Maryland Math S.ID.B.6.d

MathGrades 9–12INTERPRETING CATEGORICAL AND QUANTITATIVE DATA

The Standard

S.ID.B.6: Represent data on two quantitative variables on a scatter plot and describe how the variables are related.

Fit a function to data represented by a scatterplot; use functions fitted to data to solve problems in the context of the data.

Maryland College and Career Ready Standards for Mathematics (2025) · Summarize, represent, and interpret data on two categorical and quantitative

Teacher's field guide

What Students Need to Do: Students use the pattern in a scatterplot to choose and write a function that roughly fits the points. They use it to estimate a value and explain what that value means.
What Mastery Looks Like: A student can sketch a reasonable line or curve through the data and write a matching equation. They can use the equation to make an estimate, include units, and say when the estimate may be unreliable.
Common Misconceptions: Students may draw a line through the first and last points without checking how well it fits the rest. They may treat an estimate as exact or use the model far beyond the measured values.
How to Assess It: Give students plant heights at weeks 1 through 4: (1, 4), (2, 6), (3, 7), (4, 10). Ask them to plot the points, fit a line, predict the height at week 5, and explain why it is an estimate.

Lesson moves

Stack 2, 4, 6, and 8 coins, measure each height, plot the data, fit a line, and predict a 12-coin stack.
Draw two different lines on the coin-height scatterplot; ask which fits better and what the slope says about one coin.
Give pairs points (1,3), (2,5), (3,7), (4,10) and equation cards y=2x+1 and y=x+3; have them choose the better fit and predict y at x=6.
Compare five listings for one car model and year; plot mileage against price, fit a line, and estimate the price at 80,000 miles.

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