ࡱ> [ ~"bjbj 6ΐΐ**ooooo8t/TH5:4444444$ 79b4oAAA4oo5Aoo4A41w3lp+2450H5A26;];,w3;ow3<J|d*44H5AAAA;* 5: Focus Plan Texarkana Independent School District GRADING PERIOD:PLAN CODE:M11.2.4writer: Ronda JamesonCourse/subject:ScatterplotsGrade(s):11Time allotted for instruction:2 days on A/B block  Title: Scatterplots and Lines of Best FitLesson TOPIC:  Creating and analyzing scatterplotsTAKS Objective: Objective 2 The student will demonstrate an understanding of the properties and attributes of functionsFoCUS TEKS and Student Expectation: A.2D Collect and organize data, make and interpret scatterplots (including recognizing positive, negative, or no correlation for data approximating linear situations), and model, predict, and make decisions and critical judgments in problem situationsSupporting TEKS and Student Expectations: A.2C Interpret situations in terms of given graphs or creates situations that fit given graphs  ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatscatterplot A scatterplot is a chart that uses Cartesian coordinates to display values for two variables. The data are displayed as a collection of points, each having one coordinate on the horizontal axis and one on the vertical axis. Positive correlation A positive correlation is a scatterplot pattern in which the dots slope from lower left to upper right.Negative correlation A negative correlation is a scatterplot pattern in which the dots slope from upper left to lower right.No correlation A scatterplot with no correlation is one in which no consistent pattern exists to indicate a positive or negative correlationLine of best fit A line of best fit is a straight line that best represents the data on a scatter plot.This line may pass through some of the points, none of the points, or all of the points.   I. Sequence of Activities (Instructional Strategies) A. Focus/connections/anticipatory set (Engage) Teacher shows Scatterplots Slide I Teacher: This is a scatterplot. Can anyone interpret this scatterplot for me? (Students respond) Teachers: Can anyone tell me (in words) what a scatterplot is? (Students respond) Teacher: Can anyone show me what a scatterplot is? (Students respond) Teacher: What does a scatterplot tell us? (Students respond) A scatter plot is a graph that relates two groups of data as ordered pairs. Most scatter plots are in the first quadrant of a coordinate plane, because the data are usually positive numbers. Teacher shows Slide 2 Teacher: Who can interpret this scatterplot for us? (Students respond) Instructional activities Teacher will create a scatterplot using the data below. Class will decide if studying longer will affect exam grades based upon this set of data. Study HoursExam Score3805902756807901502657851407100 Focus on key vocabulary, including: Positive correlation Negative correlation No correlation Line of best fit Interpretation Extrapolation C. Guided activity or strategy Students will work in groups of 2-3 to complete Activity I: Line of Best Fit Students will discover that finding the line of best fit may generate many different equations, depending on the points chosen to construct the line. A graphing calculator has the capability of helping students determine the