Monday, February 1st, 2016 Intro to Bivariate Data Rigor Level: 2 & 3 Pre-Algebra Daily Agenda Daily Objective

Size: px

Start display at page:

Download "Monday, February 1st, 2016 Intro to Bivariate Data Rigor Level: 2 & 3 Pre-Algebra Daily Agenda Daily Objective"

Dorthy Ryan
6 years ago
Views:

1 Pre-Algebra EMS 8 th Grade Math Department Math Florida Standard(s) Benchmarks, Descriptions and DOK levels Unit 8: Bivariate Data Dates: February 1 st 12 th *MAFS.8.SP.1.1 (DOK 2) 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 (DOK 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. *MAFS.8.SP.1.3 (DOK 2): 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 lope 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. *MAFS.8.SP.1.4 (DOK 3): 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? Learning Goal Students will be able to formulate and reason about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations. Essential What are the types of data displays and how and when do we use them? Describe how Question(s) to construct and interpret scatter plots and their relationships between the data. Assessments Pre- 5 Question Pre-Quiz Assessments Formative Scatterplot practice worksheets, Experimental Activities, Quiz Level Assessments 2-4, Springboard Lesson 35 Activity Practice Summative Unit Test Assessments Progress Students with 70% or less on quizzes will receive remediation and have the opportunity Monitoring/ to re-take the quizzes for a better grade. Possible remediation includes Khan academy, Feedback Loop re-teaching worksheets, small group instruction. Higher Order Question(s) What is the effect of a change on the graph? What does it mean to be above the line or below the line of a line of best fit? Does the line represent a good fit for the data? Why or why not? How do you interpret the meaning of the slope and intercept of a linear equation? Key Vocabulary Model, Bivariate Data, Clustering, Outliers, Scatter Plot, Correlations, Line of Best Fit, Quantitative Variables, Qualitative Variables. Monday, February 1st, 2016 Intro to Bivariate Data Rigor Level: 2 & 3 Pre-Algebra Agenda Student will take a pre-quiz to determine level of prior knowledge and unpack the standards for the unit on bivariate data using the Florida State Standards. Pre-Quiz I DO: Explain the term bivariate data. Assess and Monitor

2 WE DO: YOU DO: Unpack the Standards on T-Chart Present Assigned Standard Create Summary of Each Standard Self-Monitor on Learning Scale Put Unpacking Standards in Binder None. What is Bivariate Data? Tuesday, February 2nd, 2016 Intro to Unit on Bivariate Data: Rigor Level: DOK 2 Scatter Plots Pre-Algebra Agenda Students learn to determine trends in scatter plot data by graphing their data and analyzing it for linear patterns. Real-World Scatter Plot Video I DO: Introduce scatter plots. Introduce correlation. WE DO: Vocabulary (Scatter Plot, Positive Correlation, Negative Correlation, No Correlation) Scatter Plot Practice Worksheet (Page 1) YOU DO: Scatter Plot Practice Worksheet (Page 2) Monitor Yourself on the Learning Scale Practice with Scatter Plots (Due Thursday) Illustrate and Describe a Correlation in a Scatter Plot. Wednesday, February 3rd, 2016 More Scatter Plots Rigor Level: DOK 2 Pre-Algebra Agenda Students will practice graphing bivariate data on scatter plots and determining correlations in the data using scribe and squire. Warm-Up and Start Thinking Activities WE DO: 9.1 Worksheet Activity Using Scribe and Squire. YOU DO: Monitor Yourself on Learning Goal Scale. Scatter Plot Practice Worksheet Due Tomorrow. Compare and Contrast Positive and Negative Correlation through Illustrations and Descriptions. Thursday, February 4th, 2016 Line of Best Fit Rigor Level: DOK 2 Pre-Algebra Agenda Students will learn to determine the line of best fit of a set of bivariate data using direct instruction and guided practice. Warm-Up and Start Thinking Activities Explain how to find a line of best fit. WE DO: Vocabulary (Line of Best Fit, Clustering, Outliers) 9.2 Worksheet Activities YOU DO: Monitor Yourself on the Learning Goal Scale

3 Finish 9.2 Activities Explain why we need to find a line of best fit. Friday, February 5th, 2016 Real-World Scatter Plot Data Activity Rigor Level: DOK 2 & 3 Pre-Algebra Agenda Students will collect real world data, create a scatter plot, draw a line of best fit, and make predictions using a measurement experiment activity. Quiz 2 I DO: Explain Experiment Procedures. Explain How to Create a Scatter Plot and Find Line of Best Fit on Desmos. Assess and Monitor. WE DO: Measure hands and feet. Create Scatter Plot and Make Predictions Based on Data. YOU DO Monitor Yourself on Learning Goal Scale. Have a Great Weekend. About how big are Shaq s Hands? How do you know? Monday, February 8 th, 2016 Scatter Plots with Algebra Rigor Level: 2 Nation Pre-Algebra Agenda Students will review concepts learned about scatter plots through Algebra Nation. Complete Reflection 1 on Unpacking the Standards on How Well You Understand Bivariate Data so Far. WE DO: Take Notes during Algebra Nation Tutorial. YOU DO: Beat the Test Questions on Algebra Nation Worksheet. Monitor Yourself on Learning Goal Scale. Describe the difference between correlation and line of best fit. Tuesday, February 9 th, 2016 Review Scatter Plots Rigor Level: DOK 2 & 3 Pre-Algebra Agenda Students will demonstrate knowledge of scatter plots by taking a quiz and completing a worksheet packet. Go over Homework. WE DO: Scatter Plots and Line of Best Fit Worksheet Packet. YOU DO: Quiz Level 3 or 4 Monitor Yourself on Learning Goal Scale. Rate Yourself on Quiz Performance.

