Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- Students will be able to make a scatter plot.
- Students will be able to describe the relationship between two quantitative variables.
- Students will be able to predict missing values using the model.
Note: Only a part of the standard will be addressed.
Prior Knowledge: What prior knowledge should students have for this lesson?
- The students should know how to graph points.
- The students should know the properties of linear functions.
- The students should know the difference between dependent and independent variable.
Guiding Questions: What are the guiding questions for this lesson?
- How is demonstrating data on a scatter plot an effective way to represent data?
- How can you use the scatter plot to describe the relationship between two quantitative variables?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will show a scatter plot with 9 points on board. The x-axis will show the first 9 days of the month and the y-axis will show the numbers of text messages sent per day. The students will be ask to write observations about the presented graph. Then they will be ask to define scatter plot. Next, The teacher will ask one students per group to share their definition of scatter plot with the class. Finally, the teacher will write the definition for scatter plot and will explain how it can be used effectively.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will ask 10 students to create an ordered pair with x representing the numbers of hours spent using a cellphone on Saturdays and y representing the numbers of hours spent on homework and graph it on the board. Finally, the teacher will create scatter plot and will discuss with the students the relation between the use of a cellphone and the completion of homework.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The students will be organized in groups of three and they will create their own table of values with two variables. Then, they will construct a scatter plot and will describe the relationship between the two variables.
Suggestions for students to use:
- height vs. foot length
- arm span vs. height
- or other qualitative data that the teacher approves
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
At end of the lesson, the students will respond to the following questions:
- With which aspect of today's class work were you successful?
- How can you use what you learned today in real life?
At end of the lesson, the students will have to answer some questions to evaluate their knowledge of scatter plots.
The students will be assessed on:
- creating a table of values, constructing a scatter plot.
- determining the relationship between two variables in a scatter plot.
- making predictions using a trend line.
- writing the equation of a line of fit.
- What is the advantage of using a scatter plot?
The scatter plot can display a large amount of data and make it easy to discern a relationship between the variables if one exists.
- Describe how you construct a scatter plot.
- Collect data and organize it in a table of values.
- Determine the scale to be used on each axis.
- Graph the data.
- Decide if there is a relationship between the variables.
- Draw a line of fit.
- Make predictions using the line of fit.
- How can you determine if two variables are correlated using a scatter plot?
Look for a linear trend in the data. If one exists, analyze its strength by observing how close the data points adhere to a trend line that models the data.
- Given a scatter plot, how can you use a trend line to make predictions?
Locate the value of an independent variable on the trend line and then identify the value of its dependent variable.
Think, Pair, Share
Students will be asked to consider the following questions. Possible answers are shown in parentheses.
- What two variables are related in the scatterplot? (Number of texts sent and day)
- Is there any evidence of a linear relationship? (Yes)
- If so, how would you describe the relationship? (Positive linear relationship)
- How would you describe the strength of the relationship? (Weak)
After 2 minutes, students will pair with a close partner and discuss their answers with their partner.
After 2 minutes, there will be a group discussion during which students share their thoughts.
The teacher will ask the students to:
- Draw a trend line for the data.
- Estimate the number of texts sent on the tenth day.
- Write an equation of the trend line.
- Use the equation to predict the number of texts sent on the tenth day.
Feedback to Students
The teacher will interact with students as they work to keep track of their progress and so assistance can be requested, if needed.
Accommodations & Recommendations
Students can be paired to help each other.
PowerPoint slides can be printed as notes for students.
This lesson can be extended by using technology to find a line of best fit. In future lessons, the correlation coefficient can be explored as well as the issue of correlation vs. causation.
Suggested Technology: Graphing Calculators, Interactive Whiteboard, Basic Calculators, GeoGebra Free Software
Special Materials Needed:
The teacher could provide data sets during the guided and independent practice phases to ensure the variables are correlated and to address time constraint issues.
Make use of repeated patterns
Make sue of structure
Source and Access Information
Name of Author/Source: eddiberto contreras
District/Organization of Contributor(s): Orange
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.