Unit 3, Lesson 8
Correlations
Extra Support Materials for Algebra 1
8.1
Warm-up
Instructional Routines
Notice and WonderMaterials
NoneActivity Narrative
The purpose of this Warm-up is to elicit the idea that students can use scatter plots to interpret correlations between two variables, which will be useful in a later activity when students use scatter plots to describe relationships and think about the strength of relationships. While students may notice and wonder many things about these scatter plots, correlation types are the important discussion points.
When students articulate what they notice and wonder, they have an opportunity to attend to precision in the language they use to describe what they see (MP6). They might first propose less formal or imprecise language, and then restate their observation with more precise language in order to communicate more clearly.
Launch
Arrange students in groups of 2. Display the scatter plots. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss with their partner the things they notice and wonder.
Activity
NoneWhat do you notice? What do you wonder?
Scatter plot on grid, origin o. Horizontal axis, temperature, degrees Fahrenheit, from 0 to 90 by 10’s. Vertical axis, ice cream sales, dollars, from 0 to 100 by 10’s. 50 data points at 5 comma 14, 5 comma 22, 6 comma 8, 8 comma 5, 10 comma 7, 11 comma 21, 12 comma 7, 14 comma 12, 14 comma 31, 15 comma 17, 15 comma 28, 17 comma 16, 17 comma 17, 18 comma 32, 19 comma 7, 20 comma 0, 21 comma 32, 26 comma 10, 28 comma 20, 28 comma 29, 30 comma 38, 36 comma 20, 42 comma 33, 43 comma 56, 44 comma 54, 47 comma 65, 48 comma 35, 55 comma 69, 58 comma 77, 59 comma 54, 59 comma 56, 60 comma 41, 60 comma 41, 60 comma 57, 61 comma 68, 62 comma 50, 62 comma 77, 63 comma 59, 65 comma 53, 68 comma 75, 68 comma 83, 71 comma 87, 72 comma 64, 75 comma 58, 76 comma 67, 80 comma 67, 80 comma 69, 81 comma 78, 85 comma 66, 85 comma 94 and 87 comma 91.
Scatter plot on grid, origin o. Horizontal axis, temperature, degrees Fahrenheit, from 0 to 90 by 10’s. Vertical axis, sweater sales, dollars, from 0 to 100 by 10’s. 50 data points at 0 comma 93, 2 comma 90, 2 comma 98, 15 comma 92, 16 comma 74, 17 comma 72, 17 comma 81, 19 comma 91, 21 comma 67, 24 comma 91, 24 comma 93, 27 comma 73, 29 comma 86, 30 comma 50, 32 comma 71, 33 comma 84, 34 comma 50, 34 comma 66, 35 comma 62, 38 comma 42, 38 comma 63, 42 comma 69, 42 comma 37, 44 comma 41, 47 comma 44, 49 comma 56, 54 comma 36, 54 comma 45, 56 comma 54, 57 comma 28, 57 comma 53, 60 comma 38, 61 comma 30, 62 comma 40, 67 comma 29, 69 comma 35, 72 comma 47, 74 comma 46, 76 comma 21, 76 comma 23, 77 comma 30, 78 comma 25, 79 comma 20, 80 comma 32, 84 comma 0, 84 comma 1, 86 comma 16, 86 comma 20, 88 comma 5, 89 comma 18.
Scatter plot on grid, origin o. Horizontal axis, temperature, degrees Fahrenheit, from 0 to 90 by 10’s. Vertical axis, number of meals per day, from 0 to 7. 50 data points at 0 comma 1, 1 comma 5, 1 comma 5, 2 comma 1, 4 comma 3, 5 comma 3, 5 comma 5, 12 comma 3, 12 comma 5, 13 comma 1, 14 comma 2, 16 comma 6, 17 comma 2, 19 comma 4, 20 comma 4, 23 comma 4, 24 comma 2, 25 comma 4, 27 comma 1, 29 comma 2, 29 comma 3, 30 comma 4, 34 comma 6, 35 comma 3, 37 comma 1, 37 comma 4, 37 comma 6, 42 comma 2, 46 comma 5, 47 comma 2, 48 comma 1, 48 comma 2, 50 comma 4, 53 comma 3, 54 comma 2, 54 comma 4, 57 comma 6, 58 comma 3, 60 comma 6, 61 comma 4, 68 comma 3, 70 comma 6, 79 comma 2, 82 comma 5, 83 comma 5, 84 comma 4, 86 comma 5, 86 comma 6, 88 comma 2, 89 comma 4.
Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses without editing or commentary. If possible, record the relevant reasoning on or near the scatter plots. Next, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to observe what is on display and to respectfully ask for clarification, point out contradicting information, or voice any disagreement.
If possible connections between the variables graphed on the - and -axes do not come up during the conversation, ask students to discuss this idea.