You signed in with another tab or window. Reload to refresh your session.You signed out in another tab or window. Reload to refresh your session.You switched accounts on another tab or window. Reload to refresh your session.Dismiss alert
Copy file name to clipboardExpand all lines: html/3107b4b5-170a-4fc4-bc4f-dee2caa0e850.html
+6-6Lines changed: 6 additions & 6 deletions
Original file line number
Diff line number
Diff line change
@@ -5,13 +5,13 @@
5
5
<p>The scatter plot includes a point at \((318,80)\). Describe the meaning of this point in this situation.</p>
6
6
<p><strong>Answer:</strong> For every 318 at bats, there are 80 hits. </p>
7
7
<divclass="os-raise-ib-pset-problem-content">
8
-
<blockquote>
9
8
<p>For questions 2—5, use the following to answer each question.</p>
9
+
<blockquote>
10
10
<p>The scatter plot shows the number of minutes people had to wait for service at a restaurant and the number of waitstaff available at the time.</p>
11
-
<p><imgalt="A scatter plot. Horizontal, 0 to 9, by point 5’s, labeled staff. Vertical, 0 to 13, by point 5’s, labeled wait time. 10 dots trend linearly down and to the right." src="https://k12.openstax.org/contents/raise/resources/6e599432d57f210cffc3af906e753aa20f86cbfa"><br>
12
-
</p>
11
+
<p><imgalt="A scatter plot. Horizontal, 0 to 9, by point 5’s, labeled staff. Vertical, 0 to 13, by point 5’s, labeled wait time. 10 dots trend linearly down and to the right." src="https://k12.openstax.org/contents/raise/resources/6e599432d57f210cffc3af906e753aa20f86cbfa"><br></p>
12
+
<p>A line that models the data is given by the equation \(y=-1.62x+18\), where \(y\) represents the wait time, and \(x\) represents the number of waitstaff available.</p>
13
13
</blockquote>
14
-
<p>A line that models the data is given by the equation \(y=-1.62x+18\), where \(y\) represents the wait time, and \(x\) represents the number of waitstaff available.</p>
14
+
15
15
<olclass="os-raise-noindent" start="2">
16
16
<li>The slope of the line is \(-1.62\). What does this mean in this situation?</li>
17
17
</ol>
@@ -48,11 +48,11 @@
48
48
</ol>
49
49
<imgalt="A SCATTER PLOT THAT SHOWS SHOE LENGTH IN INCHES ON THE X-AXIS AND HEIGHT IN INCHES ON THE Y-AXIS. " height="418" src="https://k12.openstax.org/contents/raise/resources/711fc739283a09fb281aa876602ac9371fd5be27" width="450">
50
50
<p><strong>Answer:</strong> As a woman’s shoe length increases, her height also tends to increase. </p>
51
-
<blockquote>
51
+
52
52
<p>For questions 10–12, use the scatter plot below.</p>
53
53
<p>This scatter plot shows foal birth weight and mare’s weight.</p>
54
54
<p><imgalt="A SCATTER PLOT THAT SHOWS MARE WEIGHT IN KILOGRAMS ON THE X-AXIS AND FOAL WEIGHT IN KILOGRAMS ON THE Y-AXIS." class="atto_image_button_text-bottom" height="311" src="https://k12.openstax.org/contents/raise/resources/8568caa2f5d1375c92bcdf0e2f9b05d77d12917d" width="450"></p>
55
-
</blockquote>
55
+
56
56
<br>
57
57
<olclass="os-raise-noindent" start="10">
58
58
<li>What does the slope mean of a linear model on this scatter plot?</li>
Copy file name to clipboardExpand all lines: html/63c7361e-8889-4878-b491-c16f9a791695.html
+7-124Lines changed: 7 additions & 124 deletions
Original file line number
Diff line number
Diff line change
@@ -2,25 +2,15 @@ <h4>Activity</h4>
2
2
<br>
3
3
<!--Q#1-->
4
4
<olclass="os-raise-noindent">
5
-
<li> Click on the "\(+\)" sign and choose to add a table in the Desmos graphing tool. This will generate a table for entering a data set. </li>
5
+
<li> Click on the "\(+\)" sign in the Desmos graphing tool. Choose table from the drop down menu. This will generate a table for entering a data set.</li>
6
6
</ol>
7
-
<p><strong>Desmos: Correlation Data Set Table</strong></p>
<!--QUESTION IS OUTSIDE OF INTERACTION DUE TO DESMOS-->
14
-
</div>
15
-
<divclass="os-raise-ib-input-prompt">
16
-
<p>Enter your answer here:</p>
17
-
</div>
18
-
<divclass="os-raise-ib-input-ack">
19
-
<p>Compare your answer:</p>
20
-
<p><strong>Answer:</strong> Your answers may vary</p>
21
-
</div>
22
10
</div>
23
11
<!--Interaction End -->
12
+
13
+
24
14
<olclass="os-raise-noindent" start="2">
25
15
<li> Enter the data set shown in the table below into the corresponding \(x_1\) and \(y_1\) columns. </li>
26
16
</ol>
@@ -56,9 +46,9 @@ <h4>Activity</h4>
56
46
</tbody>
57
47
</table>
58
48
<br>
59
-
<p>The window should be appropriately set to display the points in the table, but sometimes it will be necessary to adjust the window of the graph in order to properly view your data set. Use the mouse to drag and change the viewing window. To zoom in or out, use the buttons in the top right or the scrolling wheel on the mouse.</p>
49
+
<p>Hint: The window should be appropriately set to display the points in the table, but sometimes it will be necessary to adjust the window of the graph in order to properly view your data set. Use the mouse to drag and change the viewing window. To zoom in or out, use the buttons in the top right or the scrolling wheel on the mouse.</p>
60
50
<olclass="os-raise-noindent" start="3">
61
-
<li> Hit return to enter a new item. Enter the command corr(\(x_1,y_1\)). You do not have to enter anything special to get the subscripts to appear – simply type \(x\) and then 1 and it will automatically fill in \(x_1\). </li>
51
+
<li>Click in the entry box #2 below the table from Question 1 and enter the command \(corr(x_1,y_1)\). (You can just type \(x_1\) and \(y_1\). The subscripts will appear automatically.)</li>
<p>These data have a strong negative linear relationship. This means that as the \(x\)-values increase, the \(y\)-values decrease.</p>
101
91
</div>
102
92
</div>
103
-
<!--Interaction End -->
104
-
<br>
105
-
<h4>Activity</h4>
106
-
<blockquote>
107
-
<p>Use the following data to answer questions 1 - 5.</p>
108
-
109
-
<tableclass="os-raise-skinnytable">
110
-
<thead>
111
-
<tr>
112
-
<thscope="col">\(x_1\)</th>
113
-
<thscope="col">\(y_1\)</th>
114
-
</tr>
115
-
</thead>
116
-
<tbody>
117
-
<tr>
118
-
<td>2</td>
119
-
<td>12</td>
120
-
</tr>
121
-
<tr>
122
-
<td>9</td>
123
-
<td>11</td>
124
-
</tr>
125
-
<tr>
126
-
<td>15</td>
127
-
<td>6</td>
128
-
</tr>
129
-
<tr>
130
-
<td>21</td>
131
-
<td>3</td>
132
-
</tr>
133
-
<tr>
134
-
<td>22</td>
135
-
<td>-1</td>
136
-
</tr>
137
-
</tbody>
138
-
</table>
139
-
</blockquote>
140
-
<br>
141
-
<olclass="os-raise-noindent" >
142
-
<li> Use the Desmos graphing tool below to create a table for entering this data. Click on the “\(+\)” symbol and select the table from the drop-down menu.</li>
<!--QUESTION IS OUTSIDE OF INTERACTION DUE TO DESMOS-->
150
-
</div>
151
-
<divclass="os-raise-ib-input-prompt">
152
-
<p>Enter your answer here:</p>
153
-
</div>
154
-
<divclass="os-raise-ib-input-ack">
155
-
<p>Compare your answer:</p>
156
-
<p><strong>Answer:</strong> Your answers may vary</p>
157
-
</div>
158
-
</div>
159
-
<!--Interaction End -->
160
-
<olclass="os-raise-noindent" start="2">
161
-
<li> Enter the data into the corresponding \(x_1\) and \(y_1\) columns in the table you created in Question 1. Press Enter or use arrow keys to enter a new data value in the table.<br>
162
-
<br>
163
-
After you have finished entering all of the data in Desmos, click on the ZoomFit button magifying glass (located to the left of the table). This will adjust the graphing window so the points in the scatter plot are visible.</li>
164
-
</ol>
165
-
166
-
<olclass="os-raise-noindent" start="3">
167
-
<li>Click in the entry box #2 below the table from Question 1 and enter the command \(corr(x_1,y_1)\). (You can just type \(x_1\) and \(y_1\). The subscripts will appear automatically.)</li>
<li> A number between -1 and 1 will appear after an equal sign in the bottom right-hand corner of the same box. What is the number rounded to the thousandths place? </li>
Copy file name to clipboardExpand all lines: html/93417e34-e4ad-4240-8c67-f35fe01eb773.html
+1Lines changed: 1 addition & 0 deletions
Original file line number
Diff line number
Diff line change
@@ -187,6 +187,7 @@ <h4>Activity Synthesis</h4>
187
187
</li>
188
188
<li>“In this case, there might be some meaning attached to the \(y\)-intercept. That is not always the case. Why might interpreting the \(y\)-intercept not make sense in some situations? Can you think of a situation in which an interpretation of the \(y\)-intercept might not make sense?” (As you get farther from the collected data, the linear model may not make sense any more. Especially in situations in which the amount of something is approaching zero, very different things can be happening. For example, if we have data about water at temperatures around 60 to 70 degrees, that will be very different from what happens when the temperature is at 0.)</li>
189
189
</ul>
190
+
<br>
190
191
<h4>3.1.2: Self Check </h4>
191
192
<pclass="os-raise-text-bold"><em>After the activity, students will answer the following question to check their understanding of the concepts explored in the activity.</em></p>
<p>In pairs, encourage students to take turns sharing their interpretation of the slope and vertical intercept for each scatter plot. Display the following sentence frames for all to see: “_____ represents _____,” “Is there another way to say . . .?” and “It looks like _____ represents . . .” Encourage students to challenge each other when they disagree. This will help students clarify their understanding of the meaning of the slope and the vertical intercept in context.</p>
12
12
<pclass="os-raise-text-italicize">Design Principle(s): Support sense-making; Maximize meta-awareness</p>
Copy file name to clipboardExpand all lines: html/b3a51d93-8faf-400b-bfb1-b6c7bc38d169.html
+6-9Lines changed: 6 additions & 9 deletions
Original file line number
Diff line number
Diff line change
@@ -23,14 +23,13 @@
23
23
<!--Q2-->
24
24
<divclass="os-raise-ib-pset-problem" data-content-id="c2210f3f-1767-4b78-a5b5-643e917e2f0d" data-problem-type="dropdown" data-retry-limit="3" data-solution="For every increase of 1 staff person, the wait time decreases 1.62 minutes" data-solution-options='["For every increase of 1 staff person, the wait time decreases 1.62 minutes", "For every wait time increase of 1 minute the staff people increase by 1.62", "When there are 0 staff people, the wait time is 18 minutes", "When there are 18 staff people, there is no wait time"]'>
25
25
<divclass="os-raise-ib-pset-problem-content">
26
-
<blockquote>
27
-
<p>For questions 2—5, use the following to answer each question.</p>
28
-
29
-
<p>The scatter plot shows the number of minutes people had to wait for service at a restaurant and the number of waitstaff available at the time.</p>
30
-
<imgalt="A scatter plot. Horizontal, 0 to 9, by point 5’s, labeled staff. Vertical, 0 to 13, by point 5’s, labeled wait time. 10 dots trend linearly down and to the right." src="https://k12.openstax.org/contents/raise/resources/6e599432d57f210cffc3af906e753aa20f86cbfa"></blockquote>
31
-
<div>
32
-
<br>
26
+
<p>For questions 2—5, use the following to answer each question.</p>
27
+
<blockquote>
28
+
<p>The scatter plot shows the number of minutes people had to wait for service at a restaurant and the number of waitstaff available at the time.</p>
29
+
<imgalt="A scatter plot. Horizontal, 0 to 9, by point 5’s, labeled staff. Vertical, 0 to 13, by point 5’s, labeled wait time. 10 dots trend linearly down and to the right." src="https://k12.openstax.org/contents/raise/resources/6e599432d57f210cffc3af906e753aa20f86cbfa">
33
30
<p>A line that models the data is given by the equation \(y=-1.62x+18\), where \(y\) represents the wait time, and \(x\) represents the number of waitstaff available.</p>
31
+
</blockquote>
32
+
<div>
34
33
<olclass="os-raise-noindent" start="2">
35
34
<li>The slope of the line is \(-1.62\). What does this mean in this situation?</li>
36
35
</ol>
@@ -187,11 +186,9 @@
187
186
</div>
188
187
</div>
189
188
<br>
190
-
<blockquote>
191
189
<p>For questions 10–12, use the scatter plot below.</p>
192
190
<p>This scatter plot shows foal birth weight and mare’s weight.</p>
193
191
<p><imgalt="A SCATTER PLOT THAT SHOWS MARE WEIGHT IN KILOGRAMS ON THE X-AXIS AND FOAL WEIGHT IN KILOGRAMS ON THE Y-AXIS." class="atto_image_button_text-bottom" height="311" src="https://k12.openstax.org/contents/raise/resources/8568caa2f5d1375c92bcdf0e2f9b05d77d12917d" width="450"></p>
0 commit comments