Resource Type

Common Core Standards

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1 MB|14 pages

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Product Description

This investigation involves testing Da Vinci's theory of the ideal human proportions depicted by his famous work, The Vitruvian Man. In this two to three day activity, students must prove his theory as true or false by collecting data, graphing their data and then analyzing their results.

The structure of this activity allows for straight forward differentiation and can be used as a creating and interpreting scatterplots activity, or a higher level activity on graphing lines and finding the line of best fit.

The math incorporated in this activity includes:

*creating scatterplots

*creating line graphs

*collecting data

*finding the line of best fit

*analyzing data

*drawing conclusion from data

This packet includes:

*Student Friendly "I will..." statements

*Key Terminology

*Two Extension Activities

*Link to online line of best fit calculator

The CCSS this activity incorporates are:

CCSS.MATH.CONTENT.8.EE.B.5--Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

CCSS.MATH.CONTENT.8.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.

CCSS.MATH.CONTENT.HSA.REI.D.10--Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

CCSS.MATH.CONTENT.HSF.LE.B.5--Interpret the parameters in a linear or exponential function in terms of a context.

CCSS.MATH.CONTENT.HSS.ID.B.6--Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

CCSS.MATH.CONTENT.HSS.ID.B.6.C--Fit a linear function for a scatter plot that suggests a linear association.

CCSS.MATH.CONTENT.HSS.ID.C.8--Compute (using technology) and interpret the correlation coefficient of a linear fit. (Extension Activity )

The structure of this activity allows for straight forward differentiation and can be used as a creating and interpreting scatterplots activity, or a higher level activity on graphing lines and finding the line of best fit.

The math incorporated in this activity includes:

*creating scatterplots

*creating line graphs

*collecting data

*finding the line of best fit

*analyzing data

*drawing conclusion from data

This packet includes:

*Student Friendly "I will..." statements

*Key Terminology

*Two Extension Activities

*Link to online line of best fit calculator

The CCSS this activity incorporates are:

CCSS.MATH.CONTENT.8.EE.B.5--Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

CCSS.MATH.CONTENT.8.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.

CCSS.MATH.CONTENT.HSA.REI.D.10--Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

CCSS.MATH.CONTENT.HSF.LE.B.5--Interpret the parameters in a linear or exponential function in terms of a context.

CCSS.MATH.CONTENT.HSS.ID.B.6--Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

CCSS.MATH.CONTENT.HSS.ID.B.6.C--Fit a linear function for a scatter plot that suggests a linear association.

CCSS.MATH.CONTENT.HSS.ID.C.8--Compute (using technology) and interpret the correlation coefficient of a linear fit. (Extension Activity )

Total Pages

14 pages

Answer Key

N/A

Teaching Duration

N/A