Standard #: MA.8.DP.1.3


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Given a scatter plot with a linear association, informally fit a straight line.


Clarifications


Clarification 1: Instruction focuses on the connection to linear functions.

Clarification 2: Instruction includes using a variety of tools, including a ruler, to draw a line with approximately the same number of points above and below the line.



Related Courses

Course Number1111 Course Title222
1205050: M/J Accelerated Mathematics Grade 7 (Specifically in versions: 2014 - 2015, 2015 - 2020, 2020 - 2022, 2022 and beyond (current))
1205070: M/J Grade 8 Pre-Algebra (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
1204000: M/J Foundational Skills in Mathematics 6-8 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7812030: Access M/J Grade 8 Pre-Algebra (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2019, 2019 - 2022, 2022 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.8.DP.1.AP.3 Given a scatter plot with a linear association, use tools to draw or place a line of fit.


Related Resources

Formative Assessments

Name Description
Two Scatterplots

Students are asked to compare two lines fitted to data to determine which fit is better.

Three Scatterplots

Students are asked to informally assess three lines fitted to data to determine which fit is the best.

Line of Good Fit - 2

Students are asked to informally fit a line to model the relationship between two quantitative variables and to assess how well that line fits the data.

Line of Good Fit - 1

Students are asked to informally fit a line to model the relationship between two quantitative variables and to assess how well that line fits the data.

Lesson Plans

Name Description
How Fast Can You Go

Students will apply skills (making a scatter plot, finding Line of Best Fit, finding an equation and predicting the y-value of a point on the line given its x-coordinate) to a fuel efficiency problem and then consider other factors such as color, style, and horsepower when designing a new coupe vehicle.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Constructing and Calibrating a Hydrometer

Students construct and calibrate a simple hydrometer using different salt solutions. They then graph their data and determine the density and salinity of an unknown solution using their hydrometer and graphical analysis.

Scatter plots, spaghetti, and predicting the future

Students will construct a scatter plot from given data. They will identify the correlation, sketch an approximate line of fit, and determine an equation for the line of fit. They will explain the meaning of the slope and y-intercept in the context of the data and use the line of fit to interpolate and extrapolate values.

Original Student Tutorials

Name Description
Scatterplots Part 6: Using Linear Models

Learn how to use the equation of a linear trend line to interpolate and extrapolate bivariate data plotted in a scatterplot. You will see the usefulness of trend lines and how they are used in this interactive tutorial.

This is part 6 in 6-part series. Click below to open the other tutorials in the series.

Scatterplots Part 4: Equation of the Trend Line

Learn how to write the equation of a linear trend line when fitted to bivariate data in a scatterplot in this interactive tutorial.

This is part 4 in 6-part series. Click below to open the other tutorials in the series.

Scatterplots Part 3: Trend Lines

Explore informally fitting a trend line to data graphed in a scatter plot in this interactive online tutorial.

This is part 3 in 6-part series. Click below to open the other tutorials in the series.

Perspectives Video: Professional/Enthusiasts

Name Description
Determining Strengths of Shark Models based on Scatterplots and Regression

Chip Cotton, fishery biologist, discusses his use of mathematical regression modeling and how well the data fits his models based on  his deep sea shark research.

Download the CPALMS Perspectives video student note taking guide.

Slope and Deep Sea Sharks

Shark researcher, Chip Cotton, discusses the use of regression lines, slope, and determining the strength of the models he uses in his research.

Download the CPALMS Perspectives video student note taking guide.

Teaching Idea

Name Description
Now That is a Dense Graph

In this activity, the density of ethanol is found by graphical means. In the second part, the density of sodium thiosulfate is found, also by graphical means. The values found are then analyzed statistically.

Student Resources

Original Student Tutorials

Name Description
Scatterplots Part 6: Using Linear Models :

Learn how to use the equation of a linear trend line to interpolate and extrapolate bivariate data plotted in a scatterplot. You will see the usefulness of trend lines and how they are used in this interactive tutorial.

This is part 6 in 6-part series. Click below to open the other tutorials in the series.

Scatterplots Part 4: Equation of the Trend Line:

Learn how to write the equation of a linear trend line when fitted to bivariate data in a scatterplot in this interactive tutorial.

This is part 4 in 6-part series. Click below to open the other tutorials in the series.

Scatterplots Part 3: Trend Lines:

Explore informally fitting a trend line to data graphed in a scatter plot in this interactive online tutorial.

This is part 3 in 6-part series. Click below to open the other tutorials in the series.



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