Line of Best Fit: Student Activity Lesson Plan

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1 : Student Activity Lesson Plan Subject/Strand/Topic: Math Data Management & Probability Grade(s) / Course(s): 8 Ontario Expectations: 8m70, 8m71, 8m76 Key Concepts: scatter plot, line of best fit, plotting points, ordered pairs Link: Required Materials: Pre-Assessment/Answer Key, Student Activity Handout, Student Activity Answer Key, Post- Assessment/Answer Key, pencils, rulers Before Starting: book computer lab so there are enough computers per pair of students; students should be familiar with plotting points on a scatter plot Introduction (~ 10 minutes including pre-assessment) 1. Introduce topic (creating a scatter plot and line of best fit) 2. Distribute pre-assessment; allow 5-7 min. for students to complete 3. Open the above link and remind students how to choose and plot a coordinate based on the horizontal and vertical axis 4. Introduce activity to students (plotting ordered pairs and seeking a line of best fit) Student Activity Handout Explanation (~ 5 minutes) 1. Distribute handout for each student to complete 2. Briefly go over the structure of the handout (Parts A & B), each student will need to bring a pencil and ruler to computer lab 3. Students should have min. to complete the handout as they go through learning object Use of Learning Object with Student Activity Handout (~ minutes) 1. Students will work in pairs, each pair at one computer 2. Instruct students to open internet browser and type in the link at the top of their handout in the address bar 3. Before starting the activity, allow students 1-2 min. to explore the learning object 4. Students should spend no more than min. each on Parts A & B to complete their handout 5. Have one student on the computer and the other instructing (switch roles halfway through) 6. Circulate around the computer lab; remind students of time constraints and encourage them to finish 7. NOTE: if student press outside the green line when guessing the line of best fit, the graph zooms in and they can t see their points anymore. If they press Update Plot, it will zoom back out again. Consolidation (~ 10 minutes including post-assessment) 1. Ask students the following questions at the end of the activity with the learning object: a. How do we label points on a Cartesian plane? (label as the ordered pair (x, y) so the x coordinate comes first and the y is second) b. How do we determine where the line that best fits should be located? (draw a straight line so there are an equal number of points on each side of the line) c. How do the x and y coordinates relate for distance vs. time data? (as the time increases (x) the distance increases (y)) 2. Distribute post-assessment; allow 5-7 min. for students to complete 3. Take up answers from handout Teacher-Created Resources: Student Activity Lesson Plan Page 1 of 1

2 Student Activity Pre-Assessment Birthday: 5 Instructions: Please answer the following questions to the best of your ability. Use a ruler to draw all lines. Good luck! 1. Draw a line of best fit for the following scatter plots. Please use a ruler. (4 marks) 2. How do we label coordinates on a scatter plot, in terms of x and y? (1 mark) Teacher-Created Resources: Student Activity Pre-Assessment

3 Student Activity Pre-Assessment Answer Key Birthday: 5 Instructions: Please answer the following questions to the best of your ability. Use a ruler to draw all lines. Good luck! 1. Draw a line of best fit for the following scatter plots. Please use a ruler. (4 marks) 2. How do we label coordinates on a scatter plot, in terms of x and y? (1 mark) (x, y) Teacher-Created Resources: Student Activity Pre-Assessment

4 Student Activity Handout Link: Date: 35 Instructions: Please complete the following handout using the learning object titled Line of Best Fit as a tool. Complete all requirements in Parts A, B and C. Good luck! PART A 1. Input the following ordered pairs into the text box below the plot in Line of Best Fit. (1, 2), (2, 4), (3, 6), (5, 6), (5, 8), (6, 4), (7, 9) 2. Press Enter after each ordered pair has been typed in. 3. Click on Update Plot. 4. Check the box beside Student Guess. A green line will appear on your plot. 5. Using your mouse, click and drag the large green dots on the green line and position the line where you think it fits best. NOTE: try to position the line so that there are an equal number of ordered pairs on each side. 6. Check the box beside Computer Fit. An orange line will appear on your plot (the correct line of best fit). 7. Press the Reset button and repeat steps 1-6 with the following set of ordered pairs: (0, 1), (2, 2), (2, 5), (4, 5), (6, 6), (7, 5), (8, 4) 8. Print two copies of your plot from part 7 and answer the questions below. (9 marks) Questions a) How does your line of best fit compare with the computer fit? (1 mark) b) Draw a line of best fit in the two plots below using a ruler. (2 marks) Teacher-Created Resources: Student Activity Handout Page 1 of 2

