Unitplan - Edu531 - Elizabethtilton 2-5

Unit Writing Guide
Instructional Unit Design Outline
Unit Title: Statistics and Probability – Investigations with Bivariate Data
Unit Designer(s): Elizabeth Tilton
Grade Level(s) / Course(s): 8th Grade Algebra 1 Time Span: Approximately 2 weeks (11 days; 60 min.
classes)
Content Area(s): Mathematics; English / Language Arts
Common Core Domain Progression:
• K-2 Span: Operations & Algebraic Thinking; Measurement & Data

• 3-5 Span: Operations & Algebraic Thinking; Measurement & Data
• 6-8 Span: Ratios & Proportional Relationships; The Number System; Expressions & Equations;
Functions; Statistics & Probability
Common Core State Standard(s) focus: 8th Grade Mathematics
Domain: Statistics & Probability
Cluster: Investigate patterns of association in bivariate data
Standard(s):
- CCSS.MATH.CONTENT.8.SP.A.1
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.
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.
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting
the slope and intercept.
Summary of Unit
Describe the unit using verbs that align with the Standard(s) being assessed:
This unit was designed for an 8th grade mathematics class. It focuses on the Common Core State Standards
Domain surrounding Statistics and Probability. Three different standards from this domain are addressed
within the unit plan. The various activities, lessons, and both formative and summative assessments, provide
students with ample opportunity to practice and demonstrate their progress towards proficiency of the
standards being assessed. The integration of technology via one-to-one student iPads and shared desktop
computers, along with hands-on activities, will engage students in a rich and multi-faceted learning
experience.
To ensure successful mastery of the standards for all students, key vocabulary will be reviewed and/or
introduced using the Frayer Model. Students will work individually, in small groups, and in whole group
settings to construct and interpret several different scatter plots, in an effort to investigate patterns of
association in bivariate data. Extended response questions are implemented throughout activities and lessons,
requiring students to describe different patterns in data using key vocabulary. Linear concepts having to do
with slope-intercept form, i.e. slope, y-intercept, correlation, and lines of best fit, are integrated in such a way
that students will be able to successfully describe the concepts in the context of the given problem situations.
Real-life experiences and problem situations will be presented to students to gauge their true understanding of
the standards included.
How does the content relate to real-life experiences?
The content included in this unit plan, relates to real-life experiences in several different ways. Students will be
comparing varying sets of data that each compare two variables and their relationship to one another. Students
will measure and record data relating to their height and wingspan; exercise and heart rate; bungee jump
distance and length of bungee cord; and other real-life bivariate data. While constructing, interpreting, and
describing scatter plots and data, students will be engaged in the following Common Core State Standards for
Mathematical Practices, which could potentially benefit them in new and unfamiliar real-life experiences:
CCSS.MATH.PRACTICE.MP1
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
How do the math concepts connect to concepts, which are prior knowledge?
In order to successfully engage in the activities, lessons, and assessments included in this unit plan, prior
knowledge of related concepts is crucial. The following are Common Core State Standards that include pre-
requisite concepts:
- CCSS.MATH.CONTENT.6.SP.B.4
Display numerical data in plots on a number line, including dot points, histograms, and box plots.
- CCSS.MATH.CONTENT.8.F.A.1
Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the
set of ordered pairs consisting of an input and the corresponding output.
- CCSS.MATH.CONTENT.8.F.A.3
Interpret the equation y = mx+b as defining a linear function, whose graph is a straight line; give examples of
functions that are not linear.
- CCSS.MATH.CONTENT.8.F.B.4
Construct a function to model a linear relationship between two quantities. Determine the rate of change and
initial value of the function from a description of a relationship or from two (x, y) values, including reading
these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of
the situation it models, and in terms of its graph or a table of values.
Format Learning Targets:
1. Students will be able to construct and interpret scatter plots for bivariate measurement data (skill
target; product target).
2. Students will be able to describe patterns such as clustering, outliers, positive or negative association,
linear association, and nonlinear association (knowledge target; reasoning target).
3. Students will be able to informally fit a straight line, and informally assess the model fit by judging
the closeness of the data points to the line for scatter plots that suggest a linear association (skill
target; knowledge target).
4. Students will be able to use the equation of a linear model to solve problems in the context of
bivariate measurement data, interpreting the slope and intercept (skill target; knowledge target;
reasoning target; product target).
Marzano’s formative rubrics for included Common Core State Standards: See attached rubrics.
Declarative and Procedural knowledge that students will acquire:
Declarative Knowledge / New Concepts Procedural Knowledge
* Key terms/vocabulary – Words for the word wall (From the verbs in the standards)
• Scatter Plots • Construct scatter plots

