Backward Design Lesson Plan Template

Name

Annette Binder

Subject

Math

Grade level 8th

Lesson title The Line of Best Fit? Its a Plot!

Step 1Desired Results
Data Analysis & Probability
Interpret data using scatterplots and approximate lines of best fit. Use lines of best fit to draw conclusions about data.
8.4.1.1 Collect, display and interpret data using scatterplots. Use the shape of the scatterplot to informally estimate a
line of best fit and determine an equation for the line. Use appropriate titles, labels and units. Know how to use
graphing technology to display scatterplots and corresponding lines of best fit.
8.4.1.2 Use a line of best fit to make statements about approximate rate of change and to make predictions about values
not in the original data set.
8.4.1.3 Assess the reasonableness of predictions using scatterplots by interpreting them in the original context.
Upon completion of the Data Analysis and Probability unit, 8th grade math students will be able to collect,
display, and interpret data using scatterplots, as well as the placement and use of a best fit line. They will
be able to construct their own scatterplot with appropriate labels, titles, units, best fit line, and equation of a
line with at least 80% accuracy.
Upon completion of the Data Analysis and Probability unit, 8th grade math students will be able to use a
line of best fit to make predictions about values not in the original data set. They will be able to
demonstrate this in their final assessment project with at least 80% accuracy.
Upon completion of the Data Analysis and Probability unit, 8th grade math students will be able to assess
whether their predictions made using scatterplots and best fit lines are reasonable in the original context.
They will be able to demonstrate whether the predictions are or are not reasonable and provide
explanations for each in a well organized, clear, and concise manner in relation to their final project 80% of
the time.
Step 2Assessment Evidence
1. Student Portfolio
2. Class data scatterplot creation
a. Chart by hand and create best fit line
b. Chart using Xcel and create best fit line
3. Individual Project
4. Individual Project write-up and presentation
Quizzes:
1. Unit entrance quiz not graded (assess prior knowledge)
2. Vocabulary
3. Identify the parts of a scatterplot
In-class interactives and discussions to provide immediate feedback to the students and teacher.
On-the-spot problem sets submitted to the teacher electronically.

Step 3Learning Plan

1. For the individual project, each student will be required to create a poster board graphically
depicting the classroom data scatterplot. Each diagram must contain all the data for their randomly
selected test group along with living distance from school, morning mode of transportation, and
time it takes them to reach school. The graphic poster must also contain a best fit line for the data
and its equation. Hint: The poster is not limited to one graph. The student may plot different modes
of transport on separate scatterplots. The final poster and presentation must include a description
of the relation between the plots and whether or not they are reasonable to use for making travel
time predictions.
2. Each student will be required to keep a portfolio that will be submitted for grading midway through
the unit and at the completion of the unit. This portfolio will contain, at a minimum, class notes and
homework assignments with corrections, quizzes with corrections, and student data collection notes
for final project and presentation.
3. Quizzes:
There will be an entrance quiz at the beginning of the unit that will not be graded. This is
purely for the teacher so they may adjust the lesson to best suit the needs of the class. They may
correct this as part of their portfolio to earn extra credit points.
The vocab quiz will be given within the first week of the unit. Students must demonstrate
an understanding of the vocabulary in order to be successful in the unit.
Identifying the parts of a scatterplot is crucial to understanding the material; therefore the
students will be quizzed on this topic. They will have to identify the parts of the scatterplot from a
written description as well as graphically.
4. This unit is very interactive and allows the students to collect real data and create collaboratively.
Therefore, classroom participation will be considered in the students final unit evaluation and will
be added in to the final presentation grade.