Mississippi Math FA.S.42
The Standard
Know when it is and is not appropriate to use a linear model to make predictions about a data set beyond a given set of values. Explain extrapolation and interpolation and the impact both have on predicted values.
2025 Mississippi College- and Career-Readiness Standards for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Use a line to estimate values between measured points and beyond them. Decide whether each estimate makes sense based on the data pattern, the distance from the data, and limits in the situation.
What Mastery Looks Like
- Students calculate and label estimates within the data range as interpolation and estimates beyond it as extrapolation. They can explain why a line that fits the data might predict more ticket sales than a theater has seats.
Common Misconceptions
- Students may call every estimate extrapolation, including estimates between measured values. They may extend a line past a capacity limit or use a line when the data curve.
How to Assess It
- A tank holds 8 liters and contains 0, 2, 4, and 6 liters at minutes 0, 1, 2, and 3. Use a line to estimate amounts at 2.5 and 5 minutes, label each estimate, and explain which prediction fails.
Lesson moves
Ways to Teach It
Fill a straight-sided cup at a steady rate, mark its water level every 10 seconds, and compare predictions before and after it fills.
Show a straight-line graph of cumulative ticket sales for a 200-seat show, then ask, 'Would a prediction of 250 tickets sold make sense?'
Teams label and check 3- and 8-hour estimates from theater sales of 50, 100, 150, and 200 seats at hours 1 to 4.
Plot a parking garage's hourly charges for hours 1 to 4, then check whether a 10-hour estimate exceeds its posted daily maximum.
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