true line-of-best fit. Teacher will guide students through Activity II: Line-of-Best-Fit with Calculator Additional Technology resource for line of best fit:  HYPERLINK "http://mathbits.com/MathBits/TISection/Statistics1/LineFit.htm" http://mathbits.com/MathBits/TISection/Statistics1/LineFit.htm  HYPERLINK "http://www.occc.edu/college_algebra/LinReg.pdf" http://www.occc.edu/college_algebra/LinReg.pdf D. Accommodations/modifications may include: Provide students with coordinate graph with scale and intervals already set up. Enrichment Students will work in groups of 2-3 to generate a question and create a table of data which can be represented using a scatterplot. Students will generate a question which they will answer using the data they gather. Example: Is there a relationship between number of individuals in a household and number of telephones in a household? Students will gather data and complete a scatterplot. They will graph the data using graph paper. Then they will use a graphing calculator to check their graph. Each group will present findings to the class. II. STUDENT PERFORMANCE A. Description Given a scatterplot, students will interpret and make predictions Given a table of data, students will graph and interpret a scatterplot Students will generate a question, gather data, create a table, and generate a scatterplot from that data B. Accommodations/modifications Appropriate modifications include: Guided practice with repetition and/or written steps to help the student become familiar with graphing a scatterplot using the calculator Graph paper with scale and intervals already marked for a scatterplot C. Enrichment iii. Assessment of Activities A. Description Teacher will assess mastery of this objective using Scatterplots Quiz I Mastery of this objective will be demonstrated by a score of 80% or more on the quiz. B. Rubrics/grading criteria # missedscore190%280%370%4 60%550%640%7 or more30% Accommodations/modifications Provide scale and intervals on graph for # 9 on Quiz I Enrichment Sample discussion questions What if we graphed the data for average ACT scores on ACT Reading and ACT Math? Do you think there would be a correlation between the scores? What correlation would you expect to find and why? IV. TAKS Preparation A. Transition to TAKS context Teacher may use released TAKS items to demonstrate TAKS content and context. Sample TAKS questions Monica collected data on the ages and heights of a random sample of sixth-, seventh-, and eighth-grade students at her school. If she plots the data on a scatterplot, what relationship will she most likely see between age and height? A A negative correlation B No correlation C A positive correlation D A constant correlation Key Vocabulary Positive correlation Negative correlation No correlation Line of best fit Trend line Interpretation Extrapolation VI. Resources Textbook Prentice Hall Mathematics Algebra 2 Pages 82, 88, 112, 238 Supplementary materials Prentice Hall TAKS Review and Preparation Workbook Technology  HYPERLINK "http://www.nsa.gov/teachers/ms/intdis49.pdf" http://www.nsa.gov/teachers/ms/intdis49.pdf VII. follow up activities VIII. Teacher Notes     ( Division of Curriculum and Instruction ( School