Scatterplots- Age Guess Part 2 (Hauck) ©

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This lesson is part 2 of 2 lesson that uses a "Guess the Age" activity to generate student data, create scatterplots, and find a line of best fit. In this lesson students discuss what the slope and y-intercept mean in the context of the problem and use it to determine if they are a good guesser. Core Action 1 is strongly exhibited in this lesson.

This video was annotated using this version of the Instructional Practice Guide (IPG). A current version of the IPG is available here.

Scatterplots- Age Guess Part 2 (Hauck)

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2:00 – 35:52
Core Actions & Indicators: 1A, 1C, 2B

This lesson focuses on the depth of the standard by challenging students to investigate what their line of best fit means in the context of the problem.  Additionally, the lesson targets the aspect of Rigor, Application, called for by the Standards. 
For the entire lesson, students are working on grade-level problems. 

2:50 – 4:19
Core Actions & Indicators: 1B, 2B

Teacher is reviewing which one is the independent variable and which one is the dependent variable and she is relating it to the activity. 
Students are practicing making a scatterplot of their data they gathered. 
4:55 – 5:32
Core Actions & Indicators: 1B

After students have made their scatterplots, the questions in the activity ask them if their data is a  linear model.   The teacher is reviewing what it  means to be linear in nature. 
6:07 – 8:21
Core Actions & Indicators: 2C

Students are making connections between Correlation, Linear and Best Fit. They are able to do this because the teacher is continuing to question students and the activity  has questions that prompt this discussion.  
8:46 – 9:48
Core Actions & Indicators: 2D

In this part of the lesson, the teacher is checking to make sure students understand when we would have perfect linear conditions for this scenario. Student responds that we would have perfect guesses. 
10:20 – 10:54
Core Actions & Indicators: 3D

In this clip, the teacher helped the student but the student still had a misconception about the content. The teacher had walked away and another student helped clarify student understanding.
11:40 – 12:57
Core Actions & Indicators: 1B, 3F

After students are struggling a bit with their line of best fit, the teacher suggests methods they have previously used to help them find a better model. The student asks the teacher if he can use a spaghetti noodle to help determine his line of best fit. 


14:07 – 14:53
Core Actions & Indicators: 3B

The teacher encourages students by using specific guiding questions:  Why did you do that?  Yours can be different.  Where would your line be? 

21:07 – 22:40
Core Actions & Indicators: 3B

In this part of the clip, a student is having difficulty with the problem and is becoming disengaged.  The teacher recognizes this and offers him support so he can make sense of the problem. 

24:42 – 27:19
Core Actions & Indicators: 3A

The teacher asks questions about slope and students share how they found their slope.  Students continue to look at data and their lines of best fit to decide who is the best guesser in their group based upon their model. 
28:46 – 34:27
Core Actions & Indicators: 1C, 2E, 3E

The teacher summarizes student solutions to the activity questions using student input. Using student answers, the teacher summarizes the meaning of y-intercept, slope in the context of the task. Students must summarize their 1st conjecture.

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