# Q4, W2: 8th Grade Intensive (April 1-5)

Teacher Kristin Andreason 8th Grade Intensive Math 8 April 1-5 Unit 10: Applications of Functions
Standard(s) Taught

MAFS.8.SP.1.1: 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.

MAFS.8.SP.1.2: 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.

Learning Targets and Learning Criteria
• construct a scatter plot by plotting ordered pairs on a coordinate grid representing the relationship between two data sets.
• describe patterns in the plotted points such as clustering, outliers, positive or negative association, and linear or non-linear association and describe the pattern in the context of the measurement data.
• explain the patterns of association of scatter plots of bivariate data in the context of the data sample.
• construct straight trend lines to approximate the linear relationship between the plotted points of two data sets.
• justify the reliability of the trend line by noting the closeness of the data points to the line.
• determine the equation of the trend line that approximates the linear relationship between the plotted points of two data sets.
• interpret the y-intercept and slope of the equation in the context of the collected data.
• use the equation of the trend line to summarize the given data and make predictions regarding additional data points.

Classroom Activities

Monday/Tuesday:

• Students will finish the IXL’s they owe me and Mrs. Pujol.
• We will begin to look at scatterplots and learn about positive and negative correlations.
• We will do a worksheet together where students will determine whether there is a negative or positive correlation or no correlation.  They will also look at the line of best fit and find the y-
• intercept and slope so that they can write an equation of the line of best fit.

Wednesday:

• We will continue work on scatterplots by doing task cards which ask the students to interpret data from scatterplots in a variety of ways.

Thursday/Friday:

• Students will do iReady.
• We will do some Kahoots on scatterplots to reinforce what they have learned.
Assignments Due
• iReady quiz due April 4/5.

Additional Resources

All IEP and ESOL accommodations will be provided daily.