Bivariate Data

Lesson 6

Math

Unit 8

8th Grade

Lesson 6 of 9

Objective


Interpret the slope and $$y$$-intercept of a fitted line in context.

Common Core Standards


Core Standards

  • 8.SP.A.3 — Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Foundational Standards

  • 8.F.B.4

Criteria for Success


  1. Distinguish between linear functions where an equation exactly models a relationship and a linear model for a scatter plot where an equation represents an association between two variables.
  2. Given an equation for a line that represents an association between bivariate data, interpret the slope and $$y$$-intercept in context of the data (MP.2).
  3. Use an equation to solve problems with bivariate data.
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Anchor Problems

25-30 minutes


Problem 1

At a restaurant, the amount of tip for the waitress or waiter is automatically calculated at 20% of the bill total. The graph below shows the amount a tip would be for 6 different bill totals. 

a.   Write an equation to represent the amount of tip based on the bill total.

b.   What is the rate of change and what does it represent in the context of the problem?

c.   What is the initial value and what does it represent in the context of the problem?

d.   If you had a bill that came to $75.80, then how much money will you pay for the tip?

Guiding Questions

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Student Response

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Problem 2

A different restaurant does not automatically calculate the tip amount, but rather, the customers determine how much they want to leave as a tip. The graph below shows the amount of tip that 14 different customers left, based on the amount of their bill. 

A line has been drawn to represent the trend in data. The equation for the line is: $${y=0.14x+2.5}$$.

  1. What does the 0.14 mean in this situation?
    1. The average tip amount is $0.14.
    2. On a $1 bill, the tip amount is estimated at $0.14.
    3. A $1 increase in the bill total is associated with a $0.14 increase in tip amount.
    4. A $0.14 increase in the bill total is associated with a $1 increase in tip amount.
  2. What does the 2.5 mean in this situation?
    1. The average bill amount is $2.50.
    2. The equation predicts a $2.50 tip on a $0 bill.
    3. The equation predicts a $0.14 tip on a $2.50 bill.
    4. A $1 increase in the bill total is associated with a $2.50 increase in tip amount.
  3. If a bill is $75.80, what prediction can a waiter or waitress make about the amount of the tip?

Guiding Questions

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Student Response

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Problem 3

After giving a test, a teacher was curious to know if there was a relationship between how a student performed on the test and how long the student spent studying. She collected data from her classes and represented it in the scatter plot below.

She found a line that best fit the data and determined the equation for the line to be: $${y=0.8x+59}$$.  Which of the statements below are fair conclusions that she can make about her model? Select all that apply.

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Guiding Questions

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Student Response

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Problem Set

15-20 minutes


Give your students more opportunities to practice the skills in this lesson with a downloadable problem set aligned to the daily objective.

Target Task

5-10 minutes


A city collected data on the percent of adults who smoked cigarettes. They collected this data from 1970 to 2010. The scatter plot below shows the data over time.

A line is drawn to represent the trend in the data, and the equation for the line is $$y=-0.57x+37.1$$.

a.   Explain what the slope of this equation means in terms of the context.

b.   Explain what the $$y$$-intercept of this equation means in terms of the context.

c.   If this trend were to continue, predict the percent of adult smokers in the city in the year 2025.

Student Response

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Additional Practice


The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.

Next

Create and analyze two-way tables representing bivariate categorical data.

Lesson 7
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