While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.

Notes for synchronous active-learning delivery

This corequisite support activity will prepare students to create and interpret scatterplots. Scatterplots are used to illustrate the relationship between two quantitative variables in the upcoming preview assignment and in-class activity.

In Question 1, have students work in groups to enter the data into the tool and create the scatterplot.

• Ensure that at least one student in each group has access to the Internet via a phone, computer, or tablet.
• Students can cut and paste the information directly into the tool from the course page.
• Ensure that they have Use ID Variable checked. If not, only the x and y columns will appear. The neighborhood locations represent the ID variables.

For Questions 4 and 5, the students should be encouraged to use the scatterplot to answer the questions, not the table.

• You can acknowledge the connection to the table while emphasizing this activity is about learning how to read the graph.
• Ask, “how would you know that if you were given only the scatterplot and not the table?”
• Students can hover over the points in the online tool and the app will provide detailed information.

Questions 6 – 8 can be completed in small groups or individually.

• In Question 6, prompt students to include the word scatterplot in their search if they are having trouble.
• In Questions 7 and 8, you can prompt students by asking, ““As (name of x variable) increases, what happens to (name of y variable)? Does it …increase? Decrease? Stay the same?”