1. Day 46 & 47 – Cause and Effect

2. Vocabulary
Causation is the "causal relationship between conduct and result". That is to say that causation provides a means of connecting conduct with a resulting effect, typically an injury. Correlation is a statistical measure that indicates the extent to which two or more variables fluctuate together. A positive correlation indicates the extent to which those variables increase or decrease in parallel; a negative correlation indicates the extent to which one variable increases as the other decreases.

3. Exercises

4. Plotting Points and a Line of Best Fit
Exercises
Plotting Points and a Line of Best Fit
Create a scatter plot for these data and draw the line of best fit.

5. Answer

6. Answer Key for Pretest (Plotting Points and a Line of Best Fit)

7. Create a scatter plot for these data, and draw the line of best fit.
Data from the National Center for Education Statistics, 1990 K. Street, NW, Washington, D.C
Questions for discussion:
Do students with higher numbers of minutes of homework assigned tend to have higher or lower achievement scores?
2. Describe the relationship between the number of minutes of homework that is assigned each day and a student’s success. Use your graph to justify your argument.
3. Does it make sense that assigning more homework causes students to be more or less successful? Why or why not?

8. Answer

9. Create a scatter plot for these data, and draw the line of best fit
Create a scatter plot for these data, and draw the line of best fit. (Answer key)
Questions for discussion:
Students with higher numbers of minutes of homework assigned tend to have higher achievement scores.
2. Answers will vary.
3. Answers will vary.

10. Create a scatter plot for these data, and draw the line of best fit.
Questions for discussion:
Do students with higher numbers of hours of television watched tend to have higher or lower achievement scores?
2. Describe the relationship between the number of hours of television watched each day and a student’s success. Use your graph to justify your argument.
3. Does it make sense that watching more television causes students to be more or less successful? Why or why not?s

11. Answer

12. Create a scatter plot for these data, and draw the line of best fit
Create a scatter plot for these data, and draw the line of best fit. (Answer key)

13. Create a scatter plot for these data, and draw the line of best fit
Create a scatter plot for these data, and draw the line of best fit. (Answer key)
Questions for discussion:
Do students with higher numbers of hours of television watched tend to have higher or lower achievement scores? Students with higher numbers of hours of television watched tend to have lower achievement scores.
2. Describe the relationship between the number of hours of television watched each day and a student’s success. Use your graph to justify your argument. Answers will vary.
3. Does it make sense that watching more television causes students to be more or less successful? Why or why not? Answers will vary.

14. Predicting Data Questions for discussion:
Predicting Data In the table below, predict the number of minutes a student might spend doing homework with the given number of hours spent watching television. Create a scatter plot for these data, and draw the line of best fit.
Questions for discussion:
Do you predict that students with higher numbers of minutes of homework assigned tend to spend higher or lower numbers of minutes spent doing homework?
2. Describe your prediction of the relationship between time spent watching television and time spent doing homework, as you have illustrated it above.
3. Does it make sense that watching more television causes students to be more or less successful? Why or why not?

15. Answer

16. Predicting Data Questions for discussion:
Predicting Data In the table below, predict the number of minutes a student might spend doing homework with the given number of hours spent watching television. Create a scatter plot for these data, and draw the line of best fit.
Questions for discussion:
Most will agree that students with higher numbers of minutes of homework tend to spend lower numbers of minutes doing homework.
2. Answers will vary.
3. Answers will vary.

17. Draw Your Own Conclusions Create a scatter plot and line of best fit for each set of data. Then, write a valid conclusion that can be drawn from each graph
1. This table lists the percent of students in each grade who reported feeling that school was too unsafe to attend on one or more days in a 30-day period.
Conclusion:

18. Answer

19. Draw Your Own Conclusions Create a scatter plot and line of best fit for each set of data. Then, write a valid conclusion that can be drawn from each graph
1. This table lists the percent of students in each grade who reported feeling that school was too unsafe to attend on one or more days in a 30-day period.
Conclusion:
Answers will vary: Conclusions should indicate a relationship between the grade of the students and the percent who report feeling unsafe. However, there should not be any statements that imply that being in a higher grade causes students to feel more safe.

20. Draw Your Own Conclusions Create a scatter plot and line of best fit for each set of data. Then, write a valid conclusion that can be drawn from each graph
2. This table lists the percent of students in each grade who reported being actually threatened or injured with a weapon on school property over a 30-day period.
Conclusion:

21. Answer

22. Draw Your Own Conclusions Create a scatter plot and line of best fit for each set of data. Then, write a valid conclusion that can be drawn from each graph
2. This table lists the percent of students in each grade who reported being actually threatened or injured with a weapon on school property over a 30-day period.
Conclusion: Answers will vary: Conclusions should indicate a relationship between the grade of the students and the percent who report being threatened. However, there should not be any statements that imply that being in a higher grade causes students to be threatened less often.