5 Student Activity Handout Date: PART B The following data represents the distances measured at specific times for a car travelling to the store. Distance (kilometers) Time (minutes) 0 0 x y (x, y) Record the distance and time data as ordered pairs in the table above. The times will act as x coordinates and the times will act as y coordinates (distance, time). (12 marks) 2. Plot the ordered pairs from the table above in the Line of Best Fit learning object. 3. Check the box beside Student Guess and predict the line of best fit. 4. Check the Computer Fit box and print two copies of your plot. (8 marks) Questions a) According to your plot, what happens to the distance values as the time progresses? (1 mark) b) What is the relationship between the x and y values of your scatter plot of distance vs. time? (1 mark) c) Why does it make sense to have a point (0, 0) on your plot? (1 mark) Teacher-Created Resources: Student Activity Handout Page 2 of 2

6 Student Activity Handout Answer Key Link: Name: Answer Key for Teacher 35 Instructions: Please complete the following handout using the learning object titled Line of Best Fit as a tool. Complete all requirements in Parts A, B and C. Good luck! PART A 1. Input the following ordered pairs into the text box below the plot in Line of Best Fit. (1, 2), (2, 4), (3, 6), (5, 6), (5, 8), (6, 4), (7, 9) 2. Press Enter after each ordered pair has been typed in. 3. Click on Update Plot. 4. Check the box beside Student Guess. A green line will appear on your plot. 5. Using your mouse, click and drag the large green dots on the green line and position the line where you think it fits best. NOTE: try to position the line so that there are an equal number of ordered pairs on each side. 6. Check the box beside Computer Fit. An orange line will appear on your plot (the correct line of best fit). 7. Press the Reset button and repeat steps 1-6 with the following set of ordered pairs: (0, 1), (2, 2), (2, 5), (4, 5), (6, 6), (7, 5), (8, 4) 8. Print two copies of your plot from part 7 and answer the questions below. (9 marks) - see p. 3 for answer Questions a) How does your line of best fit compare with the computer fit? (1 mark) -answers will vary, student should mention that their line was a bit different than the computer fit b) Draw a line of best fit in the two plots below using a ruler. (2 marks) Teacher-Created Resources: Student Activity Handout Page 1 of 3

7 Student Activity Handout Answer Key Name: Answer Key for Teacher PART B The following data represents the distances measured at specific times for a car travelling to the store. Distance (kilometers) Time (minutes) x y (x, y) 0 0 (0, 0) 10 5 (10, 5) 15 7 (15, 7) 20 9 (20, 9) (30, 14) (40, 20) 1. Record the distance and time data as ordered pairs in the table above. The times will act as x coordinates and the times will act as y coordinates (distance, time). (12 marks) 1 mark for having both x and y, 1 mark for (x, y) 2. Plot the ordered pairs from the table above in the Line of Best Fit learning object. 3. Check the box beside Student Guess and predict the line of best fit. 4. Check the Computer Fit box and print two copies of your plot. (8 marks) see p. 3 for answer Questions a) According to your plot, what happens to the distance values as the time progresses? (1 mark) The distance values get larger as the time progresses (i.e. the car travels farther). b) What is the relationship between the x and y values of your scatter plot of distance vs. time? (1 mark) As the x values increase, the y values increase. c) Why does it make sense to have a point (0, 0) on your plot? (1 mark) It makes sense because at time zero, the car would have travelled 0 km. Teacher-Created Resources: Student Activity Handout Page 2 of 3

8 Student Activity Handout Answer Key Name: Answer Key for Teacher PART A Answer for question 8. 7 marks for all points plotted correctly 1 mark for student guess of line of best fit 1 mark for correct line of best fit PART B Answer for question 4. 6 marks for all points plotted correctly 1 mark for student guess of line of best fit 1 mark for correct line of best fit Teacher-Created Resources: Student Activity Handout Page 3 of 3

9 Student Activity Post-Assessment Birthday: 5 Instructions: Please answer the following questions to the best of your ability. Use a ruler to draw all lines. Good luck! 1. Draw a line of best fit for the following scatter plots. Please use a ruler. (4 marks) 2. How do we label coordinates on a scatter plot, in terms of x and y? (1 mark) Teacher-Created Resources: Student Activity Post-Assessment

10 Student Activity Post-Assessment Answer Key Birthday: 5 Instructions: Please answer the following questions to the best of your ability. Use a ruler to draw all lines. Good luck! 1. Draw a line of best fit for the following scatter plots. Please use a ruler. (4 marks) 2. How do we label coordinates on a scatter plot, in terms of x and y? (1 mark) (x, y) Teacher-Created Resources: Student Activity Post-Assessment

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