Page 192 - IM_Grade 8_FL Print Sample.pdf

3.3 Activity Prep
Card 14 of 26
Let’s continue to investigate points in scatter plots.
In this activity, you'll work with a partner.
First, we'll make a prediction about a scatter plot.
Next, you'll have 5 minutes quiet work time.
Then, you'll have 5 minutes to share your responses with your partner.
We'll end with a class discussion.
Teaching notes
Pacing: 15 minutes for entire activity
This entire activity spans 6 cards. This is card 1 of 6. Instructional routine: Think Pair Share
Activity narrative
In this activity, students continue to identify points on a scatter plot as representatives of a single month when two variables are measured.
Students are also asked to explain the meaning of some abstract points in the context of the problem and identify when it does not make sense to extrapolate information from the graph based on the context (MP2).
Monitor for students who understand that 60 degrees Celsius is unreasonable for an average monthly temperature in most parts of the world, as well as those who identify the trend to predict negative sales which does not make sense in this context either.
It is recommended that students have a copy of the student-facing task handout (see the Additional Materials section of this lesson) in order to complete this activity.
3.3 Activity: Coat Sales
Card 15 of 26
Teaching notes
A clothing store keeps track of the average monthly temperature in degrees Celsius and coat sales in dollars.
What do you think a scatter plot might look like when the temperature is along the -axis and the sales of coats at a store is along the -axis?
Pacing: 15 minutes for entire activity
This entire activity spans 6 cards. This is card 2 of 6. Launch
Arrange students in groups of 2.
Allow students 5 minutes quiet work time followed by 5 minutes partner discussion and whole-class discussion. Ask students to predict what a scatter plot might look
like when the temperature is along the -axis and the sales of coats at a store is along the -axis.
Support for students with disabilities
Conceptual Processing: Processing Time. Check in with individual students, as needed, to assess for comprehension during each step of the activity.