# Human Population Graphing Lab

Created ByGet Science

Subject

Resource Type

Format

Word Document FileΒ (140 KB|2 pages)

Standards

CCSSMP7

CCSSMP1

CCSS8.F.B.5

CCSS8.F.B.4

CCSS8.EE.C.8c

- Product Description
- Standards

This simple yet effective lab allows students to strengthen their graphing skills using real word data. Students will deal with larger numbers as they see the exponential growth of the global population.

Students will practice rate of change problems and scientific notation. Students will also make observations and inferences on their findings.

You may **edit** this lab. **Answer key** and **Graph Paper** provided.

**Website** for current world population in real time provided.

**Educating the World Together!**

to see state-specific standards (only available in the US).

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ 8 equals the well remembered 7 Γ 5 + 7 Γ 3, in preparation for learning about the distributive property. In the expression π₯Β² + 9π₯ + 14, older students can see the 14 as 2 Γ 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 β 3(π₯ β π¦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π₯ and π¦.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS8.F.B.5

Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

CCSS8.F.B.4

Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (πΉ, πΊ) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.

CCSS8.EE.C.8c

Solve real-world and mathematical problems leading to two linear equations in two variables. For example, given coordinates for two pairs of points, determine whether the line through the first pair of points intersects the line through the second pair.

Total Pages

2 pages

Answer Key

Included

Teaching Duration

45 minutes

Report this Resource to TpT

Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TpTβs content guidelines.

- Ratings & Reviews
- Q & A