Name: Anna Shaffer Unit Topic: Scatter Plots
Learning Implications of Summary of Lesson Initial Plans for Meaningful Use of Formative Assessment Prompts
Goals/EQs Pre-Assessment Activities* Differentiation and Technology
Why
D Students will It was obvious Slow Reveal Graph: The I projected a Question 1: Determine which
a understand that:
y
from the data that Instructor will present the Choice-Based slow-release graph scatter plots have a positive,
1 1. Data points can be students could slow reveal graph and task had three using Google Slides negative, or no relationship.
plotted see relationships prompt students with different as the warm up
in scatter plots. questions as more aspects worksheets that activity. This was a Question 2: Which two
2. Two variables can
be correlated Because of this, are revealed. Ask them to asked students to great way to variables have a negative
we introduced the make predictions with each graph scatter introduce the topic relationship?
Students will know: unit with the slide. plots and make while sparking A. Time Spent
1. How to plot data understanding predictions from student interest. In Exercising and Heart
points that no direct Scatter Plot Comparison: it. All three the same Google
Rate
instruction would Instructor will do a quick worksheets Slides presentation,
2. Independent and
be needed overview of scatter plots showed different we did a comparison B. Distance from
dependent variables
immediately for and will compare them to types of data: ice of linear graphs to Basketball Hoop and
3. How to identify identifying the graphing students have cream sales and scatter plots, to
positive, negative, or Baskets Made
no correlation
positive, negative, previously done. Students temperature, bring in prior
and no will be asked to compare baskets made knowledge. C. Outside
Students will be relationships. scatter plots with ordered and time spent Temperature and Ice
able to:
pairs on a line. These slides practicing, and The IXL and
Cream Sales
1. Represent data in a can be found after the heart rate and Desmos activities
scatter plot slow-release graph. time spent were added as a D. Grade in Choir and
Identify positive, running. Students concept review for Grade in Math
negative, or no
correlation Choice-Based Activity: had the option to information learned
Students will be asked to choose one of the throughout the class
2. Distinguish create a scatter plot using activities, but I period. Since both
between independent
and dependent real data. There will be encouraged applications are
variables three options for students to some students to self-checking,
choose from, with different complete the students receive
topics and some various basketball instant feedback on
levels of difficulty. activity, because their work.
Instructors can walk around it had more
the room to answer any friendly points
questions and clear up and had a
misconceptions. Students one-to-one graph.
will be asked to turn in at
least one activity.
Depending on c
Overview of Choice-Based
Activity: Since each
student will have completed
a different activity, the
instructor should go over the
scenario and the plotted
graph from each activity.
During this, the instructor
should continue to ask
students questions about
the shape of the graph,
independent vs dependent
variable, and making
predictions. If students are
ready, introduce the idea of
the line of best fit.
IXL: Students will be asked
to complete an IXL that
focuses on scatter plot
trends. IXL should be used
as an informal assessment
to pace Tuesday and
Wednesday’s lessons. *
Desmos: Students will
complete the Polygraph
Desmos activity as added
practice for the remainder of
class.
D Students will Since students Which One Doesn’t Within the I projected a “Which Question 1: Determine which
a understand that:
y
were doing well Belong?: As a warm up Desmos One Doesn’t scatter plots have a positive,
2 with identifying activity, the instructor will framework, Belong” graph using negative, or no relationship.
1. Data points can be
plotted correlation, we project four images of teachers can Google Slides as
went through the scatterplots (a positive monitor all the warm up activity. Question 3: Draw a line of
2. Two variables can summary notes correlation, a negative student progress. This was a great best fit for the scatter plot
be correlated
fairly quickly. correlation, a perfect positive By continually way to start the below.
Students will know: correlation, and no looking at the class and get
correlation). Students will be dashboard, the students engaged. Question 4: Using the line of
1. How to plot data
points asked to think and discuss instructor can Desmos activities best fit below, what is the y
with their groups and decide quickly identify are self checking, so coordinate when x=3?
2. Independent and which scatter plot does not struggling students gain instant
dependent variables
belong. students. feedback during the Question 5: Ashlee has been
3. How to identify activity. Teachers saving money for a new pair
positive, negative, or Desmos: Students will In the inclusive can also utilize the of shoes that cost $30. Ashlee
no correlation complete the Desmos activity class, the special Dashboard to makes money by doing odd
that centers around identifying
4. How to identify the education teacher monitor student jobs each day. Below is a list
correlation, categorizing
line of best fit. can take a progress and can of her total savings after each
correlation as positive, negative,
or none, and plotting a line of handful of instantly support day of doing odd jobs.
5. How to use a line
of best fit to make best fit. students into an struggling students. a. Plot the data on the
predictions. alternative graph below.
