<p> THE ROBERT WADLOW STORY Enduring Understanding: Develop a better understanding of how to use data from a table to create a graph and make a prediction of values not included in the data set. Essential Questions:  What is an informative title for a graph?  What are appropriate intervals for the x- and y-axes?  How is the dependent and independent variable determined?  When is a line graph more appropriate than another type of graph?  How is a fitted line determined?  How is a fitted line represented as an equation?  How is a fitted line used to make a prediction?  How is the slope of the line determined after putting points on a graph?  In what contexts are predictions made using a fitted line not as valid as in other contexts? Lesson Overview:  Before allowing the students the opportunity to start the activity: access their prior knowledge with regards to growth of people, tall people who they know. Pike Place Market in Seattle has a model downstairs of Robert Wadlow.  What is meant by dependent and independent variable?  Discuss a “fitted line”—What is it? How would a person use a fitted line? How would you show an understanding of a fitted line? Why do you think a fitted line is used? What would happen if a person inaccurately used a fitted line? What operations are necessary to create a fitted line?  When reading a graph, where are the x- and y-intercepts? What is the relationship between the intercepts and the context of any problem?  What is meant by a meaningful title for a graph?  How are the intervals on a graph determined?  A good warm-up would be Ernie Elephant or Tall Paul.  How can you support a conclusion that you make? What evidence from graphs can be used to support/justify your conclusion?  Use resources from your building.</p><p>EALRs/GLEs</p><p>1.4.4 1.4.5 1.5.2 1.5.4 3.2.2 5.1.1</p><p>Item Specifications: PS03; AS02; SR04; MC01</p><p>Assessment: </p><p> Use WASL format items that link to what is being covered by the classroom activity  Include multiple choice questions The Robert Wadlow Story Born: February 22, 1918 Died: July 15, 1940</p><p>Robert Pershing Wadlow was born, educated and buried in Alton, Illinois. His height of 8’ 11.1” qualifies him as the tallest person in history, as recorded in the Guinness Book of Records. At the time of his death he weighed 490 pounds. At birth he weighed a very normal eight pounds, six ounces. He drew attention to himself when at six months old because he weighed 30 pounds. A year later, at 18 months, he weighed 67 pounds. He continued to grow at an astounding rate, reaching six feet, two inches and 180 pounds by the time he was nine years old. </p><p>GROWTH CHART FOR ROBERT WADLOW</p><p>Age (yrs) 5 8 10 14 16 20 21 22.4 Height 64 72 77 89 94 103 104 107.1 (in) Weight 105 169 210 301 374 488 492 490 (lbs)</p><p>1. Graph the data on two separate graphs--height on one graph and weight on the other graph. </p><p>______</p><p>2. Determine the dependent and independent variable. Why did you choose what you did?</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>3. Draw a line that fits the data (fitted line) for each graph and write an equation that describes a line that fits the data for each graph.</p><p>Height fitted line equation: ______</p><p>Weight fitted line equation: ______</p><p>4. Using your model, how tall (in inches) was Robert at: 14 years old? ______</p><p>5. Use your model to determine how tall (in inches) Robert would have been if he had lived to be 35 years old. </p><p>______</p><p>6. What is the y-intercept of the height line that was drawn by you? ______</p><p> a. What does this y-intercept represent in real terms with regards to this situation? Does the y- intercept make sense in real terms? ______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p> b. What is the slope of the height line? ______</p><p> c. What meaning does it have in this situation? ______</p><p>______</p><p>______</p><p>______</p><p>7. Using your model, how much does Robert have weigh at: </p><p>17 years old? ______35 years old? ______</p><p> a. What is the y-intercept of the line drawn by you? ______</p><p> b. What is the slope of the weight line? ______c. Does the y-intercept match what was stated in the first paragraph of this situation? Why or why not? ______</p><p>______</p><p>______</p><p>______</p><p> d. What meaning does the slope have in this situation? ______</p><p>______</p><p>______</p><p>______</p><p>8. Is a linear function appropriate to use when graphing a person’s growth? Explain/support your answer.</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______</p><p>______9. The number of games won over four years for three teams is shown on the graph below.</p><p>Which statement is true based on this information?</p><p>O A. Team 3 always came in second. O B. Team 1 had the best average overall. O C. Team 1 always won more games than Team 3 O D. Team 2 won more games each year than in the previous year.</p><p>10. The bar graph represents the numbers of blocks each of 10 students walks to school each day.</p><p>Distance Walked to School Each Day by Students 7 s</p><p> k 6 c o l 5 B</p><p> f 4 o</p><p> r 3 e b 2 m</p><p> u 1 N 0</p><p>Students</p><p>Which is the median number of blocks that these students walk to school each day?</p><p>O A. 3.5 O B. 4.0 O C. 4.5 O D. 5.0</p>