
Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this lesson?
Upon completion of this lesson, the student will be able to:
 represent data on a scatter plot using graphing technology
 describe how variables in a data set are related
 determine a line of best fit
 determine an equation for the line of best fit
 recognize and interpret what the yintercept and slope represent in relation to the context of the data

Prior Knowledge: What prior knowledge should students have for this lesson?
MAFS.912.ACED.1.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
MAFS.912.FBF.1.1 Write a function that describes a relationship between two quantities.
MAFS.912.FIF.2.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Guiding Questions: What are the guiding questions for this lesson?
The following questions are embedded in the Guided Practice Activity.
 What is a scatter plot?
 What possible relationships can the two variables in a scatter plot have?
 What kind of function can be used to represent this relationship?
 What is a yintercept?
 What does the slope of a line represent?

Teaching Phase: How will the teacher present the concept or skill to students?
Teacher will begin the lesson by asking the following guiding questions to assess the students' prior knowledge of scatter plots, yintercepts, and slopes. (see Guided Practice Activity and Guided Practice Activity Key)
 What is a scatter plot?
 What possible relationships can the two variables in a scatter plot have?
 What kind of function can be used to represent this relationship?
 What is a yintercept?
 What does the slope of a line represent?
After discussing questions 15 from the guided practice activity, teacher should discuss (as a review from previous lessons) the steps to create a scatter plot with line of best fit by hand:
 Evaluate the data. Find high and low values for each variable.
 Decide on a scale for each axis.
 Plot all data points.
 Label each axis.
 Use a straight edge to draw a line of best fit.
Problem 6 requires students to see a graph. You may either display it with a projector and document camera, or make copies for students. Then discuss the following questions, related to the graph (Be sure to point out that the scale on the yaxis is in thousands of dollars):
 What kind of relationship do the two variables have?
 Describe this relationship.
 What is the approximate yintercept? (Review with students how to find this. Be sure to stress that it is where the line crosses the yaxis when the xvalue is zero. Some scatter plots may not begin the xaxis with zero.)
 Interpret the meaning of the yintercept.
 What is the approximate slope? How did you find it? (Different ways to find slope: calculate using the slope formula, given two ordered pairs; using two points on the line, use rise over run.)
 Interpret the meaning of the slope.
 Using the yintercept and the slope, determine the equation of the line. (Review with students that if they are given the equation of a line in slopeintercept form, they should be able to identify the slope and the yintercept.)
Teacher will now introduce the students to technology. Begin with a brief discussion on how technology has made our lives easier. Allow students to contribute ideas (example: cell phones).
Now show the video titled: How to Create a Scatter Plot and Create a Function Using Excel (Find link in Guided Practice)
Teacher then models the guided practice activity using technology, allowing students to follow steps on their own computers. The purpose of this is to introduce the students to the technology they will use, as well as give them the opportunity to use it (hands on). Give time between steps, allow students time to complete each step before moving to the next.
The data for the guided practice activity graph (which teacher may display with a projector and document camera, or make copies for students) is as follows:
Guided Practice Activity Data.docx
Years Experience

Income (in thousands of dollars)

0

20

5

30

5

40

10

30

10

50

15

50

20

60

25

50

30

70

35

60

 Enter the data into your spreadsheet
 Highlight the data
 Create and insert scatter plot
 Add data: line of best fit and equation of line
Follow up discussion on how technology made this process easier and quicker.
Next, begin a class discussion by defining and giving example(s) of bivariate data (data that has two variables), then ask students to give more examples. Also discuss whether these examples have positive, negative, or no correlation.
Possible examples of bivariate data to help lead class discussion:
 weight vs. height
 car speed vs. breaking distance
 length of time spent in basketball game vs. number of points the player scores
Teacher will now introduce independent practice activity. Explain to students that they will follow the exact same instructions to create a scatter plot using spreadsheet technology. This time, they will have more data points. Teacher may make a class set of "Doggie Data" for each student or display it with projector and document camera (See Doggie Data). They will also add a line of best fit and an equation of the line. They will answer all follow up questions on their worksheet in order to show they have a complete understanding of the lesson. (See Independent Activity and Independent Activity Key). Teacher may choose to discuss questions orally or collect and check papers.
Teacher will guide the students through the following closure questions (see closure key) as a class discussion:
 Would you be able to estimate the life expectancy of a 42 pound dog?
 What would it be?
 How did you determine your answer?
 Does this answer make sense?
 Would you be able to estimate the weight of a dog that is 30 years old?
 What would it be?
 How did you determine your answer?
 Does this answer make sense?
 Will all points on a line of best fit "make sense" in the context of the problem? Why or why not?
 Give a realworld example of a relationship in a scatter plot with a positive correlation.
 Give a realworld example of a relationship in a scatter plot with a negative correlation.
 Give a realworld example of a relationship in a scatter plot with no correlation.
Conclude with a discussion on how outside factors may be the cause of data that does not appear to correspond with the rest (such as health factors in some breeds of small dogs that may shorten their lifespan).
Students will complete the summative assessment (see attachment).

