Getting Started 
Misconception/Error The student makes significant errors in scaling the x or yaxis. 
Examples of Student Work at this Level The student does not appropriately scale the axes. The student:
 Does not show a scale on one or both axes.
 Uses unequal intervals on one or both axes (e.g., labels axes with actual data values without regard to scale).
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 Does not scale an axis so that all data can be graphed.
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Questions Eliciting Thinking What is the appropriate way to draw and label a number line?
Can you scale your number line using equal intervals?
What portion of each axis should you show to graph all of the data points? Do both axes have to be scaled in the same way? 
Instructional Implications Explain that the scatterplot is a visual representation of twovariable data. Guide the student to observe that the axes should be scaled so each data point can be graphed. Remind the student that data points are graphed using the usual conventions of the coordinate plane. Help the student devise a strategy for finding an appropriate scale for each axis that will allow all the data points to be graphed. Caution the student to scale the axes in equal intervals and limit the visible portion of the axes to the ranges of the data given in the table. Remind the student to title the graph and label each axis.
Consider using the virtual manipulatives Scatterplot (CPALMS ID 53932) and Line of Best Fit (CPALMS ID 11280) to assist the student in choosing appropriate scales and intervals.
Provide additional opportunities to create scatterplots from sets of data. 
Moving Forward 
Misconception/Error The student makes one or more minor errors in some component of the graph. 
Examples of Student Work at this Level The student:
 Neglects to graph a point, or graphs it inaccurately.
 Connects each data point as if it were a line graph.
 Does not give the graph a title, label the axes, and/or provide units.

Questions Eliciting Thinking What is the difference between a line graph and a scatterplot? Which is asked for here?
Can you check that each of the points has been graphed correctly?
Can you rescale your axis to remove the break in the middle, but leaving enough room for all your points to be read clearly?
What could be the title of this graph? How should the axes be labeled? 
Instructional Implications Provide feedback to the student regarding any error made and allow the student to revise the graph. Provide a checklist of features that the scatterplot must contain: uniformly scaled axes that are appropriate for the range of data, axis labels and units, a title, and precisely located data points for each ordered pair. Explain that it is acceptable to show a break in the scale after zero, if there would otherwise be a gap that would make the graph difficult to interpret. Explain that typically breaks are not used in the middle of an axis, since doing so makes patterns and clustering more difficult to detect. Help the student find a different scale, if needed.
Provide additional opportunities to create scatterplots for sets of data. Engage the student in a discussion of the differences between line graphs and scatterplots in order to eliminate confusion.Â Consider implementing the lessonsÂ Finding the Hottest Trend (CPALMS ID 51374) and What's Your Association: Scatter Plots and Bivariate Data (CPALMS ID 71494) to guide the student to construct scatterplots and recognize patterns and associations. 
Almost There 
Misconception/Error The student does not provide a clear contextual explanation of the relationship between the variables. 
Examples of Student Work at this Level The student correctly scales the axes and plots the data points. However, when describing the relationship between the two variables, the student:
 Writes an incorrect statement such as, â€śFor every 10 pound increase in weight, the length goes up by about 1015 feet.â€ť
 Describes the relationship as â€śpositiveâ€ť or â€śincreasingâ€ť rather than explaining in the context of the variables.
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 Describes the converse of the relationship.
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Questions Eliciting Thinking Can you explain your interpretation of the relationship? How did you determine the amounts of change in ach variable?
What do you mean that the scatterplot is â€śpositive?â€ť What does that indicate about the relationship between the two variables?
Which variable is the independent variable in this context? Did the scientists manipulate the lengths of the cords to determine their effect on the weights or vice versa? 
Instructional Implications Explain what it means to describe the relationship between the variables using the context of the data. Model an explanation of the relationship between the variables such as, â€śThe greater the weight placed on the bungee cord, the longer it stretches.â€ť
Explain that although either variable can be graphed on either axis, typically the independent variable is graphed on the horizontal axis. Assist the student in using the context to determine which variable is the independent variable and with devising an explanation that reflects this.
Provide additional opportunities for the student to evaluate and explain the relationship between variables graphed on a scatterplot. Consider implementing other MFAS tasks from standard (8.SP.1.1). 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student produces a scatterplot with uniformly scaled axes that are appropriate for the range of data: axis labels and units, a title, and precisely located data points for each ordered pair. The student interprets the relationship between the variables in a reasonable way. For example, the student says, â€śThe more weight applied to the bungee cord, the farther it stretches.â€ť
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Questions Eliciting Thinking How did you determine the scale for each axis?
How would your scatterplot change if the scale changed?
Which variable is the independent variable? How did you determine this? 
Instructional Implications Introduce the student to lines of fit that can be used to model the relationship between two linearly related variables. Challenge the student to fit a line to the data, write the equation of the line, and use the equation to make predictions about values of variables. 