Authentic+Instruction

Authentic Instruction IAP
 * Licensure Area:** Mathematics Grades 7-12


 * Title and Audience:** Analyzing and Interpreting Scatterplots


 * Objectives:**
 * SPI 3102.5.1: Interpret displays of data to answer questions about the data set(s) (e.g., identify pattern, trends, and/or outliers in a data set).
 * Teacher-set Objective: Students will enter data and create scatterplots using TI calculators.


 * Materials:**
 * Class set of TI graphing calculators
 * Elmo
 * Heart Rate Monitors
 * Worksheet (one for each student) to record data gathered
 * Access to a computers for the MLB information at @http://espn.go.com/mlb/statistics


 * Description:** To start class, I will review what correlating data looks like in various graph forms and how to interpret scatterplots. I will then present the assignment to the students. They will gather data from their peers or an internet resource and record it on their worksheets. There will be two options for data to record. The first will be to record every individual's height and heart rate using heart rate monitors. The second will be to record the batting averages of the top 20 members in the MLB and their individual RBIs (found on @http://espn.go.com/mlb/statistics). Once they choose which type of data they wish to collect, they will make a prediction about whether or not their will be a correlation and, if so, what the correlation could be. They will then gather the collect/look up the data. After recording the information gathered on their worksheets, students will record the data in their calculators. They will then graph the scatterplot using the plot function on the calculator. If they do not know how to plot data on their calculators, they will have access to computers and calculator manuals to figure out the steps. They will break into groups of 4 so that both options for data are represented and discuss any patterns, correlations, trends, or outliers they find in the set. They will discuss in their small groups whether or not their hypotheses held. After discussing in small groups, one student will come to the front of the class and demonstrate how he/she recorded the data in the calculator using the Elmo to show the class. Then, one volunteer from each type of data gathered will present their interpretation of the data to the whole class by displaying his or her scatterplot to the whole class using the Elmo. If their peers' interpretation differs, then they will present their own claims and scatterplots to the class.

I scaffolded by starting class reviewing how to interpret data from a scatterplot. One scaffold I could use is to put them into pairs once they pick their topics to research and pair a student who has strong calculator skills with a student who may struggle with the calculator.
 * Scaffolds:**

Technology supports authentic instruction because students must enter the data they gather into their calculators on their own. They must find how to plot the data they chose to record on their own. If students chose the baseball data, they must use the internet to find the information. If they chose the heart rate data, they must use the heart rate monitors provided. Students also use the internet to find tutorials on how to enter data into a scatterplot if they do not already know how. Further, the students must use the Elmo to demonstrate how to enter data on the calculator and to display their scatterplots when they present the results to the class.
 * Technology to Support Authentic Instruction:**