Objectives (5  7 minutes)
 To understand the concept of line of best fit in a scatter plot as a line that best represents the data on the plot.
 To learn how to estimate a line of best fit by drawing a line that appears to pass through most of the data points.
 To apply the skill of estimating a line of best fit in realworld situations, understanding that this line can be used to make predictions about data that falls outside the plotted points.
Secondary Objectives:
 To enhance students' ability to interpret scatter plots and understand trends in data.
 To develop critical thinking skills by applying mathematical concepts to practical situations.
 To foster collaborative learning by engaging students in group activities and discussions.
Introduction (10  12 minutes)

The teacher begins the lesson by reminding students of the concept of scatter plots and the need for a line that can best represent the data on the plot. The teacher presents a few examples of scatter plots and asks students to identify any patterns or trends they notice. (2  3 minutes)

The teacher then presents two problem situations to the students:
 Problem 1: A class has been tracking the growth of their bean plants over the course of a month. They have measured the height of each plant every day. How can they estimate the height of the plants on day 31 based on the data they have collected so far?
 Problem 2: A soccer team has been recording the number of goals they score and the number of hours they practice each week. They want to estimate the number of goals they will score if they practice for 5 hours. What can they do? (3  4 minutes)

The teacher then contextualizes the importance of the topic by sharing realworld applications. For instance, the teacher can explain how businesses use the concept of estimating lines of best fit to predict future sales based on past data. The teacher can also mention how scientists use this concept in various fields, such as predicting the spread of diseases or estimating the effects of climate change. (2  3 minutes)

The teacher grabs the students' attention by sharing two interesting facts or stories related to the topic:
 Fact 1: The concept of lines of best fit is widely used in the field of artificial intelligence. For instance, in machine learning, lines of best fit are used to make predictions and decisions.
 Fact 2: The idea of a line of best fit can be traced back to the early 19th century when the French mathematician AdrienMarie Legendre first introduced the method of least squares, which is a way to determine the bestfitting line. (2  3 minutes)

Lastly, the teacher introduces the topic of the day: "Today, we are going to learn how to estimate lines of best fit. This will allow us to draw a line that best represents the data on a scatter plot and make predictions based on this line." The teacher writes the topic on the board for students to see and keeps it visible throughout the lesson. (1 minute)
Development (20  25 minutes)

Theory of Lines of Best Fit (5  7 minutes)
 The teacher starts by explaining that a line of best fit, also known as a trend line, is a straight line that best represents the data points on a scatter plot. It shows a trend in the data.
 The teacher then elaborates on the fact that a line of best fit can be used to predict future data points that are not on the scatter plot, but are within the pattern. However, it may not be accurate for data points that are far away from the scatter plot's pattern. This is an important concept to understand, as it sets the stage for the practical application of the lesson.
 The teacher draws a scatter plot on the board, identifying the independent and dependent variables, and explains that the line of best fit is usually drawn so that there are about equal numbers of data points above and below the line.
 The teacher emphasizes that the line of best fit is an estimation and the goal is to minimize the sum of the squares of the differences between the observed and predicted values. This concept can be explained more indepth for a more advanced class.

Method of Estimating the Line of Best Fit (10  12 minutes)
 The teacher then moves on to explain how to estimate the line of best fit. The teacher draws the students' attention to the scatter plot examples used during the introduction and uses these examples to explain the process.
 The teacher explains that the line of best fit should aim to pass as close as possible to all the data points. However, it is unlikely that a line will pass exactly through every single point on the scatter plot. Therefore, the line of best fit is an estimation.
 The teacher guides students on the process of estimating the line of best fit:
 Start at one end of the scatter plot and try to draw a line that passes close to as many points as possible.
 Adjust the line if necessary as you move along the scatter plot to ensure that it still appears to be the line that best represents the data.
 The line should pass through the middle of the scatter plot, so that there is an equal number of points above and below the line.
 The teacher emphasizes that there is no one correct line of best fit, as different people may estimate the line differently based on their interpretation of the data. What is important is that the estimated line passes through the middle of the scatter plot and represents the trend in the data.