Improvement Department ( Texarkana Independent School District  012BCNUW]_`mnv~õ{maUG{>5{hBQhwbCJhBQhCCJhBQhA#5CJOJQJhBQhwb56CJhBQh^56CJhBQh*5CJOJQJhBQhwb5CJOJQJhBQh5CJOJQJhBQh"5lCJhBQhCJhBQh"5l56CJhBQh"5l5CJOJQJh?h?CJOJQJaJhwbh?CJOJQJaJhwbh?5CJOJQJaJh`f5CJOJQJaJ 12BCNV$Ifgdwbl gdwb$a$gd?VW_`n~^KKKKK$Ifgdwbl kd$$Ifl\$X $  t0644 laytBQ^KKKK$Ifgdwbl kd$$Ifl\$X $  t0644 laytBQ    4 6 E H I J U úÆxoÆbXobhBQh^5CJhBQh?CJOJQJhBQh^CJhBQh"5l5CJOJQJhBQh*CJhBQh*CJOJQJhBQh*5CJOJQJh*j=h*Uh?hBQhwbCJhBQh!CJhBQhA#5CJOJQJhBQhwb5CJOJQJhBQhwb56CJhBQh^56CJ ^\\\III$Ifgdwbl kd~$$Ifl\$X $  t0644 laytBQ   5 qqq^$Ifgdwbl $Ifgd*l {kdy$$Ifl0@ $  t0644 laytBQ5 6 H I J qq^^$Ifgdwbl $Ifgd*l {kd $$Ifl0@ $  t0644 laytBQ q^^$Ifgdwbl $Ifgd*l {kd$$Ifl0@ $  t0644 laytBQ N q     g i j k l m ̱̾ښwlaVGh.h$)CJaJmH sH h.h?CJaJh.hfCJaJh.hyCJaJhf56CJhtNhf5CJOJQJhfjXh?Uh?hBQhDCJhBQhD5CJhBQh*CJOJQJhBQhl25CJOJQJhBQh*5CJOJQJhBQh*CJhBQhbCJhBQh.~}CJhBQh.~}5CJ   h q^^$Ifgdwbl $Ifgd*l {kd2$$Ifl0@ $  t0644 laytBQh i j l m v |||$If{kd$$Ifl0@ $  t0644 laytBQ $Ifqkd $$Ifl0 $D $04 la " C 9 : ; O P Q n GHIYZ[r  ֔rjf^j<h?Uh?j h?U h.h&;CJOJQJ^JaJ h.h$)CJOJQJ^JaJh.h&;CJaJh.hCCJaJh.h$)CJaJh.h?CJaJh.hfCJaJh.hyCJaJhfh.h9CJaJh.CJaJmH sH h.hCCJaJmH sH $ : $Ifqkd& $$Ifl0 $D $04 la: ; P Q $Ifqkd $$Ifl0 $D $04 la H$IfqkdJ $$Ifl0 $D $04 laHIZ[  ~ $Ifgd&;$Ifqkd $$Ifl0 $D $04 la  IKz{DWX`gd?qkdn $$Ifl0 $D $04 la)HIKNU_pyzmtƽtkkbTbhTYhFV56CJ^JhFV5CJ^JhX5CJ^Jhyhy56CJ^Jh&;5CJ^JhTYhZN56CJ^JhZN5CJ^Jh?5CJ^Jhy5CJ^Jh5CJ^Jh"5l5CJ^JhC 5CJ^Jh?h?5CJ^Jhf5CJOJQJh?hf5CJOJQJh?5CJOJQJ $$Ifa$gdFV^gdFVgdFV & FgdFV`gdX^gdX`gdZN`gd?GH^_opȻȻؖuhC 56CJ^JhX56CJ^Jhe56CJ^JhFV56CJ^JhFVhFVCJOJQJh_i5OJQJ\aJhFVhFVOJQJaJhFVhFV5OJQJ\aJhFV5CJ^JhC 5CJ^Jh"5l5CJ^Jhyhy5CJ^J.eYY $$Ifa$gdFVkdx$$IfT     0w     S    0    64` abpytfxTh\\ $$Ifa$gdFVkdi$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkdT$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd?$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd*$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd$$IfT     0w     S    0    64` abpTh\\ $$Ifa$gdFVkd$$IfT     0w     S    0    64` abpT,/F]nh_ZZZZZZZZgdFV^gdFVkd$$IfT     0w     S    0    64` abpT de+'(gde & Fgde^gde & FgdA^gdG`gdC 9Sbde)*+,8fhiǼҼ|n`T@&jh hA5CJU^JhAhA5CJ^JjhA5CJU^Jh h84{0J5CJ^J&jh h84{5CJU^Jh84{h84{5CJ^Jjh84{5CJU^Jh84{5CJ^JhA5CJ^JhA56CJ^Jh<56CJ^JhG`56CJ^JhFV56CJ^JhehFV56CJ^JhFV5CJ^Jij&'Og!8OPQRWXƽƴƨ{okgYNh?5CJOJQJh?h?5CJOJQJhC hfh?he5CJ^Jh6w5CJ^JhX5CJ^Jh?5CJ^Jh_i5CJ^Jhe5CJ^Jh?h?5CJ^Jh\45CJ^Jha5CJ^JhC 5CJ^JhAhA5CJ^JhA5CJ^Jh hA0J5CJ^JjhA5CJU^J}~PQRln}qrsG & Fgd<gd & Fgd & Fgd<`gdC ^gdeXn|}pqr֣֯֯{of]OhSh56CJ^JhTY5CJ^Jh!:5CJ^Jh?h?5CJ^Jh?h?h?5CJOJQJhf5CJOJQJh?5CJOJQJhC h<5CJ^JhQ{5CJ^JhC 5CJ^JhC h5CJ^Jh5CJ^Jh<5CJ^JhYD5CJ^JhC hC 5CJ^JhC 5CJOJQJpq$$Ifa$gdBQl `gd!:^gdTYgd? p&056?@˿˒wnwגh^x5CJ^JhXS5CJ^JhC 5CJ^Jh\45CJ^Jh?h?5CJ^JhBQhXSCJ^JhBQh0 CJ^JhBQhTYCJ^JhBQhTY5CJ^Jh?hTY5CJ^Jh?5CJ^Jh!:5CJ^JhTY5CJ^JhShTY56CJ^J*iSS$$Ifa$gdBQl kd9$$Ifl0$ \ 88  t0644 la pytBQnn$$Ifa$gdBQl {kd$$Ifl0$ \ 88 t0644 la ytBQnn$$Ifa$gdBQl {kd$$Ifl0$ \ 88 t0644 la ytBQnn$$Ifa$gdBQl {kd $$Ifl0$ \ 88 t0644 la ytBQnn$$Ifa$gdBQl {kd $$Ifl0$ \ 88 t0644 la ytBQnn$$Ifa$gdBQl {kd !$$Ifl0$ \ 88 t0644 la ytBQnn$$Ifa$gdBQl {kd!$$Ifl0$ \ 88 t0644 la ytBQ125@A{vneevv]XgdW & FgdW^gdXS & FgdXSgd?