Bivariate Data Analysis Project

Bivariate Data Analysis Project
Bivariate Data Analysis Project
Bivariate Data Analysis Project
Bivariate Data Analysis Project
Bivariate Data Analysis Project
Bivariate Data Analysis Project
Bivariate Data Analysis Project
Bivariate Data Analysis Project
Resource Type
File Type

Word Document File

(42 KB|7 pages)
  • Product Description
  • StandardsNEW
First and most importantly this project is easily applicable to different data sets!!!!

I created this project to look at real data that hit home to students. We explored variables that they chose. We decided to analyze the relationship between scholar dollars and GPA (I have included a second relation as well).

Scholar dollars are like merits and demerits. At my school it was a system created as a way for students to track behavior and progress. Student would earn or lose these dollars based on positive or negative behaviors they exhibited. You may agree or disagree with this type of system or not have anything like this at your school, but this project can be easily adaptable to other data sets.

Students apply what they learned about analyzing bi-variate data in different ways. They also go through the data inquiry that corresponds to their lives to analyze it and come to conclusions about what the data was telling them about grades and behavior.

How you can apply it
You can use any of the relationships I have included if they are applicable to you and your students or create your own data set and simply change any references in the questions or tables. Even if you have to change the data this document gives you a great outline to work from and is built to easily adapt it.

1. At least a week before I gave out a questionnaire asking students for ideas on what two variable relationships they wanted to explore. This is optional (Teacher can choose data set to analyze) but I have included this questionnaire in the document in case you want to use it.
2. Change or use the grading rubric. The objectives were taken from overarching common core standards. Modify as you please.
3. Sometime before the project I gave out a survey with the questions we wanted to explore to each student.
- Ex. “What is your GPA?”, “How many scholar dollars do you have?”,….. etc.
4. Gather the data – This was the most work but honestly it only took me about 45 mins. to do. I made the survey small enough to fit at least 5 (or more if you can for the sake of the environment) on each page. I went back through the ones I collected from students and filled out the surveys again but this time anonymously. So from 80 students to 5 per page I had 8 pages front and back of individual data on each student.
4. Make copies for one class set. If you have multiple classes make sure to collect the data packets to use for other classes.
5. The day you start the actual project introduce it like any other project and pass out the project document and the data packets so that students can sift through the data themselves.

Note: I tried to make to project as self-guided as possible, hence the hints, extra instructions and the checklist format.

Due to the nature of the project there is no answer key.
Log in to see state-specific standards (only available in the US).
Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
Fit a linear function for a scatter plot that suggests a linear association.
Informally assess the fit of a function by plotting and analyzing residuals.
Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
Total Pages
7 pages
Answer Key
Rubric only
Teaching Duration
3 days
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