### General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**8

**Strand:**Data Analysis and Probability

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

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

*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.

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)) |

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. |

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. |

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. |

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. |

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. |

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. |

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. |