Picture This - Scatter Plots and Line Graphs
Mathematics
Fundamental Understandings help
Upon completion of this unit, Students should be able to: - use scatter plotts to the best fit for a line.
Graph a linear equation from a table of ordered pairs of numbers. - find the slope of a line using two poits on the line. - To find the slope and y-intercept from the equation.
- To use the slope and y-intercept form to a line and solve real life problems. -
- To approximate solutions of real problems by using a graph. - To model a real life situation using graphs of linean equations. - To use a graph to solutions of equations.
- Collect data from newspapers or/and CBL and use the
graphing calculator or computer plots and find a best line
fit.
Graph a linear equation from a table of ordered pairs of numbers. - find the slope of a line using two poits on the line. - To find the slope and y-intercept from the equation.
- To use the slope and y-intercept form to a line and solve real life problems. -
- To approximate solutions of real problems by using a graph. - To model a real life situation using graphs of linean equations. - To use a graph to solutions of equations.
- Collect data from newspapers or/and CBL and use the
graphing calculator or computer plots and find a best line
fit.
Technology ISTE Standards help
Technology problem-solving and decision-making tools
Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Research tools
Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Evaluate technology-based options, including distance and distributed education, for lifelong learning
Technology communication tools
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Research tools
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Social, ethical and human issues
informed choices among technology systems, resources, and services
Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.
Demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information.
Basic operations and concepts
Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.
Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Research tools
Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Evaluate technology-based options, including distance and distributed education, for lifelong learning
Technology communication tools
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
Research tools
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
Investigate and apply expert systems, intelligent agents, and simulations in real-world situations.
Social, ethical and human issues
informed choices among technology systems, resources, and services
Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.
Demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information.
Basic operations and concepts
Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs.
Information Literacy Standards info
Literacy Standards
Category I:
Information Literacy
The student who is information literate:
Standard 1 Accesses information efficiently and effectively, as described by the following indicators:
recognizes the need for information:
recognizes that accurate and comprehensive information is the basis for intelligent decision making;
formulates questions based on information needs;
identifies a variety of potential sources of information;
develops and uses successful strategies for locating information.
Standard 2: Evaluates information critically and competently, as described by the following indicators:
determines accuracy, relevance, and comprehensiveness;
distinguishes among facts, point of view, and opinion;
identifies inaccurate and misleading information;
selects information appropriate to the problem or question at hand.
Standard 3: Uses information effectively and creatively, as described by the following indicators:
organizes information for practical application;
integrates new information into one's own knowledge;
applies information in critical thinking and problem solving;
produces and communication information and ideas in appropriate formats.
Category II:
Independent Learning
The student who is an independent learner is information literate and:
Standard 4: Pursues information related to personal interests, as
described by the following indicators:
seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits;
designs, develops, and evaluates information products and solutions related to personal interests.
Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by the following indicators:
is a competent and self-motivated reader;
derives meaning from information presented creatively in a variety of formats;
develops creative products in a variety of formats.
Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the following indicators:
assesses the quality of the process and products of one's own information seeking;
devises strategies for revising, improving, and updating self-generated knowledge.
Category III:
Social Responsibility
The student who contributes positively to the teaming community and to society is information literate and:
Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators:
seeks information from diverse sources, contexts, disciplines, and cultures;
respects the principle of equitable access to information.
Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators:
respects the principles of intellectual freedom;
respects intellectual property rights;
uses information technology responsibly.
Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators:
shares knowledge and information with others;
respects others' ideas and backgrounds and acknowledges their contributions;
collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions;
collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
Category I:
Information Literacy
The student who is information literate:
Standard 1 Accesses information efficiently and effectively, as described by the following indicators:
recognizes the need for information:
recognizes that accurate and comprehensive information is the basis for intelligent decision making;
formulates questions based on information needs;
identifies a variety of potential sources of information;
develops and uses successful strategies for locating information.
Standard 2: Evaluates information critically and competently, as described by the following indicators:
determines accuracy, relevance, and comprehensiveness;
distinguishes among facts, point of view, and opinion;
identifies inaccurate and misleading information;
selects information appropriate to the problem or question at hand.
Standard 3: Uses information effectively and creatively, as described by the following indicators:
organizes information for practical application;
integrates new information into one's own knowledge;
applies information in critical thinking and problem solving;
produces and communication information and ideas in appropriate formats.
Category II:
Independent Learning
The student who is an independent learner is information literate and:
Standard 4: Pursues information related to personal interests, as
described by the following indicators:
seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits;
designs, develops, and evaluates information products and solutions related to personal interests.
Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by the following indicators:
is a competent and self-motivated reader;
derives meaning from information presented creatively in a variety of formats;
develops creative products in a variety of formats.
Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the following indicators:
assesses the quality of the process and products of one's own information seeking;
devises strategies for revising, improving, and updating self-generated knowledge.
