Lakeside Middle School Unit Plan

Teacher Name: Jeremy Combs Subject: Math

Grade Level/s: 8th Grade Date: May 7-May 21

Standards Addressed SP1: 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.
SP2: 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.
SP3: Use the equation of a linear model to solve problems in the
context of bivariate measurement data, interpreting the slope and
intercept.
SP4: Understand that patterns of association can also be seen in
bivariate categorical data by displaying frequencies and relative
frequencies in a two-way table. a) Construct and interpret a two way
table summarizing data on two categorical variables collected from
the same subjects. b) Use relative frequencies calculated for rows or
columns to describe possible association between the two variables.

Essential Questions ● What strategies can I use to help me understand and

represent real situations involving linear relationships?
● How can the properties of lines help me to understand
graphing linear functions?
● What can I infer from the data?
● How can functions be used to model real-world situations?
● How does a change in one variable affect the other variable
in a given situation?
● Which tells me more about the relationship I am investigating
– a table, a graph or an equation? Why?
● How can you construct and interpret two-way tables?
● How can I determine if there is an association between two
 given sets of data?
● How can I find the relative frequency using two-way tables?

Relevance ● Collecting and examining data can sometimes help one

discover patterns in the way in which two quantities vary.
● Changes in varying quantities are often related by patterns
which, once discovered, can be used to predict outcomes and
solve problems.
● Written descriptions, tables, graphs, and equations are useful
in representing and investigating relationships between
varying quantities.
● Different representations (written descriptions, tables,
graphs, and equations) of the relationships between varying
quantities may have different strengths and weaknesses.
● Linear functions may be used to represent and generalize real
situations.
● Slope and y-intercept are keys to solving real problems
involving linear relationships.

Beginning, Middle, ● To begin the Statistics unit, students will watch a short video
and End Overview about how statistics are changing professional sports,
especially the NBA.
● The approximately 2 week unit is broken down to 5 specific
goals designed to be completed in 2 days.
○ Goal 1: Construct a Scatter Plot
○ Goal 2: Interpret Scatter Plots
○ Goal 3: Line of Best Fit
○ Goal 4: Construct a Two-way Frequency Table
○ Goal 5: Interpret Two-way Frequency Tables
● Each lesson begins with the students watching a short lesson
video, completing an activity at the level they feel
comfortable with, then going to one level higher to complete
an activity. Each lesson ends with a formative assessment.

Content Specific ● Model

Vocabulary ● Interpret
 ● Initial Value (y-intercept
● Qualitative Variables
● Quantitative Variables
● Linear
● Non-linear
● Rate of Change (slope)
● Bivariate Data
● Scatter Plot
● Line of Best Fit
● Outlier

Questioning Strategies Student Generated

Differentiation Content: Student choice for a variety of exploration and practice

activities. Activities are leveled for developing, proficient, and
advanced learners.

Process: Students move through the modules at their own pace

and have opportunities to remediate and reassess if struggling, or
for advancement once mastery is demonstrated.

Product: Students choose what they produce to demonstrate

mastery.
Grouping Strategies ● Student Choice

● Students are working individually to allow them to work at

their own paces to complete assignments.

Details: Although completed in a virtual learning environment,

students are encouraged to collaborate with a partner or small group
if they wish as they work throughout the unit.

Technology Aiding ● Clear Touch Panel

Instruction ● Desktop Computers
● Laptop Computers
● Tablet/BYOT
● TI-30 XSII Multiview Calculator
● Graph Paper

Formative ● Questioning/Communication through ItsLearning Platform

Assessment in ● Teacher Observation
Progress for the ● Student Self-assessment
Lesson ● Product
Daily Plan: Students will work through the unit at their own pace. A
suggested outline is as follows:

Friday (May 7):

● Unit Introduction Video, “Numbers Men”

Monday and Tuesday (May 10, 11):

● Lesson
● Exploration Activity
● Practice Activity 1
● Practice Activity 2
● Formative Assessment
● Additional Practice/Reassessment (If necessary)

Wednesday and Thursday (May 12, 13):

● Lesson
● Activity 1
● Activity 2
● Formative Assessment
● Additional Practice/Reassessment (If necessary)

Friday (May 14):

● Lesson
● Activity 1
● Activity 2
● Formative Assessment
● Additional Practice/Reassessment (If necessary)

Monday and Tuesday (May 17, 18):

● Lesson
● Activity Part 1
● Activity Part 2
● Formative Assessment
● Additional Practice/Reassessment (If necessary)

Wednesday and Thursday (May 19,20):

● Lesson
● Activity Part 1
● Activity Part 2
● Formative Assessment
● Unit 6 Practice Test/Study Guide
Additional Practice/Reassessment (If necessary)

Friday (May 21)

● Summative Assessment