- MAFS.8.SP.1.1: 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.
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Graph data using line graphs, histograms or box plots.
Clarifications:
Essential Understandings
Concrete:
- Enter data into a graph or histogram using manipulatives, as needed.
- Identify a graph histogram and box plot and the kind of information each displays (the use for each display).
- Identify a representation of a histogram as having greater or less frequency of members/events related to a single variable (e.g., compare number of boys in soccer to girls in a graph).
- Understand the following concepts and vocabulary: best fit line, variable, outliers, histogram, clustering, box plot, frequency.
- Understand basic information from simple graphs (e.g., interpret a bar graph using the understanding that the taller column on a graph has a higher frequency, the shorter column on a graph has a lower frequency).
- Graph a series of data points on a coordinate grid.
Access Point #: MAFS.8.SP.1.AP.1a (Archived Access Point)
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
MAFS.8.SP.1.AP.1a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Investigate patterns of association in bivariate data. (Supporting Cluster) :
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Access Point Courses
- M/J Accelerated Mathematics Grade 7 (#1205050): In grade 7 accelerated, instructional time will emphasize six areas: (1) representing numbers in scientific notation and extending the set of numbers to the system of real numbers, which includes irrational numbers; (2) generating equivalent numeric and algebraic expressions including using the Laws of Exponents; (3) creating and reasoning about linear relationships including modeling an association in bivariate data with a linear equation; (4) solving linear equations, inequalities and systems of linear equations; (5) developing an understanding of the concept of a function and (6) analyzing two-dimensional figures, particularly triangles, using distance, angle and applying the Pythagorean Theorem.
Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.
- M/J Grade 8 Pre-Algebra (#1205070): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- M/J Foundational Skills in Mathematics 6-8 (#1204000): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs.
Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.
- Access M/J Grade 8 Pre-Algebra (#7812030): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.