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computed a line of best t. I substituted 24 centimeters into my line of best t and obtained my answer.)
• “Do you think that the way you measured the humerus of your classmates impacted your choice of linear model? Explain your reasoning.” (Yes, I think that I probably overestimated the bone length because I was measuring from the outside and not the inside. I think that my model likely overestimates height.)
10.2 Playing Dirty
Optional: 40 minutes
The mathematical purpose of this activity is for students to collect, summarize, interpret, and draw conclusions from bivariate data using scatter plots, best ts lines, residuals and correlation coe cients. Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Students could examine number of penalties (like number of ags thrown against a football team) or severity of penalties (like penalty yards assessed against a football team).
Instructional Routines
• Fit it
Plot It indicates activities where students have an opportunity to use a table of points to produce a graph to see patterns and make predictions. Also when appropriate, nd a function that best ts the data.
• Group presentations
Some activities instruct students to work in small groups to solve a problem with mathematical modeling, invent a new problem, design something, or organize and display data, and then create a visual display of their work. Teachers need to help groups organize their work so that others can follow it, and then facilitate di erent groups’ presentation of work to the class. Teachers can develop speci c questioning skills to help more students make connections and walk away from these experiences with desired mathematical learning. For example, instead of asking if anyone has any questions for the group, it is often more productive to ask a member of the class to restate their understanding of the group’s ndings in their own words.
Launch
If students have access to graphing technology, suggest that it might be a helpful tool in this activity.
Arrange student in groups of 2 to 4. Given students 2 minutes to work through problem one and pause for a whole group discussion. Tell students that “data is often kept about fouls in basketball, ags in football, or penalty box minutes in hockey.” If using the blackline master, then distribute it to students and tell them to begin questions 2 and 3. If not using the blackline master, then tell students to use the internet to nd data about fouls, ags, penalties, or other similar data about rules violations and sports results. Ask them to record two questions for the data that they research
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Teacher Guide Algebra