Constructing and Interpreting Scatterplots

Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Constructing and Interpreting Scatterplots
Grade Levels
Common Core Standards
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6 MB
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About this resource:
This lesson is designed to help students construct and interpret scatterplots. It is aligned to SE 8(11)(A) of the (new) Texas Essential Knowledge and Skills for Math 8, and it includes a PowerPoint presentation, a structured notes page that corresponds to the PowerPoint, a Frayer vocabulary model page (two versions), and a “snip and sort” activity.

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). The presentation is animated with appearance effects and contains 7 “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 video link so you can see what the presentation contains and get a sense of how I narrate it for my special ed inclusion classes.)

The corresponding double-sided notes page (see thumbnail images above and preview file) provides graphic organizers for vocabulary and a space for students to construct and describe the scatterplots shown in the four examples. The blank spaces in the notes correspond to underlined red text in the presentation, so it’s easy for students to follow along with slide show. I included two versions of the notes. One has the Texas standard printed at the top; the other doesn’t.

The Frayer vocabulary model page is something that I like to use after students have viewed the presentation and completed the notes. I think it’s a nice structure for students to be able to organize their learning and articulate the content in their own words. I typically have kids work on these in pairs or small groups, then “share out” with the whole group. There are two versions of this page: one has an example (scatterplot) and non-example (line graph) pre-printed; the other does not. I also included a “key” (so to speak), which is really just a sample of what a completed page might look like.

The Snip & Sort activity instructs students to cut out 6 scatterplots and classify each (linear/nonlinear, strong/weak, positive/negative) by placing it appropriately on the graphic organizer. After verifying that their work is correct, students glue the scatterplots onto the organizer. This creates a nice visual presentation that both reinforces the lesson and serves as a reminder throughout the school year when students refer back to it. My students keep their notes in a binder, so the file includes an organizer page (which I run on the back of the Frayer model page) that they can put into their binders, but those who use composition books could easily have kids glue their graphs directly into their interactive notebooks.

The complete file that contains the notes, Frayer model, and Snip & Sort activity is available in the preview.

Required Materials:
- Computer and projector
- A copy of the notes for each student (double-sided)
- A copy of the Frayer Model page for each student
- A copy of the Snip & Sort activity for each student
- Scissors
- Glue

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.

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. Also, please be aware that I do not address clustering or outliers specifically in this resource.

Related Resources:
For a similarly-structured precursor lesson on classifying graphs as linear or nonlinear, check out my Linear Vs. Nonlinear Relationships from Graphs resource. You may also want to check out my lesson onApproximating the Line of Best Fit, which includes a presentation, structured notes, and a PowerPoint game.

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Texas Essential Knowledge and Skills:
8(11)(A) The student is expected to construct a scatterplot and describe the observed data to address questions of association such as linear, nonlinear, and no association between bivariate data.
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