Students combine their knowledge of linear functions with knowledge of data representations and analysis to make the jump from univariate data in one variable to bivariate data in two variables.
Math
Unit 8
8th Grade
In Unit 8, 8th grade students make the jump from univariate data in one variable to bivariate data in two variables. They re-engage in the major work of the grade, analyzing scatterplots for positive or negative linear trends (MP.7), using lines to represent relationships between the variables, writing linear equations, interpreting these equations in context (MP.2), and using the equations to make predictions beyond the scope of the data (MP.4). Throughout the unit, students analyze scatterplots and two-way tables for trends in the data, asking themselves, Is there evidence in this graph or table to suggest an association between the variables? (MP.2)
Prior to 8th grade, students explored how and why data is collected—by thinking about statistical questions, samples, populations, and various ways to analyze data representations. Students worked with line plots, histograms, and box plots, and they considered what the shape, center, and spread of these data sets said about the data itself.
In high school, students’ understanding of statistics is formalized. They analyze bivariate data using functions, design and carry out experiments, and make predictions about outcomes based on probabilities. Students use their knowledge of association between variables as a basis for correlation. They develop nonlinear models for data and formally analyze how closely the model fits the data.
Pacing: 12 instructional days (9 lessons, 2 flex days, 1 assessment day)
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The following assessments accompany Unit 8.
Have students complete the Pre-Unit Assessment and Pre-Unit Student Self-Assessment before starting the unit. Use the Pre-Unit Assessment Analysis Guide to identify gaps in foundational understanding and map out a plan for learning acceleration throughout the unit.
Have students complete the Mid-Unit Assessment after lesson 5.
Use the resources below to assess student understanding of the unit content and action plan for future units.
Use student data to drive your planning with an expanded suite of unit assessments to help gauge students’ facility with foundational skills and concepts, as well as their progress with unit content.
Model | Example |
Scatter plot | |
Two-way table | |
Double bar graph | |
Segmented bar graph |
bivariate data
cluster
double bar graph
linear/non-linear association
line fit to data
outlier
positive/negative association
scatter plot
segmented bar graph
trend
two-way table
To see all the vocabulary for Unit 8, view our 8th Grade Vocabulary Glossary.
To see all the materials needed for this course, view our 8th Grade Course Material Overview.
Topic A: Associations in Bivariate Numerical Data
Topic B: Associations in Bivariate Categorical Data
Key
Major Cluster
Supporting Cluster
Additional Cluster
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Unit 7
Pythagorean Theorem and Volume
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