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Ems 480 Statistics Lesson Plan
Ems 480 Statistics Lesson Plan
Language Objectives:
Should identify the language function (e.g., compare/contrast, conjecture, describe, explain,
prove) and the learning demands students need to understand and use (e.g., vocabulary and/or
symbols mathematical precision). Be sure the objective also addresses how the lesson will
engage with students in the use of mathematics or statistics specific syntax or discourse.
Students will be able to:
1) Understand what a scatterplot is and how it applies to quantitative data. R and R
squared values and its association with the line of best fit.
2) Determine the difference between quantitative and qualitative variables.
3) Prove if a function has a strong linear correlation based on the least squares line.
4) Describe residuals and their real-life applications.
5) Conceptualize the fit of a least squares line and calculate intercepts and slope.
6) Identify outside variables that may impact residuals and low r^2 values.
Essential Question:
How can we effectively use technology when assessing the similarities and differences between
correlation and linear association?
Materials:
List all materials needed, including PPTs and worksheets. Remember that a PPT is NOT a
lesson plan, it is a material that you will use during your lesson. Your lesson plan should be
no more than 4 pages. You may include up to 5 pages of instructional materials
(handouts, worksheets, etc).
Laptop w/ Internet access
Padlet (https://padlet.com/kttohak/7b5ddj4bcm70)
Kahoot (https://kahoot.it)
CODAP (https://codap.concord.org/releases/latest/static/dg/en/cert/index.html#shared=19414)
CODAP Worksheet
(https://docs.google.com/document/d/1ksnjVNdBJauBDTQ99D0lBnaWZ7-gx1p2bxb7fnNSHiE/e
dit?usp=sharing)
https://codap.concord.org/releases/latest/static/dg/en/cert/index.html#shared=19414
Click the link above to open the document and begin the activity.
Welcome to CODAP and the Roller Coaster activity! In this activity, you will be going over a
dataset consisting of roller coasters from across the United States. Within the dataset, you will find that
there are a lot of different variables, such as max height, type, length, etc. To begin this activity, you need
Kevin Tohak and Chandler Henninger
to make a graph with the variables in the table. Use ideas from the presentation to explore relationships,
functions, and other unique aspects of statistics that you may find interesting. Below are more specific
questions, but for the first couple of minutes in this activity, spend time familiarizing yourself with
CODAP.
1. After exploring some of the relationships of different quantitative variables within the roller
coaster activity,
a. Which two variables do you think would give the strongest correlation? Why?
b. After identifying the correlation, what is the slope of the least squares line?
c. What is the Y-Intercept of the line? What does this tell us about the data?
For question 2, explore the relationships between the Max height and Top speed variables. When
graphing, plot Top Speed on the y-axis and Max Height on the x-axis.
2. Find a tool, or different tools, within CODAP to give you a visual representation of a residual.
b. What is the difference between calculating the residuals of the least squares line and the
intercept locked line? How do the residuals change when the fit changes?
A linear association is a relationship between two variables in which can be modelled by a straight line to
make future predictions of data. Residuals account for the difference in points above and below that line
and thus can be both negative and positive, since they are in relation to the line.
Kevin Tohak and Chandler Henninger
3. Observe the variables Length and Duration, plotting Length on the x-axis and the Duration on the
y-axis.
a. Calculate the y intercept and slope of the data and construct a formula for the line in the
format of y=mx+b.
b. Why do you think the slope is as low as it is? Why do you think the r^2 value is lower
Google Slides
(https://docs.google.com/presentation/d/1sU4qSI0YfAndKtGrUHLsPvFi31T4aR4DtGWQ_617P0
M/edit?usp=sharing)
Kevin Tohak and Chandler Henninger
projector. If students do not already the student is finished posting, they will
know how to use padlet, the teacher will wait for the rest of their classmates to
explain. finish. After the class is done, the students
● Either click on the plus sign in the may volunteer to read their own or one of
bottom right corner or double their classmate’s posts that they like. If
click on an open area to create a they are not reading, the student will
post. From there, type your respectfully listen while reading the posts.
information to share with the Following that, they will continue to listen
class. as the teacher will read the posts that they
After all of the class has posted what think make the most sense.
they know, the teacher will then ask the
students volunteer to read their own or
read one that they can relate to the most.
Then the teacher will read the ones that
they think makes the most sense.
3rd Question:
Students will have to recall information
similar to question 1. Students will be
asked to form an equation rather than
just identify parts of the equation.
Students will be observing the line of
fit, as well as r^2 values in association
with other variables.
Kevin Tohak and Chandler Henninger