Category III:
Social Responsibility
The student who contributes positively to the teaming community and to society is information literate and:
Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators:
seeks information from diverse sources, contexts, disciplines, and cultures;
respects the principle of equitable access to information.
Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators:
respects the principles of intellectual freedom;
respects intellectual property rights;
uses information technology responsibly.
Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators:
shares knowledge and information with others;
respects others' ideas and backgrounds and acknowledges their contributions;
collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions;
collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions
Relevance help
This unit should help students see the relationship
between a set of numbers and their graphs. I hope that
students see that a graph is a picture of a algebraic
model(a linear equation). Also we can use the solutions
alone with graph to answer some quetions about real world.
Also, we can use a set of data alone with number
crunching while using today's technology to determine a
mathematical model( an equation).
between a set of numbers and their graphs. I hope that
students see that a graph is a picture of a algebraic
model(a linear equation). Also we can use the solutions
alone with graph to answer some quetions about real world.
Also, we can use a set of data alone with number
crunching while using today's technology to determine a
mathematical model( an equation).
Assessment help
1. Short daily paper and pencil quizzes.
2. Check your work(have students their assigments with
graphing calculators or computers).
3. Class demistration( have students show their work at
the chalk board).
4. End of the unit assessment.
5. Peer assessment(group members chech each other work).
2. Check your work(have students their assigments with
graphing calculators or computers).
3. Class demistration( have students show their work at
the chalk board).
4. End of the unit assessment.
5. Peer assessment(group members chech each other work).
Components help
This unit will probably work best with students who are
in at least first algebra or some class above algebra.
This unit is designed for classes that are 90 minutes in
length.
This unit will last for 3 to 4 days depending on the class.
the first day, we will discuss the terminology in
graphing and do some practice work on plotting
coordinates of ordered pairs of numbers. also, we will
make sure that we know where our quadrants and axis' are.
If time permitts,we will make tables and graphs of ordered
pairs of numbers for vertical and horizontal line.
The second day we will review and do some more practice
with verical and horizontal lines while adding tables and
graphs of Linear equations in two variables.
The third day we will do some more practice with
tables of ordered pairs from equations in two
variables for the first half of the period. the second
half of the period, we will be introduced to either a
graphing calculator or computer with graphing
capabilities to practice their use and to check out work.
The Fourth day we will enter data into the graphing
calculator or computer that is collected newspapers or
through CBL that is connected to the calculator or
computer.
We will make scatter plot of the data and determine the
best line fit for the data using the calculator or
computer then we will discover and discuss the result.
Work Force Competencies
Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Standard Title: NUMERIC PROBLEM SOLVERS (3.3)
Students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems.
Standard Title: CREATIVE AND CRITICAL THINKERS (3.4)
Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Standard Title: ETHICAL AND RESPONSIBLE WORKERS (3.5)
Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making.
Standard Title: COOPERATIVE WORKERS (3.8)
Students work cooperatively to successfully complete a project or activity.
Standard Title: CULTURALLY SENSITIVE LEADERS (3.10)
Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotype of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social and educational backgrounds.
in at least first algebra or some class above algebra.
This unit is designed for classes that are 90 minutes in
length.
This unit will last for 3 to 4 days depending on the class.
the first day, we will discuss the terminology in
graphing and do some practice work on plotting
coordinates of ordered pairs of numbers. also, we will
make sure that we know where our quadrants and axis' are.
If time permitts,we will make tables and graphs of ordered
pairs of numbers for vertical and horizontal line.
The second day we will review and do some more practice
with verical and horizontal lines while adding tables and
graphs of Linear equations in two variables.
The third day we will do some more practice with
tables of ordered pairs from equations in two
variables for the first half of the period. the second
half of the period, we will be introduced to either a
graphing calculator or computer with graphing
capabilities to practice their use and to check out work.
The Fourth day we will enter data into the graphing
calculator or computer that is collected newspapers or
through CBL that is connected to the calculator or
computer.
We will make scatter plot of the data and determine the
best line fit for the data using the calculator or
computer then we will discover and discuss the result.
Workforce Competencies help
Work Force Competencies
Standard Title: INFORMATION MANAGERS (3.1)
Students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
Standard Title: NUMERIC PROBLEM SOLVERS (3.3)
Students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems.
Standard Title: CREATIVE AND CRITICAL THINKERS (3.4)
Students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Standard Title: ETHICAL AND RESPONSIBLE WORKERS (3.5)
Students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making.
Standard Title: COOPERATIVE WORKERS (3.8)
Students work cooperatively to successfully complete a project or activity.
Standard Title: CULTURALLY SENSITIVE LEADERS (3.10)
Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotype of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social and educational backgrounds.
Lessons in this Unit
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