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Student Creativity Project - Sarah Yakapovich

Overview:
​ ​The unit we are going to be starting next week is Unit 4 - Statistical Models of Linear Functions. Students have been
working in past units to write, graph and analyze linear functions using key features and prior knowledge. For this unit,
students will be working on using technology and sets of data to create scatter plots, calculating equations of lines of best
fit and calculating residual values. The data sets that are going to be used will represent real life measurements and
situations that students will create themselves and share with their classmates to use as practice. I anticipate this project
for last for about 3-4 days as students master the skills needed to create and use data sets and scatter plots.
These skills will be taught and practiced with the use of a Texas Instrument/TI-83 or TI-4 graphing calculator. Students
are able to use the DESMOS graphing calculator website, but it does not have the same features as a TI graphing
calculator that they will be allowed to use on assessments. The graphing calculator is a tool that all students in
surrounding school districts in Algebra 1 courses are expected to have. This specific calculator is the approved tool that all
high school students can use on the ACT and SAT for college testing. Using the graphing calculator throughout this unit
provides students with opportunities to become familiar with the graphing calculator itself, learn about the different
features it has, and practice specific skills. Some of the high schools a group of my students attend provide continued
support and learning opportunities with graphing calculator. Other high schools that a good portion of my students to go
has taken this unit out of their Algebra 1 curriculum. They do not teach students how to use these very intricate and
sometimes confusing calculators prior to junior year. The more exposure and practice students have with a variety of
technology resources allows students to broaden their learning experiences and mastery of topics.
This project is going to be an ongoing task where students are creating and producing learning experiences for
each other using a few best practices. Throughout this project, students will be taking risks to create data that provide
specific types of correlations (positive/negative) for their peers to investigate and create graphical representations with
their groups. Students are able to learn from each data set where they can work to see what skills they are understanding
and what skills still need more practice. Providing groups with the choice of what data to collect and also practice with
will provide students the ability to take control of their learning and maximize their understanding. ​ (White-McNulty,
2018).

2. Standards:
Common Core State Standards:
N-Q.1 Use units as a way to understand problems​ and to guide the solution of multi-step problems; choose and interpret
units consistently in formulas;​ choose and interpret the scale and the origin in graphs and data displays.

S-ID.6a, c Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. a Fit a
function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose
a function suggested by the context. Emphasize linear and exponential models. c. Fit a linear function for a scatter plot
that suggests a linear association.

S-ID.6b Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. b.
Informally assess the fit of a function by plotting and analyzing residuals.

ISTE-S Standards:
Computational Thinker:
5a: ​Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models
and algorithmic thinking in exploring and finding solutions.
5b​​:​ ​Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various
ways to facilitate problem-solving and decision-making.

Instructions:
Learning Targets:
LT1. I can use technology to generate the regression line to make predictions and interpret the correlation coefficient of a
linear model.
LT3. I can informally assess the fit of a function by plotting and analyzing residuals.

Part 1:Creating Data


You will be organized into groups of 3 or 4 students. Your group will be working towards creating an example for
your peers to practice creating scatter plots, calculating lines of best fit and calculating residual values and plots on your
graphing calculators. You are welcome to use any resources you have to help you master the steps for creating scatter
plots, lines of best fit and residual plots.
● You will become the experts of your data since you are creating it, and may need to help your peers if they are
struggling.
● You will be encouraged to use the “three before me” method if you or your group gets stuck when working.
○ Please ask three of your peers for assistance regarding your graphing calculators or issues with data
before coming to ask me.
■ (Teacher Note: Prior to this project, students have been taught how to reset their calculators and
fix minor errors when they occur. When get stuck on an assessment, I am not able to help very
much if something is not working like it should.)
(Teacher Note: Students have been introduced to some of the calculator skills in their 7th grade Pre-Algebra class. We
also have spent time in class working more with the specific skills students need to deepen their understanding of their
graphing calculator.)
● Each group will be create a set of data that includes 10 or more pieces that represents either a positive or negative
correlation.
○ Your group will research and create a relationship that would show either a positive or negative
correlation. Also, groups can choose their data relationship from randomly selecting a notecard that I have
made to create their data set.
○ You will have to ask some of your classmates or family members to help you create your data if you need
to collect measurements. It is required that each group creates enough pieces of data for their peers to
practice and master the skills on their graphing calculators.
○ (Note: Sometimes data does not always show an obvious correlation. If a group decides to create their
own data relationship, I will check to make sure the positive/negative correlation is going to be seen. The
topics that groups choose on their notecard will be showing distinct positive and negative correlations.)

● Before you record your data in the ​Class Google Slides Data Document​, you must test the data you
gathered/created to make sure your peers are able to do the same. You will need to have an answer key ready to
share with your peers as they work through your specific data. (Refer to the ​notes/answer key​ document.)
● When your group has finished their answer key, please show me to approve your work and share any feedback
before it is assigned to a group.
○ When I approve your work, please post your data using a table in the ​Class Google Slides Data Document
with your measurement topics as the heading.
○ You can share your answer key with your classmates using Google Classroom or have a few paper copies
to share if multiple groups are working with your data set.
Part 2: Create graphical representations of group data.
● When your group is ready to begin their practice, please get a notes packet for each person in your group.
● You will have one class period to complete your notes and practice the specific skills of creating a scatter plot,
calculating the line of best fit, and calculating and creating a residual plot with specific values.
○ Remember that you have a variety of resources to help you practice the steps needed to complete your
notes.
● Remember:
○ The “ask three, before me” when coming across any technology issues.
○ You CAN NOT use your own group’s data when practicing your graphing calculator skills.
○ Use the key features of scatter plots and data sets to identify what type of correlation you will have before
spending time graphing data.
○ You MUST have one example that shows a positive correlation plot, one example that shows a negative
correlation plot, and one example of your choice.
● When you have completed each practice problem, use the answer keys provided by each group to help you
understand any errors that may have happened and how they could be fixed.

Resources:
Common Core State Standards for Mathematics (2010). Retrieved from
https://www.isbe.net/Documents/math-standards.pdf

ISTE (2016). Standards for students. Retrieved from ​http://www.iste.org/standards/for-students

Pickering, Judy (2008). Data Gathering - Linear Regressions. Retrieved 11/22/18, 2008, from:
https://www.oercommons.org/courses/data-gathering-linear-regressions/view​.

Lisa White-McNulty (2018). Inspiring Student Learning and Creativity. Retrieved 11/21/18, 2018, from:
https://docs.google.com/presentation/d/13YfHDH3KJzvHsnZIM5_KcMIMNHbrgOtreTDSVb09zdY/preview?slide=id.p3

Sample Project:
Part 1:
Ideas for gathering data for groups​. ​Groups can use these ideas, but can also come up with their own. I will guide groups
to focus on specific ideas if they are having trouble. (Pickering, 2008)
Answer key Document​ ​for groups to use with their own data.
Answer Key Example​ ​for groups to use as a reference.
Part 2:
Class Google Slides Data Document
Student Notes Document​ - Every student will be given a paper copy to complete.

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