Reflection: Real World Applications What does it mean? Interpreting linear models - Section 4: Our City Statistics Project Interpreting the Data

 

In this lesson I have the groups of students work together on interpreting the scatterplot they have designed for their project. To do this, students can respond to the items under interpreting the data on the project assignment sheet. More specifically, groups can collaborate on interpreting the slope and the intercept of the line of best fit in the context of their data and research question.

It is important to note many times the intercept won't be a reasonable solution. For example, one group compared house prices (x) and crime rate (y) over time. An intercept would mathematically predict the crime rate when house prices are equal to zero. I would look for students to be able to realize this point is not reasonable as house prices are not liklely to go to zero anytime in the near future!

I like the real world application aspect of this project. Providing students with choice of topics for this assignment not only makes the assignment relevant to students but also engages students and I have found they tend to ask better questions and are invested in the process.

 

  Real World Applications: Collaboration for Inquiry and Application
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What does it mean? Interpreting linear models

Unit 8: Our City Statistics: Who We Are and Where We are Going
Lesson 9 of 10

Objective: SWBAT interpret the rate of change (slope) and intercept for various contexts modeled by linear functions.

Big Idea: Students will apply their understanding of slope and intercepts to model different contexts with linear functions!

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1 teacher likes this lesson
Subject(s):
Math, Algebra, Statistics, linear models, intercept, constant term, Measurement and Methods, Common Core, master teacher project, slopes, rate of change, 9th grade
  90 minutes
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