Graphing Linear Equations and Analyzing Scatter Plots

EDU 580
April 29th,2019
I. Content Area and Technology Standards
A. Content Area
New York State P-12 Common Core Learning Standards for Mathematics
NY-8.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.
NY-8.SP-2. Understand 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.
B. Technology
ISTE Standards for Students
Empowered Learner
1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.

Knowledge Constructor
3c. Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
3d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and
theories and pursuing answers and solutions.

Computational Thinker
5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data
in various ways to facilitate problem-solving and decision-making.
II. Lesson Objectives
A. Content Area
Students will be able to analyze a bivariate (2 variable) graph and explain the correlation
(relationship) between two quantitative variables.
Students will be able to construct a scatter plot graph and draw a line of best fit on the graph.
Students will be introduced to the correlation coefficient (how close the points on a scatter plot
graph are).

B. Technology
Students will be able to use a software program (Microsoft Excel) to enter data and create a
scatter plot graph based off the data.
Students will be able to use technology tools to create a scatter plot graph and a line of best fit
for the graph.
Students will be able to use a variety of computer games to demonstrate their understanding of
line of best fit and correlation coefficient.
III. Introduce the Learning Activity
A. Content Area
Today we will continue on our discovery on the use of scatter plot charts. Previously, students
have defined scatter plot graph, line of best fit, and correlation (relationship). Students have also
be introduced to the fact that scatter plot graphs represent the relationship between two variables
and different scatter plots graphs that have positive correlation (direct relationship between
variables), negative correlation (inverse relationship between variables), and no correlation (No
relationship). Today we will construct our own scatter plot graphs based on data, draw the line of
best fit, and determine the correlation between the two variable, based on the line of best fit.
Students will be introduced to the correlation coefficient, and given practice on predicting the
correlation coefficient. This will help students with their population project at the end of the
unit.
B. Technology
Today students will be introduced to technology that can help them analyze the relationship
between two variables. Students will be introduced to creating graphs (specifically a scatter plot
graph) on Microsoft Excel. Students will be asked to input information from a worksheet into
their Microsoft Excel sheet and will execute the process of creating a scatter plot graph in Excel.
Students will also be given the opportunity to play games on their computer, which review line
of best fit and correlation coefficient. Students will be reminded that this technology is a great
resource to use for their population project at the end of the semester.
IV. Provide Information
1. Prior to this lesson, students have learned what scatter plot graphs are and how to read
them, what a line of best fit is and how it explains that correlation (relationship) between
variables, and the different types of correlation (positive, negative, and no correlation).
2. At the beginning of the lesson, the class will review scatter plot graphs, line of best fit,
and the different type of correlation (relationship) between variables.
3. Students will be asked to open a Microsoft Excel sheet, while the teacher hands out
worksheet and explains that we will be making scatter plot graphs, constructing a line of
best fit, and finding the correlation (relationship), based on the data on the worksheets.
4. Students will be asked to go to my website www.mckeeversmath.wordpress.com and go
to the resources tab, where they will find resources specifically for this lesson labeled
“Resources for April 29th lesson”.
 5. Students will be asked to click on the first tab, “Scatter Plot Worksheet”, which is an
online version of the worksheet that was handed out. Students will be asked to type the
data from the worksheet into Microsoft Excel. Students will then be shown how to create
a scatter plot chart and line of best fit in Excel, based on the data.
6. Students will then be asked to record the the type of correlation in the graph on their
paper worksheet. There are three more problems for students to do on their own, while
the teacher walks around the class and asks if students need any help.
7. After about 10 minutes of working on their own, the teacher will gather class attention
and go over answers.
8. Students will be introduced to the correlation coefficient (how close the points of a scatter
plot are together), but will be reminded that the correlation coefficient is tomorrow’s
lesson.
9. Students will be given the last 5 minutes of class to play three computer games. Games
are located on my website, on the resources tab, under the section labeled “Resources for
April 29th Lesson”.
a. Line of Best Fit Game helps students to construct a line of best fit and determine
in a correlation is positive, negative, or non existent.
http://www.xpmath.com/forums/arcade.php?do=play&gameid=121
b. Matching Correlation Game gives students four correlation coefficients and asks
student to match the correlation coefficient to the graph that looks like it. This
game is a challenge for students to understand information prior to learning it.
http://www.xpmath.com/forums/arcade.php?do=play&gameid=121
c. Guess the Correlation Game gives students a graph and students have to guess the
correlation coefficient based off the graph. This game is to really challenge
students to practice information prior to learning it.
http://www.xpmath.com/forums/arcade.php?do=play&gameid=121
*Students will have a second chance to play the Matching Correlation Game and Guess the
Correlation Game on the smart board in the classroom after correlation coefficient is taught in
depth*
V. Provide Practice
A. Content Area
Prior to this lesson, students have learned about scatter plot graphs, correlation (relationship),
and line of best fit. Students would have completed homework finding correlation and line of
best fit, the night before this lesson. During this lesson, students will be given a worksheet, with
several questions, that present a set of data. Students will have to determine based off a scatter
plot graph created by the data, what the correlation of the graph is and will be able to construct
the line of best fit for the graph. After students have completed the worksheets, they will be
given the opportunity to play three games, with practice finding the line of best fit and finding
the correlation coefficient.
B. Technology
 This lesson focuses on one of the main technology tools that students will be able to use for their
population project at the end of the unit. In this lesson, students will be ask to use Microsoft
Excel to record a set of data, then use the technology to construct a scatter plot graph to visually
represent the recorded data. Using Microsoft Excel will help save time for students, make
reading a graph easier, and give students the knowledge of how to use another technological tool.
Students will be instructed through the first set of data on how to create a scatter plot graph and
line of best fit on Microsoft Excel, and then given three more problems to do on their own, to
practice the process multiple times. This will help give students a good understanding of the
process of creating a scatter plot graph and line of best fit on Microsoft Excel, to do on their
own.
VI. Provide Knowledge of Results
A. Give Feedback
After giving the students instruction on how to create scatter plot graphs on Microsoft Excel, I
will walk around the room and feedback on the how they are using Microsoft Excel to answer
the questions on their worksheet. I will be able to answer questions students may have while I am
walking around. Students will be able to work together to ask each other questions about the
process of creating a graph for instant feedback. Before I give them the opportunity to play math
games, students and I will go over he answers to th worksheet and clear up any confusion that
may arise.
B. Get Feedback
Ask students if there is any confusion and if there is anything I am able to do, to make the
material and the process of creating a scatter plot graph on Microsoft Excel, easier to understand.
If all students are struggling, I will go back to the front of the room and review the process one
more time, but slower. If the worksheet is to easier and students move through it quickly, I will
ask them to make up their own data, which would create a positive correlation, negative
correlation, and no correlation, so they are able to practice more.
VII. Review
During this lesson, students further their knowledge on scatter plot graphs. First, students
reviewed the definition of scatter plot graph, line of best fit, and correlation (relationship).
Students also reviewed that scatter plot graphs have either a positive correlation, negative
correlation, or no correlation at all. Next, students we give instructions on how to create a scatter
plot graph and line of best fit based off of given data, on Microsoft Excel. Students were able to
read the graph and determine the correlation. Students were then given an opportunity to review
the process by doing three more examples of creating scatter plot graphs on Excel, on their own.
Next, students were given a quick pre-lesson on what the correlation coefficient, for tomorrow’s
lesson. Finally, students were able to play three games, which reviewed the line of best fit and
correlation coefficient. Students will be given homework at the end of class to review line of best
fit and correlation.
VIII. Method of Assessment
 A. Content Area
The worksheet that was handed out in class, will be a good reflection of the students
understanding of the material. I will walk around and review each student’s understanding while
they are doing the activity. This material will also be review in the assigned homework and
student will have a quiz covering scatter plot graphs, line of best fit, correlation (relationship),
and he correlation coefficient.
B. Technology
Students will use the process of creating a scatter plot graph on Microsoft Excel in their
population project, which is due at the end of the unit. A portion of the grade on the population
project will be on the graph they constructed to show the correlation and line of best fit of their
two populations. Students will be instructed to use Microsoft Excel on their population project,
and to use the information they acquired during this lesson to increase their grade on the
population project.

