
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to create a scatter plot from two quantitative variables and make predictions based on an estimate of the line of best fit.

Prior Knowledge: What prior knowledge should students have for this lesson?
 Students should know the difference between independent and dependent variables
 Student should know how to plot points
 Students should know properties of a linear function
*There is a section in the PowerPoint that allows teacher to recap what students should know before beginning the lesson.

Guiding Questions: What are the guiding questions for this lesson?
 What does the relationship between variables show us?
 What can you predict from a function?
 How does the shape of your graph help make inferences regarding the data?

Predict: What event, related to the focus topic, that may surprise students, will the students make a prediction about?
(5 minutes for each examples of a predicting)
Students will make predictions from the following examples. Students will predict the relationship between a scatterplot and the slope of the line of best fit.
Example #1: (via PowerPoint)
"As you get older, what happens to the amount of sleep you need per day?"
Example #2: (via Groups)
"As your foot get bigger, what happens to your height?"
Example #3: (via Show Me What You Know)
"The longer you watch TV, what happens to your test score?"

Observe: What will the students observe and/or infer during this step of the lesson? How will students communicate their observations and inferences?
(10 minutes for each example of observing)
Example #1: (via PowerPoint)
Students will observe teacher plotting each point from the data set, and reflect on the information presented. Teacher will then approximate an estimate of line of best fit on the scatterplot by using a yardstick or a long straightedge to make the line.
Example #2: (via Groups)
Students will be broken up into groups of 6. Each group will be focusing on the shoe size vs height data set. Each group will plot the points from the data given onto a poster graph and then display their findings at the front of the classroom. Students will make an estimate of a line of best fit on each graph by using a straight edge to draw a line of best fit. From there, students will then observe that when the scatterplot is increasing, the slope of the line of best fit will be positive. If the scatterplot is decreasing, the slope of the line of best fit will be negative.
Example #3: (via Show Me What You Know)
Students will have the opportunity to make an observation on their own by plotting points from the data set given, estimate a line of best fit, and identify a trend.

Explain: How will students be encouraged to develop explanations using their observations and scientific or mathematical concepts or principles?
(10 minutes for each example of explaining)
Example #1: (via PowerPoint)
Students will discuss with teacher the findings. Teacher should emphasis that if students are wrong in predictions it is alright as long as they learn from them. Teacher should highlight that predictions can be altered and they are just predictions.
Example #2: (via Groups)
Teacher will lead discussion whole group and discuss the findings of the groups with their poster boards.
Example #3: (via Show Me What You Know)
Students will answer questions on worksheet that answers the following questions:
 Uses an estimate of line of best fit to properly predict a value for one variable when given a value of the other variable that is outside of their data sample.
 Interpret the meaning of the data on the graph

Summative Assessment
(25 minutes)
 Students will take an Exit Ticket that assesses the following:
 Make a prediction based on a statement
 Make a scatter plot
 Predict a value looking from the scatter plot
 Create an argument or support the statement with justification

Formative Assessment
 Students will be asked questions during discussion that they will be answering verbally and/or using whiteboards. Questions like:
 What do you notice as the variables are changing?
 Answers will vary depending on which graph students are analyzing
 Which is the independent variable and which is the dependent variable?
 Answer: The independent variable is what represents the x axis and the dependent variable is what represents the y axis
 After plotting points, what shape does the scatterplot suggest?
 What does a point falling below or above the line of best fit mean?
 Answer: If the point is below the estimate of line of best fit, the point is less than the average, and if it is above, the point is above average

Feedback to Students
 • Verbally
 Student to Student
 Teacher to Student