ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [MA2015] (8) 25 :
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]

[MA2015] (8) 26 :
26 ) Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. [8-SP2]

Subject: Mathematics (8)
Title: Grade 8 Mathematics Module 6, Topic B: Bivariate Numerical Data
URL: https://www.engageny.org/resource/grade-8-mathematics-module-6-topic-b-overview
Description:

Module 6, Topic B uses linear functions to model the relationship between two quantitative variables as students move to the domain of Statistics and Probability. Students make scatter plots based on data. They also examine the patterns of their scatter plots or given scatter plots. Students assess the fit of a linear model by judging the closeness of the data points to the line (8.SP.A.1, 8.SP.A.2).



   View Standards     Standard(s): [MA2015] (8) 25 :
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]

[MA2015] (8) 26 :
26 ) Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line. [8-SP2]

[MA2015] (8) 27 :
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]

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.

Subject: Mathematics (8)
Title: Grade 8 Mathematics Module 6, Topic C: Linear and Nonlinear Models
URL: https://www.engageny.org/resource/grade-8-mathematics-module-6-topic-c-overview
Description:

In Module 6, Topic C, students use linear and nonlinear models to answer questions in context (8.SP.A.1, 8.SP.A.2). They interpret the rate of change and the initial value in context (8.SP.A.3). They use the equation of a linear function and its graph to make predictions. Students also examine graphs of nonlinear functions and use nonlinear functions to model relationships that are nonlinear. Students gain experience with the mathematical practice of “modeling with mathematics” (MP.4).



ALEX Classroom Resources: 2

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