Scatter Plot Data

Directions: Enter the given data in each problem into a Microsoft Excel sheet and
find the line of best fit for the data. Determine if there is a relationship (correlation)
between two categories.

1. Height and weight relationship

 Years of experience 2 6 20 1 14 5 11
Salary (in thousands) 35 47 100 30 80 45 60

2. Predator vs. Prey relationship

Number of Bears 50 43 35 42 48 53 48
Number of Tuna Fish 200 270 450 400 350 150 260

3. Ice Cream Sales Relationship

Cups Sold 34 25 40 12 21 34 16

Cones Sold 17 10 15 18 25 13 14

4. Students to Teachers Relationships

Number of Students 20 75 35 100 60 17 55

Number of Teachers 2 3 2 7 4 1 3

How to Create a Scatter Plot Graph on Microsoft Excel

1. Open a new, clean sheet in Microsoft Excel.

2. In the cell block labeled A1, label your first variable.
Examples: “Value of car”, “Number of students”, “Cups Remaining”
3. In the cell block labeled A2, enter your first numerical data that corresponds
with the variable labeled in cell black A1.
4. Continue with A3, A4, etc. until you run out of numerical data for the first
variable.
5. In the cell block labeled B1, label your second variable.
 Examples: “Miles on the car”, “Number of teacher”, “Cups Sold”
6. In the cell block labeled B2 , enter your first numerical data that corresponds
with the variable labeled and the data in cell block A2.
7. In cell block labeled B3, enter your next numerical data that corresponds
with the variable labeled and the data in cell block A3, and continue this
pattern until there is equal amount of data with the first variable and the
second variable.
8. After all your data is labeled and recorded, use you mouse to highlight all
the data that is on the sheet.
9. With your data highlighted, click the tab at the top of the page “Insert”.
10. In the “Insert” tab, these is a section labeled “Charts”. We want to click the
little arrow in the bottom right corner, to expand our chart options.
11. At the top of the window that comes up after we clicked the arrow, we want
to click the tab that says “All Charts”. Under this section we want to click
the option that says “X Y Scatter” on the left side of the page, and click
“OK” at the bottom of the page.
12. As a result a scatter plot graph will appear on the screen.
13. If you click the graph, a green plus sign will appear on the top right corner
of the graph. Click the green plus, and it will show the “Chart Element”
14. Under the “Chart Elements”, we want to go down to the last option
“Trendline” and click the checkbox next to “Trendline”.
15. As a result, the line of best fit should appear on the graph.
16. The line of best fit will show you the correlation, which we need to find.