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The purpose of this activity is for students to look at different scatter plots and rank them in order from the linear model being a very bad fit to the data to the linear model being a very good fit to the data. As students evaluate how well a linear model fits the data, they are practicing choosing which type of function to use to model a set of data, which is an aspect of mathematical modeling (MP4).
Allow students to work individually or with a partner. Allow students about 10 minutes for the first part of the Task Statement.
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Graph F.
Graph G.
The goal of this discussion is for students to understand that they can rank the goodness of fit of a linear model to data in a scatter plot based on the linear model’s ability to predict outcomes in the data. Discuss how they ranked the scatter plots and how to use this to interpret data. Here are sample questions to promote class discussion:
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The purpose of this activity is for students to synthesize data displayed in a scatter plot, using aspects of a linear model. Students practice using the linear models to interpret the data, reasoning abstractly and quantitatively (MP2) as they move between the graph of the linear model and what the graph means in context.
Here are situations represented with graphs and linear models of the data. Use the information given to complete the missing fields for each situation.
The purpose of this discussion is for students to make a connection between scatter plots and how to use a linear model to interpret the relationship between the variables presented in the scatter plot.
Use Critique, Correct, Clarify to give students an opportunity to improve a sample written response explaining how well a model fits the data, by correcting errors, clarifying meaning, and adding details.
Discuss how students made sense of the problems and ranked their confidence in the models. Here are sample questions to promote class discussion: