presentations will give both the teacher and students an opportunity to
assess the students' understanding of the material in the first four
lessons of this Unit Plan. At this stage of the Unit Plan it is
important to know if students can:
- Correctly plot data points, both by hand and on the applet
- Interpret the meaning of the slope of a line as a rate of change in the context of real-life data
- Interpret the meaning of the y-intercept of a line in the context of real-life data
- Understand the meaning of correlation coefficients as used with their data sets
- Correctly label the axes on the graph of real-life data
- Correctly scale the axes for a set of real-life data
It is important to determine the students’ understanding and
appropriate use of the mathematical vocabulary used thus far in this
Unit Plan. Are the students’ grasping the concept of slope as a rate of
change? Can they correctly interpret the y-intercept of the least squares regression
line? Do they understand the relationship between the correlation
coefficient and the “fit” of the least squares regression line?
Determine if students may need some other data sets to really
understand the relationship between the correlation coefficient
computed by the calculator and the calculator’s regression equation.
The teacher should continue to collect information about the
students’ understanding of the material on the Teacher Resource Sheet, Status of the Class.
The assessment information you collect can help you monitor student
learning, adjust instruction, and plan future lessons for the class.
Data on individual students can be used to plan strategies for
regrouping students, remediation, and extension activities. This
information is extremely useful when discussing progress toward
learning targets with students, parents, administrators, and colleagues.
Continue on to the next lesson in the unit, Automobile Mileage: Year vs. Mileage.