**Title:** Statistically Thinking

**Description:**
The object of this project is for students to learn how to find univariate and bivariate statistics for sets of data. Also, the students will be able to determine if two sets of data are linearly correlated and to what degree. The students will use Microsoft PowerPoint and Excel to find, organize, and present their projects to the class.
**Standard(s): **

[MA2015] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama)

**Subject:**Mathematics (7 - 12)

**Title:**Statistically Thinking

**Description:**The object of this project is for students to learn how to find univariate and bivariate statistics for sets of data. Also, the students will be able to determine if two sets of data are linearly correlated and to what degree. The students will use Microsoft PowerPoint and Excel to find, organize, and present their projects to the class.

**Title:** Think of a Graph

**Description:**
This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.
**Standard(s): **

[MA2015] ALC (9-12) 12: Create a model of a set of data by estimating the equation of a curve of best fit from tables of values or scatter plots. (Alabama)

**Subject:**Mathematics

**Title:**Think of a Graph

**Description:**This reproducible transparency, from an Illuminations lesson, asks students to sketch a graph in which the side length of a square is graphed on the horizontal axis and the perimeter of the square is graphed on the vertical axis.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Count on Math

**Description:**
In this unit of two lessons, from Illuminations, students develop number sense through activities involving collection, representation, and analysis of data. In addition, students practice reading and writing large numbers and use estimation to arrive at appropriate answers.
**Standard(s): **

[MA2015] AL1 (9-12) 43: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). [S-ID3]

**Subject:**Mathematics

**Title:**Count on Math

**Description:**In this unit of two lessons, from Illuminations, students develop number sense through activities involving collection, representation, and analysis of data. In addition, students practice reading and writing large numbers and use estimation to arrive at appropriate answers.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8

**Title:** Finding Our Top Speed

**Description:**
This Illuminations lesson sets the stage for a discussion of travel in the solar system. By considering a real-world, hands-on activity, students develop their understanding of time and distance. The mathematics necessary for the lesson relate to measuring time and distance as well as graphing to portray the data collected.
**Standard(s): **

[MA2015] AL1 (9-12) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [S-ID7]

**Subject:**Mathematics,Science

**Title:**Finding Our Top Speed

**Description:**This Illuminations lesson sets the stage for a discussion of travel in the solar system. By considering a real-world, hands-on activity, students develop their understanding of time and distance. The mathematics necessary for the lesson relate to measuring time and distance as well as graphing to portray the data collected.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Apple Pie Recording Chart

**Description:**
This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects.
**Standard(s): **

[MA2015] AL1 (9-12) 46: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. [S-ID7]

**Subject:**Mathematics

**Title:**Apple Pie Recording Chart

**Description:**This reproducible activity sheet, from an Illuminations lesson, prompts students to use strings and rulers to measure and record the distance around several round objects, as well as the distance across the middle of those objects.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Automobile Mileage: Age vs. Mileage

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students plot data about automobile mileage and interpret the meaning of the slope and y-intercept of the least squares regression line. By examining the graphical representation of the data, students analyze the meaning of the slope and y-intercept of the line and put those meanings in the context of the real-life application. This lesson incorporates an interactive regression line applet.
**Standard(s): **

**Subject:**Mathematics

**Title:**Automobile Mileage: Age vs. Mileage

**Description:**In this lesson, one of a multi-part unit from Illuminations, students plot data about automobile mileage and interpret the meaning of the slope and y-intercept of the least squares regression line. By examining the graphical representation of the data, students analyze the meaning of the slope and y-intercept of the line and put those meanings in the context of the real-life application. This lesson incorporates an interactive regression line applet.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Automobile Mileage: Comparing and Contrasting

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students compare and contrast their findings from previous lessons of the unit. This lesson allows students the time they need to think about and discuss what they have done in the previous lessons. This lesson provides the teacher with another opportunity to listen to student discourse and assess student understanding.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Automobile Mileage: Comparing and Contrasting

**Description:**In this lesson, one of a multi-part unit from Illuminations, students compare and contrast their findings from previous lessons of the unit. This lesson allows students the time they need to think about and discuss what they have done in the previous lessons. This lesson provides the teacher with another opportunity to listen to student discourse and assess student understanding.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Bathtub Water Levels

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students examine real-life data that illustrates a negative slope. Students interpret the meaning of the negative slope and y-intercept of the graph of the real-life data. By examining the graphical representation of the data, students relate the slope and y-intercept of the least squares regression line to the real-life data. They also interpret the correlation coefficient of the least squares regression line. This lesson incorporates an interactive regression line applet.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Bathtub Water Levels

**Description:**In this lesson, one of a multi-part unit from Illuminations, students examine real-life data that illustrates a negative slope. Students interpret the meaning of the negative slope and y-intercept of the graph of the real-life data. By examining the graphical representation of the data, students relate the slope and y-intercept of the least squares regression line to the real-life data. They also interpret the correlation coefficient of the least squares regression line. This lesson incorporates an interactive regression line applet.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Exploring Linear Data

**Description:**
In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Exploring Linear Data

**Description:**In this lesson, from Illuminations, students model linear data in a variety of settings. Students can work alone or in small groups to construct scatterplots, interpret data points and trends, and investigate the notion of line of best fit.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8,9,10,11,12

**Title:** Gallery Walk

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students view the work of other students in the class and explain their own work. Students move from graph to graph during this time and, without any talking, view the work of their classmates. While on their Gallery Walk, the students think about the data their classmates plotted and whether or not the information accompanying each graph seems appropriate. Each pair of students then stands next to their own work and explains one of the graphs.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Gallery Walk

