Curriculum / Math / 8th Grade / Unit 8: Bivariate Data / Lesson 6
Math
Unit 8
8th Grade
Lesson 6 of 9
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Lesson Notes
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Interpret the slope and $$y$$-intercept of a fitted line in context.
The core standards covered in this lesson
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.
The foundational standards covered in this lesson
8.F.B.4 — Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
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Problems designed to teach key points of the lesson and guiding questions to help draw out student understanding
25-30 minutes
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?
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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: $${y=0.14x+2.5}$$.
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.
A set of suggested resources or problem types that teachers can turn into a 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.
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
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.
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.
Topic A: Associations in Bivariate Numerical Data
Define bivariate data. Analyze data in scatter plots.
Standards
8.SP.A.1
Create scatter plots for data sets and make observations about the data.
Identify and describe associations in scatter plots including linear/nonlinear associations, positive/negative associations, clusters, and outliers.
Informally fit a line to data. Judge the fit of the line and make predictions about the data based on the line.
8.SP.A.2
Write equations to represent lines fit to data and make predictions based on the line.
8.SP.A.3
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Topic B: Associations in Bivariate Categorical Data
8.SP.A.4
Calculate relative frequencies in two-way tables to investigate associations in data.
Complete two-way tables and identify associations in the data.
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