Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The student will be able to:
- Construct a scatter plot and determine the equation of the line of best fit of a given set of data using technology.
- Interpret the slope and y-intercept of a regression model in the context of the variables.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to:
- Solve linear equations.
- Graph linear functions by hand or by using technology.
- Create scatter plots.
- Be familiar with GeoGebra.
Guiding Questions: What are the guiding questions for this lesson?
- How are mathematical models fitted to data?
- How are decisions about the fit of the model made?
- How are mathematical models used?
Teaching Phase: How will the teacher present the concept or skill to students?
This is a review lesson on fitting functions to data; it can be used as reinforcement and extra practice.
Use the first set of data on the You Can Plot It worksheet to model for your students how to use Geogebra (or another technology) to create a scatter plot. Students can follow along on their own computers.
- Input the data in a Geogebra spreadsheet.
- Highlight all data; from the menu at the top of the screen, select the bar chart icon, and change to two-variable regression analysis.
- Select Analyze.
- Once the scatter plot appears have students describe any patters or trends they see in the data. For example, is the data linear? If so, is it increasing or decreasing?
- At the bottom of the screen, under "Regression Model," select linear. Have students observe the line of best fit in relation to the data points and record its equation. Remind students that the closer the points are to the line, the better the fit.
- Interpret both the slope and the y-intercept in the context of the variables.
- Have students use the equation to predict the number of calories Gina will burn when running for 15 minutes.
- Encourage students to experiment with other function types to determine which best fits the data.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
For additional guided practice, ask your students to compete Problem #2. Circulate through the room and provide assistance as needed.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will work on Problems #3 and #4 by themselves as a summative assessment.
The teacher can decide if students should print their graphs or save and submit their work via email.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Students will state on an exit slip answers to the following prompts:
- Explain why scatter plots are useful.
- Explain why regression models are useful.
Answers will vary but should include:
- Scatter plots are a visual representation of a set of bivariate data that allow for possible trends and associations to be detected and informally described.
- Regression models can be useful in understanding the relationship between two variables and in making predictions of the value of one variable when given a value of the other. Interpolation is most useful, but extrapolation of data can also occur, but more cautiously.
Students will complete Problems #3 and #4 on the You Can Plot It worksheet as an independent practice to assess their understanding of fitting linear functions to data. See attached.
The teacher should probe student understanding throughout the lesson and address any misconceptions. The teacher should circulate through the room during the guided practice phase of the lesson, providing feedback and assistance as needed.
Feedback to Students
During the lesson, students will write notes in their journals as well as orally answer questions posed by the teacher and other students.
- Students will work individually and then compare their results with other students when assigned to small groups.
- The teacher will facilitate and monitor discussions during small group time and give instant feedback to help eliminate any misconceptions.
Accommodations & Recommendations
- Provide a set of printed instructions for using GeoGebra.
- Read instructions clearly and repeatedly to ensure comprehension.
- Model answering questions with succinct answers.
- Use small group instruction, and pair students during guided practice and independent work.
Review the concept of an outlier. Ask your students to consider how an outlier in the data might affect the location of the line of best fit and its equation.
Suggested Technology: Document Camera, Graphing Calculators, Computer for Presenter, Computers for Students, Internet Connection, Interactive Whiteboard, Basic Calculators, LCD Projector, Microsoft Office, GeoGebra Free Software
Special Materials Needed:
GeoGebra is the technology used in this lesson. However, any technology that can produce a scatter plot and a regression equation can be substituted.
1. Reason abstractly and quantitatively.
2. Use tools strategically.
3. Attend to precision.
4. Look for and make use of structure.
Source and Access Information
Name of Author/Source: gina butler
District/Organization of Contributor(s): Broward
Access Privileges: Public
* Please note that examples of resources are not intended as complete curriculum.