# Performance Based Learning and Assessment Task

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Performance Based Learning and Assessment Task Connecting Scatter Plots and Correlation Coefficients Activity I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The students are instructed to collect data to create 6 linear scatter plots.(2 positive trends, 2 negative trends, and 2 no trends) The students will plot the scatter plots using the graphing calculator and/or Microsoft Excel, find the correlation coefficient, and make connections. II. UNIT AUTHOR: Amy Corns, Patrick County High School, Patrick County Public Schools. III. COURSE: Algebra I IV. CONTENT STRAND: Statistics V. OBJECTIVES: The student will be able to: Organize and collect data about the research topic Sketch the graphs of the data Plot the data using the graphing calculator in order to find the correlation coefficient and/or Microsoft Excel. Analyze the data to successfully express results and conclusions. VI. REFERENCE/RESOURCE MATERIALS: Calculator, Laptop Cart, and/or Graph Paper VII. PRIMARY ASSESSMENT STRATEGIES: Students will be graded on the accuracy of their conclusions and predictions connecting the correlation coefficient to the scatterplots. Students will also be assessed on the quality and neatness of their work. There will also be a self-assessment that will provide the student with a checklist and a rubric for the teacher. VIII. IX. EVALUATION CRITERIA: The self-assessment and teacher assessment will count 24 points each for a total of 48% of the overall score. The following rubric gives a detailed breakdown of the scoring for the assessment. The remaining 52% will be in the form of a benchmark assignment. The benchmark gives the point value for each question. INSTRUCTIONAL TIME: This activity is estimated to take 1 week from the date assigned, but only use 2 class blocks. (1 block to plan and organize the project. Students will be given 4-5 days to collect the data outside of the instructional time. Then, 1 block to analyze and complete the project.)

2 Connecting Scatter Plots and Correlation Coefficient Activity Strand Algebra I: Statistics Mathematical Objective(s) The goal of this activity is to review trends of scatter plots with students. This will also allow students to use higher level thinking skills to create their own examples of positive, negative, and no trends within the scatter plots. Furthermore, students will learn how to graph the data and find the correlation coefficient using the graphing calculator and/or Microsoft Excel. Finally, the student will be able to analyze their results and draw conclusions based on those results. Related SOL A.11 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions The student will a) make comparisons, predictions, and inferences, using information displayed in graphs; and b) construct and analyze scatterplots. NCTM Standards relate and compare different forms of representation for a relationship; interpret representations of functions of two variables draw reasonable conclusions about a situation being modeled. Materials/Resources See attached data collection spreadsheet See attached results benchmark See attached TI Graphing Calculator Instructions See attached Microsoft Excel Instructions Graph Paper Graphing Calculator Assumption of Prior Knowledge Students have basic knowledge of trends in Scatter Plots in 7 th or 8 th grade. Students should be able to gather data and correctly plot the data on a coordinate grid. Students may have difficulty entering the data into the graphing calculator and finding the correlation coefficient. The teacher may need to have a written guide for students to follow with the keystroke entry process or the teacher may want to model the process prior to the assignment. Students may also have difficulty thinking of real world variables to compare 2

4 On day 1, students should be discussing which Real World examples will create positive, negative, and no trends. Teachers will listen carefully and make appropriate and encouraging suggestions and comments. On days 2-5, students should be gathering their data. Teachers should give daily timeline reminders to the students and answer questions. On day 6, students should be plotting their data, calculating the correlation coefficients and completing the attached benchmark. Teachers will troubleshoot any problems that occur and make suggestions to help guide students in the right direction. On day 7, all work should be turned in and class discussion should be held regarding the results of the project. Monitoring Student Responses o Students are to communicate their thinking by asking questions to group members, making suggestions, and being active listeners to others in the group. o Students are to communicate with each other in a supportive manner; o Teachers are to carefully clarify questions and provide possible problem-solving strategies to overcome difficulties without giving the direct solutions to the students. Assessment List and Benchmarks Students will complete each of the following: 1. Data Collection Worksheet for each of the 6 scatter plots. (6 Total Pages) 2. Benchmark 3. Self-Assessment 4

5 Connecting Scatter Plots and Correlation Coefficients Self/Teacher Assessment Name: Date: Block NUM Element Point Value Self Teacher 1 Has the data been correctly entered into the 3 table? 2 Is the data organized and clear to understand? 3 3 Are there 6 Scatter Plots Completed? 3 4 Do the Scatter Plots reflect 2 positive trends, 2 3 negative trends, and 2 no trends? 5 Are the Scatter Plots labeled, titled, and 3 plotted correctly? 6 Are the Scatter Plots neat and organized? 3 7 Are the Correlation Coefficients calculated 3 accurately? 8 Were all elements of the benchmark 3 complete? TOTAL 24 5

