-
Notifications
You must be signed in to change notification settings - Fork 1
/
f372a1d6-a091-4566-8824-1a91900b0736.html
187 lines (183 loc) · 8.49 KB
/
f372a1d6-a091-4566-8824-1a91900b0736.html
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
<h4>Lesson Narrative</h4>
<p>In this lesson, students will compute
(using technology) and interpret the correlation coefficient for a bivariate,
numerical data set. The work of this lesson connects to previous work because
students learned how to read and interpret the correlation coefficient. The
work of this lesson connects to upcoming work because students will learn to
distinguish between correlation and causation.</p>
<p>When students use the value of the
correlation coefficient to describe the relationship between two variables,
they are looking for and making use of structure. To make sense of the
relationship between variables, students reason abstractly and quantitatively.
When students examine relationships to think about correlations, they also
consider additional variables that might have an influence on any trends they
see. Deciding which variables need to be included is a part of the process of
modeling with mathematics.</p>
<h4>Learning Goals (Teacher Facing)</h4>
<ul>
<li>Describe
(orally and in writing) the strength and sign of the relationship between
variables based on the correlation coefficient.</li>
<li>Use
technology to calculate the correlation coefficient and describe the strength
of a relationship based on that value.</li>
</ul>
<h4>Learning Targets (Student Facing)</h4>
<ul>
<li>Describe
the strength of a relationship between two variables.</li>
<li>
<p>Use
technology to find the correlation coefficient and explain what the value tells you about a linear model in everyday language.</p>
</li>
</ul>
<!--Begin TEKS Table -->
<table class="os-raise-textheavytable">
<caption> Texas Essential Knowledge and Skills (TEKS)</caption>
<thead>
<tr>
<th scope="col">TEKS</th>
<th scope="col">Explanation of Coverage</th>
</tr>
</thead>
<tbody>
<tr>
<td>A1(A) apply mathematics to problems arising in everyday life, society, and the workplace</td>
<td>Math process coverage: Lesson provides content that supports this TEKS.</td>
</tr>
<tr>
<td>A1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems</td>
<td>Math process coverage: Lesson provides content that supports this TEKS.</td>
</tr>
<tr>
<td>A1(F) analyze mathematical relationships to connect and communicate mathematical ideas</td>
<td>Math process coverage: Lesson provides content that supports this TEKS.</td>
</tr>
<tr>
<td>A4(A) calculate, using technology, the correlation coefficient between two quantitative variables and interpret this quantity as a measure of the strength of the linear association</td>
<td>Full coverage: Lesson provides content that covers all parts of this TEKS.</td>
</tr>
<tr>
<td>A4(C) write, with and without technology, linear functions that provide a reasonable <u>fit to data to estimate solutions and make predictions for real-world problems</u></td>
<td>Partial coverage: Lesson provides content that covers part of this TEKS. The parts that are covered have been underlined.</td>
</tr>
</tbody>
</table>
<!-- End TEKS Table -->
<br>
<h4>Lesson Activities</h4>
<p>Here are the instructional
activities for the lesson:</p>
<ul>
<li>3.5.0: Lesson Overview</li>
<li>3.5.1: Using Bivariate Data in
Context</li>
<li>3.5.2: Finding and Using Correlation Coefficient to Interpret the Strength of Linear Relationships
<ul>
<li>3.5.2: Self Check</li>
<li>3.5.2: Additional Resources</li>
</ul>
</li>
<li>3.5.3: Using Correlation Coefficient to Describe Relationships between Two Variables
<ul>
<li>3.5.3: Self Check</li>
<li>3.5.3: Additional Resources</li>
</ul>
</li>
<li>3.5.4: Interpreting the Correlation Coefficient</li>
</ul>
<p>Students will also
complete a series of problems in the 3.5.5: Practice.</p>
<h4>Required Materials</h4>
<ul>
<li>Graphing technology</li>
</ul>
<h4>Required Preparation</h4>
<p>Students should have access to
graphing technology that can compute the least-squares regression line and
correlation coefficient from a set of bivariate data. Acquire devices that can
run Desmos (recommended) or other graphing technology. It is ideal if each
student has their own device. </p>
<h4>Lesson Vocabulary</h4>
<p>During this lesson, it is
important to:</p>
<ul>
<li>Familiarize students with the vocabulary words they will see
throughout the lesson. Encourage students to look for these words and notice
their use and meanings.</li>
<li>Encourage students to use key vocabulary words in “math talk” and
their written and oral explanations.</li>
<li>Utilize a word wall. Sample cards
are located here: <a href="https://k12.openstax.org/contents/raise/resources/8ed3aa68763498713b44d3c2e537ffe61b4755f0" target="_blank">Mathematics Vocabulary Word Wall Cards</a></li>
</ul>
<p>Vocabulary words that are
emphasized in this lesson include:</p>
<!-- BEGIN VOCABULARY TABLE-->
<table class="os-raise-textheavytable">
<thead>
<tr>
<th scope="col"> Previous Vocabulary </th>
<th scope="col"> New Vocabulary </th>
</tr>
</thead>
<tbody>
<tr>
<td>
<ul>
<li>correlation coefficient</li>
<li>residual</li>
</ul>
</td>
<td>
<ul>
<li>negative relationship</li>
<li>positive relationship</li>
<li>strong relationship</li>
<li>weak relationship</li>
</ul>
</td>
</tr>
</tbody>
</table>
<!--END VOCABULARY TABLE-->
<br>
<p>To support newcomers or students identified at the beginning level of language proficiency, share the following Quizlet links to help students gain an understanding of the academic vocabulary. Use the Spanish versions to anchor student understanding before bridging to the English versions. </p>
<ul>
<li><a href="https://quizlet.com/881785539/raise-unit-3-spn-vocabulary-flash-cards/?i=5eauv9&x=1jqt" target="_blank">Unit 3 Spanish Vocabulary</a></li>
<li><a href="https://quizlet.com/881205226/raise-unit-3-vocabulary-flash-cards/?i=5eauv9&x=1jqt" target="_blank">Unit 3 Vocabulary</a></li>
</ul>
<h5> Support for English Language Learners</h5>
<p>Throughout this lesson, activities are incorporated that align to the following ELPS. The suggested activities are only a sampling of the types of support and scaffolding that can extend the learning for English language learners. Continue to find additional opportunities as you build your own set of ELL learning routines.</p><br>
<ul>
<li>
ELPS 1(E) internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
</li>
<li>
ELPS 1(F) use accessible language and learn new and essential language in the process
</li>
<li>
ELPS 2(F) listen to and derive meaning from a variety of media such as audiotape, video, DVD, and CD-ROM to build and reinforce concept and language attainment
</li>
<li>
ELPS 2(I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs
</li>
<li>
ELPS 3(B) expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
</li>
<li>
ELPS 3(E) share information in cooperative learning interactions
</li>
</ul>
<br>
<h4>Support for Building Character
</h4>
<p>Throughout this unit, find
ways to encourage and support students to work on cultivating their <b>purpose</b>.</p>
<p>Here are some tips to try
during this lesson:</p>
<ul>
<li><a href="https://characterlab.org/tips-of-the-week/thank-teens-for-giving/" target="_blank">Thank Teens for Giving</a></li>
<li><a href="https://characterlab.org/tips-of-the-week/intelligence-plus-character/" target="_blank">Intelligence Plus Character</a></li>
</ul>
<p>You can find other tips located here in the <a href="https://characterlab.org/playbooks/social-intelligence/" target="_blank">Playbook on Social Intelligence</a> from Character
Lab.</p>