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# 3.1 – Introduction to Relationships

## Topics Covered:

Data Management Relationships Scatter Plots

## MFM1P Specific Expectations

The math help provided for MFM1P Grade 9 Applied will address the following specific expectations:
LR1.03 - Carry out an investigation or experiment involving relationships between two variables, including the collection and organization of data, using appropriate methods, equipment, and/or technology (e.g., surveying; using measuring tools, scientific probes, the Internet) and techniques (e.g.,making tables, drawing graphs).

## MFM1P Overall Expectations

The math help provided for MFM1P Grade 9 Applied will address the following overall expectations:
LR1 - Apply data-management techniques to investigate relationships between two variables.

Check out this Math Task Template to get some practice in 3.1 – Introduction to Relationships of the grade 9 applied math course.

# MFM1P Math Videos Related To This Topic

### MFM1P – Foundations of Mathematics – Grade 9 Math Applied

#### Learning Targets:

• Interpret the meanings of points on scatter plots or graphs that represent linear relations, including scatter plots or graphs in more than one quadrant.
• Carry out an investigation or experiment involving relationships between two variables, including the collection and organization of data, using appropriate methods, equipment, and/or technology.

### Minds On

#### Scatter Plot Diagnostic Assessment

Students will analyse the scatter three scatter plots given on the page comparing:

• Scatter Plot #1:
Leg Length vs. Tibia Length
• Scatter Plot #2:
• Scatter Plot #3:
House Price vs. Age of House

Students will then state whether they agree or disagree with the three statements next to each scatter plot.

Once complete, students will submit their answers via a Google Docs Form.

### Think, Pair, Share

#### Answer the Statements & Compare

Students will complete the following relationship statements individually, then they will share their answers with a partner.

On the sheet, indicate whether you and your partner agree or disagree. If you disagree with your partner, have a conversation to determine which view makes the most sense and make the appropriate changes on your worksheet.

### Action

#### Measure and Record Height, Forearm, Arm Span, & Foot Length

With a partner, measure and record each measurement to the nearest centimetre. Enter your data into the class data collection chart.

• In the HEIGHT column, measure total height.
• In the FOREARM column, measure from wrist to elbow.
• In ARMSPAN column, measure from fingertips on one arm, across chest to fingertips on other.
• In FOOT LENGTH column, measure from heel of shoe to toe of shoe.

### Consolidate

#### Creating a Scatter Plot

Individually, students will now consolidate their learning by creating two scatter plots:

• Scatter Plot #1 – Height vs. Arm Span
(Teacher-Led)
• Scatter Plot #2 – Forearm Length vs. Foot Length
(Individual)

#### MFM1P – 3.1 – Relationships & Scatter Plots

Watch Mr. Pearce in this YouTube Video as he quickly re-caps the Height vs. Arm Span scatter plot we created during class. *Note that I forgot to make a Hypothesis as required in part a)*

### Worksheets & Resources

#### MFM1P – 3.1 – Relationships & Scatter Plots

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## Share With Your Learning Community:

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.

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