6 Has the data been correctly entered into the table? 3 Points 2 Points 1 Point 0 Points All data was Almost all data Few data was No data was entered was entered entered entered correctly into correctly into the correctly into correctly into the table. table. the table the table. Is the data organized and clear to understand? All data is organized and clear to understand. Most of the data is organized and clear to understand. Few of the data is organized and clear to understand The data is not organized nor clear to understand. Are there 6 Scatter Plots Completed? All 6 Scatter Plots are completed At least 4 of the scatter plots are completed. At least 2 of the scatter plots are completed. Less than 2 of the scatter plots are completed. Do the Scatter Plots reflect 2 positive trends, 2 negative trends, and 2 no trends? In the 6 scatter plots, 2 reflect positive trends, 2 reflect negative trends, and 2 reflect no trends. In the 6 scatter plots, most of the scatter plots reflect the 3 different types of trends. In the 6 scatter plots, few of the scatter plots reflect the 3 different types of trends. The 3 different types of trends are not reflected in the 6 scatter plots. Are the Scatter Plots labeled, titled, and plotted correctly? All the scatter plots are labeled, titled, and plotted correctly. Most of the scatter plots are labeled, titled, and plotted correctly. Few of the scatter plots are labeled, titled, and plotted correctly. None of the scatter plots are labeled, titled, and plotted correctly. Are the Scatter Plots neat and organized? All of the scatter plots are neat and organized. Most of the scatter plots are neat and organized. Few of the scatter plots are neat and organized. None of the scatter plots are near nor organized. Are the Correlation Coefficients calculated accurately? All of the correlation coefficients are calculated accurately. Most of the correlation coefficients are calculated accurately. Few of the correlation coefficients are calculated accurately. None of the correlation coefficients are calculated accurately. Were all elements of the benchmark complete? All the elements of the benchmark were complete. Most of the elements of the benchmark were complete. Few of the elements of the benchmark were complete. None of the elements of the benchmark were complete. TOTAL 6

7 Data Collection Worksheet Name: compared to (1 st Real World Variable) (2 nd Real World Variable) 1 st Real World Variable 2 nd Real World Variable

8 Data Collection Worksheet Name: Example Hours of Study Time compared to Course Grades (1 st Real World Variable) (2 nd Real World Variable) 1 st Real World Variable 2 nd Real World Variable Hours of Study Time(per week) Course Grades

9 Connecting Scatter Plots to Correlation Coefficients Algebra I Name: Date: Block 1) Plot the first positive trend Scatter Plot below: (4 points) 2) What is the correlation coefficient for the data? (2 points) 3) Plot the second positive trend scatter plot below: (4 points) 9

10 4) What is the correlation coefficient for the data? (2 points) 5) What connection do you notice between the positive trend scatter plots and the correlation coefficient? ( 2 points) 6) Which set of positive trend data has the line of best fit and why? (2 points) 7) Plot the first negative trend scatter plot below: (4 points) 8) What is the correlation coefficient for this data? (2 points) 10

11 9) Plot the second negative trend scatter plot below: (4 points) 10) What is the correlation coefficient for this data? (2 points) 11) What connection do you notice between the negative trend scatter plots and the correlation coefficient? (2 points) 12) Which set of negative trend data has the line of best fit and why? (2 points) 11

12 13) Plot the first no trend scatter plot below: (4 points) 14) What is the correlation coefficient for this data? (2 points) 15) Plot the second no trend scatter plot below: (4 points) 12

13 16) What is the correlation coefficient for this data? (2 points) 17) What connection do you notice between the scatter plot and the correlation coefficient? (2 points) 18) Is there a line of best fit from the no trend data and why? (2 points) 19) Summarize the conclusions you have drawn connecting the scatter plots to the correlation coefficients. Be specific. (2 points) 20) Based on what you learned from this activity, how can you use the correlation coefficients to determine the line of best fit? (2 points) 13

15 Microsoft Excel Instructions 1) Enter your Data into the cells making two lists(input and output) 2) Highlight your data 3) Choose Insert Scatter Plot 4) You can right click on the scatter plot to choose different options for the scatterplot. (ie add x & y labels, trend lines, trend line equations, r value, etc..) 5) Make sure to take the Square Root of your R Squared value to find the value of R(Correlation Coefficient). If the trend is negative, you can assume the r value will be negative as well. 15

