Grade 8 Mathematics, Quarter 4, Unit 4.

Patterns in Bivariate Data

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Overview
Number of instructional days: Content to be learned
Analyze a graph and interpret the meaning of the slope in the context of the problem. (See example on 8.SP.3.) Use the equation of a line of best fit to solve problems and make predictions on a scatterplot. Construct and interpret scatterplots for bivariate (two variables) data. Investigate patterns of association between two quantities on a scatterplot. Describe patterns on the scatterplot such as clustering, outliers, positive or negative association (correlation), and linear or nonlinear association (correlation). Understand that straight lines can be used to model relationships on the scatterplot. Understand that a two-way table provides a way to organize data for two categorical variables collected from the same subject. (See example on 8.SP.4.) Use a graph to analyze functional relationships between two quantities. Sketch a graph that accurately fits a verbal description of a situation.

15

(1 day = 4560 minutes)

Mathematical practices to be integrated

2. Reason abstractly and quantitatively. Make sense of quantities and their relationships in problem situations. Use quantitative reasoning that entails creating a coherent representation of quantities, not just how to compute them.

4. Model with mathematics. Use graphs to estimate values. Apply proportional reasoning to a real-world situation (e.g., plan an event at school or analyze a problem in the community).

5. Use appropriate tools strategically. Use graph paper, rulers, pencils, etc. to construct scatter plots. Use technology to make and analyze graphs.

7. Look for and make use of structure. Look closely to discern a pattern or structure.

Essential questions
What is the purpose of a scatterplot? How can you identify trends on a scatterplot? How can you make a prediction using a linear model on a scatterplot? How can patterns of association (correlation) be seen on a two-way table? How do you determine the dependent and independent variables? What does a cluster on a scatterplot tell you? How do you recognize an outlier? What does it tell you?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Functions
Use functions to model relationships between quantities. 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

8.F

Statistics and Probability

Investigate patterns of association in bivariate data.

8.SP

8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. 8.SP.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height. Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

8.SP.3

8.SP.4

Common Core Standards for Mathe matical Practice

2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In grade 6, students plotted on a number line, including dot plots, histograms, and box plots. They found measures of center and variability (mean, median, mode, range). Students also related measures of center and variability to shape data distribution and the context in which data was gathered.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

In grade 7, students used samples to make inferences about population. They compared two numerical distributions with similar variabilities. They also used measures of center and variability to draw comparative inference. Current Learning Earlier in grade 8, students worked with linear functions and equations. In grade 8, this is a supporting cluster. Students interpret slope and scatterplots. They describe patterns such as clustering, outliers, positive and negative association, and linear and nonlinear association. Students also work with a line of best fit and two-way tables and construct and interpret data on two categorical variables. They describe quantitatively the functional relationship between two quantities by analyzing a graph. Future Learning In high school, students will interpret functions that arise in applications in terms of the context. They will analyze functions using different representations, including key features of a graph. Students will summarize, represent, and interpret data on two categorical and quantitative variables. They will interpret linear models using slope and intercept and distinguish between correlation and causation. Students will understand and evaluate random processes underlying statistical experiments. They will make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Additional Findings
According to PARCC Model Content Framework, Students work with proportional relationships, lines, linear equations and linear functions can be enhanced by working with scatter plots and linear models of association in bivariate measurement data. (p. 36) According to the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, Students make scatterplots to display bivariate data, and they informally estimate lines of best fit to make and test conjectures. (p. 40)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014