## Unit Overview

**Essential Questions: **

**When is mathematics an appropriate tool to use in problem solving?**

- How can scatterplots and lines of best fit be used to predict median salaries?

**What characteristics of problems determine how to model a situation and develop a problem-solving strategy?**

- What factors contribute to a person’s salary?

**How can mathematical representations be used to communicate information more effectively?**

- How can the data be represented to best communicate important information about the impact of education on one’s salary?

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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

### Unit Overview

**Lesson Topic: **In this lesson, student will use linear regression to ascertain the connection among educational attainment, salary, and unemployment rates.

**Enduring Understandings:**

- Mathematics can be used to solve real world problems and can be used to communicate solutions.
- Relationships between quantities can be represented symbolically, numerically, graphically, and verbally in the exploration of real world situations. When analyzing real world problems, graphs, tables, equations, and numerical representations can be used to examine a person’s salary based off of the number of years of education received.
- Multiple representations may be used to model a given real world relationship.

**Focus Standards (Listed as Examples of Opportunities for In-Depth Focus in the PARCC Content Framework document):
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It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan instruction. Look for the infusion of the Mathematical Practices throughout this lesson.

**Key Mathematical Practices:**

- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Use appropriate tools strategically.

**Evidence of Student Learning:**

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The Partnership for Assessment of Readiness for College and Careers (PARCC) has awarded the Dana Center a grant to develop the information for this component. This information will be provided at a later date. The Dana Center, located at the University of Texas in Austin, encourages high academic standards in mathematics by working in partnership with local, state, and national education entities. Educators at the Center collaborate with their partners to help school systems nurture students' intellectual passions. The Center advocates for every student leaving school prepared for success in postsecondary education and in the contemporary workplace. *

**Rigor**

__Procedural Skill__

Create linear regression lines

Calculate correlation coefficient and interpret its meaning in the context of the problem

__Conceptual Understanding__

Using the linear regression line, students will analyze the equation within the context of the problem

__Modeling/Application__

Interpret differences in scatterplots and the line of best fit so that financial choices are made based on one’s number of years of education received

**Standards**

**Maryland’s College and Career Ready Standards - Algebra I**

- S.ID.6 Represent data on two quantitative variables on a scatter-plot, and describe how the variables are related.
- S.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
- S.ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.

**Financial Literacy Standards**

Standard 2: Relate Careers, Education, and Income

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