16 16

17 17

18 18

19 19

20 20

21 21

22 Connecting Scatter Plots to Correlation Coefficients 1) Plot the first positive trend Scatter Plot. 2) Make Hours of Study Time Course Grades sure to label and title your Scatter Plot and to find 0 55 the R Squared Value HOURS OF STUDY TIME(PER WEEK) STUDY TIME VS COURSE GRADES 120 R² = COURSE GRADES 3) Plot the second positive trend Scatter Plot. # of time one eats Outside Temp 4) What is the correlation coefficient for this data? ice cream(per week) OUTSIDE TEMPERATURE ICE CREAM INTAKE VS OUTSIDE TEMPERATURE R² = ICE CREAM INTAKE (PER WEEK) 5) What connection do you notice between the positive trend scatter plots and the correlation coefficient? Both of the positive trend scatter plots have correlation coefficients close to 1. 6) Which set of positive trend data has the line of best fit? I believe the first set has a better line of best fit. The points would be closer to the line and correlation coefficient is closer to 1. 7) Plot the first negative trend Scatter Plot. # of Layers of ClothingOutside Temp 8) What is the Correlation Coefficient? OUTSIDE TEMPERATURE LAYERS OF CLOTHING VS OUTSIDE TEMPERATURE 120 R² = # OF LAYERS OF CLOTHING 9) Plot the second negative trend Scatter Plot. Hours Watching TV Grade Point Average 10) What is the Correlation Coefficient? ) What connection do you notice between the 6 4 negative trend Scatter Plots and the correlation coefficient? Both negative trend scatter plots have 8 3 correlation coefficients close to ) What set of negative trend data has the line of best fit and why? Although both seem to have good 12 2 lines of fit, I believe the first one is better because correlation coefficient is closer to -1. GRADE POINT AVERAGE (GPA) HOURS WATCHING TV VS GPA R² = HOURS WATCHING TV 22

23 13) Plot the first no trend Scatter Plot. Ladies Shoe Size Hours Watching TV 14) What is the Correlation Coefficient? HOURS WATCHING TV LADIES SHOE SIZE VS HOURS WATCHING TV R² = LADIES SHOE SIZE 15) Plot the second no trend Scatter Plot 16) What is the Correlation Coefficient? # of times Dining Out GPA ) What connection do you notice between the Scatter Plot and the correlation coefficient? Both no trend scatter plots have correlation cofficients close 7 3 to ) Is there are line of best fit and why? There is 10 5 no line of best fit because neither variables are related to each other. The scatter plots support this with the data being scattered all across the graph. Grade Point Average (GPA) Dining Out vs Grade Point Average 6 5 R² = # of times Dining Out 19) Summarize the conclusions you have drawn connecting the Scatter Plots to the correlation coefficients. Be specific. Positive Trend correlation coefficients are close to 1. The closer it is to 1, the better and stronger the line of best fit. Negative trend coefficients are close to -1. The closer it is to -1, the stronger the correlation. No trend scatter plots correlation coefficients are close to 0. 20) Based on what you learned from this activity, how can you use the correlation coefficients to determine the line of best fit? The closer the correlation coefficient is to 1 or -1, the stronger the line of best fit. The closer it is to 0, the weaker the line is. 23

### Performance Based Learning and Assessment Task Body Measurement Activity I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will gain experience in

Performance Based Learning and Assessment Task Body Measurement Activity I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will gain experience in data collection and analysis. Through this investigation,

### Exponential Growth and Modeling

Exponential Growth and Modeling Is it Really a Small World After All? I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will apply their knowledge of functions and regressions to compare the U.S. population

### Performance Based Learning and Assessment Task How to Calculate and Analyze the Equation for a Parabolic Path I. ASSESSSMENT TASK OVERVIEW & PURPOSE:

Performance Based Learning and Assessment Task How to Calculate and Analyze the Equation for a Parabolic Path I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will apply their knowledge of the curve of

### Performance Based Learning and Assessment Task Modeling Quadratics Basketball Video Project I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will use

Performance Based Learning and Assessment Task Modeling Quadratics Basketball Video Project I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will use their own video footage of a basketball going into

### I. ASSESSSMENT TASK OVERVIEW & PURPOSE:

Performance Based Learning and Assessment Task Kite Project I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The students are instructed to: research the history, science, and design of kites; design a of their

### ASSESSSMENT TASK OVERVIEW & PURPOSE:

Suspension Bridges and the Parabolic Curve I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The student will examine the phenomenon of suspension bridges and see how the parabolic curve strengthens the construction.

