5e Lesson Plan 2-2

Louisiana State University
Step 2: Inquiry-Based Lesson Design in Mathematics and Science
LSU Team: Sydni Faucheaux
Mentor Teacher: Rosemary Reese
Lesson Source: Ohio Department of Education
Date to be Taught: 3/27/14
School: Westdale Middle School
Classroom Number:
Time to be Taught: 9:10-10:40
Grade Level: 8
Lesson Topic: Bivariate Data
Concept Statement:
In this lesson, students will be utilizing scatter plot graphs and applying previous knowledge of equations of lines to compare two sets of data. Understanding the
purpose of a scatter plot to represent bivariate data is important students will learn, through this method of graphing, to look for trends or correlations in related
information that is given.
Academic Standards:
8.SP.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear
model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in
mature plant height.
8.SP.4
Understand thatpatterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.
Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for
rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a
curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
Objectives:
SWBAT
o Compare univariate and bivariate data.
o Sketch a scatter plot to represent the bivariate data.
o Represent the relationship between the two sets of data in the form of an equation.
Advanced Preparations:
-Copies
26 of
o Pre-Assessment (Attachment A, yellow paper)
o Engagement Notes (Univariate and Bivariate Data)
o Exploration Notes (Attachment B)
o Explanation Worksheet (Attachment C)
o Elaboration Graph (Attachment D")
o Post-Assessment (Attachment E, blue paper)
52 of
o Empty graphs (no numbers, just lines)
5 of
o Elaboration directions
-Directions
Place materials packets under desks
Inform students to LEAVE THEM ALONE until we say to look at them!!!
Grab your scientific calculator.
Safety Considerations:
No metal rulers if possible!
What the Teacher Will Do

Introduce the topic and pass out Pre-Assessment
and explain the purpose of it: to see what the
students know.
Pick up pre-assessments and ask for students

feedback on it.
Grasp students attention with engaging questions

on basic information for the lesson.
ENGAGEMENT
Approximate Time: 15 (10 for pre-assessment, 5

for feedback and engaging)
Eliciting Questions and Student Responses
What the Students Will Do
Today we will be dealing with bivariate data. Dont

be alarmed by the sophisticated words! A lot of the
information will be familiar to you. Now, were just
going to give you 10 minutes to answer this
worksheet to the best of your abilities so we can
get your brains working this early!
No eliciting questions here; students will be taking
the pre-assessment to be picked up. However,
students can ask the teacher questions regarding
directions.
A. So, what did you think of the preassessment?
a. Hard, easy, we never learned that, we already
learned that
B. Was there any terms you didnt recognize?
b. Scatter plot, line of best fit, collinear
C. What terms did you recognize?
b. Point-slope formula, equation, table, rate of
change
Complete the pre-assessment to the best of their

ability within the timeframe given (approximately 10
minutes). Turn paper over when done.
A. (writes Univariate and Bivariate on

board) What can you tell me from looking
at these words?
a. Uni- means one, Bi- means two; vari- means change/variable
B. Knowing now the meaning of univariate,
what units can represent/how can we label
a set of univariate data?
b. Any one unit such as minutes, feet,
dollars, x
C. What are some ways we display a set of
univariate data?
c. Bar graphs, pie charts, histograms
D. How do we find the change in a set of
univariate data?
d. Mean, median, mode, range
E. How about bivariate data? What units can
represent/how can we label bivariate data
knowing its meaning?
e. Mph, dollars per week, sales per year,
Brainstorm to answer questions and recognize the

main differences between univariate and bivariate
data. They will answer by raising their hands.
Respectfully express their opinion of the preassessment.
(x,y)
**Notice that all bivariate data represents is
a set of ratios!
F. How can we display a set of bivariate data?
f. Graph, scatter plot
G. How can we find the change in a set of
bivariate data?
g. rate of change
TRANSITION
(2 minutes)
-Instruct students to retrieve their packets from under their desk, and stay on the first page labeled Univariate and
Bivariate Data. Follow along through the given example.
Approximate Time: 15
EXPLORATION
Guide students through an example of bivariate

