Brief Description

Students will measure their arm span and height, collect data from the rest of the class and draw lines of best fit (trend lines) first by hand and then with the use of Excel. They will calculate the equations of the lines and use these equations to predict conclusions. They will look at trend lines for two other sets of data given in a spreadsheet. Meets Arizona State Technology Standards 1 and 3.

Standards and Frameworks

Technology Standards

• 1T-P1:  Use the appropriate technology device to complete a task
• 1T-E2:  Demonstrate increasingly sophisticated operation of technology components
• 3T-P2:  Use a variety of technology tools for data collection and analysis to support a decision.

• 2M-P1:  Construct and draw inferences including measures of central tendency, from charts, tables, graphs and data plots that summarize data from real-world situations.
• 2M-P2:  Use appropriate technology (e.g., graphing calculators, computer software) to display and analyze data
• 2M-P3:  Apply curve fitting to make predictions from data
• 2M-P11: Apply measures of central tendency, variability and correlation
• 2M-D1:  Transform data to aid in data interpretation and prediction
• 3M-P4:   Interpret algebraic equations and inequalities geometrically and describe geometric relationships algebraically
• 3M-P7: Translate among tabular, symbolic and graphical representations of functions

Academic

At the end of the lesson, students will be able to:

• Create a linear regression from real-life data.
• Write the equation of the regression line.
• Make predictions about the data.
• Determine whether a scatter plot has a weak/strong, positive/negative correlation.
• Explain how an “outlier” can distort a set of data.

At the end of the lesson, students will be able to:

• Use Excel to create a scatter plot.
• Use Excel to put in a trend line (regression) and the equation.

• Preferably have used Excel, but not essential. (Worksheet tells them all the steps)
• The students need to be able to input data in a cell.
• Students need to be able to highlight a set of data.
• Students need to know how to open a file from a floppy disk (if this option is used) or open an Excel document to put in the data.
• Students need to be able to save.

1. Tape measures
2. A computer with Excel.
3. Worksheet 1
4. Worksheet 2
5. How to create a scatter plot using Excel handout
6. Floppy disk containing the data and/or template put on the computers
7. Paper and Pencil.

Reach/gifted students: These students can investigate non-linear functions using Excel.  They can test several of the regressions with this data and determine the one that fits the majority of the data best. They could also help other students if they are done. Students can investigate whether other parts of the body form linear regressions. (i.e. wrist and neck).

SEI (Sheltered English Immersion) students: Teacher will read through the directions for all students at the beginning of the lesson. These students will sit next to or be partnered with another student who could translate if needed. The handout for creating scatter plots has visuals on it, which will help locate the icons needed to be successful in creating a scatter plot.  Have a student read the question to them.

Special Education Students:  Teacher will read through the directions for all students at the beginning of the lesson. These students can sit next to or be partnered with a strong reader. Hand out for creating the scatter plot has visuals to make it easier to follow.

Procedures

DAY 1

• Students will complete Worksheet 1, collecting data and creating their own linear regression lines. Students need to put their data in the Excel document you have opened or on the board for them to copy. (This will be the data used in the next worksheet).

• Give the students Worksheet 2 and How to create a scatter plot handout.
• Students will complete Worksheet 2, using Excel to analyze the data recorded yesterday (saved on a floppy disk or written down).
• Give instructions as to where the data can be found. If on floppy disk, they need to open the file from the floppy disk. If you had them copy the data, then they need to enter this into the template before creating the scatter plot.
• They will look at this data and other data- 100m run for example, create a scatter plot and answer questions, including predictions and whether they think the record could ever be run in 5 secs or below. I have also included a power function at the end so students can see that not all data is linear and we can still create curves using Excel to fit our data. (Not all students got to the power function, depending on whether they had used Excel before. I had the students who had completed this share with the rest of the class at the beginning of the next lesson.)

• The teacher will grade worksheet 1 since students will have different data and hence different equations for the line of regression.
• The students will grade worksheet 2. (Since they use the same data all equations will be the same.) This will also assess whether the student was successful in using the technology. I only count questions 1-12 on this worksheet, as many students do not get to the last part.
• Students will show the teacher one of the graphs they produce and then show the teacher how they put the Trend line and equation onto the graph.
• Questions involving Linear Regression can be put on a chapter test.