### Transformational Graphing in the Real World

Transformational Graphing in the Real World I. UNIT OVERVIEW & PURPOSE: This unit specifically addresses the concept of transformational graphing. Absolute value, polynomial, and square root functions

### ASSESSSMENT TASK OVERVIEW & PURPOSE:

Developing a Trigonometry Phone App I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this activity, students will be asked to develop a program for a smartphone application that could be used to calculate the

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Staircases and Ramps I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The students will use slope to describe the characteristics of ramps versus the stairs between

### Performance Based Learning and Assessment Task A Day at the Beach! I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The goal of this activity is to calculate

Performance Based Learning and Assessment Task A Day at the Beach! I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The goal of this activity is to calculate volume and complete problems involving volume and rate.

### Performance Based Learning and Assessment Task Polynomial Farm I. ASSESSSMENT TASK OVERVIEW & PURPOSE:

Performance Based Learning and Assessment Task Polynomial Farm I. ASSESSSMENT TASK OVERVIEW & PURPOSE: This performance task is planned to give students an opportunity to add, subtract, multiply, and divide

### Study Resources For Algebra I. Unit 1C Analyzing Data Sets for Two Quantitative Variables

Study Resources For Algebra I Unit 1C Analyzing Data Sets for Two Quantitative Variables This unit explores linear functions as they apply to data analysis of scatter plots. Information compiled and written

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Activity/Task Title I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will be asked to find various characteristics of a polynomial function, modeled by a

### UNIT AUTHOR: Brooke Mullins, Eastern Montgomery High School, Montgomery County VA.

Saving the US from a Missile Crisis. I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this activity, students will be asked to write a quadratic equation given two points and the vertex. They will then have

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Throwing a Football I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will be using a variety of algebraic concepts and skills dealing with quadratic functions.

### Performance Based Learning and Assessment Task Confetti Task

Performance Based Learning and Assessment Task Confetti Task I. ASSESSMENT TASK OVERVIEW & PURPOSE: In this task, Geometry students will investigate how surface area and volume is used to estimate the

### Title: Take a B.R.E.A.T.H. with Us! (Balloon Regression Experiment Analyzing Time vs. Height) Activity

Title: Take a B.R.E.A.T.H. with Us! (Balloon Regression Experiment Analyzing Time vs. Height) Activity Brief Overview: The lesson introduces the concepts of line of best-fit (linear regression) and residuals.

### Scatter Plot, Correlation, and Regression on the TI-83/84

Scatter Plot, Correlation, and Regression on the TI-83/84 Summary: When you have a set of (x,y) data points and want to find the best equation to describe them, you are performing a regression. This page

### How strong is a linear relationship?

Lesson 19 Interpreting Correlation Student Outcomes Students use technology to determine the value of the correlation coefficient for a given data set. Students interpret the value of the correlation coefficient

### Performance Based Learning and Assessment Task Pizza Sector Task I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will be introduced to the concept

Performance Based Learning and Assessment Task Pizza Sector Task I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will be introduced to the concept of a sector of a circle and will learn the formula used

### Natural Disaster Recovery and Quadrilaterals

Natural Disaster Recovery and Quadrilaterals I. UNIT OVERVIEW & PURPOSE: In this unit, students will apply their knowledge of quadrilaterals to solve mathematics problems concerning a tornado that struck

### UNIT PLAN: EXPONENTIAL AND LOGARITHMIC FUNCTIONS

UNIT PLAN: EXPONENTIAL AND LOGARITHMIC FUNCTIONS Summary: This unit plan covers the basics of exponential and logarithmic functions in about 6 days of class. It is intended for an Algebra II class. The

### Simple Linear Regression Excel 2010 Tutorial

Simple Linear Regression Excel 2010 Tutorial This tutorial combines information on how to obtain regression output for Simple Linear Regression from Excel and some aspects of understanding what the output

### Regents Exam Questions A2.S.8: Correlation Coefficient

A2.S.8: Correlation Coefficient: Interpret within the linear regression model the value of the correlation coefficient as a measure of the strength of the relationship 1 Which statement regarding correlation

### I. UNIT OVERVIEW & PURPOSE:

Function Family Fun I. UNIT OVERVIEW & PURPOSE: This unit emphasizes the real-world applications of parent functions and their transformations. It is crucial for high school students to have the ability

### I. ASSESSSMENT TASK OVERVIEW & PURPOSE:

Performance Based Learning and Assessment Task Surface Area of Boxes I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In the Surface Area of Boxes activity, students will first discuss what surface area is and

### Unit 5: Scatter Plots

Unit 5: Scatter Plots scatter plot regression correlation line of best fit/trend line correlation coefficient residual residual plot observed value predicted value I. Vocabulary List Definitions will be

### Entering data in a spreadsheet, plotting data points on a graph and determining various types of regression equations (linear, quadratic and power).

