##### CCSS Alignment By Grade

##### CCSS Alignment By Standard

## Making Predictions With Scatter Plots in the Real World

This Real World 3 Act Math Task will have students **making predictions** via **interpolation** and **extrapolation** using **scatter plots** and a **line of best fit**.

## Related Math Topics:

Data management of two-variables including:

- making predictions between two-variables,
- creating scatter plots,
- classifying correlations as positive/negative and strong/weak, and
- interpolating and extrapolating using a line of best fit.

This task can be extended to linear relationship and equations by having students determine the equation of a line for the line of best fit to make predictions.

## Act 1: Lighting the Candle

Students will watch act 1 and make interpolations and extrapolations related to how long it will take for the candle to burn to ____ cm tall or to completely burn out.

## Act 2: Students Request Information

At this stage, students may be requesting more information, such as:

- how long was the candle before it was lit?
- how long did it take to get to half the size?

Here are some images that can also help when gradually releasing more information to your students:

## Act 3: Compare Student Predictions to Reality

## Sequel / Extensions

**What if…**

…we had a 26 cm candle with the same diameter as the last candle? How long would it take to burn out?

… the relationship between

height of the candleandtimewas perfectly linear? (a perfectly straight line). Whatcouldthe table of values and graph look like?

This 3 act math task can easily be extended to different situations including a larger/smaller candle, thicker candles and many other ideas that I’m sure you’ll think up as you prepare to use this task.

## Resources:

Download the Candle Burning Math Task Template.

Download the Stormy Winters Scatter Plot Practice worksheet:

## Sequel #2:

Added Monday April 14th, 2014

This activity is a great one to address the **Understanding Characteristics of Linear Relations** specific expectation from MPM1D – Principles of Mathematics, 9:

LR2.04 – determine the equation of a line of best fit for a scatter plot, using an informal process (e.g., using a movable line in dynamic statistical software; using a process of trial and error on a graphing calculator; determining the equation of the line joining two carefully chosen points on the scatter plot).

Click below to grab a math handout that has some of the given information and some area for students to work:

Please comment to let me know how it worked in your classroom!

## New to Using 3 Act Math Tasks?

Download the 2-page printable 3 Act Math Tip Sheet to ensure that you have the best start to your journey using 3 Act math Tasks to spark curiosity and fuel sense making in your math classroom!

## Share With Your Learning Community:

## About Kyle Pearce

I’m Kyle Pearce and I am a former high school math teacher. I’m now the K-12 Mathematics Consultant with the Greater Essex County District School Board, where I uncover creative ways to spark curiosity and fuel sense making in mathematics. Read more.

Access Other Real World Math Tasks

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MHF4U [Characteristics of Functions - CF3, Exponential and Logarithmic Functions - EL2, Exponential and Logarithmic Functions - EL3]

MPM1D [AG3, Analytic Geometry - AG1, Analytic Geometry - AG2, LR1, LR2, LR3, MG1, MG2, MG3, NA1, Number Sense and Algebra - NA2]

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Geometry [G-C.5, G-C.8, G-C.9, G-GMD.3, G-GMD.4, G-GPE.4, G-GPE.5, G-GPE.7, G-MG.1, G-MG.2, G-SRT.11]

Grade 1 [1.NBT.4, 1.OA.1]

Grade 2 [2.NBT.5, 2.OA.2]

Grade 3 [3.NBT.2, 3.NF.1, 3.NF.3, 3.OA.1, 3.OA.5, 3.OA.9]

Grade 4 [4-MD.3, 4.MD.1, 4.MD.2, 4.NBT.6, 4.NF.3, 4.OA.1]

Grade 5 [5.MD.1, 5.MD.3, 5.MD.4, 5.MD.5, 5.NBT.6, 5.NF.1, 5.OA.1, 5.OA.2, 5.OA.3]

Grade 6 [6.EE.1, 6.EE.2, 6.G.1, 6.G.2, 6.NS.1, 6.RP.2, 6.RP.3]

Grade 7 [7.EE.4, 7.G.3, 7.G.4, 7.G.6, 7.RP.1, 7.RP.3, 7.SP.2, 7.SP.6]

Grade 8 [8.EE.1, 8.EE.5, 8.EE.6, 8.EE.7, 8.EE.8, 8.F.2, 8.F.3, 8.F.4, 8.F.5, 8.G.5, 8.G.7, 8.G.9, 8.SP.1]

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Statistics & Probability [S-ID.6, S-MD.4]

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