Fitting Lines (IM Algebra 1, Unit 3, Lesson 5)
Task
Lesson Purpose The mathematical purpose of this lesson is for students to use technology to compute and analyze a line of best fit for data given in a table. Students create a scatter plot, assess the fit of different linear models, and interpret the meaning of the slope and y-intercept in context. Students begin by informally deciding which line best fits a set of data. They then use technology to calculate the least-squares regression line and compare it to their own estimated line. How Tuva Enhances the lesson Accurate graphs and scales: Students analyze precise scatter plots without distortion, allowing them to focus on reasoning rather than drawing accuracy. Interactive model building: Students can drag a line to estimate a good fit, then instantly compare it to Tuva’s least-squares line. Conceptual focus on slope and intercept: Students see how the equation changes as the data or model changes, strengthening understanding of slope and y-intercept. Built-in scaffolds: Summary views, dynamic axes, and instant feedback support students who may struggle with abstract representations. No extra materials required: Eliminates the need for physical tools (e.g., straightedges or manipulatives), allowing more time for reasoning and discussion.
Ice Cream Sales and Temperature Do ice cream shops sell more ice cream when it’s hot outside? Or does the temperature not really matter? You’ll use data to investigate the relationship between: the temperature outside, and the amount of ice cream sold in a day First, let’s warm up. Click Next to continue.
Topics and standards: HSS-ID-C-7, HSS-ID-B-6-C, Algebra I, Illustrative Math & Tuva