About this resource:
This lesson is designed to help students approximate the line of best fit and use it to make predictions when given a bivariate data set. It is aligned to SE 8(5)(D) of the (new) Texas Essential Knowledge and Skills for Math 8, and it includes a PowerPoint presentation, structured notes that correspond to the PowerPoint, and a PowerPoint game called Trend Spotting.
The presentation was created in PowerPoint 2007, but has been packaged such that it *should* run well and retain its formatting in any version of PowerPoint (and, according to Microsoft, even on machines running Windows 2000 or later that do not have PowerPoint installed).
***Note: This resource has been updated to contain only True Type fonts, so the font issues that some people experienced with the previous version should now be resolved.***
The presentation is animated with appearance effects and contains 6 “teaching slides.” If you’d like to see the full presentation, feel free to check out the video
that I made with it. (Please keep in mind that the presentation shown in the video differs slightly from the one I uploaded here in that I deleted slides and text that would pertain only to students in my classes. All the instructional content is identical. I made the video for my students, but I’m sharing the link so you can see what the presentation contains and get a sense of how I narrate it for my special ed inclusion classes.) Also, please be aware that at this point in my scope and sequence, students do not yet know how to find the equation of a line. So, in this lesson, we make predictions by extending the estimated trend line.
The corresponding double-sided notes page (see thumbnail images above) provides students with a structured format for attending to the presentation and creating a document they can refer back to in the future. The blank spaces in the notes correspond to underlined green text in the presentation, so it’s easy for students to follow along with slide show.
Trend Spotting is a PowerPoint game that is designed to be played with the whole class. It is a team-based game that is very flexible in terms of how many teams can participate and how many students can be on a team. The game is designed to engage individual students with independent practice in constructing scatterplots, approximating the line of best fit, and using trend lines to make predictions while simultaneously encouraging peer-to-peer discourse and collaboration in a competitive context. Game instructions, printables, and first two round slides are included in the product preview at the top of this page.
- Computer and projector
- A copy of the notes for each student (double-sided)
- A copy of the Trend Spotting Student Recording Sheet for each student (double-sided)
- A copy of the Trend Spotting Answer Sheet for each team (single-sided)
- Calculator (handy, but not necessary)
- Whiteboard (or some other way of displaying running scores)
Permissions and Restrictions:
This product carries a multiple license, which means that you can share it with colleagues within your school system (on a non-commercial basis) for no additional charge. I ask only that you do not place any part of this product (or any derivative works that you may create with it) on the Internet. For more information about that, please see the copyright page in the product preview.
For a similarly-structured precursor lesson on constructing scatterplots, check out my Constructing and Interpreting Scatterplots
Thanks so much for dropping by my store, and I hope you and your students enjoy these activities. Your questions and feedback are welcome and appreciated! If you would like to receive a notification when I post new products (I list them for 50% during the first 48 hours), click the green star next to my name to follow me.
Texas Essential Knowledge and Skills:
8(5)(D) The student is expected to use a trend line that approximates the linear relationship between bivariate sets of data to make predictions.
Note to CCSS Teachers:
The Texas standards refer to ‘scatterplots’ as one word, but the CCSS uses the two-word variant. If you would prefer a version of this resource that uses ‘scatter plots’ instead of ‘scatterplots’ please let me know, and I’d be happy to make that available if there is a demand. Thanks again!