Students choose a topic, find and record data, calculate a line of best fit, and use a scatter plot to make a prediction. Example: Student Jumping Ability

This includes: Title on Graphs, Labels, and Appropriate Units Used on Graphs.

Lots of Oopsies!

Graphs appear messy and thrown together in a hurry. Nothing on the graphs is labeled.

Just a Tad More...

Lines are neatly drawn but the graphs appear quite plain. Labels are used to explain axes.

You've Got It!

Graphs are neat and relatively attractive. Labels are used and it's easy to understand data.

What? Did someone say PRO?

Graphs are exceptionally well designed, neat, and attractive. Titles are used, as well as labels.

Line of Best Fit & 1 Equation

Line is drawn well and accurately. One equation (for either a linear positive or linear negative correlation) has been correctly written.

Lots of Oopsies!

Lines on graphs are drawn free-handed and correlations are not evident.

The student did not create one equation based off of y = mx + b on either the positive or negative correlation graph.

Just a Tad More...

Lines on graph are drawn neatly; however, they don't fit the given correlation.

And/or The student did not create an accurate y = mx + b equation for a + / - correlation graph.

You've Got It!

Lines are drawn relatively straight and correlations are evident.

The equation written in the form of y = mx + b, is an accurate representation of the +/- correlation on his/her graph.

What? Did someone say PRO?

Lines are drawn exceptionally well and correlations are clearly evident.

The student's equation is superbly written, correctly identifying the slope and y-intercept.

Predictions

A prediction regarding a point not listed on the trend line or graph is given for both the positive and negative linear correlation graphs.

Example: At 12 minutes, the height will be _____.

Lots of Oopsies!

No predictions are given.

Just a Tad More...

Very basic predictions are given with little thought put into it.

You've Got It!

Predictions make sense and fit data appropriately.

What? Did someone say PRO?

Much thought was put into the predictions, and they are very closely correlated to data.

Correlation

Correlation makes sense and is realistic. The student determines the correlation type:
1) nonlinear, linear, or no correlation,
2) positive or negative correlation( for linear/nonlinear only) , and
3) strong or weak (linear/nonlinear, only).

Lots of Oopsies!

The student completely misinterpreted the correlations. The three criteria were incorrect.

Just a Tad More...

The student misinterpreted most of the correlation types: Only 1-2 were identified correctly.

You've Got It!

The student correctly interpreted all three correlation criterion.

What? Did someone say PRO?

The student identified the three criterion and also provided a rationale.