Regression Equations and Real-World Data How much does gas cost now and in the future? by John Hinojosa Activity Overview In this activity, students will use data collected from the Energy Information

### Performance Based Learning and Assessment Task Exploring Coal Pillar Mining I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The purpose of this activity is

Performance Based Learning and Assessment Task Exploring Coal Pillar Mining I. ASSESSSMENT TASK OVERVIEW & PURPOSE: The purpose of this activity is to assess the students ability to calculate volume and

### Chapter 7: Scatter Plots, Association, and Correlation

Chapter 7: Scatter Plots, Association, and Correlation Scatterplots compare two quantitative variables in the same way that segmented bar charts compared two categorical variables. You can start observing

### TEACHER: Spaghetti Residuals & Correlation

Summary In this task, students will analyze the data from Breaking Spaghetti. Develop understanding of residuals. Use technology to draw residual plot. Use residual plots to determine whether a linear

### PPS TI-83 Activities Algebra 1-2 Teacher Notes

PPS TI-83 Activities Algebra 1-2 Teacher Notes It is an expectation in Portland Public Schools that all teachers are using the TI-83 graphing calculator in meaningful ways in Algebra 1-2. This does not

### ID X Y

Dale Berger SPSS Step-by-Step Regression Introduction: MRC01 This step-by-step example shows how to enter data into SPSS and conduct a simple regression analysis to develop an equation to predict from.

### AP Statistics: Syllabus 3

AP Statistics: Syllabus 3 Scoring Components SC1 The course provides instruction in exploring data. 4 SC2 The course provides instruction in sampling. 5 SC3 The course provides instruction in experimentation.

### You buy a TV for \$1000 and pay it off with \$100 every week. The table below shows the amount of money you sll owe every week. Week 1 2 3 4 5 6 7 8 9

Warm Up: You buy a TV for \$1000 and pay it off with \$100 every week. The table below shows the amount of money you sll owe every week Week 1 2 3 4 5 6 7 8 9 Money Owed 900 800 700 600 500 400 300 200 100

### Mod 2 Lesson 19 Interpreting Correlation

Date: Mod 2 Lesson 19 Interpreting Correlation Example 1: Positive and Negative Relationships Linear relationships can be described as either positive or negative. Below are two scatter plots that display

### Correlation A relationship between two variables As one goes up, the other changes in a predictable way (either mostly goes up or mostly goes down)

Two-Variable Statistics Correlation A relationship between two variables As one goes up, the other changes in a predictable way (either mostly goes up or mostly goes down) Positive Correlation As one variable

### Technology Step-by-Step Using StatCrunch

Technology Step-by-Step Using StatCrunch Section 1.3 Simple Random Sampling 1. Select Data, highlight Simulate Data, then highlight Discrete Uniform. 2. Fill in the following window with the appropriate

### LINEAR REGRESSION (Finding a best-fit line)

Intro to the TI calculator TI-83 LINEAR REGRESSION (Finding a best-fit line) Q: According to the Toys R Us 1995 annual report, the number of stores between the years 1984 and 1994 is shown in the following

### CHAPTER 3: GRAPHS OF QUADRATIC RELATIONS

CHAPTER 3: GRAPHS OF QUADRATIC RELATIONS Specific Expectations Addressed in the Chapter Collect data that can be represented as a quadratic relation, from experiments using appropriate equipment and technology

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Finding the Largest Possible Area I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this activity, students will determine the dimensions that will produce the largest

### Performance Based Learning and Assessment Task Triangles in Parallelograms I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this task, students will

Performance Based Learning and Assessment Task Triangles in Parallelograms I. ASSESSSMENT TASK OVERVIEW & PURPOSE: In this task, students will discover and prove the relationship between the triangles

### Cheat Sheet for the TI-83 (with some hints for TI-82 users)

To Do This Entering data into lists Supply plot information Plot the data Adjust Window for a data plot Entering a function s equation Activate or deactivate an equation Evaluate a function using various

### Statistics and Probability Investigate patterns of association in bivariate data.

Performance Assessment Task Scatter Diagram Grade 9 task aligns in part to CCSSM grade 8 This task challenges a student to select and use appropriate statistical methods to analyze data. A student must

### Functions: Design a Roller Coaster

Functions: Design a Roller Coaster Strand Algebra, Functions Mathematical Objective(s) Students will create their own function based on different criteria. Related SOL AII.7 The student will identify and

