Matthew Evert 
Using Linear Models 
Grade Level/Class: Algebra 2 Honors 
Time Length: 70 minutes 
Correlation and Trend Lines  
 
 
Standards (include NCTE/NCSS/NGSS/NCTM/ACTFL): 
 CC.9-12.F.IF.4   
Interpret functions that arise in applications in terms of the context. For a function that
models a relationship between two quantities, interpret key features of graphs and tables
in terms of the quantities, and sketch graphs showing key features given a verbal
description of the relationship. Key features include: intercepts; intervals where the
function is increasing, decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity. 
 CC.9-12.A.CED.2   
Create equations that describe numbers or relationship. Create equations in two or more
variables to represent relationships between quantities; graph equations on coordinate
axes with labels and scales. 
Educational Objectives: 
 The students will be able to determine the type of correlation a scatter plot has or
if it even has a correlation. 
 The students will be able to draw a trend line that best fits the data and use that
trend line to create linear equations and make predictions. 
 
Assessment on Learning: 
 Chapter 2.5 homework assignment 
 
Central Focus 
 The students will focus on analyzing graphs in order to determine if there is a
correlation and the students will focus on the plotted data to draw an accurate trend
line. 
 
Accommodations for students with specific learning needs:   
 There are no accommodations needed. 
 
Academic Language 
Language Function (select 1): 
  
Analyze  Compare/Contrast  Construct  Describe  Evaluate 
Examine  Identify  Interpret  Justify  Locate 
Explain  Prove  Argue  Synthesize   
 
 Identify a learning task from your plan that provides students with opportunities to
practice using the language function identified above:  
The students will be able to evaluate a trend line of a graph in order to predict the values of
future data. 
 
Additional Language Demands. Given the language function and learning task identified
above, describe the following associated language demands (written or oral) students need to
understand and/or use: 
The students will have to understand what a trend line is, what it represents, and how to create
one in order to use it to predict future values. 
 
Vocabulary: 
1. Scatter Plot: A graph that relates two sets of data by plotting the data as ordered
pairs. 
2. Correlation: Using a scatter plot to determine the strength of the relationship. 
3. Types of Correlation: Strong negative correlation, weak negative correlation, no
correlation, weak positive correlation, and strong positive correlation. 
4. Trend Line: A line that approximates the relationship the relationship between
the variables, or data sets, of a scatter plot. 
5. Line of Best Fit: The trend line that gives the most accurate model of related
data. 
6. Correlation Coefficient: r, indicates the strength of the correlation. The closer r
is to 1 or -1, the more closely the data resembles a line and the more accurate your
model is likely to be.  
 
Plus at least one of the following: 
Syntax 
Discourse  
 
 
 
Materials: 
Teacher 
Tablet and projector 
White board  
White board markers 
Real life data handouts 
Chapter Two guided notes 
 
Student 
Chapter Two guided notes 
Real life data hangouts 
Algebra 2 Book 
Pencil 
 
Anticipatory Set/ Attention Getter: 
To begin the class a blank graph will be projected onto the board with the X axis labeled “Hours
of sleep you got last night”. The Y axis will be labeled “How tired do you feel?” with 1 being
wide awake and 10 being exhausted. The students will then come up and plot a point on the
graph relating it to themselves.  Once all the students have plotted their point, the graph will be
analyzed to determine if there is a correlation between hours slept and personal energy. 
 
 
Questions to Ask 
1. How can we tell, on a scatter plot, if there is a strong or weak correlation? Knowledge 
2. How would you explain the purpose of a trend line? Analysis 
3. How could you express the importance of scatter plots in the real world? Comprehension 
4. Using our “Hours of sleep data”, what conclusions can be drawn from the data? Application 
5. How effective are scatter plots and will they always be an efficient way to analyze
data? Evaluation 
 
Sequence of Events (include time needed): 
1. Anticipatory Set/Attention Getter - Students will each plot their points and the class will
discuss and analyze the data (10 mins). 
2. Teacher will go through the 2.5 notes. Included in the notes is the Academic Language used in
the section (20 mins). 
3. Handout Activity- The students will be given four real life data examples where they must plot
all points, find the correct correlation, and then compare. The students will be required to
collaborate in groups in order to find the answers (25 mins). 
4. The students will have the remaining time to get started on their 2.5 homework, while the
teachers walk around and answer questions (15 mins).  
 
Conclusion/Summary: 
In order to check for student understanding and produce higher level thinking, the teacher will
use Bloom’s taxonomy questions. The remaining time will be given to the students to get started
on their homework assignment. As the students work, the teacher will be walking around and
answering any questions. 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 
 
Handout Activity 
NHL Eastern Conference: Goals v Wins 
1. Use the given data to plot the points on the graph.  Then determine the correlation
of the data. 

 
 
 
 
  
 
2. Using your graph, find the equation of the trend line. 
 
 
 
 
 
 
 
 
 
 
 
Handout Activity 
Animal body weight (kg) v Brain weight (g) 
1. Use the given data to plot the points on the graph.  Then determine the correlation
of the data. 

 
 
 
 
 
 
2. Using your graph, find the equation of the trend line. 
 
 
 
 
 
 
 
 
 
 
 
Handout Activity 
 Age v Daily Sleep (hours) 
1.  Use the given data to plot the points on the graph.  Then determine the
correlation of the data. 

 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2. Using your graph, find the equation of the trend line. 
 
 
 
 
 
 
 
 
 
 
 
Handout Activity 
Hours of Sunlight vs Ice Melted (in^3) 
1.  Use the given data to plot the points on the graph.  Then determine the
correlation of the data. 

 
 
 
 
  
 
2. Using your graph, find the equation of the trend line.