4 Wednesday, February 10 th, 2016 Intro to Two-Way Tables Rigor Level: DOK 2 Algebra Agenda Students will categorize bivariate qualitative and quantitative data through Springboard Activities. Take a class poll and categorize the data on a two-way table. WE DO: Vocabulary (Qualitative Data, Quantitative Data, Categorical Data) Springboard Lesson 35-1 #1-8 Guided YOU DO: Check Your Understanding Lesson 35-1 #9-10 Monitor Yourself on Learning Goal Compare and contrast quantitative and qualitative data. Thursday, February 11 th, 2016 Association in Two-Way Tables Rigor Level: DOK 2 & 3 Algebra Agenda Students will categorize bivariate data on two-way tables and analyze trends in the data using Springboard Activities Take a poll and create a two-way table of the data. WE DO: Springboard Lesson 35-2 #1-5 YOU DO Check Your Understanding Lesson 35-2 #6-7 Monitor Yourself on the Learning Goal Give a real world example of bivariate data you would survey for a two-way table. Friday, February 12 th, 2016 Assess Two-Way Tables Rigor Level: 2 & 3 Algebra Agenda Students will demonstrate knowledge of bivariate categorical data through a Springboard Assessment. Review Two-Way Tables.. WE DO: Discuss Two-Way Tables. YOU DO Take Test (Activity 35 Practice) Monitor Yourself on Learning Goal Scale. Rate yourself on test performance. Note: Learning Scales, Accommodations, and Math Practice Standards are below. Level Date Learning Goal Scale Skill

5 I can make predictions based on the equation of a linear model of bivariate data on a scatter plot. (8.SP.1.3) I can recognize and interpret patterns in two-way tables of categorical data and use relative frequencies to describe relationships. (8.SP.1.4) I can construct a two-way table with categorical data. (8.SP.1.4) I can create a line of best fit and interpret the meaning of slope and intercept in terms of the situation. (8.SP.1.3) I can describe patterns in bivariate data including linear and nonlinear association, outliers, clustering and positive or negative association. (8.SP.1.1) I can judge the closeness of data to a line of best fit on a scatter plot. (8.SP.1.2) I can interpret trends in scatter plots to investigate patterns of association between two quantities of bivariate data. (8.SP.1.1) I can draw a line of best fit on a scatter plot. (8.SP.1.2) I can construct scatter plots for bivariate measurement data. (8.SP.1.1) Writing Writing activities that help students understand the content Writing-to-Learn summaries Process Writing using a rubric as evaluation On-Demand/Timed-Writing writing that is completed in class within a set amount of time grade is evaluated using a rubric Cornell Notes taking notes on the most important information summarizing using the notes to study Reflective Writing students write about what they have learned and what they still need WICR Strategies used during each unit. Inquiry Collaboration Questioning strategies Working together with a that help students partner or in a group of understand the content students to understand, to problem solve, or to complete a task/project Higher-Level Questioning in Classes Costa s Level 1: Students find the answers right there in the text. Costa s Level 2: Students must figure out the answer from information in the text. Costa s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing Ideas With a Partner or in a Group Carousel or Gallery Walk Problem Solving in Groups Projects in Groups Reading Any strategies in reading that help students understand Before Reading Activities vocabulary activities accessing prior knowledge making predictions During Reading Activities marking the text Cornell notes graphic organizers After Reading Strategies summarizing group projects

6 Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for Allow student time to step out to de-escalate Testing in small groups Extended time on assignments =1 day Preferential seating Read Aloud to Students Visual manipulatives understanding Written direction given Cooperative Learning, Allow to leave class for assistance Extra time for exams agenda Use of a planner/binder for organization English Language Dictionary Break directions into chunks Vocabulary, Description, Introduction,. Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make Sense of Problems and Persevere in Solving Them Make a plan! Try different approaches when your problem is hard. Solve your problem in more than one way. Check whether your solution makes sense. MAFS.K12.MP.2.1 Reason Abstractly and Quantitatively Explain the meanings of the numbers, words, pictures, symbols, and objects you and others use. MAFS.K12.MP.3.1 Construct Viable Arguments and Critique the Reasoning of Others. Explain both what to do and why it works. Work to make sense of others mathematical thinking. MAFS.K12.MP.4.1 Model with Mathematics Apply math to real-world situations. Use models such as graphs, drawings, tables, symbols, numbers, and diagrams to solve problems. MAFS.K12.MP.5.1 Use appropriate Tools Strategically Choose appropriate tools for your problem. Use mathematical tools correctly and efficiently. Estimate and use what you know to check the answers you find using tools. MAFS.K12.MP.6.1 Attend to Precision Communicate your mathematical thinking clearly and precisely. Use the level of precision you need for your problem. Be accurate when you count, measure, and calculate. MAFS.K12.MP.7.1 Look for and Make Use of Structure Find, extend, analyze, and create patterns. Use patterns and structures to solve problems. MAFS.K23.MP.8.1 Look for and Express Regularity in Repeated Reasoning Use patterns and structures to create and explain rules and shortcuts. Use properties, rules, and shortcuts to solve problems. Reflect on your thinking before, during, and after you solve a problem.

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best