### Teaching & Learning Plans. The Correlation Coefficient. Leaving Certificate Syllabus

Teaching & Learning Plans The Correlation Coefficient Leaving Certificate Syllabus The Teaching & Learning Plans are structured as follows: Aims outline what the lesson, or series of lessons, hopes to

### Prentice Hall Mathematics: Algebra 1 2007 Correlated to: Michigan Merit Curriculum for Algebra 1

STRAND 1: QUANTITATIVE LITERACY AND LOGIC STANDARD L1: REASONING ABOUT NUMBERS, SYSTEMS, AND QUANTITATIVE SITUATIONS Based on their knowledge of the properties of arithmetic, students understand and reason

### Lesson 3 Fabricate an Actual Rocket and PVC Launcher. SCENARIO: Fabricate a paper rocket and PVC launcher.

Lesson 3 Fabricate an Actual Rocket and PVC Launcher SCENARIO: Fabricate a paper rocket and PVC launcher. CHALLENGE: To produce a rocket within constraints given by teacher and then design a launcher using

### A correlation exists between two variables when one of them is related to the other in some way.

Lecture #10 Chapter 10 Correlation and Regression The main focus of this chapter is to form inferences based on sample data that come in pairs. Given such paired sample data, we want to determine whether

### Regression Analysis with Residuals

Create a scatterplot Use stat edit and the first 2 lists to enter your data. If L 1 or any other list is missing then use stat set up editor to recreate them. After the data is entered, remember to turn

### Basic Understandings. Recipes for Functions Guess My Rule!

Activity: TEKS: Recipes for Functions Guess My Rule! (a). (3) Function concepts. A function is a fundamental mathematical concept; it expresses a special kind of relationship between two quantities. Students

### Vocabulary. S.ID.B.6b: Use Residuals to Assess Fit of a Function

S.ID.B.6b: Use Residuals to Assess Fit of a Function GRAPHS AND STATISTICS S.ID.B.6b: Use Residuals to Assess Fit of a Function B. Summarize, represent, and interpret data on two categorical and quantitative

### Linear Regressions Getting started with Making a Scatter Plot on your Calculator Group Acitivity 1 STEM Project Week #3

Linear Regressions Getting started with Making a Scatter Plot on your Calculator Group Acitivity 1 STEM Project Week #3 Regression analysis is a method used to create a mathematical model to show the relationship

### The High School Math Project Focus on Algebra. Rhinos and M&M s. (Exponential Models)

The High School Math Project Focus on Algebra Rhinos and M&M s (Exponential Models) Objective The objectives of this lesson are for students to explore the patterns of exponential models in tables, graphs,

### Transforming Bivariate Data

Math Objectives Students will recognize that bivariate data can be transformed to reduce the curvature in the graph of a relationship between two variables. Students will use scatterplots, residual plots,

### The High School Math Project Focus on Algebra. Building Boxes. (Polynomial and Rational Functions)

The High School Math Project Focus on Algebra Building Boxes (Polynomial and Rational Functions) Objective Students will use the graphing calculator to explore general patterns of polynomial and rational

### Scatter Diagrams. Correlation Classifications. Correlation Classifications. Correlation Classifications

Scatter Diagrams Correlation Classifications Scatter diagrams are used to demonstrate correlation between two quantitative variables. Often, this correlation is linear. This means that a straight line

### Educational Transfer Plan IISME Summer Fellowship Investigating Liner Equations Using Graphing Calculator

Joumana Alsumidaie Fisher Middle School Algebra 1 Educational Transfer Plan IISME Summer Fellowship 2005 Investigating Liner Equations Using Graphing Calculator Overview: Investigating Linear Equations

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Tiling a Kitchen Floor I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Students will use a variety of geometrical concepts and skills as they work with a partner

### SPECIAL FEATURES OF THE TI-83 PLUS CALCULATOR

SPECIAL FEATURES OF THE TI-83 PLUS CALCULATOR The TI-83 Plus uses Flash technology: This will let you update to future software versions from the Internet, without buying a new calculator. 184k bytes of

### Homework 11. Part 1. Name: Score: / null

Name: Score: / Homework 11 Part 1 null 1 For which of the following correlations would the data points be clustered most closely around a straight line? A. r = 0.50 B. r = -0.80 C. r = 0.10 D. There is

### Corn and Popcorn. UNIT AUTHOR: Sarah Whitaker, Coeburn Middle School, Wise County Public Schools. Mathematical Modeling: Capstone Course