• Bivariate Measurement Data • Identify characteristics of scatter plots
• Outliers • Construct a line of best fit
• Positive Correlation • Collect data
• Negative Correlation • Identify slope and y-intercept
• No Correlation
• Clustering
• Linear Association
• Nonlinear Association
• Line of Best Fit
• Regression Line
Key Prerequisites:
Declarative Knowledge Procedural Knowledge
Key Terms/Vocabulary
• Display numerical data in different forms
• Number Lines • Identify examples of nonlinear functions
• Dot Points • Construct functions
• Function • Determine rate of change
• Input
• Output
• Ordered Pairs
• Linear Functions
• Rate of Change
• x and y-Intercepts
Key Knowledge of the Content and the Sequencing of the Content
with the Math Curriculum Models and Representations
Prior Knowledge – 6th Grade Prior Knowldege – 7th Grade Target Standards
Domain: Expressions & Equations Domain: Expressions & Equations Domain: Statisitcs & Probability
Cluster: Represent and analyze Cluster: Solve real-life and Cluster: Investigate patterns of
quantitative relationships between mathematical problems using association in bivariate data.
dependent and independent numerical and algebraic
variables. expressions and equations. Standard(s):
Standard: Standard: CCSS.MATH.CONTENT.8.SP.A.

1
CCSS.MATH.CONTENT.6.EE.C. CCSS.MATH.CONTENT.7.EE.B. Construct and interpret scatter plots
9 4 for bivariate measurement data to
Use variables to represent two Use variables to represent investigate patterns of association
quantities in a real-world quantities in a real-world or between two quantities. Describe
problem that change in mathematical problem, and patterns such as clustering, outliers,
relationship to one another; construct simple equations and positive or negative association,
write an equation to express one inequalities to solve problems linear association, and nonlinear
quantity, thought of as the by reasoning about the association.
dependent variable, in terms of quantities.
the other quantity, thought of as CCSS.MATH.CONTENT.8.SP.A.
the independent variable. 2
Analyze the relationship Know that straight lines are widely
between the dependent and used to model relationships
independent variables using between two quantitative variables.
graphs and tables, and relate For scatter plots that suggest a
these to the equation. For linear association, informally fit a
example, in a problem straight line, and informally assess
involving motion at constant the model fit by judging the
speed, list and graph ordered closeness of the data points to the
pairs of distances and times, line.
and write the equation d = 65t
to represent the relationship CCSS.MATH.CONTENT.8.SP.A.
between distance and time. 3
Use the equation of a linear model
to solve problems in the context of
bivariate measurement data,
interpreting the slope and intercept.
How will students provide evidence of their developing understandings?
(Formative assessment)
Students will provide evidence of their progress towards mastery of the included standards by engaging in the
following formative assessments: (see attached formative assessments)
• Teacher observations
• Kahoot quizzes
• Socrative exit tickets
• Today’s Meet discussion board prompts
• Check-in quizzes
• Writing prompts in math journals
• Draft scatter plots
• Assistments remediation activities
• Khan Academy remediation activities
Summative Assessment:
• Students will create a final project using Glogster following the Barbie Bungee lesson plan (see attached
summative assessment including rubric).
Teaching and learning experiences used to help students understand:

(List all activities)
• Word wall / Frayer Model vocabulary organizers (used throughout the unit)
• Whole group KWL chart
• Review (mini-lesson) of Numbers program on iPads
• Review (mini-lesson) of DESMOS app on iPads
• Height vs. Wingspan lesson plan
• Jumping Jacks lesson plan
• Barbie Bungee lesson plan
• Fluency Anchors (plotting coordinate points; identifying slope and y-intercept)
Provisions for extending learning:
Explain how these learning activities exceed the expectations.
The learning activities included within this unit plan include writing prompts that provide students with the
opportunity to write as much or as little as needed to demonstrate their understanding of concepts. In the Barbie
Bungee activity for example, an extension for advanced students may be to think of dolls of different sizes and
weights. How might their size and weight effect the number of rubber bands needed for the same jump
distance? How might this relate to real-life bungee jumping? Students may also want to discuss the role that
gravity plays in bungee jumping, and how this may effect the speed. The Jumping Jacks lesson plan can be
extended to different types of exercise or sports activities. Students may want to extend the activity to discuss
nutrition and compare the variables of calories vs. fat, etc... The formative assessments used throughout this
unit will provide the necessary information to both the teacher and students, as to who may be in need of an
extension or way in which they can exceed the initial expectations of the given standards.
How will technology be used to increase student achievement?

