Topic: Creating Class: Algebra II Date: October 12, 2021

scatter plots and best

fit lines to make
predictions.

Content Objectives: Language Objectives:

1. TSWBAT (For Beginning, Emerging, and Developing)
draw best fit Beginning: TSWBAT define scatter plot by drawing a scatter plot or
lines on pointing one out.
varying scatter
plots to 100 Emerging: TSWBAT define scatter plot by writing the definition with
percent a sentence frame.
accuracy.
Developing: TSWBAT define scatter plot by discussing with a
2. TSWBAT
partner.
create a scatter
plot of time
versus
distance with
100 percent
accuracy.
3. TSWBAT
calculate
predictions
using the best
fit line and
plugging in
values for x
and y to 80
percent
accuracy.

Key Vocabulary: Materials (including supplementary and adapted):

-Correlation: A • 15 pieces of masking tape marked with increments of 10 feet
measure of the mutual up to 50 feet
relationship between • 30 Practice Drawing Best Fit Line worksheets
two variables. • 30 Walking Lab worksheets (From PDE SAS website)
- Best Fit Line: One • 30 Exit Tickets (From the PDE SAS website)
line that most closely • 15 Stopwatches
approximates the Adapted/Supplementary
trend of data.
• Native language dictionary (Beginning)
- Scatter plot: A graph • Sentence frame (Emerging)
of plotted points that • Images of scatter plots and best fit lines
show the relationship • Slope equation
between two sets of • Sentence frames for definitions
data. • Modified homework assignment, walking lab, and exit ticket
-Slope: The ratio of • Written instructions for the walking lab
the change in the
vertical dimension to
the corresponding
change in the
horizontal dimension.

Higher-Order Questions:
1. Why can’t you connect all the points on a scatter plot with one line?
2. What is an example of a relationship that could be represented by a scatter plot?

Time: 5 min Anticipatory Set:

a) Have two graphs on the board when the
students walk in:
 b) After the bell has rung, ask the students to
volunteer to come up to the board and try and
draw a line that represents the slope for the two
graphs (one student for each graph),
c) Ask other students if they have any objections
and if they do to come up to the board and draw
their line for the graph.

Building Background

Links to Experience: Ask the students to reflect on when they have

run with someone, maybe running “the mile” in gym class. Ask them
to think about the speed of each person running? Have them reflect
whether this relationship would be represented by the first or second
graph.

Links to Learning: Remind students that they have been learning

about linear equations, graphing them, and finding their slopes. Now
they will learn about graphing relationships of equations that are not
linear.
 Introduce Key Vocabulary: best fit line, correlation, scatter plot,
slope(including equation for slope, slope = (y2 – y1) / (x2 – x1))

Time: 65 min Development/Practice:

Student Activities (Circle/highlight all that apply for activities

throughout the lesson):

Scaffolding: Modeling Guided Independent

Grouping: Whole Class Small Group Partners Independent

Processes: Reading Writing Listening Speaking

Strategies: Hands-on Meaningful Links to Objectives

1) Development: Scatter Plot graphs

a) Call on students to identify the differences
between the two graphs (different students than
those who participated in the anticipatory set)
b) After discussing the graphs, explain what a
scatter plot is (A graph of plotted points that
show the relationship between two sets of data
{e.g., Height and weight}).
c) Ask the students if there is way to connect all
the points on the scatter plot with a straight
line.
d) After concluding that they cannot, explain that
scatter plots are used to graph data that does
not have a linear relationship.
2) Development: Best Fit Line (5 min for the 2
developments)
a) Introduce the concept of a best fit line by
giving the definition (one line that most
closely approximates the trend of data)
b) Explain that a best fit line approximates the
correlation, a measure of the mutual
relationship between two variables (e.g.,
someone who is taller will weigh more than
someone who is shorter)
c) Explain that the slope of the best fit line is
still calculated by using the slope formula
(Slope= (y2 – y1) / (x2 – x1)) which they have
used previously before for linear equations.
 d) Draw the best fit line on the example graph
used in the anticipatory set or identify the best
fit line if it was correctly drawn by one of the
students.

3) Independent Practice (5 min)

a) Handout the Practice Drawing Best Fit Lines
worksheet out to the students.
b) Walk around and observe whether the students
are drawing best fit lines correctly. Stop and
correct any misconceptions and answer any
questions.
c) Put the answer key up on the screen.
d) Have students give a thumbs up or thumbs
down if they understand best fit lines and are
comfortable with drawing them.
4) Guided Practice (30 min)
a) Divide class into partners based on who they
are sitting next to (if there is an odd number
have one group of three, but have them only
record two sets of data on their worksheet)
b) Instruct the students that they will be gathering
data in order to make their own scatter plot
graph. Before class, the teacher has set up
masking tape out in the hallway with different
measurements in feet marked on it. One partner
will walk (enforce they will not be running) to
certain distances in increments of 10 feet and
the other partner will use a stopwatch to time
and record how long it takes (to the nearest
second) to walk each distance. After the first
partner completes it, then they will swap roles.
c) The teacher will walk around to each group and
make sure they are on task.
d) Make sure both partners record the data they
need for the rest of the worksheet after they
have both finished.
5) Independent Practice (10 min)
a) Each student will independently complete the
Walking Lab worksheet and create their own
 scatter plot and make predictions based on the
graph.
b) Teacher will walk around the classroom while
the students work and make sure their scatter
plot graph looks good and any of the questions
they have answered so far.
c) If students do not finish during class, complete
it for homework.
7) Independent Practice (10 min) Graded out of 10.
a) Give the students the Exit Ticket to complete
before leaving so teacher can check for
understanding before next class.

Closure: (Circle/highlight all that apply):

Individual Group Written Oral
a) Summarize what was accomplished in class:
Today in class we learned about scatter plots
(give definition) and we practiced drawing their
best fit lines (give definition). We found the
slope (give definition) of these lines and
discussed the correlations (give definition)
represented by the graphs.
b) Even if students have not completed the
worksheet, ask students to describe with
partners the different correlations they see
between distance and time so they can see how
using scatter plots and the slope of the best fit
line represent real world situations (e.g.,
 calculating the average speed at which some
one walks)
c) Ask students if they can think of any other
examples where a scatter plot can explain the
relationship between two variables.
d) Remind students to finish their lab for the next
class.

Review Key Vocabulary: Reviewed at the beginning of the closure in

summary of what was accomplished in class.

Review Key Content Concepts: By discussing the results of their lab,

students will be able to see how scatter plots and best fit lines relate
to the real world. Review method of how to find best fit lines.