Corn and Popcorn Mathematics Capstone Course I. UNIT OVERVIEW & PURPOSE: Students will investigate the popularity of corn and popcorn. They will use statistics of corn exports and popcorn sales to predict

### Activity 5. Investigating the Parabola in Vertex Form (y = ax 2 + bx + c) Objectives. Introduction. A Look Back At Activity 3

Objectives Activity 5 Investigate the changes on the graph of a quadratic equation that result from changes in A, B, and C Locate the vertex of a parabola when given its quadratic equation expressed in

### Graphing the Standard Curve

Graphing the Standard Curve Lesson # 8 Objectives: The learner will demonstrate analysis of colorimetric assay results by analyzing them using a computer graphing program. The learner will demonstrate

### Teacher s Station. Domain and Range

Teacher s Station Domain and Range A local neighborhood community is asking everyone to participate in a new recycling program. At the end of each month, each house records the number of aluminum cans

### Statistical Analysis Using Gnumeric

Statistical Analysis Using Gnumeric There are many software packages that will analyse data. For casual analysis, a spreadsheet may be an appropriate tool. Popular spreadsheets include Microsoft Excel,

### Using Minitab for Regression Analysis: An extended example

Using Minitab for Regression Analysis: An extended example The following example uses data from another text on fertilizer application and crop yield, and is intended to show how Minitab can be used to

### PLOT DATA ANDTHE CURVE OF BEST FIT TI-83

PLOT DATA ANDTHE CURVE OF BEST FIT TI-83 Jose H. Giraldo The process for the topics we want to cover will be illustrated with an example. Consider the data in the table below. Time (t) 0 1 2 3 4 5 6 Population

### Formula for linear models. Prediction, extrapolation, significance test against zero slope.

Formula for linear models. Prediction, extrapolation, significance test against zero slope. Last time, we looked the linear regression formula. It s the line that fits the data best. The Pearson correlation

### AP STATISTICS 2014 SCORING GUIDELINES

AP STATISTICS 2014 SCORING GUIDELINES Question 6 Intent of Question The primary goals of this question were to assess a student s ability to (1) calculate and interpret a residual value; (2) answer questions

### In most situations involving two quantitative variables, a scatterplot is the appropriate visual display.

In most situations involving two quantitative variables, a scatterplot is the appropriate visual display. Remember our assumption that the observations in our dataset be independent. If individuals appear

### Eating and Sleeping Habits of Different Countries

9.2 Analyzing Scatter Plots Now that we know how to draw scatter plots, we need to know how to interpret them. A scatter plot graph can give us lots of important information about how data sets are related

### ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens

ALGEBRA 1 ~ Cell Phone Task Group: Kimberly Allen, Matt Blundin, Nancy Bowen, Anna Green, Lee Hale, Katie Owens Math Essential Standards Approximate and interpret rates of change from graphical and numerical

### Excel Lab. Figure 1.1: Adding two numbers together in Excel

Excel Lab This document serves as an introduction to Microsoft Excel. Example 1: Excel is very useful for performing arithmetic operations. Suppose we want to add 2 + 3. We begin by entering the number

### Excel 2007 Tutorial - Draft

These notes will serve as a guide and reminder of several features in Excel 2007 that make the use of a spreadsheet more like an interactive thinking tool. The basic features/options to be explored are:

### You and Michael Written by: Stephen Miller Winchester Thurston School

You and Michael Written by: Stephen Miller Winchester Thurston School sm1016@gmail.com Overview of Lesson Roman writer, architect, and engineer Marcus Vitruvius proposed, among other relationships, that

### Graphing Quadratics Using the TI-83

Graphing Quadratics Using the TI-83 9 th Grade Algebra Paul Renzoni 12/01/02 I2T2 Project Table of Contents: Unit Objectives, NYS Standards, NCTM Standards 3 Resources 4 Materials and Equipment 5 Overview

### Quickstart for Desktop Version

Quickstart for Desktop Version What is GeoGebra? Dynamic Mathematics Software in one easy-to-use package For learning and teaching at all levels of education Joins interactive 2D and 3D geometry, algebra,

### RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 111H STATISTICS II HONORS

RARITAN VALLEY COMMUNITY COLLEGE ACADEMIC COURSE OUTLINE MATH 111H STATISTICS II HONORS I. Basic Course Information A. Course Number and Title: MATH 111H Statistics II Honors B. New or Modified Course:

### Scatterplots. Section 3.1 Scatterplots & Correlation. Scatterplots. Explanatory & Response Variables. Scatterplots and Correlation

Section 3.1 Scatterplots & Correlation Scatterplots A scatterplot shows the relationship between two quantitative variables measured on the same individuals. The values of one variable appear on the horizontal

### Multiple Linear Regression Excel 2010 Tutorial For use with more than one quantitative independent variable

Multiple Linear Regression Excel 2010 Tutorial For use with more than one quantitative independent variable This tutorial combines information on how to obtain regression output for Multiple Linear Regression

### Mathematics as Reasoning Students will use reasoning skills to determine the best method for maximizing area.

Title: A Pen for Penny Brief Overview: This unit is a reinforcement of the concepts of area and perimeter of rectangles. Methods for maximizing area while perimeter remains the same are also included.

