Alethea

10 resources:
 * 1) Insights into Algebra 1: []
 * 2) Virtual Manipulatives: [|http://nlvm.usu.edu]
 * 3) TI- lesson plans: []
 * 4) WebQuest ideas: []
 * 5) Lesson Plans: [|http://www.nctm.org/resources/content.aspx?id=9284#algebra]
 * 6) Activities: []
 * 7) Teaching ideas: []
 * 8) National Science Digital Library: []
 * 9) Lessons with technology: [|http://www.wolframalpha.com/educators/lessonplans.html#math]
 * 10) Lessons and Assessments online: []

Scatter Plots and Lines of Fit NCSCOS: Check the model for goodness-of-fit and use the model, where appropriate, to draw conclusions or make predictions.  Common Core Standards: [|High School: Statistics & Probability]  >  >
 * 3.03** Create linear models for sets of data to solve problems.
 * 1) Interpret constants and coefficients in the context of the data.
 *  Interpreting Categorical & Quantitative Data
 * SP.ICQ.6Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function...
 * SP.ICQ.8Compute (using technology) and interpret the correlation coefficient of a linear fit.
 * Quantities★

n-Q

Reason quantitatively and use units to solve problems.

1. Use units as a way to understand problems and to guide the solution

of multi-step problems; choose and interpret units consistently in

formulas; choose and interpret the scale and the origin in graphs and

data displays.

2. Define appropriate quantities for the purpose of descriptive modeling.

3. Choose a level of accuracy appropriate to limitations on measurement

when reporting quantities.

Measuring tape Graphing Calculators Overhead with graph/ SmartBoard
 * Materials: **

Teacher will gather materials and assign groups. Students will review finding slope and equations of lines by completing Bellwork questions: 1) Find the slope of the line going through the points (3.4) and (7,9). 2) Write the equation of the line with a y-intercept of -3 and a slope of 3/2. 3) Graph the line, y= 4x + 2 . 4) Graph the line, 2x + 5y=10 After going over Bellwork and any homework questions, teacher will demonstrate the correct way to measure height with a student volunteer. Activity (45 minutes) > > > [|worksheet] > >
 * Before: (20 minutes) **
 * During: **
 * 1) In groups of two or three, students will take turns measuring each other’s height and length of shoe (not shoe size because we want more varied data and not bare feet because these are high-school students). We will round data to the nearest half-inch.
 * 2) We will then plot the data on the overhead with height (in inches) as our x-axis and shoe length (in inches) as our y-axis.
 * 3) I will take this time to discuss positive, negative, and no correlation graphs. We will then discuss if there seems to be any correlation between the height and shoe length.
 * 4) Each group of two, there will be five or six groups, will send a representative up to draw the line that they feel best fits the data.
 * 5) Each group will then calculate the slope of their selected line and write an equation in slope-intercept form.
 * 6) We will then compare the slopes as a class.
 * 7) After comparing the slopes we found, we will enter the height and shoe lengths into the calculators and determine the regression line.
 * After: (25minutes) **
 * 1) Students will write a short journal about the uses of regression lines and why comparing correlation between data is helpful.
 * 2) Students will then complete a worksheet (attached) on finding regression lines.
 * 3) Students that finish earlier may start homework.