Students generate and represent sets of bivariate data. They learn to use the appropriate terms including cluster, outlier, association when interpreting a scatter plot or data representation. Also, students will apply lines to the data, informally assess the quality of their fit with the data points and use the lines of best fit to make predictions.

PACING = 3 weeks

Essential Learning Outcomes (ELO)

⊡ Students will make sense of and construct scatterplots.  (8.SP.1) (MP.2, MP.4) 

Learning Targets:

• I can construct and interpret a scatter plot. (8.SP.1)

• I can recognize clusters and outliers in a scatter plot. (8.SP.1)

• I can recognize a pattern as having a positive or negative association. (8.SP.1)

• I can recognize a pattern as having a linear or nonlinear association. (8.SP.1)

• I can compare patterns of association between two quantities. (8.SP.1)

⊡ Students will reason quantitatively to model bivariate data with a straight line.  (8.SP.2, 8.SP.3) (MP.2, MP.4, MP.7) 

Learning Targets:

• I can informally construct a line of best fit. (8.SP.2)

• I can assess the data by comparing the data points to the line of best fit. (8.SP.2)

• I can create an equation for a linear model. (8.SP.3)

• I can use the equation of a linear model to solve bivariate measurement data problems. (8.SP.3)

• I can use the equation of a linear model to interpret the slope and the intercept. (8.SP.3)

⊡ Students will collect and analyze data, model the data by constructing a table, and reason abstractly and quantitatively when interpreting the data.  (8.SP.4) (MP.2, MP.3, MP.4, MP.7) 

Learning Targets:

• I can construct a two-way table. (8.SP.4)

• I can interpret a two-way table. (8.SP.4)

• I can calculate relative frequencies in a two-way table. (8.SP.4)

• I can use relative frequencies to describe association between two variables. (8.SP.4)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 30: Elephant Pics

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities