**Title:** Adding Up Stats

**Description:**
In groups, students will conduct surveys and collect the data from their surveys. Then they will analyze the data and create various methods of displaying the collected data.
**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 (9 - 12), or Technology Education (6 - 8)

**Title:**Adding Up Stats

**Description:**In groups, students will conduct surveys and collect the data from their surveys. Then they will analyze the data and create various methods of displaying the collected data.

**Title:** A Piece of Pi

**Description:**
This lesson uses graphing to help students understand that pi is a constant and is the slope of the line graphed on a circumference vs. diameter graph.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**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 (9 - 12)

**Title:**A Piece of Pi

**Description:**This lesson uses graphing to help students understand that pi is a constant and is the slope of the line graphed on a circumference vs. diameter graph.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.

**Title:** Predict the Future?

**Description:**
Students will use data collected and a "best-fit line" to make predictions for the future. The example the students will be working on for this lesson will demonstrate an exponential regression.
**Standard(s): **

[MA2015] PRE (9-12) 16: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. (*Key features include intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Determine odd, even, neither.*)* [F-IF4] (Alabama)

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**Predict the Future?

**Description:**Students will use data collected and a "best-fit line" to make predictions for the future. The example the students will be working on for this lesson will demonstrate an exponential regression.

**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:** Math is Functional

**Description:**
This lesson is a technology-based activity in which students extend graphing of linear functions to the use of spreadsheet software. After students have become proficient in constructing a table of values, students are able to efficiently graph equations with more extensive computational requirements. Furthermore, inquiry and discovery about slope and y-intercept will help students conceptualize material normally presented in Algebra I textbooks.
**Standard(s): **

[MA2015] AL1 (9-12) 13: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. [A-CED2]

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**Math is Functional

**Description:**This lesson is a technology-based activity in which students extend graphing of linear functions to the use of spreadsheet software. After students have become proficient in constructing a table of values, students are able to efficiently graph equations with more extensive computational requirements. Furthermore, inquiry and discovery about slope and y-intercept will help students conceptualize material normally presented in Algebra I textbooks.

**Title:** You Mean ANYTHING To The Zero Power Is One?

**Description:**
This lesson is a technology-based project to reinforce concepts related to the Exponential Function. It can be used in conjunction with any textbook practice set. Construction of computer models of several Exponential Functions will promote meaningful learning rather than memorization.
**Standard(s): **

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**You Mean ANYTHING To The Zero Power Is One?

**Description:**This lesson is a technology-based project to reinforce concepts related to the Exponential Function. It can be used in conjunction with any textbook practice set. Construction of computer models of several Exponential Functions will promote meaningful learning rather than memorization.

**Title:** Creating a Payroll Spreadsheet

**Description:**
Spreadsheet software allows you to calculate numbers arranged in rows and columns for specific financial tasks. This activity allows students to create an "Employee Work/Pay Schedule" spreadsheet to reinforce spreadsheet skills. Students will practice spreadsheet skills by entering data, creating formulas, and using formatting commands.
**Standard(s): **

**Subject:**Mathematics (9 - 12), or Technology Education (9 - 12)

**Title:**Creating a Payroll Spreadsheet

**Description:**Spreadsheet software allows you to calculate numbers arranged in rows and columns for specific financial tasks. This activity allows students to create an "Employee Work/Pay Schedule" spreadsheet to reinforce spreadsheet skills. Students will practice spreadsheet skills by entering data, creating formulas, and using formatting commands.

**Title:** Swimming Pool Math

**Description:**
Students will use a swimming pool example to practice finding perimeter and area of different rectangles.
**Standard(s): **

[MA2015] (8) 24: Know the formulas for the volumes of cones, cylinders, and spheres, and use them to solve real-world and mathematical problems. [8-G9]

**Subject:**Mathematics (6 - 12)

**Title:**Swimming Pool Math

**Description:**Students will use a swimming pool example to practice finding perimeter and area of different rectangles.

**Title:** How Old Are the Stars?

**Description:**
In this Science NetLinks lesson, students determine the age of a star cluster by observing, measuring, and plotting astronomical data. They examine the Jewelbox cluster, located within the southern constellation Crux, and determine its age using a relationship between temperature, color, and luminosity. Before beginning this lesson, students should understand the life cycle and composition of stars. Students should also understand the relationship between temperature and color.
**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, Science

**Title:**How Old Are the Stars?

**Description:**In this Science NetLinks lesson, students determine the age of a star cluster by observing, measuring, and plotting astronomical data. They examine the Jewelbox cluster, located within the southern constellation Crux, and determine its age using a relationship between temperature, color, and luminosity. Before beginning this lesson, students should understand the life cycle and composition of stars. Students should also understand the relationship between temperature and color.

**Thinkfinity Partner:**Science NetLinks

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

**Title:** Automobile Mileage: Year 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 in the resulting equation for 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 interpret them in the context of the real-life application. Students also make decisions about the age and mileage of automobiles based on the equation of the least squares regression line. This lesson incorporates an interactive regression line applet.
**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:**Automobile Mileage: Year 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 in the resulting equation for 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 interpret them in the context of the real-life application. Students also make decisions about the age and mileage of automobiles based on the equation of the least squares regression line. This lesson incorporates an interactive regression line applet.

**Thinkfinity Partner:**Illuminations

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

**Title:** Exact Ratio

**Description:**
This reproducible activity sheet, from an Illuminations lesson, features a series of questions pertaining to exact ratios and geometric sequences. In the lesson, students measure lengths on stringed musical instruments and discuss how the placement of frets on a fretted instrument is determined by a geometric sequence.
**Standard(s): **

[MA2015] AL1 (9-12) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [F-BF2]

**Subject:**Mathematics

**Title:**Exact Ratio

**Description:**This reproducible activity sheet, from an Illuminations lesson, features a series of questions pertaining to exact ratios and geometric sequences. In the lesson, students measure lengths on stringed musical instruments and discuss how the placement of frets on a fretted instrument is determined by a geometric sequence.

**Thinkfinity Partner:**Illuminations

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

**Title:** Make a Conjecture

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.
**Standard(s): **

[MA2015] AL1 (9-12) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [F-BF2]

**Subject:**Health,Mathematics

**Title:**Make a Conjecture

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They are asked to think about the mathematics involved in determining the amount of blood being pumped by a heart.

**Thinkfinity Partner:**Illuminations

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

**Title:** Shedding the Light

**Description:**
In this four-lesson unit, from Illuminations, students investigate a mathematical model for the decay of light passing through water. The goal of this investigation is a rich exploration of exponential models in context. Students examine the way light changes as water depth increases, conduct experiments, explore related algebraic functions using an interactive Java applet and analyze the data collected.
**Standard(s): **

[MA2015] DM1 (9-12) 3: Use the recursive process and difference equations to create fractals, population growth models, sequences, series, and compound interest models. (Alabama)

**Subject:**Mathematics,Science

**Title:**Shedding the Light

**Description:**In this four-lesson unit, from Illuminations, students investigate a mathematical model for the decay of light passing through water. The goal of this investigation is a rich exploration of exponential models in context. Students examine the way light changes as water depth increases, conduct experiments, explore related algebraic functions using an interactive Java applet and analyze the data collected.

**Thinkfinity Partner:**Illuminations

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

**Title:** Graph Chart

**Description:**
This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.
**Standard(s): **

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

**Subject:**Mathematics

**Title:**Graph Chart

**Description:**This reproducible transparency, from an Illuminations lesson, contains the answers to the similarly named student activity in which students identify the independent and dependent variables, the function, symbolic function rule and rationale for a set of graphs.

**Thinkfinity Partner:**Illuminations

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

**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:** 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:** Do You Hear What I Hear?

**Description:**
In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension.
**Standard(s): **

[MA2015] PRE (9-12) 26: Determine the amplitude, period, phase shift, domain, and range of trigonometric functions and their inverses. (Alabama)

**Subject:**Mathematics,Science

**Title:**Do You Hear What I Hear?

**Description:**In this lesson, from Illuminations, students explore the dynamics of a sound wave. Students use an interactive Java applet to view the effects of changing the initial string displacement and the initial tension.

