Page 165 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

Instructional Tips
Teachers can:
• support students in describing the relationship observed on the scatter plot by discussing the direction (positive or negative), strength (strong, moderate, or weak), outliers, and form (linear or non-linear);
• ensure students have access to appropriate technological tools (e.g., statistical software, spreadsheets, coding environments when creating the scatter plot, determining the correlation, and testing different regression models;
• highlight, through the use of technology, linear and non-linear regression models as applications of linear and non-linear relations;
• support students in selecting the appropriate strategies to make predictions;
• facilitate conversations with students about when a regression model is and is not appropriate for
making predictions;
• support students in expanding their communicative repertoire to include a broader range of
related terminology and conventions, particularly for English language learners.
Teacher Prompts
• How do you make a scatter plot?
• What is the purpose of a scatter plot?
• In what ways can you describe the relationship between two variables on a scatter plot?
• What information does the correlation coefficient give us?
• How do outliers influence the value of the correlation coefficient?
• What is the difference between correlation and causation?
• What are the limitations involved in making predictions using regression models?
Sample Tasks
1. Have students create a scatter plot to show the relationship between average temperature and average wind speed at a given location over a period of time. Have students determine the appropriate regression model and use it to make predictions.
2. Give students different regression models of the same set of two-variable data and have them determine which model best represents the relationship.
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