1. 8 th grade Probability Project Math-STAT class November 11, 2015 8SP.1 --Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities.

2. Lesson Plan *Plan set up => 5-10 minutes done before the actual lesson *Set students up in groups of 4 => 4 minutes *Students create scatter plots for each data pair (arm vs shoe, family vs cars, tv vs homework, family vs homework) => 12-15 minutes *Students analyze data and draw possible lines of best fit => 20-25 minutes *Students try to come up with own pairings of possible correlations => 5 minutes * Students have “speaker” explain findings and possible correlations =>20 minutes(? Depends on student class numbers)

3. Collect data from students The day or so BEFORE this class, collect data from students and compile answers in an excel spread sheet.

4. Example of Student Data STUDENT DATA

5. Day of lesson: Divide kids into groups of four. Each group needs to create four scatterplots. Compare: arm length to shoe size family members to cars in household tv hours to homework hours family members to homework hours

6. Give each group a copy of that class’s data ( example spread sheet below) Students Student DATA Length of Arm size of shoe number of family members number of household cars hours of tv watched hours of homework 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

7. Students will use graph below to design scatter plot for each of the four comparisons

8. Students wll complete assignment together in comparing each data plot Using each of your group’s prepared scatterplots, answer the following questions. 1. Which data set, if any, have a positive correlation. ___________________________ ___________________________________________________________________ Why do you think these data appear to be positively correlated? __________________ ___________________________________________________________________ Draw an estimated line that best represents the slope on your data. 2. Which data set, if any, have a negative correlation. ___________________________ ___________________________________________________________________ Why do you think these data appear to be negatively correlated? __________________ ___________________________________________________________________ Draw an estimated line that best represents the slope on your data 3. Which data set, if any, have no correlation. ___________________________ __________________________________________________________________ Why do you think these data appear to not be correlated? __________________ __________________________________________________________________ 4. List a set of pairs that may have some correlation. Why do you think these pairs may be correlated?

9. Peer Review Day Thomas-Smith – resident IC Yeah so I'm sure I agree with all of that stuff that Brad said. As the non-math person, I don't know how much experience the kids have with creating scatter plots. If it's new(ish) to them then they would need some tier 1 instruction on what they look like and how to do it. If this is newer they might need a "we do" before you have them do it independently. Are their any vocabulary words that need to be explained first? They should know positive and negative, but would they know how those words look in this type of assignment? "no correlation", "outliers", would probably need some explanation or at least a reminder if they were introduced to it before this lesson.

10. Peer Review Brad Hulse – 8 th grade teacher Lynn,Looks good to me. Do your scatter plots come out to be examples of positive, negative, and no correlation? I would just make sure you have examples of all three. I see you have the students working in small groups which is a great idea. The only other thing I would mention is maybe have some problems at the end for individual work to check for individual understanding. I attached two quick sheets if you wanted to use them for independent practice. Oh yeah, and I would talk about outliers as well. – aside, I have attached the document Brad Hulse sent me as well

11. Ponderings: I agree that language can be a stumbling block if not introduced to the students before. I would make a language day to introduce concepts and vocabulary. I would use the documents Brad Hulse sent prior to this lesson because it addresses outliers, positive and negative slope as well as no correlation. If possible, I would like to use Geogebra as a “fast” technology assist to graph and analyze the coordinate graphs. However, I like the idea of the students having a hands-on practice to graph.