What tools are used? How are the tools used?
Students are 1-to-1 with iPads, therefore the following apps will be used throughout the entirety of the unit:
• DESMOS Graphing Calculator App: This will be used to create tables with coordinate points.
Students will print their graphs and create a line of best fit by hand.
• DESMOS Classroom Activities: This will include card sorting activities, discussion questions
surrounding different scatter plots, etc...
• Numbers Program: This will be accessed both on student iPads and on desktop computers in the
computer lab. Students will use the program to create a table, record data collected during different
activities, and create scatter plots. The desktop computers will allow students to access a computer
generated line of best fit (trend line) to be compared and contrasted with their own line of best fit.
• Socrative Exit Tickets: These will be used to assess students progress towards mastery of standards
being addressed throughout the unit.
• Today’s Meet prompts: Students will use this immediate response tool to pose questions to their
classmates and teacher, share their progress during given activities, etc...
• ASSISTments: This program will be used to administer quizzes and check-ins in an effort to provide
immediate feedback to students following both formative and summative assessments. It may also be
used as a remediation tool to help students practice prerequisite skills that they may be struggling with.
• Kahoot: This tool will be used to do quick formative check-ins with students regarding their
understanding of concepts currently being taught and practiced.
• Glogster: This tool will be used to host a final project following the Barbie Bungee lesson plan.
• Adobe Voice: This app can help differentiate for students that may have reading and/or writing
disabilities.
• Khan Academy: Students may use videos on this app to reinforce concepts they may be struggling
with or need refreshers on.
• Voki: Can be used by students with speech and/or writing disabilities, to express and demonstrate their
understanding of concepts.
• Notability: Can be used to record data, notes, compile final work, and may benefit students with speech
and/or writing disabilities.
Instructional resources:
This is a rich and full listing of actual resources for the unit.
• iPads
• Desktop computers
• Glencoe Algebra 1 textbooks
• Height vs. Wingspan activity packets
• Barbie Bungee activity packets
• Jumping Jacks activity packets
• Check-in quizzes
• Socrative exit tickets
• Stopwatches
• Barbie Dolls
• Rubber bands
• Class set of tape measurers
• iPad Apps: DESMOS, Socrative, Numbers, Notability, Adobe Voice, Kahoot, Glogster, ASSISTments,
Today’s Meet, Khan Academy.
Digital Resource Bank:

Included are more than 10 resource platforms with three or more digital resources for students and teachers.
These resources will enhance student learning, exploration, and assessment throughout the unit, using
technology.
www.portaportal.com (guest access: MsTiltonsDigitalMathResources)
Interventions:
Identify alternative teaching/learning opportunities for struggling students and gifted/advanced students.
Struggling Students:
• Struggling students that may have ADHD for example, will have a chance to get the “wiggles” out
during the Jumping Jacks lesson, which requires a lot of movement.
• Using the DESMOS app will benefit students with physical/motor disabilities that may find it
challenging to construct a graph by hand and is engaging for all.
• Creating a Voki or using Adobe Voice will allow students with speech and physical disabilities to
summarize their findings without challenge.
• The worksheets/activity sheets will be provided to all students digitally. This will allow students with
reading, writing, physical, and speech disabilities to complete the sheets via Notability, which allows
for voice recordings and text-to-speech.
• A pre-made template for the Numbers program will be shared with students who need or want it, in
an effort to eliminate anxiety and stress that can be caused by trying to navigate the program.
• If students are struggling with certain concepts, remediation videos on Khan may help them receive
extra instruction. ASSISTments allows for differentiation with assignments. Therefore, skill builders
can be assigned to meet individual needs of struggling (or advanced) students.
Gifted/Advanced Students:
Students that may be gifted or advanced may have the opportunity to take what they have mastered regarding
the standards in this unit, to the next level in the Common Core. A set of new and unfamiliar problems relating
to real-life situations may be offered to these students in an effort to challenge them. The flipped learning
method may be used to introduce them to similar concepts that move them ahead a bit in the curriculum.
Writing prompts included within lessons are designed to be open-ended, allowing for differentiation and the
opportunity for gifted/advanced students to take their work to the next level.
Discussion Questions to Promote Mathematical Discourse

(To be used throughout all activities and types of instruction; in addition to questions included in lessons)
To promote exploration and successful cooperative learning groups:
What strategy did you use?