**Thinkfinity Partner:**Illuminations

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

**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:** Reflecting on Your Work

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They apply the methods they explored in the previous lesson to two new situations: analyzing sediment flow in a river and blood flow in the brain.
**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:**Health,Mathematics,Science

**Title:**Reflecting on Your Work

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore rates of change and accumulation in context. They apply the methods they explored in the previous lesson to two new situations: analyzing sediment flow in a river and blood flow in the brain.

**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:** Movie Lines

**Description:**
This Illuminations lesson allows students to apply their knowledge of linear equations and graphs in an authentic situation. Students plot data points corresponding to the cost of DVD rentals and interpret the results.
**Standard(s): **

[MA2015] PRE (9-12) 17: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.* [F-IF6]

**Subject:**Mathematics

**Title:**Movie Lines

**Description:**This Illuminations lesson allows students to apply their knowledge of linear equations and graphs in an authentic situation. Students plot data points corresponding to the cost of DVD rentals and interpret the results.

**Thinkfinity Partner:**Illuminations

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

**Title:** The Centroid and the Regression Line

**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 centroid of a data set and its significance for the line fitted to the data.
**Standard(s): **

**Subject:**Mathematics

**Title:**The Centroid and the Regression Line

**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 centroid of a data set and its significance for the line fitted to the data.

**Thinkfinity Partner:**Illuminations

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

**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

**Title:** Determining Functions Using Regression

**Description:**
In these two lessons, students collect data and graph the data. They will analyze the data and use regression on a calculator to find the function of best fit for each.
**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:**Determining Functions Using Regression

**Description:**In these two lessons, students collect data and graph the data. They will analyze the data and use regression on a calculator to find the function of best fit for each.

**Thinkfinity Partner:**Illuminations

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

**Title:** Road Rage

**Description:**
In this Illuminations lesson, students use remote-controlled cars to create a system of equations. The solution of the system corresponds to the cars crashing. Multiple representations are woven together throughout the lesson, using graphs, scatter plots, equations, tables, and technological tools. Students calculate the time and place of the crash mathematically, and then test the results by crashing the cars into each other.
**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:**Road Rage

**Description:**In this Illuminations lesson, students use remote-controlled cars to create a system of equations. The solution of the system corresponds to the cars crashing. Multiple representations are woven together throughout the lesson, using graphs, scatter plots, equations, tables, and technological tools. Students calculate the time and place of the crash mathematically, and then test the results by crashing the cars into each other.

**Thinkfinity Partner:**Illuminations

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

**Title:** On Top of the World

**Description:**
If you were standing on the top of Mount Everest, how far would you be able to see to the horizon? In this lesson, students will consider two different strategies for finding an answer to this question. The first strategy is algebraic-students use data about the distance to the horizon from various heights to generate a rule. The second strategy is geometric-students use the radius of the Earth and right triangle relationships to construct a formula. Then, students compare the two different rules based on ease of use as well as accuracy.
**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:**On Top of the World

**Description:**If you were standing on the top of Mount Everest, how far would you be able to see to the horizon? In this lesson, students will consider two different strategies for finding an answer to this question. The first strategy is algebraic-students use data about the distance to the horizon from various heights to generate a rule. The second strategy is geometric-students use the radius of the Earth and right triangle relationships to construct a formula. Then, students compare the two different rules based on ease of use as well as accuracy.

**Thinkfinity Partner:**Illuminations

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

**Title:** Line of Best Fit

**Description:**
This student interactive, from Illuminations, allows the user to enter a set of data, plot the data on a coordinate grid, and determine the equation for a line of best fit. Students can choose to display a line of best fit based on their visual approximation as well as a computer-generated least-squares regression line.
**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:**Line of Best Fit

**Description:**This student interactive, from Illuminations, allows the user to enter a set of data, plot the data on a coordinate grid, and determine the equation for a line of best fit. Students can choose to display a line of best fit based on their visual approximation as well as a computer-generated least-squares regression line.

**Thinkfinity Partner:**Illuminations

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