8SP-Investigate+patterns+of+association+in+bivariate+data

SP.1 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. SP.2 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. SP.3 2. Reason abstractly and quantitatively. 4. Model with mathematics. 5. Use appropriate tools strategically. <span style="font-family: Arial,Helvetica,sans-serif;">6. Attend to precision. <span style="font-family: Arial,Helvetica,sans-serif;">7. Look for and make use of structure. <span style="font-family: Arial,Helvetica,sans-serif;">SP.4 <span style="font-family: Arial,Helvetica,sans-serif;">2. Reason abstractly and quantitatively. <span style="font-family: Arial,Helvetica,sans-serif;">3. Construct viable arguments and critique the reasoning of others. <span style="font-family: Arial,Helvetica,sans-serif;">4. Model with mathematics. <span style="font-family: Arial,Helvetica,sans-serif;">5. Use appropriate tools strategically. <span style="font-family: Arial,Helvetica,sans-serif;">6. Attend to precision. <span style="font-family: Arial,Helvetica,sans-serif;">7. Look for and make use of structure. || 8.TT.1 Use technology and other resources for assigned tasks. 8.SE.1 Analyze responsible behaviors when using information and technology resources. 8.SI.1 Evaluate information resources based on specified criteria. 8.TT.1 Use technology and other resources for assigned tasks. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Remembering Understanding Applying Analyzing Evaluating Creating || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**=== Students represent numerical data on a scatter plot, to examine relationships between variables. They analyze scatter plots to determine if the relationship is linear (positive, negative association or no association) or nonlinear. Students can use tools such as those at the National Center for Educational Statistics to create a graph or generate data sets. (http://nces.ed.gov/nceskids/createagraph/default.aspx) Students recognize that not all data will have a linear association. Some associations will be non-linear. Students recognize that points may be away from the other points (outliers) and have an effect on the linear model. appropriate linear model is the line that comes closest to most data points. The use of linear regression is not expected. If there is a linear relationship, students draw a linear model. Given a linear model, students write an equation. interpret the slope and y-intercept of the line in the context of the problem. Students can use this linear model to solve problems. variables. Data for both categories needs to be collected from each subject. Students calculate the relative frequencies to describe associations.
 * ===**Common Core Standards**===
 * 8.SP.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.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.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.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?// || ===<span style="font-family: Arial,Helvetica,sans-serif;">‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍Anchor Standard/Mathematical Practice(s) ===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * 8.SP.1** Bivariate data refers to two-variable data, one to be graphed on the x-axis and the other on the y-axis.
 * 8.SP.2** Students understand that a straight line can represent a scatter plot with linear association. The most
 * 8.SP.3** Linear models can be represented with a linear equation. Students
 * 8.SP.4** Students understand that a two-way table provides a way to organize data between two categorical

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
investigate patterns of association in bivariate data. I can construct and interpret scatter plots. I can describe patterns of clustering and outliers. I can describe patterns of positive or negative association, linear association, and nonlinear association. I can demonstrate that a straight line can represent a relationship in a scatter plot. I can use the equation of a linear model to solve problems by interpreting slope and intercept. I can determine the line of best fit. I can understand tables and the relationships they show.
 * 8.SP.1**
 * 8.SP.2**
 * 8.SP.3**
 * 8.SP.4**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
bivariate data, scatter plot, linear model, clustering, linear association, non-linear association, outliers, positive association, negative association, categorical data, two-way table, relative frequency

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**
Work station: Teaching Student-Centered Mathematics: page 327 and 329

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
Hands-on activities book pages237-244

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
Navigating through Algebra page 21

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===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== Carnegie Learning chapters 15, 16,and 17 Mathematics stations pages 177 and 189
 * Quantile SP.1**
 * Quantile SP.2**
 * Quantile SP.3**

[[file:US debt project.doc]]
http://nces.ed.gov/nceskids/createagraph/default.aspx

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===
 * Refer to NC DPI unpacked content pages 39-42**
 * Refer to Arizona Academic Content standards pages 27-30**