Would you agree or disagree?
Did you work together to come to a consensus on a best method or strategy?
Have you discussed this with your partner/group?
Did everyone get a fair chance to talk/share his/her thoughts and ideas?
Was your group participation appropriate and helpful?
What are your strengths and weaknesses?
What ideas have we used before that were useful in solving this problem?
To promote independence and explanation:
Silent think time for all students before pair-sharing and sharing within small groups.
How did you reach that conclusion?
Is that a reasonable answer?
How do you know that your answer is reasonable given the context of the problem?
To promote reasoning:
Can you explain how your answer is different from or similar to another student’s answer?
Does your method always work or can you think of a time when it might not work?
What is another way you can solve this problem?
If we broke this problem into parts, like a puzzle, what would the parts be?
To promote/demonstrate comprehension:
Can you explain what the problem is asking using your own words?
Could you explain it in simpler terms?
Is the solution reasonable given the context of the problem?
Is there a real-life situation where this could be used?
Daily Lesson Overviews
Day 1 Topic(s):
• Slope from a Graph and Slope Formula
Activities:
• Fluency anchor (individual; this helps settle students at the beginning of class; they
have the choice to time themselves or not; focuses on basic fact practice, i.e.
multiplication facts, percents, decimals, fractions, order of operations, etc…)
• Lesson notes using the “I do, we do, you do” method (whole group instruction; small
group pair/share)
• Classwork practice (individual or with a partner)
• YouTube video: Slope Formula Style (whole group instruction)
• Frayer model used for new vocabulary words
Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8
Assessment(s):
• Classwork (completed independently or with a partner)
• Exit card: TodaysMeet conversation – this is a form of self-assessment, where the
students are given the opportunity to evaluate their level of understanding and share
their learning. Students are asked to rate their work using our student-friendly 4-pt
scale and then share one thing they struggled with, one thing they learned, or one thing
they still have a question about, in 140 characters or less. Students are allowed to rate
themselves using the corresponding emojis that go with the scale. (Independence)
Discussion Questions to Promote Mathematical Discourse:

• See "Discussion Questions to Promote Mathematical Discourse" included in a table
before the "Daily Lesson Overviews" section.
Day 2 Topic(s):
• Linear Equations: Slope-Intercept Form and Standard Form
Activities:
group pair/share)
Assessment(s):

Day 3 Topic(s):
• Slope from a Graph and Slope Formula
• Linear Equations: Slope-Intercept Form and Standard Form
Activities:
• KAHOOTs on the included topics (students have the choice to work independently or
with a small team to complete the KAHOOTs)
Assessment(s):
• KAHOOT data
Day 4 Topic(s):
• Graphing Linear Equations - Using Slope-Intercept Form
Activities:
group pair/share)
• TodaysMeet wrap-up
Assessment(s):

Day 5 Topic(s):
• x and y-Intercepts
Activities:
group pair/share)
Assessment(s):

Day 6 Topic(s):
• Vertical and Horizontal Lines
Activities:
group pair/share)
Assessment(s):

Day 7 Topic(s):
• **QUIZ on all previously learned linear concepts
Activities:
• Quiz 4-1 (Independence)
Assessment(s):
• Quiz 4-1 (individual, summative assessment)

Days 8 & 9 Topic(s):

