Direct instruction

Teacher(s): Michael Salutz

Subject: Plotting + Evaluating scatter plots/correlation

Standard(s): Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this lesson
HS.S-ID.A.1.- Represent data with plots on the real number line (dot plots, histograms, and box plots).
HS.S-ID.B.5.- Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies
in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations
and trends in the data.
HS.S-ID.B.6.- Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
HS.S-ID.C.8.- Compute (using technology) and interpret the correlation coefficient of a linear fit.
ISTE 2.a- Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity
Objectives (Explicit): Use Blooms verbiage and formula
The students will be able to collect data and create plots that accurately represent that data.
The students will be able to analyze and interpret relative frequencies and possible associations in a two-way frequency
table
The students will be able to construct a scatter plot from data on two quantitative variable a describe their relation
The students will be able to calculate the correlation coefficient and use technology to find the correlation coefficient and be
able to interpret what this number represents in regards to the relation of the variables
Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going to grade/grading
tool? (rubric, checklist, etc.)
Test at the end of unit will include a problem(s) where students will need to translate a table of information to a graph,
calculate the correlation coefficient and interpret what that coefficient means and how the correlation relates the two
variables. Students will show mastery by achieving an average of at least a 75%
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives action verbs such as
write, list, highlight, etc.)
Organize data in a table
Create plots based on data
Interpret and analyze plots to determine correlation between variables
Recognize the difference between correlation and causation
Key vocabulary:
Materials/Technology Resources to be Used:
Two-way frequency table

Graph paper

Variable

Graphing software

Scatter plot

Notes

Correlation

Problems for guided practice

Correlation coefficient
Opening (state objectives, connect to previous learning, and make RELEVENT to real life) ENGAGE/ hook the students

Instructional Input

As students come in I have them fill in a row in a table with their height and shoe size. Then use the information from the
students to construct a plot and discuss what correlations we can establish from the plot.
Teacher Will: Be specific

Student Will: Be specific

Show the students how information from a table can be

translated into a plot of points. Then demonstrate how to
calculate the correlation coefficient, and describe what
the coefficient represents in this case.

Copy the table of data

This process will be repeated for multiple examples

probably including positive, negative and no correlation
plots.

Ask questions to understand the translation to the

graph and understand what the correlations are and
why they are important

Sketch the graphs

Calculate the correlation coefficients

Formative assessment: See how well students are

understanding the material by asking them to hold up
fingers 1-5 based on how well they feel about the
material.
Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations during your instructional input/teaching?
Print out hard copies for students who have trouble with notetaking.

Guided Practice

Put a copy of notes online for students who learn well through technology.
Teacher Will: Be specific

Student Will: Be specific

Give some different tables of data, and have the students

translate them to plots and determine correlation
coefficient/correlation

Having the data given, the students will begin making

representative plots and interpreting the correlation
coefficients/correlations between the variables

Go around to check that students are on the right track to

solve the problems with plots.
Co-Teaching Strategy/Differentiation/Check for Understandinghow are you going to know if EACH student is
ready to move onto independent practice? And how are you going to differentiate if they do not understand?
Allow guided practice to be done in groups or alone based on student preference. Choice of group members will be
up to the students but I may intervene if I see a group that will not be productive.

Independent
Practice

Provide additional support for students who are having a particularly hard time
Teacher Will: Be specific

Student Will: Be specific

Assign the students the task to go collect data, create a

plot and interpret the correlation coefficient between their
variables.

Collect data, create a plot and interpret the correlation

coefficient between their variables.

Formative assessment: Check on the accuracy of the

students graph and coefficient based on their table.

When they come back to class they will discuss with

their peers what they found with their data.

Co-Teaching Strategy/Differentiation How will your instruction look different for those students who need
differentiation or accommodations?

Students may turn in a printed copy of their homework if they feel uncomfortable doing the assignment
by hand.
Students may collect data and create plots with others as long as they present a unique analysis and
interpretation.
Closing/Student Reflection/Real-life connections: What connections will students make to their real lives? What essential
questions will they reflect on in their closure of the lesson?
Can I find correlations in aspects of my life to help understand how different factors affect each other?
Realize that not all of the observable correlations are due to a cause and effect relationship