data and organizing it on a scatter plot.
(Attachment B)
A. What increment would you use for the x

and y axes?
a. Increments of 1
B. Why would this be easier than labeling it by
increments of 2s?
b. Your answer will be more precise
when estimating the location of the y
coordinates ending in 0.5
Complete the handout in their materials packet that

coincides with the one the teachers will be
projecting. Students should answer by raising their
hands.
Assist students in discovering the line of best fit

and the equation for it. Demonstrate the
illustrations.
A. Can you trace a straight line that will pass

through every point on the graph? Why or
Why not?
a. No, because the data is not collinear.
B. Even though the data is not collinear, can
we find an equation that will roughly
represent the data? Whats it called?
b. Yes, by finding the line of best fit.
C. So if we want an equation to represent this
data, what do we do?
c. Draw the line through the middle of
the data.
**Make sure to inform the students that
-There should be an even number of points
on each side of the line of best fit.
-The line may or may not pass through
given point(s) depending on where the
Answer questions to the best of their knowledge, by

raising their hands, and participate in filling out
Attachment B.
middle is located and the distance of it

from plotted points.
-Your ordered pairs used to find the pointslope form should be rounded to the
nearest tenth for this class unless stated
otherwise.
This is because not everyones
estimate line of best fit will be
drawn exactly the same.
Allow students to form a hypothesis on the
meaning or correlation.
A. In general, what are some other words for

correlation?
a. Relationship, link, connection, etc.
B. In terms of math, correlation is a
considered a trend and is either positive or
negative. Whats the correlation between
the two sets of data?
b. Positive
C. If we gave you just an equation and no
graph, how would you tell us the
correlation?
c. Using the sign of the rate of change.
D. Why isnt correlation a number if its related to
the rate of change?
d. The correlation is not a number because the
correlation is just a direct or indirect
relationship. Its related to the rate of change
because the sign of the rate (a number) will
coincide with the correlation if all the steps in a
problem are done correctly.
**If the sign of the rate of change does not
match the visual correlation of your graph,
there is an error in your plotting or your
work!
Complete Attachment B and analyze the data, thus

forming a line of best fit and finding the correlation.
They will answer questions by raising their hands.
TRANSITION
After clearing up any confusion, instruct students to flip to Attachment C.

Monitor the class while individual work is being
done. Be available to answer questions.
Review answers with the class.
Address the correlation of the scatter plots with the

class.
EXPLANATION
You will have ten minutes to graph a scatter plot

for each table, draw the line of best fit, and write
the equation of that line. If you have any questions,
please raise your hand. Otherwise, work quietly.
**Remind students to round to the nearest tenth!
Answers will be projected with the use of the Elmo.
It is okay if your answers differ one-tenths from
mine!
A. What are the correlations of the graphs for
tables A, B, and C?
a. Positive, positive, negative.
B. What does negative correlation mean in terms of
x and y?
b. As x increases, y decreases.
C. What s another way we can state positive
correlation in terms of x and y?
c. As x increases, y increases.
Complete the given assignment individually and to

the best of their ability. They should raise their hands
if they have any questions.
Check their answers from what is projected. Raise

their hand if they have any questions.
Answer correlation questions by raising their hand.
TRANSITION
(1 minute)
Divide students into four groups of five. Make sure they bring their materials packet. Pass out rulers.
ELABORATION
Verbally give directions for the group activity and
demonstrate how to take measurements., then
distribute the directions sheet to each group as well
as five rulers to each group.
Monitor group work and noise level.

