USING MATH TOOLS FOR

SOCIAL JUSTICE
 OBJECTIVE & CONTENT STANDARD
CCSS.MATH.CONTENT.8.SP.A.1:Construct and
interpret scatter plots for bivariate measurement
data to investigate patterns of association
between two quantities. Describe patterns such
as clustering, outliers, positive or negative
association, linear association, and nonlinear
association.
CCSS.MATH.CONTENT.8.SP.A.2: Know that
straight lines are widely used to model
relationships between two quantitative variables.
For scatter plots that suggest a linear
association, informally fit a straight line, and
informally assess the model fit by judging the
closeness of the data points to the line.
In this topic, students will learn create surveys,
conduct research, collect data and use math
tools ( i.e. scatter plots, probability, bar graphs,
etc.) to create research projects about issues
concerning their community.
SWBAT: use their knowledge of their community
and literacy skills to conduct surveys, with the
data collected and using several mathematical
tools
SWBAT draw conclusions that support their
position on key issues.
How can you make a point using math tools?
Let’s EXAMINE the video:
write down on your notes 3
or more statistics provided
by the speakers.
IT ALL STARTS WITH A QUESTION...
Social Justice: Social Justice [In] education is concerned
with achieving equitable and quality education for all
students. ... The goal of social justice education is full and
equal participation of all groups in society that is mutually
shaped to meet their needs.

Equity: the quality of being fair and impartial.

How do we use math tools to achieve social justice?

Compelling questions…

How does learning about high interest rates keep you from going into debt?

Why does LA County’s high levels of pollution affect poor people more than the
wealthy?

Does having high quality technological & educational tools create equitable
education amongst students?
Practice Creating your compelling questions...
Take 5 minutes to come up with 1-2 compelling questions.

This questions should be about an issue that affects you, your family, school, your
community or the community where your family is from.

You will use this question to guide you in your research.

Survey this…
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4 Steps to Creating a Survey that Matters
STEP 1. Create the questions

● Create questions that raise awareness.

● Create questions to help you make your point.

● Create questions that go against your point

● Create measurable questions (yes/no questions)

● Create open-ended questions.

4 Steps to Creating a Survey that Matters
Step 2. Ask The Questions

● Create a list of possible respondents, predict their responses

● Have multiple mediums to answer

○ email

○ written

○ online form

● Beware of bias

● Question how others feel about the issues you selected

4 Steps to Creating a Survey that Matters
Step 3. Tally Your Results

● Every Answer counts

● Create a table

● Does your tally match your prediction?

● How is it similar to your predictions? How is it different?

4 Steps to Creating a Survey that Matters
Step 4. Present and Report

● Include: Table, Stats, Graph, Comments & Final Report

● Types of Graphs: Bar, Scatter plot, Pie Chart, line

● Descriptive Statistics: Mean, median, mode, standard deviation & quartiles

● Personalize your report: Include interesting or important quotes

● Final Report: include introduction and conclusion

Let’s examine this chart
● Title: 8th grade class height chart

● Data: height in inches

● Data: boy or girl?

● Mean: 63.25

● Median: 65

● Mode: 65

● Standard deviation: 4.62

● Range: 15
Take a deeper look at the data
This bar graph represents the height of each
individual student in the 8th grade...

● Tallest student
● Shortest student
● Number of students in class
● What’s the difference between shortest
and tallest student?
● What is the height that most frequently
appears on the chart?
● What is the average of all students’
heights?
LET’S TEST YOUR SKILLS
Draw a line to
connect the term
to the part of the
graph
Take a deeper look at the data
This scatter plot chart represents the height of
each individual student in the 8th grade

● The dots represent the height of each

student
● The line represents an approximate linear
function
● Since the “best fit line” is an approximation
you can draw it where you see it best fit.
● Best fit line helps predict future outcomes
Breaking down the “Best-Fit line”
From the Best-Fit line pick 2 coordinate points
Use the m= (y1-y0) formula to find the slope
(x1-x0)
Example: pointA (4,2) pointB (1, 6)
Slope = (6-2)
(1-2)
Slope = -4

Use the slope and one of the points to create an

equation y=mx+b

6=-4(1) + b b = 10

y = -4X + 10
Let’s review the parts of the graph
Draw a line
to connect
the term to
the part of
the graph
Take a deeper look at the data
This is a pie chart that does not represent the
height of the individual students

● This graph assigns equal value to each

student’s height which is incorrect

● It does not have any labels

● Does not have an appropriate title

● Does not have any axis labeled

● Does not have any data

● Does not serve any purpose

 What will the results be?
● Positive correlation means that as the first
variable increases, the second variable
increases as well.
● Negative correlation would mean that as one
variable increases, the second variable
decreases.
● Positive Skewness means when the tail on
the right side of the distribution is longer or
fatter. The mean and median will be greater
than the mode.
● Negative Skewness is when the tail of the left
side of the distribution is longer or fatter than
the tail on the right side.
What will the data show? How will you describe it?
How will you present your report?
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What just happened…?
Now you try!
 ANALYZE THIS...
Write a quick description of 5 of the graph’s data lines.
For each line you choose, estimate the slope and
compare it to another.