and how much their resting heart rate dropped over several weeks. Their data is in the table at the right. Note that a negative heart rate change is actually a gain in heart rate.

a.Make a scatterplot of the data. b.Describe the association. c.Draw a line of best fit for the data. Find the equation of the line of best fit.

d.Use the equation to predict the heart rate change for an employee who ran 10 miles a week. e.Interpret the slope and y ‑ intercept in this situation.

Extra Practice