<p>In this lesson, students will discover what correlation is. Students will:<br>- classify two variables as having a specific type of correlation.<br>- provide their own examples of variables with a given correlation.<br>&nbsp;</p>

<p>- How can we identify&nbsp;if two variables correlate linearly?<br>- How can data be used to anticipate future outcomes?</p>

<p>- Correlation: A measure of the relationship between two variables.&nbsp;<br>- Continuous: The representation of data for which no individual values other than a range between intervals can be established. Continuous data is usually associated with physical measurements such as growth.&nbsp;<br>- Discrete: The representation of data for which one-to-one correspondence is established between individual points of data and the medium of representation.&nbsp;<br>- Patterns: Regularities in situations such as those in nature, events, shapes, designs, and sets of numbers.<br>- Scatter plot: A graph of plotted points that show the relationship between two sets of data.&nbsp;<br>- Slope: The rate of change of the ordinate with respect to the abscissa; the ratio of the change in the vertical dimension to the corresponding change in the horizontal dimension.</p>

<p>- four 8-foot ropes marked off with tape at each foot<br>- Correlation Notes (M-A1-6-1_Correlation Notes)<br>- Example Scatter Plots (M-A1-6-1_Example Scatter Plots)<br>- Human Scatter Plot Cards (M-A1-6-1_Human Scatter Plot Cards)<br>- Lesson 1 Exit Ticket (M-A1-6-1_Lesson 1 Exit Ticket)</p>

<p>- During group exercises, teachers must assess students' ability to generalize data trends using scatter plots. The specific words used by students to characterize patterns, as well as how well those words reflect them, are measures of involvement and understanding.&nbsp;<br>- Lesson 1 Exit Ticket assesses comprehension of the relationship between scatter plot properties and familiar instances of real-world data.&nbsp;<br>&nbsp;</p>

<p>Active Engagement, Explicit Instruction&nbsp;<br>W: After the introduction speech, students will have a clear direction. They will understand that this lesson is about patterns and how two variables are related to each other. They will be evaluated during the lesson while actively participating in the human scatter plot.&nbsp;<br>H: Students should be engaged from the start. Students enjoy seeing real-world applications, and the first two queries would pique their interest until they discover the connection.&nbsp;<br>E: Students will actively participate in developing a human scatter plot. They will be provided various scenarios in which they must determine the sort of correlation that exists between the two variables.&nbsp;<br>R: Students will have the&nbsp;opportunity to reflect throughout the lesson. They will work as a group to determine the&nbsp;correlation, and if they are incorrect, they must adjust their reasoning before going on to the next task.&nbsp;<br>E: Students will demonstrate their comprehension using the human scatter plot assignment. They will next work independently on the exit ticket and be given time to assess their own performance.&nbsp;<br>T: This lesson is designed for all students, with a focus on visual and kinesthetic learning. Visual learners will see the course goals first in the correlation notes, and kinesthetic learners will see them when they participate in the human scatter plot.&nbsp;<br>O: The session starts with an attention-grabbing activity, followed by teacher-led instructions. It effortlessly transitions to a whole-class activity, which leads them to their personalized departure ticket.</p>

<p><strong>"Do you believe your age affects the number of words in your vocabulary? Do you believe your weight is based on the size of your shoes? These questions lead to the concept of </strong><i><strong>correlation</strong></i><strong>. We will examine some data today to ascertain the relationship between two variables."</strong><br><br>Distribute the Correlation Notes (M-A1-6-1_Correlation Notes). Before writing a definition, talk about what the words <i>correlate</i> or <i>correlation</i> are. Hopefully, students hear the word <i>relate </i>or <i>relation</i>.<br><br><strong>"Check out the scatter plots on your notes. What do you see?"</strong> Students may say "patterns," "clusters," or "lines of dots." <strong>"There are various types of correlation, but we will focus on linear correlation. Do you want to predict what two ways variables could correlate linearly?" </strong>Allow students some time to think. If they aren't sharing ideas, have them compare the first scatter plot to the second. They will most likely say that the first is declining and the second is rising. <strong>"What kind of slope does the first plot have?"</strong> (<i>negative</i>)<strong> "What about the second scatter plot?"</strong> (<i>positive</i>)<br><br>Completely fill in the correlations' names. <strong>"A reasonable rule of thumb is that if you can draw a line through the graph and the dots all point in the same way, the variables correlate linearly. But consider the fourth graph. We could draw a horizontal line between the points. However, since a horizontal line has a slope of zero, the relationship remains constant."</strong><br><br><strong>"Consider this question: Should we connect the dots on a scatter plot? Why, or why not?"</strong><br><br>Students should be led to understand that the dots are not connected because the data is not continuous; the points are discrete data points. A trend line is a line that depicts a continuous relationship between points.</p><figure class="image"><img style="aspect-ratio:647/150;" src="https://storage.googleapis.com/worksheetzone/images/Screenshot_32.png" width="647" height="150"></figure><p><strong>Part 1</strong><br><br>Next, students will classify various scatter plots as negative, positive, no correlation, or nonlinear correlation. Show the students the Example Scatter Plots (M-A1-6-1_Example Scatter Plots). Allow students to consider each one before requesting a volunteer to provide an answer and explain why the scatter plot has that type of correlation.<br><br><strong>Part 2</strong><br><br>Divided the class in half. Go to a wide area, such as the hallway, cafeteria, gym, or outdoors. Place four 8-foot ropes (two in each group) on the ground to symbolize the <i>x</i>- and <i>y</i>-axes. Each group will stand at the origin of their own axes. Read one of the Human Scatter Plot Cards (M-A1-6-1_Human Scatter Plot Cards). Each group must determine how the two variables correlate and then construct a scatter plot to depict that link. There will be four options: negative, positive, no correlation, and nonlinear correlation. The first group to complete the correct scatter plot receives a point. Go through as many as time allows, allowing time for an exit ticket activity later.<br><br><strong>Part 3</strong><br><br>To determine whether students have a grasp of the material, distribute the Lesson 1 Exit Ticket (M-A1-6-1_Lesson 1 Exit Ticket).</p>