• Linear Equations and Investigations with Bivariate Data
Activities:
• Jumping Jacks (begins with whole group instruction, transitions to small group
instruction; see attached worksheets) (Exploration, practicing)
Procedure:
1. Introduction: When students arrive in class, tables will be rearranged to allow room for
jumping jacks. The teacher will ask students to put belongings on tables and find an open
area to allow for movement. The teacher will then play an upbeat current song that plays
on student interests and say to students: When the music starts, I want you to start doing
jumping jacks. If you choose not to do jumping jacks, please help me to keep an eye on the
clock to accurately time 30 seconds. After 30 seconds, the teacher will stop the music and
ask students: We just did jumping jacks for 30 seconds. How many jumping jacks do you
think you can do in 60 seconds? Students will likely ask to jump again for 30 seconds to
count the jumping jacks. The teacher will allow for another 30 seconds of timed jumping
jacks. The teacher will then ask: Now that you know approximately how many jumping
jacks you can do in 30 seconds, can you estimate the number of jumping jacks you could
do in 4 minutes? Turn to the neighbor on your left and discuss. How did you arrive at
this estimate? Is it a good estimate? How do you know? Once again, pair and share with
someone new. (Independence, practicing, explanation)
2. The teacher will ask students to have a seat and will hand out the jumping jacks activity
packets. The teacher will have students count off by 4’s to form small groups. Counting
off will also help to assign the 4 jobs that are needed to complete the activity. Once
students are situated in groups, the teacher will ask: Think back to the last time we worked
in small cooperative groups. What made a good group member? Can someone review
the protocol/rules for working small groups? (Exploration)
3. The teacher will review the contents of the activity packet with students verbally while it
is displayed on the projector screen. The teacher will zoom in on areas being discussed to
focus students attention and not overwhelm them. Students will then be asked to begin
work by reviewing job descriptions and setting up the online stopwatch within groups.
4. Once all data has been collected, students will be asked to input the data to DESMOS on
their iPads using a table. Students should already be familiar with this app. However, the
teacher will demonstrate/model inputing the data into DESMOS by air playing his or her
iPad. Students will print off the completed scatter plots and will create a line of best fit.
Based on the collected data and line of best fit, students will be asked to make a conjecture
about how many jumping jacks could be done in 10 minutes. Students will practice using
Voki to summarize their findings and share why their conjecture is reasonable.
(Independence, explanation, practicing)
Beginning class with the “hook” of doing jumping jacks will help to get the “wiggles” out of
kids with ADHD and those needing a physical movement break from their last class. A
modification of helping to keep track of time has been made for students who may not
physically be able to do jumping jacks or may not want to do them. Assigning jobs by
counting off by 4’s rather than allowing students to assign them, prevents arguments amongst
students. Reviewing cooperative learning protocol will remind those students who may have
forgotten. Using the DESMOS app will benefit students with physical/motor disabilities that
may find it challenging to construct a graph by hand and is engaging for all. Creating a Voki
will allow students with speech and physical disabilities to summarize their findings without
challenge. It will also allow them to feel equal with their peers in the assignment they are
being asked to complete, as well as give practice using Voki before the preceding days work.
It may be necessary to pre-make groups and/or rearrange depending on personalities.
Mathematical Practices: MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8
Assessment(s):

Days 10 & 11 Topic(s):

