Introduction to bivariate data

27 teachers like this lesson

Print Lesson

Objective

SWBAT to understand bivariate data by constructing and interpreting scatter plots.

Big Idea

Introduce the idea of bivariate data with real-life connections.

Lesson Author

Jeff Li MTP

New York, NY

Grade Level

Eighth grade

Subjects

Math

Data Analysis and Probability

Graphing (Algebra)

Interpretation of Data

Standards

8.SP.A.1

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

8.SP.A.2

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

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.

8.SP.A.4

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

MP3

Construct viable arguments and critique the reasoning of others.

MP4

Model with mathematics.

Warm Up

10 minutes

Key to Effective Warmups

Each day, students walk into my classroom, pick up a classwork packet (that has the warm-up as well as the classwork for the day in one easy to pick up packet), and work on 2-3 problems. At different parts of the year, this may look different. Most often, it takes two possibilities:

a) Reviewing the previous day’s work, which prepares kids to tackle today’s aim.

b) Spiraling previous content, particularly from major standards from the Common Core

Today’s Warm Up is a bit different, in that it was the first day back from a break. In that case, we reviewed the break packet.

Play of the Day

40 minutes

Huddle

10 minutes

During this time, I work with my students as a group to consolidate the day’s learning by choosing 1-2 problems to review. I NEVER skip this part of the lesson – it’s critical to really “bake in” the learning the kids just experienced.

A few thoughts here:

I generally do one problem that is very straightforward, to increase their confidence that they learned what we set out to learn in our objective.
I then choose 1-2 problems that required more sophisticated thinking, and often let kids present their own reasoning, and then open it up to others to critique their reasoning. This is a key part of the Common Core Mathematical Practice Standards (MP3).