https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines en-us 2017-07-10 19:28:37 UTC 2026-01-29 00:22:25 UTC hello@padlet.com https://padletuploads.blob.core.windows.net/prod/206899661/cf5c60f6ea5d7633cd1bdc66a29a2640/Screenshot_2017_07_15_at_5_37_43_PM.png camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178416916

• How do we derive the equation of a line? 
• How do we derive the slope-intercept form of a
  line?
• What is the equation of the trend line of the
  scatter plot?
• How are the properties of functions
  comparable in multiple representations?

]]> 2017-07-10 19:28:37 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178416916 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178416917 PRIORITY:
F.2​ Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

EE.6​ Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical
line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for
a line intercepting the vertical axis at b.

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.

SUPPORTING:
F.4​ Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these
from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

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.

EE.5​ Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different
proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

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.

SP.3​ 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.

SP.4 ​ 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.]]> 2017-07-10 19:28:37 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178416917 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178416918

Students identify the rate of change (slope) and initial value (y-intercept) from tables, graphs, equations or verbal descriptions. (Include cases where the axis interval is not one)

Students will interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

Students will write the equation for a horizontal and a vertical line, identifying the slope as zero or undefined.

Students will write the equation of a line given different criteria (two points, the slope and one
point).

Students will write the equation of a line given different representations (a table, a graph, a verbal situation).

Students will construct a function to model a linear relationship between two quantities.

Students will be able to understand how to compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Students derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.

Students will use similar triangles to see the fact that the slope is constant between any two distinct points on a non-vertical line in the plane.

Students will understand that a line will model relationships between two quantitative variables.

Students will understand interpreting the slope and intercept of the line of best fit in the context of
the data.

Students will understand how to read a scatter plot.

Students will be able to give the form, correlation and direction of a scatterplot.

Students will understand that the form includes linear and non-linear.

Students will understand that the correlation includes strong, moderate, and weak.

Students will understand that the direction of a scatterplot can be positive, negative, constant and no correlation.

Students will understand what the meaning of an outlier is and what it represents.

Students will be able to graph the best fit line.

Students will be able to write the equation of the line of best fit.

Students will understand how to create and interpret scatter plots, focusing on outliers, positive or negative association, linearity or curvature.

Students will extend their descriptions and understanding of variation to the graphical displays of
bivariate data.

Students will understand how to draw a line of best fit for a scatter plot and informally measure the strength of fit.

Students will be able to make predictions based on the line of best fit.

Students will understand how create a two way table.

Students will be able to construct and interpret scatter plots for bivariate measurement data to
investigate patterns of association between two quantities.

Students will understand how to describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Students will understand how to use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.

Students will understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.

Students will understand how to construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.

Students will understand how to use relative frequencies calculated for rows or columns to describe
possible association between the two variables.

 Students will be able to determine which function has the highest rate of change or initial value when the functions are in the same form.

Students will be able to determine which function has the highest rate of change or initial value when the functions are in different forms.

Students will be able to interpret the rate of change and the initial value in context.

Students will be able to determine where a function is increasing or decreasing.

Students will be able to interpret distance-time graphs.

Students will graph proportional relationships, interpreting the unit rate as the slope of the graph.

Students will describe qualitatively the functional relationship between two quantities by analyzing
a graph.

Students will compare properties of two functions each represented in a different way
(algebraically, graphically, numerically in tables, or by verbal descriptions).

]]> 2017-07-10 19:28:37 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178416918 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178442553 Analyze
Construct
Model
Interpret
Construct
Develop
Determine
State
Categorize
Characteristics
Attributes
Compare
Qualitative]]> 2017-07-11 03:40:16 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178442553 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178442556 Linear function
Non-linear function
Input
Output
Unit rate
Rate of change
Initial value
Slope
Similar triangles
Non-vertical line
Trend line
Line of Best fit
Bivariate Data
Correlation
Causation
Positive Correlation
Negative Correlation
No Correlation
Scatter plots
Outliers
Categorical Variable
Two-way table
Frequency
Marginal Frequency
Joint frequency

]]> 2017-07-11 03:40:23 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178442556 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178538564 2017-07-12 06:25:32 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178538564 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178538588 Constructing a scatter plot]]> 2017-07-12 06:26:15 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178538588 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178538618 Describing trends in scatter plots]]> 2017-07-12 06:27:16 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/178538618 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/179163750 2017-07-21 02:58:10 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/179163750 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132155 2017-08-04 14:53:02 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132155 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132375 2017-08-04 14:55:39 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132375 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132626 2017-08-04 14:58:50 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132626 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132965 2017-08-04 15:03:37 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180132965 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134154 2017-08-04 15:19:36 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134154 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134922 2017-08-04 15:29:04 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134922 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134944 2017-08-04 15:29:29 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134944 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134992 Eyeballing the line of best fit]]> 2017-08-04 15:29:55 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180134992 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135233 2017-08-04 15:33:02 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135233 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135373 2017-08-04 15:35:09 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135373 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135517 2017-08-04 15:36:37 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135517 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135626 Estimating equations of lines of best fit, and using them to make predictions]]> 2017-08-04 15:38:05 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135626 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135760 2017-08-04 15:40:41 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180135760 camposroom104 https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180184600 2017-08-06 03:08:19 UTC https://padlet.com/camposroom104/Unit4ScatterPlotsandBestFitLines/wish/180184600