Line of Best Fit Teacher Resources

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Students work in pairs to test the strength of spaghetti strands. They collect and graph data to determine a line of best fit. Students create a linear equation to interpret their data. Based on the data collected, students predict results with 10 strands of spaghetti.
In this correlation worksheet, students identify situations which produce positive, negative and no correlations.  They draw the line of best fit. This one-page worksheet contains 5 multiple-choice problems.
Eleventh graders explore coefficient of correlation for bivariate data. Through activities, 11th graders use spaghetti to demonstrate the use of scatter plots and estimating a line of best fit. After collecting information, pupils use calculators to plot ordered pairs on a coordinate plane. Classmates observe the relationship between two items.
Young scholars investigate and analyze data. In this algebra activity, students plot data on a coordinate plane and identify the line of best fit. They plot points correctly and make predictions about their data. 
Students investigate different correlations. In this algebra lesson plan, students analyze graphs and identify the lines as having positive, negative or no correlation. They calculate the line of best fit using a scatter plot.
Students calculate the length, width, height, perimeter, area, volume, surface area, angle measures or sums of angle measures of common geometric figures. They create an equation of a line of best fit from a set of ordered pairs or set of data points. They interpolate and extrapolate to solve problems using systems of numbers.
Students conduct surveys and collect data. They analyze the data through graphs and calculate the rate of change. Students write an equation that represents the line of best fit. They determine the points on a line. Students participate in real world activities.
Students collect and analyze data. For this statistics lesson, students plot their data on a coordinate plane. They identify the line of best fit the type of correlation as positive negative or no correlation.
Learners graph and analyze data. In this algebra lesson, students relate algebra to their engineering class. They analyze a set of given points, write an equation for the line and make predictions. They find the line of best fit.
In this Algebra I worksheet, 9th graders determine line of best fit given two points on a scatter plot and use a linear model to make predictions.  The one page interactive worksheet contains five multiple choice questions and is self checking. 
Students collect and analyze data. In this statistics lesson, students identify the rate of unemployment using collected data and making observations. They create model to represent their data.
Students, in groups, work together to determine the relationship of the distance a projector is from a screen and the size of image that results. While experimenting with the data, students identify the independent and dependent variable and write the equation of a line of best fit. They determine the best distance for the projector to illuminate the image on the entire screen.
Students create a scatter plot for bivariate data and find the trend  line to describe the correlation for the sports teams. In this scatter plot lesson, students analyze data, make predictions,and use observations about sports data using a scatter plot to find the line of best fit. Students explore a website and worksheets to complete the project. Students also write an essay and complete a quiz for assessment.
Eighth graders investigate using scatter plots to illustrate the data found in sets. Then they connect the coordinate points in order to find the correct line. Students make estimations of the second variable when given the first. They work in small groups in order to prepare for an assessment.
In this scatter plots and line of best fit worksheet, students create scatter plots from given sets of data. They answer questions concerning the scatter plot. Students write the equation of a line, identify the type of correlation depicted in a graph, and draw the line of best fit. This one-page worksheet contains ten problems.
Students graph points on a coordinate plane. In this algebra lesson, students analyze the points on a coordinate plane finding the line of best fit. They compare age in years and arm span in inches.
Do big bodies make big brains? Let your learners decide whether there is an association between body weight and brain weight by putting the data from different animals into a scatterplot. They can remove any outliers and then make a line of best fit to show whether the relationship is positive or negative. Fortunately for us, human brains are heavy!
High schoolers investigate different types of correlation in this statistics lesson. They identify positive, negative and no correlation as it relates to their data. They then find the line of best fit for the plotted data.
Start this lesson by having your class generate their own data and determine the line of best fit relating their height and shoe size. Interpret the meaning of the slope and y-intercept in the context of the problem and use the equation to estimate shoe size based on height. Discuss the accuracy of their model and introduce the concept of residuals. Follow up with a two-problem worksheet where learners can practice calculating residuals for given data sets. The first has a step-by-step guide to the process. Included on the handout are directions on how to graph residuals on a TI calculator. 
Your class will generate their own data relating the number of people to the time it takes to do a human wave. Once data is collected, a line of best fit is found and used to estimate how long it would take for the entire student body to produce one cycle of the wave in the school gym. How fun would it be to actually have your school do the wave and compare the actual time to the calculated estimate!

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