`gd!:{kd4"$$Ifl0$ \ 88 t0644 la ytBQ @AC_`#$&>[\XY    & ' ( wlaVawwhW56CJ^JhW5CJOJQJhf5CJOJQJh?h?5CJOJQJhahW5CJ^Jh85CJ^JhE5CJ^Jhfx5CJ^Jha5CJ^Jhaha5CJ^Jha5CJOJQJh?hW5CJ^Jh?5CJ^Jh?h?5CJ^JhXS5CJ^JhW5CJ^J AD`a$%'<=\]      & FgdW^gdWgdW & FgdWgd? ' ( ) @ W h { !!!^gdfx^gdfx & Fgdfx8^8gdW ^`gdWgdWh^hgdW & FgdW !!!!!!P!R!S!^!_!`!a!m!!!ƸƖύτxτoaoUohk[hk[5CJ^Jjhk[5CJU^Jhk[5CJ^Jh?hfx5CJ^Jh?5CJ^Jh)i5CJ^Jhfxhfx5CJ^Jhfx56CJ^Jh?56CJ^Jhfxhfx56CJ^Jhfx5CJ^Jh?h?5CJ^Jhf5CJOJQJh?h?5CJOJQJh?5CJOJQJ!!S!T!_!`!!!!!!!!!"""""" "z"{"|"$a$gd?^gdk[gdk[ & Fgdfx^gdfx^gdfx!!!!!!!!!!!!!!!!!!!"""""" " "2"3"R"S"ǼqieieieieXNXNXhSB*CJph jhSB*CJphhBQjhBQUh?hf5CJOJQJhfxh~B~5CJOJQJh~B~5CJOJQJh?5CJOJQJh?h?5CJOJQJhk[5CJOJQJha5CJOJQJhk[5CJ^Jh:hk[0J5CJ^Jjhk[5CJU^J&j"h:hk[5CJU^JS"z"|"}"~"h?hf5CJOJQJhBQhShSB*CJph|"}"~"4 00:ptN/ =!"#$% $$If!vh5X5 5$ 5 #vX#v #v$ #v :V l t065X5 5$ 5 ytBQ$$If!vh5X5 5$ 5 #vX#v #v$ #v :V l t065X5 5$ 5 ytBQ$$If!vh5X5 5$ 5 #vX#v #v$ #v :V l t065X5 5$ 5 ytBQ<Dd    S 0ABD21328_c"$`x-bhzwBZy2.XəDn<zwBZy2.XəPNG  IHDR Þ`PLTEֱ|||wwwDtRNS@f cmPPJCmp0712HsaIDATXG։ DD`wCGG`3)I*phN^@2N &; Normal (Web)dd[$\$ OJQJaJFVAF k[FollowedHyperlink >*B* phPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!3oPtheme/theme/theme1.xmlYMoE#F{oc'vjGu4mE=wǻfI}C Q*q Jĥ@wfvxM6 C}yg1CDHʓW\I|$lyK I37%һ{WHL'rHtceEeލGߘV*+1[1 jfμ1QR/L 4kPlpP9&!f-hH+1,hy[ټ72"躍n2`h&گ5tg E\3~},yj;Yٟ;z tnz325 oTk[ހ,:uo@_i\E& h~?>9.7ިd9 a]ZĘ'jY}h Ê&HMS2>dq#A7.K\XҲMU0Ps~St񃟎><~ePm$,R?xG_e@(:/|۳'/Cn#c0x՜(E$8ZJ )fYt= x}rQx%wr\zaG*y8IrbRc|X&'I }3OKND5NIB!%ݥ.|]ژdHGN6͉i q v|{9+K]$Tf% sxOXq̊UT`*"'D:$^@,%Bw0tҰi"e~N6}{nO=ikZov[fDNc@M!͐,aNLi?B \}DU4p vLB%JY.0+{,]5 flng.hM38+S0uURgV5VH 1\4 gބ^^ Hn<,& "d1v/ƨj犹 )>ⵂfqy$JyϣD9X,AG-Y_{iÙ~)D].|%lڟZ̦l憹EPk > XF65̫,X%YW֋2fkhրd״?%1U1؅;R>QD DcNU'&LGpm^9+ugVh^nxy*n;)/ȔbL :>\ t<.Tġ ; [.^CRe+ȡkk0e >OC$(G*A[2w jwY,cd2L#rHPu{(T7$kw2笂Frkk|l1Qn6M%7[4DY*@Xa+hfe*skzDqbX D) T~CoEA3d]dm2iVֵ褽ogÙ+Ωŋtvavm!'KA|*~u{.O&0zL@[t/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!3oPtheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ~   iX@ !S"~"%'4579BEGHV5 h : H A !|"~" !"#$&()*+,-./012368:;<=>?@ACDFI )+i`~XXX8@0(  B S  ?~ "I"|I"%H"H"\I"|H"dH"H"dH"I"z$"H !&&4;GT^j    001:FQ]iyy   9 *urn:schemas-microsoft-com:office:smarttagsplace= *urn:schemas-microsoft-com:office:smarttags PlaceName= *urn:schemas-microsoft-com:office:smarttags PlaceType pI NU~(4 |NV |3NU *+` |NU *+` |3'T:iWH茷 < ?b9"G9;ȿb(Sz;D]TR5u"u&)hpp^p`OJQJo(hHh@ @ ^@ `OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHhPP^P`OJQJo(hHh  ^ `OJQJ^Jo(hHoh^`OJQJo(hH0^`0o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH0^`0o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.0^`0o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH.808^8`0o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.0^`0o(. ^`hH.  L ^ `LhH.   ^ `hH. xx^x`hH. HLH^H`LhH. ^`hH. ^`hH. L^`LhH."uG9; ?iW]Tb(S3         2                          "        VG@                 eh        IH*?YD0 C bf1 ISX$);-<0l2\4l58!:&;wAHZNXSTYk[Qb_i"5ltrhu6w^xfx84{.~}~B~jDwbWEFVSX=r"i!E<^a`f.V)iA9A#Q{yeDuC?@ABCDEFGHIJLMNOPQRSTUVWXYZ[\^_`abcdefghijklmnopqrstuvwxyz|}~Root Entry FlData K#1Table]<;WordDocument6SummaryInformation({DocumentSummaryInformation8CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q