• Linear Equations and Investigations with Bivariate Data
Activities:
• Barbie Bungee (begins with whole group instruction, transitions to small group
instruction; see attached worksheets)
• In groups of 4, students will take on assigned jobs (assigned by counting off) and work
cooperatively to complete a series of timed jumping jacks.
• Within small groups, students will individually fill in a data collection table and
construct a scatter plot using the DESMOS app on their iPads.
• Within small groups, students will individually print their scatter plots and construct a
line of best fit.
Job assignments will ensure that each member of the group is engaged and on-task throughout
the activity. This is especially helpful for students with ADHD.
• In small groups or with a partner, students will construct a “bungee cord” using rubber
bands and will collect data using a Barbie doll.
• Students will work individually to construct a scatter plot and create a line of best fit
on the Numbers program on their iPads.
• Students will individually predict the number of rubber bands needed for Barbie to
safely jump from 400 cm, prior to doing the activity.
• Students will individually create a Voki that summarizes the meaning of the x and y-
intercepts in relation to the bungee jumping activity.
Students that have physical and motor disabilities may opt to make a Voki in place of a
written summary. This will also be beneficial for students needing to utilize the text-to-
speech tool.
• Frayer model used for new vocabulary words.
Procedure:
1. Introduction: Students will watch videos of individuals bungee jumping. Ask these
questions following the video: Do you think there is a relationship between the length of a
bungee cord and the size of a person when safely bungee jumping? What could possibly
go wrong? The teacher will then hand out the packets to be used throughout the duration
of the lesson. Students will make a conjecture as to how many rubber bands Barbie will
need to safely jump from a distance of 400 cm. However, this may be changed at a given
check point during the lesson.
2. The teacher will review the rubrics being used at the conclusion of the activity to assess
students’ individual understanding. The worksheets will be reviewed along with the
questions that students will answer throughout the lesson. Worksheets will be shared with
students digitally and as a hard copy. Students will work to create spreadsheets on their
iPads to input collected data. The teacher will ask for a volunteer to help model
appropriate behavior while using the rubber bands and Barbie dolls. Students will then be
broken up into smaller groups of two or three and will be assigned a spot in the room to
bungee jump their Barbie. Before students report to their assigned stations, a
demonstration will be given on how to connect the rubber bands. (Exploration, practicing)
Demonstrating appropriate behavior and modeling how to connect the rubber bands will
benefit students with behavior problems and those who learn best visually. The
worksheets/activity sheets will be provided to all students digitally. This will allow students
with reading, writing, physical, and speech disabilities to complete the sheets via Notability,
which allows for voice recordings and text-to-speech. The Notability app is engaging for all
students and offers multiple ways to represent/show learning. Not all students are required to
tie the rubber bands, which means those with physical disabilities will not feel pressured to tie
them. There are some rubber bands that are pre-tied for students to use if needed. The
teacher will walk around the room and help students who may need it.
3. Students will report to their stations and begin collecting data by adding two rubber bands
for each additional “jump.” The teacher will ring a bell signaling a “switch” in jobs
allowing all students to bungee jump Barbie. Halfway through the activity, the teacher
will gather students attention by saying: I will need your attention in 5-4-3-2-1. Think
back to your original conjecture about how many rubber bands will allow Barbie to safely
jump from 400 cm. I am giving you an opportunity to adjust your conjecture based on the
data you have collected so far. Students will use data collected to create a hand drawn
scatter plot and will calculate an equation for the line of best fit before entering the data
into the iPads. The computer generated line of best fit will then will compared to the
equations for line of best fit that students originally generated by hand. (Exploration,
practicing, explanation)
Using a bell to signal a switch in jobs will create movement and a quick change that will
benefit students with ADHD. Students will physical/motor disabilities will have the option for
a modified assignment allowing them to only create a scatter plot using the Numbers program
on the iPad rather than a hand drawn graph and line.
4. Once all data has been collected, students will return to their seats where they will work
on outlining their responses to given questions (from worksheet) and will input their data
into Numbers. After all data has been put into Numbers, students will generate a “trend
line,” which can also be referred to as the line of best fit. Students may begin to answer
questions in their journals or using Notability, when ready. (Independence, explanation)
A pre-made template for the Numbers program will be shared with students who need or want
it, in an effort to eliminate anxiety and stress that can be caused by trying to navigate the
program.
*At the conclusion of the activity (end of day 3), original conjectures as to how many rubber
bands are needed for Barbie to safely jump from 400 cm, are evaluated by students and tested
by jumping Barbie off of the upstairs balcony in the school.
Mathematical Practices: MP1, MP2, MP3, MP4, MP5, MP6, MP7, MP8
Assessment(s):
• Voki presentations
• Written work / answers to questions
• Hand-drawn and digitally made tables and graphs

Formative Assessment Rubrics
CCSS.MATH.CONTENT.8.SP.A.1
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
Score
4 Student is able to do one of the following:

• In addition to meeting the 3 point performance, student is able to construct, interpret, and
describe scatter plots for bivariate measurement data in the context of real-world problems.
1) Teach a peer how to construct and interpret scatter plots for bivariate measurement data.
3.5 In addition to a score of 3.0 performance, partial success at inferences and applications that go beyond
what was taught.
3 Student is able to do all of the following independently:

Construct scatter plots for bivariate measurement data to investigate patterns of association between
two quantities.
Interpret scatter plots for bivariate data to investigate patterns of association between two quantities.
Describe patterns such as clustering, outliers, positive or negative association, linear association, and
nonlinear association.
2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the
more complex ideas and processes.