Please do not get loud and stay focused. The only
business you should be concerned with is whats
happening in YOUR group. We will compare
answers after.
Follow directions on the handout to retrieve the
information needed.
Students can raise their hand if there are any

questions.
Call on a student from each group to show work for

their group or ask for a volunteer from each group.
A. What can we conclude from the scatter

plots?
a. Each has a positive correlation.
B. What does the positive correlation state?
b. As arm length increases, so does
finger length.
C. How could this scenario have been
different?
c. A negative correlation could have
occurred.
D. What would a negative correlation imply?
d. The shorter your arm, the longer your
finger.
One student per group will stand and show their

work for their group.
TRANSITION
(1 minutes)
Pick up rulers. Instruct students to sit where they were, put away materials packet, and clear your desk of anything except a pencil and calculator.

Distribute post assessment.
Collect post assessments and turn over the class to

Mrs. Reese.
EVALUATION
Just like at the beginning of class, complete this

worksheet to the best of your ability. This is
individual work, so please do not talk. You have 10
minutes to complete this worksheet.
Complete post assessment to the best of their ability

with time frame given. Turn it over when done.
Turn in post assessment.
8th Grade Class

Last name, first name
Azcuy-Gonzales, Rashel
Barro, Jazmine
Cage, Lameshia
Carlin, Shelby
Coleman, Ceteria
Critney, Tabbatha
DePaz, Luis
Garcia-Cabral, Jose
Johnson, Zackary
King, Kaelyn
Lawrence, Kaleb
Macia, Melissa
Martinez, Luis
Moncada, Arturo
Mukuri-Maka, Emma
Padilla, Jasson
Perkins, Briana
Rodriguez, Omar
Stacy, Zaelyn
Williams, Blake
Louisiana State University

Step 2: Inquiry-Based Lesson Design in Mathematics and Science
LSU Team: Sydni Faucheaux
Mentor Teacher: Rosemary Reese
Lesson Source: Ohio Department of Education
Date to be Taught: 3/27/14
School: Westdale Middle School
Classroom Number:
Time to be Taught: 9:10-10:40
Grade Level: 8
Lesson Topic: Bivariate Data
Items Requested
Plastic 12-inch rulers with centimeter readings
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# Returned
26
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Louisiana State University

Step 2: Inquiry-Based Lesson Design in Mathematics and Science

LSU Team: Sydni Faucheaux

Mentor Teacher: Rosemary Reese

Lesson Source: Ohio Department of Education

Date to be Taught: 3/27/14

School: Westdale Middle School

Time to be Taught: 9:10-10:40

Lesson Topic: Bivariate Data

What the Teacher Will Do

Pick up pre-assessments and ask for students

Grasp students attention with engaging questions

Approximate Time: 15 (10 for pre-assessment, 5

Eliciting Questions and Student Responses

What the Students Will Do

Today we will be dealing with bivariate data. Dont

Complete the pre-assessment to the best of their

A. (writes Univariate and Bivariate on

Brainstorm to answer questions and recognize the

Respectfully express their opinion of the preassessment.

Eliciting Questions and Student Responses

What the Students Will Do

Guide students through an example of bivariate

A. What increment would you use for the x

Complete the handout in their materials packet that

Assist students in discovering the line of best fit

A. Can you trace a straight line that will pass

Answer questions to the best of their knowledge, by

middle is located and the distance of it

A. In general, what are some other words for

Complete Attachment B and analyze the data, thus

What the Teacher Will Do

Review answers with the class.

Address the correlation of the scatter plots with the

Eliciting Questions and Student Responses

What the Students Will Do

You will have ten minutes to graph a scatter plot

Complete the given assignment individually and to

Check their answers from what is projected. Raise

Eliciting Questions and Student Responses

Students can raise their hand if there are any

Call on a student from each group to show work for

A. What can we conclude from the scatter

One student per group will stand and show their

What the Teacher Will Do

Collect post assessments and turn over the class to

Eliciting Questions and Student Responses

What the Students Will Do

Just like at the beginning of class, complete this

Complete post assessment to the best of their ability

Turn in post assessment.

8th Grade Class

Louisiana State University

LSU Team: Sydni Faucheaux

Mentor Teacher: Rosemary Reese

Lesson Source: Ohio Department of Education

Date to be Taught: 3/27/14

School: Westdale Middle School

Time to be Taught: 9:10-10:40