Practice and Application of Estimating Lines of Best Fit (5  6 minutes)
 The teacher then provides students with an opportunity to practice drawing lines of best fit. The teacher hands out worksheets with scatter plots to each student.
 The teacher explains the task:
 Estimate the line of best fit for the given scatter plot.
 Write a sentence or two to describe the trend in the data.
 Use your estimated line of best fit to predict a value for a data point that is not on the scatter plot.
 The teacher walks around the classroom to ensure that students are correctly estimating the lines of best fit and making predictions based on these lines.
By the end of this stage, students should have a clear understanding of the theory behind lines of best fit, the process of estimating these lines, and how to apply this skill to realworld scenarios. They will have also engaged in handson practice, strengthening their understanding and skill in this topic.
Feedback (8  10 minutes)

Review of Learning (3  4 minutes)
 The teacher starts the feedback session by asking students to share their understanding of the day's lesson. The teacher could ask questions like:
 "Can someone explain what a line of best fit is?"
 "How do we estimate a line of best fit?"
 "Why is it important to understand that a line of best fit is an estimation and not an exact representation of the data?"
 The teacher can also choose to randomly select students to answer these questions, ensuring that everyone is engaged in the discussion.
 The teacher then recaps the main points of the lesson, reinforcing the importance of understanding the concept of a line of best fit and the skill of estimating it.
 The teacher starts the feedback session by asking students to share their understanding of the day's lesson. The teacher could ask questions like:

Connection of Theory and Practice (2  3 minutes)
 The teacher discusses how the lesson connected theory with practice and realworld applications. The teacher could say:
 "Today, we learned about the theory behind lines of best fit and how to estimate them. We then applied this knowledge to practice by estimating lines of best fit on scatter plots and using these lines to make predictions. This helped us understand the concept better and see how it can be used in reallife situations."
 "We also saw how lines of best fit are used in various fields, such as business and science. This showed us the practical relevance of what we learned."
 The teacher discusses how the lesson connected theory with practice and realworld applications. The teacher could say:

Reflective Questions (3  4 minutes)
 The teacher then encourages students to reflect on the lesson by asking them to think about the following questions:
 "What was the most important concept you learned today?"
 "Is there anything that you found particularly challenging about estimating lines of best fit? If so, what was it and how did you overcome it?"
 The teacher gives students a minute or two to think about these questions and then asks for volunteers to share their thoughts.
 The teacher could also ask students to write down their answers to these questions, which can be collected and reviewed to gauge the overall understanding of the class.
 The teacher then encourages students to reflect on the lesson by asking them to think about the following questions:
By the end of the feedback session, students should have a clear understanding of the day's lesson, how it connects theory and practice, and its relevance in realworld applications. They should also have had the opportunity to reflect on their learning, which can enhance their understanding and retention of the material.
Conclusion (5  7 minutes)

Summary and Recap (2  3 minutes)
 The teacher starts the conclusion by summarizing the main points of the lesson. The teacher could say:
 "Today, we learned about the concept of a line of best fit, which is the most suitable line that represents the data on a scatter plot."
 "We also learned how to estimate a line of best fit by drawing a line that appears to pass through most of the data points."
 "We practiced this skill by estimating lines of best fit on scatter plots and using these lines to make predictions about the data."
 The teacher recaps the process of estimating lines of best fit, emphasizing that the line should pass through the middle of the scatter plot and there should be an equal number of points above and below the line.
 The teacher starts the conclusion by summarizing the main points of the lesson. The teacher could say:

Connection of Theory, Practice, and Applications (1  2 minutes)
 The teacher then explains how the lesson connected theory, practice, and realworld applications. The teacher could say:
 "We started with the theory of lines of best fit and the process of estimating them. We then moved on to practice by estimating lines of best fit on scatter plots and making predictions based on these lines."
 "We also discussed realworld applications of estimating lines of best fit, such as in business and science. This helped us understand the practical relevance of what we learned."
 The teacher highlights the importance of understanding the theory behind a concept, practicing the skills associated with it, and applying these skills to realworld situations.
 The teacher then explains how the lesson connected theory, practice, and realworld applications. The teacher could say:

Additional Materials (1 minute)
 The teacher suggests additional materials for students who want to further their understanding of the topic. These may include:
 Online interactive tools that allow students to create scatter plots and estimate lines of best fit.
 Worksheets with more scatter plots for students to practice on.
 Videos that explain the concept in a different way or show more realworld applications.
 The teacher emphasizes that these materials are not mandatory but can be helpful for students who want to reinforce what they learned in class.
 The teacher suggests additional materials for students who want to further their understanding of the topic. These may include:

Relevance to Everyday Life (1  2 minutes)
 Lastly, the teacher explains the importance of the topic for everyday life. The teacher could say:
 "The skill of estimating lines of best fit is not just useful in mathematics, but in many other areas as well. For example, it can help us make predictions in business, science, and even in our personal lives."
 "By learning this skill, you are enhancing your ability to interpret data and make informed decisions, which are valuable in today's datadriven world."
 The teacher concludes the lesson by thanking the students for their active participation and encouraging them to continue applying what they learned in their everyday life.
 Lastly, the teacher explains the importance of the topic for everyday life. The teacher could say:
By the end of the conclusion, students should feel confident in their understanding of the day's lesson, see the connections between the theory, practice, and realworld applications, and understand the relevance of the topic for everyday life. They should also have access to additional materials to further their understanding if they wish to do so.