### TEACHER NOTES MATH NSPIRED

Math Objectives Students will represent data on a scatter plot, and they will analyze the relationship between the variables. Students will fit a linear function to a scatter plot and analyze the fit by

### Pearson s Correlation Coefficient

Pearson s Correlation Coefficient In this lesson, we will find a quantitative measure to describe the strength of a linear relationship (instead of using the terms strong or weak). A quantitative measure

### Teacher Page. Data Analysis / Day # 6 Scatterplots, Box and Whiskers, and Stem and Leaf

Teacher Page Data Analysis / Day # Scatterplots, Box and Whiskers, and Stem and Provided a scatter plot, the student should be able identify the mean for dependent and independent variables. Using s stem

### Lesson 3: Graphing Temperature

Lesson 3, Graphing Temperature 1 Lesson 3: Graphing Temperature Content: Science and Math PLANNING PHASE Performance Objectives: 1. Students will be able to correctly read a thermometer. 2. Students will

### Performance Based Learning and Assessment Task

Performance Based Learning and Assessment Task Football Tackle Problem I. ASSESSSMENT TASK OVERVIEW & PURPOSE: Throughout the Football Tackle problem, students will be exploring how distances affect the

### Teacher Guide for Scorable epats ITEM SAMPLERS. Tennessee End of Course Assessment Algebra I. Algebra I

Teacher Guide for Scorable epats 2012 ITEM SAMPLERS Tennessee End of Course Assessment Algebra I Algebra I Table of Contents Teacher Guide for Scorable epats... 3 Getting Started... 3 Taking the Test...

### Quadratic and Square Root Functions. Square Roots & Quadratics: What s the Connection?

Activity: TEKS: Overview: Materials: Grouping: Time: Square Roots & Quadratics: What s the Connection? (2A.9) Quadratic and square root functions. The student formulates equations and inequalities based

Using Your TI-NSpire Calculator: Linear Correlation and Regression Dr. Laura Schultz Statistics I This handout describes how to use your calculator for various linear correlation and regression applications.

### Engineering Problem Solving and Excel. EGN 1006 Introduction to Engineering

Engineering Problem Solving and Excel EGN 1006 Introduction to Engineering Mathematical Solution Procedures Commonly Used in Engineering Analysis Data Analysis Techniques (Statistics) Curve Fitting techniques

### Figure 1: Excel s data grid and addressing

This is meant to be a short tutorial in how to effectively use Microsoft Excel, a software package that most people are generally familiar with, to plot and analyze scientific data. Basic Excel: First

Using Your TI-83/84 Calculator: Linear Correlation and Regression Elementary Statistics Dr. Laura Schultz This handout describes how to use your calculator for various linear correlation and regression

### Exercise: Douglas Firs, Regression and Statistics

Exercise: Douglas Firs, Regression and Statistics Name Name In this project we will focus on analyzing your field data, a sample of the Douglas fir population along the White River valley. Attach your

### Tutorial for the TI-89 Titanium Calculator

SI Physics Tutorial for the TI-89 Titanium Calculator Using Scientific Notation on a TI-89 Titanium calculator From Home, press the Mode button, then scroll down to Exponential Format. Select Scientific.

### Graph Ordered Pairs on a Coordinate Plane

Graph Ordered Pairs on a Coordinate Plane Student Probe Plot the ordered pair (2, 5) on a coordinate grid. Plot the point the ordered pair (-2, 5) on a coordinate grid. Note: If the student correctly plots

### Chapter 4 Describing the Relation between Two Variables

Chapter 4 Describing the Relation between Two Variables 4.1 Scatter Diagrams and Correlation The response variable is the variable whose value can be explained by the value of the explanatory or predictor

### Activity 2: Old MacDonald s Pigpen

Activity 2: Old MacDonald s Pigpen Math Concepts: Scatter plot Quadratic Function Maximum value of a parabola Materials: TI-84 Plus Overview Old MacDonald has 40m of fencing to make a rectangular pen for