5. Construct scatter plots for bivariate measurement data to investigate patterns of association
between two quantities.
6. Interpret scatter plots for bivariate data to investigate patterns of association between two
quantities.
7. Describe patterns such as clustering, outliers, positive or negative association, linear
1.5 1.5 Partial knowledge of the simpler details and process but with major errors or omissions regarding
the more complex ideas and processes.
1 Student is able to do all of the following:

• Plot (x, y) points on a coordinate grid.
• With help, can identify characteristics of a scatter plot (i.e. positive or negative
association).
0.5 0.5 With help, a partial understanding of some of the simpler details and processes but not with the more
complex topics.
0 Even with help, no understanding or skill demonstrated.

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.
Score

• In addition to meeting the 3 point performance, student is able to identify real-world linear
associations and use a self-constructed line of best fit to solve new and unfamiliar problem
situations.
• Teach a peer how to informally fit a straight line (line of best fit) to a scatter plot and explain
how to assess the line of best fit.
what was taught.

• Know that straight lines are widely used to model relationships between two quantitative
variables.
• Informally fit a straight line (line of best fit) on a scatter plot that suggests a linear association.
• Informally assess the line of best fit by judging the closeness of the data points to the line.
2 Student has shown one of the following:

• Know that straight lines are widely used to model relationships between two quantitative
variables.
• Informally fit a straight line (line of best fit) on a scatter plot that suggests a linear association.
• Informally assess the line of best fit by judging the closeness of the data points to the line.

• Identify the difference between linear and nonlinear associations.
• With help, can informally fit a straight line (line of best fit) on a scatter plot that suggests a linear
association.
complex topics.
0 Even with help, no understanding or skill demonstrated.

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting
the slope and intercept.
Score

• In addition to meeting the 3 point performance, student is able to use equations of linear models
to solve real-world problems involving bivariate measurement data.
• Teach a peer how to use the equation of a linear model to solve problems involving bivariate
data, and make sense of the slope and intercept in the context of the given problem.
what was taught.

• Use the equation of a linear model to solve problems in the context of bivariate measurement
data.
• Interpret the slope and intercept from the equation of a linear model and describe them in the
context of the given problem.
2 Student has shown one of the following:

• Use the equation of a linear model to solve problems in the context of bivariate measurement
data.
• Interpret the slope and intercept from the equation of a linear model and describe them in the
context of the given problem.

• Identify the slope and intercept from a given equation.
• With help, can explain the slope or intercept in the context of the given problem.
complex topics.
0 Even with help, no understanding or skill demonstrated

Activities / Formative Assessments / Summative Assessments
(Barbie Bungee Activity Sheets: Retrieved from https://illuminations.nctm.org)
Summative Assessment Rubrics
Indicators 4 3 2 1
Create equations Student can Student can Student Student is unable
that describe accurately create accurately create inaccurately to create
numbers or a range of equations create equations equations
relationships. equations that describing describing representing
describe numbers or numbers or numbers or
numbers or relationships. relationships. relationships.
relationships. Equations Equations
Equations represent attempt to but do
thoroughly and numbers or not fully
precisely relationships in represent
represent the context of the numbers or
numbers or given problem relationships in
relationships in situation. the context of the
the context of the given problem
given problem situation.
situation.
Understand Student can Student Student Student attempts
solving equations construct viable accurately adequately to construct
as a process of arguments with constructs viable constructs viable viable arguments
reasoning and thorough clarity arguments to arguments to to support his or
explain the and precision to support his or her support his or her reasoning.
reasoning. support his or own reasoning. her own
her own Student is able to reasoning.
reasoning and to interpret and Student is unable
support the critique and to accurately
reasoning of make sense of interpret and
others. others reasoning. critique the
reasoning of his
or her peers.
Solve equations Student can Student can Student attempts Student is
and inequalities make sense of make sense of to solve inadequately
in one or more and persevere in and persevere in equations and solves equations
variables. solving a range solving a range inequalities and and inequalities.
of complex and of equations. uses minimal No appropriate
unfamiliar Student makes problem solving problem solving
equations. adequate use of strategies. strategies are
Student makes knowledge and present.
thorough use of appropriate
knowledge and problem- solving
problem-solving strategies and
strategies and strategic use of
strategic use of tools.
appropriate tools.
Solve systems of Student Student Student attempts Student
equations. accurately adequately to solve systems inadequately
generates and makes sense of of equations and solves systems of
perseveres in and perseveres in uses problem equations and
solving a range solving a system solving uses minimal
of complex and of equations. strategies. problem solving
unfamiliar Student makes strategies are
systems of adequate use of present.
equations. problem- solving
Student makes strategies and
thorough use of strategic use of
problem-solving tools.
strategies and
strategic use of
appropriate tools.
Represent and Student Student Student attempts Student
solve equations accurately adequately to represent and inadequately
and inequalities generates and represents and solve equations represents and
graphically. perseveres in solves equations and inequalities solves equations
solving a range and inequalities graphically. and inequalities
of complex and graphically. Student makes graphically.
unfamiliar Student makes use of Appropriate
equations adequate use of appropriate problem solving
graphically and appropriate problem solving tools are
algebraically to problem solving tools. minimally
represent real- tools. present.
world problems.
Frayer Model for Vocabulary:
Sources of Math Content Knowledge
• http://www.corestandards.org
• http://illuminations.nctm.org
• https://achievethecore.org
• Charles, R. I. (2005). Big Ideas and Understandings as the Foundation for Elementary and Middle
School Mathematics. Journal of Mathematics Education Leadership, 7(3), 9-24. Retrieved December 6,
2017.
• https://www.nctm.org
• Glencoe McGraw-Hill: Algebra 1 Textbook (teacher and student editions)
Color key (for additions to Unit Plan):
MPK: Research-based Strategies

