UNIT PLAN TEMPLATE
Grade Level: 9th Grade Algebra I for 8th graders
Unit Name: Investigate Patterns of Association in Bivariate data
Unit Description: Interpret Categorical and Quantitative Data
Building on their earlier experiences with graphs and tables in Grades 6 and 7, students a routine of
exploring functional relationships algebraically, graphically, numerically in tables, and through verbal
descriptions.8.F.2 They explain correspondences between equations, verbal descriptions, tables, and
graphs (MP.1). Repeated reasoning about entries in tables or points on graphs results in equations for
functional relationships (MP.8). To develop flexibility in interpreting and translating among these various
representations, students compare functions in 2 different ways.
Length: 5-6 weeks
Enduring
Understandings
Scaffolding
Essential
Questions
Common Core
Standards
Primary
Secondary
MP2 – Reason abstractly and quantitatively
MP3 – Construct viable arguments and critique the reasoning of others
MP5- Use appropriate tools strategically
Transfer: Students will be able to develop and apply concepts and procedures of functions to
real world.
1.
2.
3.
How can you use graphs, charts, and tables to make informed conclusion about data?
How are equations and graphs related?
What does it mean to say that two variables vary directly or inversely?
Primary Standards: (Needed for 8th PARCC Assessment):
8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outlier,
positive or negative association, linear solutions, and non-linear association.
8.SP.2 Know that straight lines are widely used to model relationship between 2 quantitative
variables. For a scatter plot informally fit a straight line as a model.
8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting slope and intercept.
8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by
displaying frequencies and relative frequencies in a 2-way table. Construct and interpret a 2way table summarizing data on two categorical variables collected from the same subjects. Use
relative frequencies calculated for rows or columns to describe possible association between
two variables.
Secondary Standards:
7.SP.1 Understand that statistics can be used to gain information about a population by
examining a sample of the population; generalization about a population from a sample are
valid only if the sample is representative of that population.
7.SP.2 Use data from a random sample to draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples (or simulated samples) of the same size to
gauge the variation in estimates or predictions.
7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with
similar variabilities, measuring the difference between the centers by expressing it as a multiple
of a measure of variability.
7.SP.4 Use measures of center and measures of variability for numerical data.
Cognitive Skills
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UNIT PLAN TEMPLATE
1.
2.
Content
Assessments
(D) Diagnostic
(F) Formative
(S) Summative
Transformations allow for quick manipulation and graphing of functions.
Average rate of change can be calculated, estimated, or interpreted from multiple
representations of a function
3. Investigate patterns of association of bivariate data.
4. Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting slope and intercept.
CME Project Algebra I textbook
CPS Knowledge Center Resources:
EDC Ramp-up pages
Mathops.com
Pre-assessment: CME online (practice lesson 3.2) (D)
Performance Task: Find the Function (D or F)
CME Chapter tests (F)
CME Mid-unit and Unit tests (S)
Texts/
Resources
CME: Algebra I – Investigation 3A Introduction to Coordinates pp. 188-217; Investigation 3B
Statistical Data pp. 218-249; Investigation 3C Equations and Their Graphs pp. 250-269;
Investigation 3D Basic Graphs and Translations pp. 270-304
EDC Ramp-up Practice pages 177-250
Learning
Activities
Week 1
1. Transformations allow for quick manipulation and graphing of functions.
Day 1- Introduce and Review key terms; Chapter 3.1-3.2 pp. 189-201; Ramp-up pp. 190-195
Day 2 – Distance and Pythagorean Theorem; Chapter 3.3 pp. 202-209; Ramp-up pp. 203-213
Day 3 – Graphing Related Quantities; Chapter 3.4 pp. 210-216; Ramp-up pp. 214-215
Day 4 – Mathematical 3A Reflections p. 217
Day 5 – TTM w/ Ipads; Take test on Investigation 3A p. 302
Week 2
2. Investigate patterns of association in bivariate data.
Day 1 – Explain the pattern of data; Chapter 3.5-3.6 pp. 218-229
Day 2 – Analyze and Interpret Data; Chapter 3.7 pp. 230-234;
Day 3 – Paired Comparisons; Chapter 3.8 pp. 235-242;
Day 4 – Scatter Plot; Chapter 3.9 and Mathematical 3B Reflections pp. 243-249
Day 5- Linear Trends in Data (Line of Best Fit); Chapter 4.15 pp. 392-399
Week 3
Day 1 – Take Mid-chapter Test; TTM w/ Ipads
3. Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting slope and intercept.
Day 2 – Equations as Point-testers; Chapter 3.10-3.11 pp. 250-257; Ramp-up pp. 216-223
Day 3 – Graphing by Plotting; Chapter 3.12 pp. 258-264;
Day 4 – Intersection of Graphs; Chapter 3.13 pp. 265-268; Ramp-up pp. 224-233
Day 5- Mathematical 3C Assessment p. 303
Week 4
4. Average rate of change can be calculated, estimated, or interpreted from multiple
representations of a function.
Day 1 – Two Basic Graphs CME; Chapter 3.14 pp. 275-283
Day 2 – Four More Basic Graphs; Chapter 3.16 pp. 284-290
Day 3 – Translating Graphs; Chapter 3.17 pp. 291-299
Day 4 - Mathematical 3D Reflections p. 300; Ramp-up pp. 234-246
Day 5 – Chapter Review and Take Chapter Test pp. 304-305
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UNIT PLAN TEMPLATE
Differentiation
ELL
Depending on which cognitive skill a student is having difficulty, the following may occur:
1. Student may confer with teacher
2. A short diagnostic test is given to the student.
3. The diagnostic test is evaluated by student and teacher.
4. Based on the test results, the student may be assigned a resource, such as Ramp-up
pages, or mathops.com, or CME online practice to reteach and reinforce the difficult
skill.
According to WIDA Standards, English language learners benefit from:
Explicit instruction with regard to parts of expressions, equations and inequalities.
Explicit instruction with regard to the relationship between graphs or tables and the
equations and contexts they represent.
DLS
Technology
For Math Anxiety: Five minutes before an assessment, have students to write down all of their
thoughts about taking a math quiz or test. This journaling remains with the student
Use Khan Academy app on Ipads for tutorial
Use Khan Academy website w/ Safari for practice problems
Use Mathops.com for tutorial and practice
Use WileD- Math app on Ipads to practice solving one-step and two-step equations
Use CME online resource for vocabulary, lesson practice, or unit tests.
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