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This page contains instructions on how to use the initial task, Airplanes, to find out what your students already know about plotting and interpreting a scatter graph to compare data and using the scatter graph to estimate values.

Use the visual structure of a box and whisker plot to connect it to a frequency distribution to build a better understanding of how a box and whisker plot represents a data distribution.

As an introduction to bivariate data analysis and scatter plots, students make sense of points on the graph. Students understand each axis represents one of the variables. Scatter plots are used to represent data and can be helpful in identifying any correlations that may exist.

This interactive geogebra applet allows you to create a line of best fit visually by attempting to minimize the total areas of the squares displayed.

From the Illustrative Mathematics commentary: "This task provides concrete experience with exponential decay. It is intended for students who know what exponential functions are, but may not have much experience with them, perhaps in an Algebra 1 course."

Students will see a graph and be able to identify if there is a linear correlation, and if so if it is positive, negative, strong and/or weak.

After this unit, how prepared are your students for the end-of-course Regents examination?  The end of unit assessment is designed to surface how students understand the mathematics in the unit.  It includes spiralled multiple choice and constructed response questions, comparable to those on the end-of-course Regents examination.  A rich task, that allows for multiple entry points and authentic assessment of student learning, may be available for some units and can be included as part of the end of unit assessment.  All elements of the end of unit assessment are aligned to the NYS Mathematics Learning Standards and PARCC Model Frameworks prioritization. 

Change the form of a bar graph to make it easier to find the mean value.

Chunk a group of numbers based on their arrangement to find a shortcut to find the median value of the numbers.

Students spend this week interpreting bivariate data from the same context, analyzing the data both as categorical data and as quantitative data. From this, students can connect two-way frequency charts to purpose and scatter plots to different purposes. Students also deep dive into both of these representation types in other contexts.

This is a two-matching activity from the Standards Units produced by the Department of Education of the United Kingdom.

The goal of this two-matching activity is to help learners:

*interpret frequency graphs, cumulative frequency graphs, and box and whisker plots, all for large samples
*see how a large number of data points can result in the graph being approximated by a continuous distribution.