SCATTER PLOTS AND TREND LINES

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1 1 SCATTER PLOTS AND TREND LINES LEARNING MAP INFORMATION STANDARDS 8.SP.1 Construct and interpret scatter s for measurement to investigate patterns of between two quantities. Describe patterns such as clustering,, positive or negative, linear, and nonlinear. 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter s that suggest a linear, informally fit a straight line, and informally assess the model fit by judging the closeness of points to the line. 8.SP.3 Use the equation of a linear model to solve problems in of measurement, 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. slope y-intercept construct a graph using a table choose an appropriate scale for a display scatter as a way to using scatter s use scatter s to read clustering of in a scatter positive or negative of linear or nonlinear of recognize a trend line for trend line for scatter s the slope in the context of a problem or set read between solve problems in of n intercept in of a problem or set read beyond *Learning map model of 8.SP.1-3

2 2 8.SP.1 Construct and interpret scatter s for measurement to investigate patterns of between two quantities. Describe patterns such as clustering,, positive or negative, linear, and nonlinear. the relationship between independent and dependent variable scatter as a way to using scatter s use scatter s to read clustering of in a scatter positive or negative of linear or nonlinear of recognize read between read beyond *Learning map model of 8.SP.1

3 3 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter s that suggest a linear, informally fit a straight line, and informally assess the model fit by judging the closeness of points to the line. use scatter s to read positive or negative of linear or nonlinear of a trend line for trend line for scatter s *Learning map model of 8.SP.2

4 4 8.SP.3 Use the equation of a linear model to solve problems in of measurement, 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. a trend line for trend line for scatter s solve problems in of the slope in the context of a problem or set n intercept in of a problem or set *Learning map model of 8.SP.3

5 5 Node Name CHOOSE AN APPROPRIATE SCALE FOR A DISPLAY CONSTRUCT A GRAPH USING A TABLE Node Description Choose an appropriate scale to display the range and distribution of given. Create a graph of a relation, equation, or function from a table of x- and y- values. EXPLAIN A LINEAR OR NONLINEAR ASSOCIATION OF DATA DISPLAYED IN A SCATTER PLOT EXPLAIN A POSITIVE OR NEGATIVE ASSOCIATION OF DATA DISPLAYED IN A SCATTER PLOT EXPLAIN A SCATTER PLOT AS A WAY TO REPRESENT BIVARIATE DATA EXPLAIN AN INTERCEPT IN THE CONTEXT OF A PROBLEM OR DATA SET EXPLAIN BIVARIATE DATA EXPLAIN CLUSTERING OF DATA IN A SCATTER PLOT EXPLAIN OUTLIERS EXPLAIN SLOPE EXPLAIN THE RELATIONSHIP BETWEEN INDEPENDENT AND DEPENDENT VARIABLE EXPLAIN THE SLOPE IN THE CONTEXT OF A PROBLEM OR DATA SET EXPLAIN TREND LINE FOR SCATTER PLOTS EXPLAIN Y-INTERCEPT RECOGNIZE OUTLIERS REPRESENT A TREND LINE FOR A SCATTER PLOT REPRESENT DATA USING SCATTER PLOTS SOLVE PROBLEMS IN THE CONTEXT OF BIVARIATE DATA USE GRAPHS TO READ BETWEEN THE DATA Make known your understanding of a linear or nonlinear of. Make known your understanding that positively associated variables change in the same direction (i.e., they are increasing or decreasing together) and that negatively associated variables change in opposite directions (i.e., one variable is increasing as the other is decreasing). Make known your understanding that is used to display measurement to depict the general direction and form of the relationship between two quantities. Make known your understanding of the meaning of the intercept(s) in the linear model for a problem or in of. Make known your understanding that involve two variables, and that patterns of variation are often present within each variable and between the trends of the two variables. Make known your understanding of clusters in ; interpret that are locally concentrated in. Make known your understanding that in any ation, an outlier is a value that is distant from the other values in. Make known your understanding that the slope of a line is the steepness of the line as a ratio. Describe slope as rise over run or the change in y divided by the change in x. Make known your understanding of the relationship between the dependent and independent variables using graphs and tables. Make known your understanding of the meaning of slope in the linear model for a problem or in of a set. Make known your understanding that a line through that defines or expresses the trend of can summarize and be used to make predictions. Make known your understanding that the y-intercept is a coordinate pair where the graph of a function intersects the y-axis. Recognize in univariate as values that are substantially larger or smaller than the other values. Recognize in as coordinates that substantially deviate from an overall pattern. For scatter s that suggest a linear, sketch a trend line that is centrally located within the points. Create for a given set of. Use the equation of a line to solve problems in of measurement. Answer questions that require interpretation and integration of information presented in a graph.

6 6 Node Name Node Description USE GRAPHS TO READ BEYOND THE DATA USE SCATTER PLOTS TO READ THE DATA Extend, predict, or infer information presented in graphs. For example, make a prediction about an unknown case, compare and contrast sets, generalize to a population, or identify a trend. Read to describe individual points and their meaning within of. ADDITIONAL NODES RELATED TO THIS UNIT OF INSTRUCTION Node Name Node Description Related Node CHOOSE THE APPROPRIATE GRAPH FOR A GIVEN SET OF DATA Choose the appropriate graph for a given set of (i.e. bar graph, pie chart, line graph, etc.) Prerequisite of CHOOSE AN APPROPRIATE SCALE FOR A DISPLAY

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