Page 121 - IM_Algebra1_FL Print Sample.pdf

Tell students to keep this data and scatter plot for a future lesson. Ask:
• “How would the scatter plot and linear model change if the box itself was heavier?” (The dots and line would shift up.)
• “The data you have only goes up to 10 oranges. Why might the weight of 50 oranges be very di erent from the estimate you got from the line?” (Although the data may look like a line for this section, there may be very di erent things happening farther away. For example, 50 oranges may not t in one box, so additional boxes may be needed which will change the linear pattern in the data. Many of the additional oranges may be very small or very large and not t the general trend seen with these 10 oranges. While the estimate from the line is interesting and may be better than a wild guess, it should not be considered a very good estimate.)
• “How would the scatter plot and linear model change if grapefruits were used instead of oranges?” (The weight would be increased for each point and the slope of the line would be greater.)
• “Why might the interpretation of a -intercept be very di erent from what actually happens when is near zero?” (As you get farther from the collected data, the linear model may not make sense any more. Especially in situations when the amount of something is approaching zero, very di erent things can be happening. For example, the properties of matter are very di erent when the temperature approaches absolute zero than when they are at room temperature.)
54
Teacher Guide Algebra