• Active use of the Learning Cycle (exploration, explanation, practicing, and independence) is evident.
Differentiation strategies, strategies for struggling learners, utilization of technology, and literacy
strategies are each evident. The mathematical practices are identified for appropriate application within
the unit.
MPK: Communication / Reasoning and Proof.

• Evidence of mathematics content being communicated, explained, and articulated by both teacher and
student is strong and well identified.
• Types of questions are listed. The questions demonstrate pathway(s) students will develop a deep
conceptual level of understanding.
MPK: Problem-solving integrates other content areas and real-life experiences.
MPK: Resources
• A data-collection, resource-platform base.

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Unit Writing Guide

Instructional Unit Design Outline

Unit Title: Statistics and Probability – Investigations with Bivariate Data

Unit Designer(s): Elizabeth Tilton

Content Area(s): Mathematics; English / Language Arts

Common Core Domain Progression:

• K-2 Span: Operations & Algebraic Thinking; Measurement & Data

Common Core State Standard(s) focus: 8th Grade Mathematics

Domain: Statistics & Probability

Cluster: Investigate patterns of association in bivariate data

How does the content relate to real-life experiences?

Format Learning Targets:

Declarative Knowledge / New Concepts Procedural Knowledge

• Scatter Plots • Construct scatter plots

Declarative Knowledge Procedural Knowledge

Standard: Standard: CCSS.MATH.CONTENT.8.SP.A.

Teaching and learning experiences used to help students understand:

How will technology be used to increase student achievement?

Digital Resource Bank:

www.portaportal.com (guest access: MsTiltonsDigitalMathResources)

Discussion Questions to Promote Mathematical Discourse

To promote exploration and successful cooperative learning groups:

What strategy did you use?

To promote independence and explanation:

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Discussion Questions to Promote Mathematical Discourse:

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Discussion Questions to Promote Mathematical Discourse:

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Discussion Questions to Promote Mathematical Discourse:

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Discussion Questions to Promote Mathematical Discourse:

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Discussion Questions to Promote Mathematical Discourse:

Mathematical Practices: MP1, MP3, MP4, MP5, MP6, MP7, MP8

Discussion Questions to Promote Mathematical Discourse:

Days 8 & 9 Topic(s):

Discussion Questions to Promote Mathematical Discourse:

Days 10 & 11 Topic(s):

Discussion Questions to Promote Mathematical Discourse:

4 Student is able to do one of the following:

3 Student is able to do all of the following independently:

2 Student is able to do one of the following:

1 Student is able to do all of the following:

0 Even with help, no understanding or skill demonstrated.

4 Student is able to do one of the following:

3 Student is able to do all of the following independently:

2 Student has shown one of the following:

1 Student is able to do all of the following:

0 Even with help, no understanding or skill demonstrated.

4 Student is able to do one of the following:

3 Student is able to do all of the following independently:

2 Student has shown one of the following:

1 Student is able to do all of the following:

0 Even with help, no understanding or skill demonstrated

Color key (for additions to Unit Plan):

MPK: Research-based Strategies

MPK: Communication / Reasoning and Proof.

MPK: Problem-solving integrates other content areas and real-life experiences.

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