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The guided practice activity can be displayed on the whiteboard using a projector and document camera. If these items are unavailable, copies can be made and distributed to the students.
Teacher will begin the lesson by asking the following guiding questions to assess the students' prior knowledge of scatter plots, yintercepts, and slopes. (see Guided Practice Activity and Guided Practice Activity Key)
Guided Practice Activity Key.docx
Guided Practice Activity.docx
 What is a scatter plot?
 What possible relationships can the two variables in a scatter plot have?
 What kind of function can be used to represent this relationship?
 What is a yintercept?
 What does the slope of a line represent?
After discussing questions 15 from the guided practice activity, teacher should discuss (as a review from previous lessons) the steps to create a scatter plot with line of best fit by hand:
 Evaluate the data. Find high and low values for each variable.
 Decide on a scale for each axis.
 Plot all data points.
 Label each axis.
 Use a straight edge to draw a line of best fit.
Problem 6 requires students to see a graph. Discuss the following questions, relating to the graph (Be sure to point out that the scale on the yaxis is in thousands of dollars):
 What kind of relationship do the two variables have?
 Describe this relationship.
 What is the approximate yintercept? (Review with students how to find this. Be sure to stress that it is where the line crosses the yaxis when the xvalue is zero. Some scatter plots may not begin the xaxis with zero.)
 Interpret the meaning of the yintercept.
 What is the approximate slope? How did you find it? (Different ways to find slope: calculate using the slope formula, given two ordered pairs; using two points on the line, use rise over run.)
 Interpret the meaning of the slope.
 Using the yintercept and the slope, determine the equation of the line. (Review with students that if they are given the equation of a line in slopeintercept form, they should be able to identify the slope and the yintercept.)
Teacher will now introduce the students to technology. Begin with a brief discussion on how technology has made our lives easier. Allow students to contribute ideas (ex.: cell phones).
Now show the video titled: How to Create a Scatter Plot and Create a Function Using Excel:
http://www.youtube.com/watch?v=yei_8aEqcC0
If you use a different spreadsheet program, or different version of Excel, be sure that you point out the differences to students as you model the guided activity with YOUR technology. Be sure you know how to use your spreadsheet program before you begin this activity.
Teacher now models the guided practice activity using technology, allowing students to follow steps on their own computers. The purpose of this is to introduce the students to the technology they will use, as well as give them the opportunity to use it (hands on). Give time between steps, allow students time to complete each step before moving to the next.
The data for the guided practice activity graph (which teacher may display with a projector and document camera, or make copies for students) is as follows:
Guided Practice Activity Data.docx
Years Experience

Income (in thousands of dollars)

0

20

5

30

5

40

10

30

10

50

15

50

20

60

25

50

30

70

35

60

 Enter the data into your spreadsheet
 Highlight the data
 Create and insert scatter plot
 Add data: line of best fit and equation of line
Follow up discussion on how technology made this process easier and quicker.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Begin a class discussion by defining and giving example(s) of bivariate data (data that has two variables), then ask students to give more examples. Also discuss whether these examples have positive, negative, or no correlation.
Possible examples of bivariate data to help lead class discussion (in case students cannot think of any):
 weight vs. height
 car speed vs. breaking distance
 length of time spent in basketball game vs. number of points the player scores
Teacher will now introduce independent practice activity. Explain to students that they will follow the exact same instructions to create a scatter plot using spreadsheet technology. This time, they will have more data points. Teacher may make a class set of "Doggie Data" for each student or display it with projector and document camera See (Doggie Data). They will also add a line of best fit and an equation of the line. They will answer all follow up questions on their worksheet in order to show they have a complete understanding of the lesson. (See Independent Activity and Independent Activity Key). Teacher may choose to discuss questions orally or collect and check papers.
Doggie Data.docx
Independent Activity.docx
Independent Activity Key.docx

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Begin closure by discussing the answers to the questions of the independent activity. Then facilitate a class discussion of the meaning behind the trend line by asking the following questions:
 Would you be able to estimate the life expectancy of a 42 pound dog?
 What would it be?
 How did you determine your answer?
 Does this answer make sense?
 Would you be able to estimate the weight of a dog that is 30 years old?
 What would it be?
 How did you determine your answer?
 Does this answer make sense?
 Will all points on a line of best fit "make sense" in the context of the problem? Why or why not?
 Give a realworld example of a relationship in a scatter plot with a positive correlation.
 Give a realworld example of a relationship in a scatter plot with a negative correlation.
 Give a realworld example of a relationship in a scatter plot with no correlation.
Answers to these questions can be found on the Closure Key: Closure Key.docx
Conclude with a discussion on how outside factors may be the cause of data that does not appear to correspond with the rest (such as health factors in some breeds of small dogs that may shorten their lifespan).

Summative Assessment
The summative assessment will allow the teacher to determine if students have gained mastery of the two standards addressed, MAFS.912.SID.2.6 and MAFS912.SID.3.7. The teacher will give the summative assessment after the lesson has been taught. Students ability to create a scatter plot with a line of best fit (by hand and with technology), describe the relationship between two variables, and recognize and interpret both the slope and yintercept will be considered as mastery of the standards.
Summative Assessment.docx

Formative Assessment
Throughout the lesson, the teacher will be able to assess students' understanding of the material while observing students during guided practice and independent practice.

Feedback to Students
Students will receive feedback on the formative assessment in the form of classroom discussion. The students will use this feedback to gain a better understanding of what is expected of them during the lesson.
The students will receive verbal feedback from the teacher as needed during the guided and independent practice.