Montana Math MT.CORE.DATA.INT.6.e

MathGrades 9–12Visualizing, Summarizing, and Interpreting Data

The Standard

MT.CORE.DATA.INT.6: Analyze the relationship between two quantitative data distributions in context that have a linear association. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by: Using technology strategically, represent two quantitative data distributions on scatter plots, Describing verbally how the variables are related, Using technology to find the least-squares regression line (line of best) fit for two quantitative variables, Understanding that the line of best fit minimizes the square of the residuals, and Understanding correlation as a measure of linear association and using technology, compute the correlation coefficient of a linear relationship.

Analyze the relationship between two quantitative data distributions in context that have a linear association. This standard should incorporate cultural context relating to Montana Indigenous Peoples and local communities by: Understanding correlation as a measure of linear association and using technology, compute the correlation coefficient of a linear relationship.

2026 Montana Mathematics Content Standards · Data Reasoning and Probability

Teacher's field guide

What This Standard Means

What Students Need to Do: Students plot paired measurements and check whether the dots follow a roughly straight path. They use a spreadsheet to find the correlation coefficient, then explain its sign and size in context.
What Mastery Looks Like: Given temperature and dissolved oxygen readings, a student makes a scatterplot and calculates r. They explain the direction and strength of the relationship without claiming that one measurement caused the other.
Common Misconceptions: Some students pair readings from different samples or calculate r without checking the scatterplot. Others think a negative r means no relationship, or that a strong correlation proves cause.
How to Assess It: Exit ticket: Use these invented Flathead Lake samples, temperature (°C): 10, 12, 14, 16, 18; dissolved oxygen (mg/L): 11, 10, 10, 8, 7. Plot the pairs, find r with a spreadsheet, and explain its sign and strength in one sentence.

Lesson moves

Ways to Teach It

Give pairs of students five temperature and dissolved oxygen cards from the exit ticket; have them stand on taped axes to make a scatterplot.
Ask, 'Why might r be negative for temperature and oxygen, and what else would water monitors need to measure before drawing conclusions?'
Give teams three paired-data tables; they match each to a printed scatterplot, then use a spreadsheet to check their choices.
Post a map of Flathead Lake and ask how repeated water readings might help Confederated Salish and Kootenai Tribes water managers.

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