Summary Notes: Students will location to work b. After how many days
Students will be take summary notes on positive,
able to: one-on-one. will Ashlee have
negative, or none, and plot a
enough money to
1. Represent data in a line of best fit. The notes focus
on vocabulary terms and have purchase her shoes?
scatter plot
Identify positive, several example problems
negative, or no throughout.
correlation
2. Distinguish
between independent
and dependent
variables
3. Identify the line of
best fit.
4. Make predictions
using a line of best fit.
D Students will Students have Introduction Prior to the The IXL and Question 1: Determine which
a understand that:
y
been plotting activity taking Desmos activities scatter plots have a positive,
3 points on graphs Trashketball: Students will place, my host were added as a negative, or no relationship.
1. Data points can be
plotted for a couple of complete the activity with their teacher and I concept review for
years, so that was table groups, but each student chose which information learned Question 2: Which two
2. Two variables can not a skill we will complete their own groups would go throughout the class variables have a negative
be correlated
needed direct worksheet. into the hallway period. Since both relationship?
Students will know: instruction on. 1. Each group will select and which groups applications are a. Time Spent
Since students a classmate to shoot would stay in the self-checking,
1. How to plot data Exercising and Heart
weren’t assessed a balled up piece of classroom. students receive
points
paper into a trash can Rate
on making Groups were instant feedback on
2. Independent and from various
predictions, we created based on their work. b. Distance from
dependent variables distances.
made predictions 2. Students will write readiness and Basketball Hoop and
3. How to identify using our data as down the number of behavior.
positive, negative, or Baskets Made
a whole class. baskets each student
no correlation makes (they will have c. Outside Temperature
Within the
5 tries per distance). Desmos
4. How to identify the and Ice Cream Sales
line of best fit. 3. Once completed,
framework,
students will collect d. Grade in Choir and
data from another teachers can
5. How to use a line
monitor all Grade in Math
of best fit to make group and fill it in on
predictions. their worksheet. student progress.
4. Students will plot the By continually Question 3: Draw a line of
Students will be
data from both groups looking at the best fit for the scatter plot
able to:
and will label their dashboard, the below.
1. Represent data in a graph.
instructor can
scatter plot 5. Once graphed,
Identify positive, students will answer quickly identify Question 4: Using the line of
negative, or no the questions listed struggling best fit below, what is the y
correlation on the worksheet. students. coordinate when x=3?
Since there will be at least two
2. Distinguish
between independent instructors, the classroom can Question 5: Ashlee has been
and dependent be split into two larger groups to
saving money for a new pair
variables make the shooting time more
efficient. of shoes that cost $30. Ashlee
3. Identify the line of makes money by doing odd
best fit. Desmos Review: Students will jobs each day. Below is a list
complete a Desmos activity that of her total savings after each
4. Make predictions
using a line of best fit. centers around identifying day of doing odd jobs.
correlation, categorizing c. Plot the data on the
correlation as positive, negative,
graph below.
or none, and plotting a line of
best fit. d. After how many days
will Ashlee have
IXL: Students can complete IXL enough money to
8BS which focuses on purchase her shoes?
identifying correlation,
categorizing correlation as
positive, negative, or none, and
plotting a line of best fit.
D Students will Based on the Review: Students will complete During the quiz, Desmos activities
a understand that: pre-assessment, an individual review and can some students are self checking, so
y
4 we spend less clarify any misconceptions were moved to an students gain instant
1. Data points can be before the quiz. Students can
plotted time reviewing alternative testing feedback during the
use peers and instructors to
correlation and answer any lingering questions. environment. activity. Teachers
2. Two variables can more time Some students can also utilize the
be correlated
practicing making Quiz/Post Assessment: were also Dashboard to
Students will know: predictions. Students will take a quiz that will prompted monitor student
also be used as a throughout their progress and can
1. How to plot data post-assessment for scatter
points quiz in order to instantly support
plots.
help them focus. struggling students.
2. Independent and
dependent variables Desmos: The Toy Cars activity
switches gears from scatter Within the
3. How to identify plots to mean, median, and Desmos
positive, negative, or mode. This activity should be framework,
no correlation done individually with some help teachers can
from instructors within the room. monitor all
4. How to identify the
line of best fit.
This activity should be a review
student progress.
but helps to introduce Boxplots.
By continually
5. How to use a line
of best fit to make looking at the
predictions. dashboard, the
instructor can
Students will be
able to: quickly identify
struggling
1. Represent data in a students.
scatter plot
Identify positive,
negative, or no
correlation
2. Distinguish
between independent
and dependent
variables
3. Identify the line of
best fit.
4. Make predictions
using a line of best fit.