**Description:**In this lesson, one of a multi-part unit from Illuminations, students view the work of other students in the class and explain their own work. Students move from graph to graph during this time and, without any talking, view the work of their classmates. While on their Gallery Walk, the students think about the data their classmates plotted and whether or not the information accompanying each graph seems appropriate. Each pair of students then stands next to their own work and explains one of the graphs.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Least Squares Regression

**Description:**
In this nine-lesson unit, from Illuminations, students interpret the slope and y-intercept of least squares regression lines in the context of real-life data. Students use an interactive applet to plot the data and calculate the correlation coefficient and equation of the least squares regression line. These lessons develop skills in connecting, communicating, reasoning, and problem solving as well as representing fundamental ideas about data.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Least Squares Regression

**Description:**In this nine-lesson unit, from Illuminations, students interpret the slope and y-intercept of least squares regression lines in the context of real-life data. Students use an interactive applet to plot the data and calculate the correlation coefficient and equation of the least squares regression line. These lessons develop skills in connecting, communicating, reasoning, and problem solving as well as representing fundamental ideas about data.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Mathematics as Communication

**Description:**
This lesson, from Illuminations, focuses on interpreting and creating graphs that are functions of time. Students complete four activity sheets that focus on graphs of time vs. speed and how many times an event occurred in a specific amount of time.
**Standard(s): **

[MA2015] AL1 (9-12) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6]

**Subject:**Mathematics

**Title:**Mathematics as Communication

**Description:**This lesson, from Illuminations, focuses on interpreting and creating graphs that are functions of time. Students complete four activity sheets that focus on graphs of time vs. speed and how many times an event occurred in a specific amount of time.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Bouncing Tennis Balls

**Description:**
In this lesson, from Illuminations, students develop their skills in collecting and recording data using the real-world situation of a bouncing tennis ball. They use the data collected to formulate the relationship between the dependent and independent variable in their experiment.
**Standard(s): **

[MA2015] (8) 25: 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. [8-SP1]

**Subject:**Mathematics

**Title:**Bouncing Tennis Balls

**Description:**In this lesson, from Illuminations, students develop their skills in collecting and recording data using the real-world situation of a bouncing tennis ball. They use the data collected to formulate the relationship between the dependent and independent variable in their experiment.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Printing Books

**Description:**
In this lesson, from Illuminations, students explore the relationships among lines, slopes, and y-intercepts using the real-world situation of the printing of their textbook. They use data presented in tables, graphs, and equation form for problem-solving.
**Standard(s): **

[MA2015] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8-SP3]

**Subject:**Mathematics

**Title:**Printing Books

**Description:**In this lesson, from Illuminations, students explore the relationships among lines, slopes, and y-intercepts using the real-world situation of the printing of their textbook. They use data presented in tables, graphs, and equation form for problem-solving.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** Taking Its Toll

**Description:**
In this Illuminations lesson, students compare the price of a toll to the distance traveled. Students investigate data numerically and graphically to determine the per-mile charge, and they predict the cost if a new tollbooth were added along the route.
**Standard(s): **

[MA2015] (8) 27: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. [8-SP3]

**Subject:**Mathematics

**Title:**Taking Its Toll

**Description:**In this Illuminations lesson, students compare the price of a toll to the distance traveled. Students investigate data numerically and graphically to determine the per-mile charge, and they predict the cost if a new tollbooth were added along the route.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8

**Title:** The Effects of Outliers

**Description:**
This lesson, one of a multi-part unit from Illuminations, provides students with the opportunity to investigate the relationship between a set of data points and a curve used to fit the data points, using a computer-based interactive tool. Using the Regression Line Applet, students investigate the effect of outliers on a regression line and easily see their significance.
**Standard(s): **

[MA2015] PRE (9-12) 44: Understand statistics as a process for making inferences about population parameters based on a random sample from that population. [S-IC1]

**Subject:**Mathematics

**Title:**The Effects of Outliers

**Description:**This lesson, one of a multi-part unit from Illuminations, provides students with the opportunity to investigate the relationship between a set of data points and a curve used to fit the data points, using a computer-based interactive tool. Using the Regression Line Applet, students investigate the effect of outliers on a regression line and easily see their significance.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Traveling Distances

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students interpret the meaning of the slope and y-intercept of a graph of real-life data. By examining the graphical representation of the data, students relate the slope and y-intercept of the least squares regression line to the real-life data. They also interpret the correlation coefficient of the resulting least squares regression line. This lesson incorporates an interactive regression line applet.
**Standard(s): **

[MA2015] ALT (9-12) 33: Write a function that describes a relationship between two quantities.* [F-BF1]

**Subject:**Mathematics

**Title:**Traveling Distances

**Description:**In this lesson, one of a multi-part unit from Illuminations, students interpret the meaning of the slope and y-intercept of a graph of real-life data. By examining the graphical representation of the data, students relate the slope and y-intercept of the least squares regression line to the real-life data. They also interpret the correlation coefficient of the resulting least squares regression line. This lesson incorporates an interactive regression line applet.

**Thinkfinity Partner:**Illuminations

**Grade Span:**9,10,11,12

**Title:** Building Bridges

**Description:**
In this lesson, from Illuminations, students attempt to make a transition from arithmetical to algebraic thinking by extending from problems that have single-solution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed.
**Standard(s): **

[MA2015] AL1 (9-12) 45: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. [S-ID6]

**Subject:**Mathematics,Professional Development

**Title:**Building Bridges

**Description:**In this lesson, from Illuminations, students attempt to make a transition from arithmetical to algebraic thinking by extending from problems that have single-solution responses. Values organized into tables and graphs are used to move toward symbolic representations. Problem situations involving linear, quadratic, and exponential models are employed.

**Thinkfinity Partner:**Illuminations

**Grade Span:**6,7,8