Free Printable WorksheetMathAlgebra IMath CurriculumS-ID.5–9

ALG1.122 Scatterplots and Association Answer Key Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Algebra I Math worksheet provides structured practice on ALG1.122 Scatterplots and Association Answer Key. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

ALG1.122 Scatterplots and Association - Select the model (equation, inequality, or function) that represents and interpret scatterplots for two quantitative variables; Select the description that correctly explains strength, direction, and form of association. (CCSS: S-ID.5–9; TEKS: §111.39(b)(3) and technology use; VA SOL: A.ST.1 d–i; FL B.E.S.T.: MA.912.DP.1.1 (displays) with Algebra 1 modeling links (AR.2.5); NY-NGLS: AI-S.ID.5–9; CA CCSSM: S-ID.5–9; MA 2017: HS.S-ID.5–9; DoDEA CCRSM; NAEP: Algebra—modeling with data; NCTM P2A: Practices 4, 5.)

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Algebra I

Subject

Math

Domain

Math Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related ALG1.122 Scatterplots and Association Answer Key skill assessments:

Problem 1Difficulty: Mastery
A data set has r = 0.81 and a line of fit y = 6x + 54 for study hours x and test score y. Which summary is most complete and careful?
AThe model proves every student will gain exactly 6 points per hour
BThe data show a strong negative association; each extra study hour predicts 54 more points
CThe data show no association because r is less than 1
DThe data show a strong positive linear association; each extra study hour predicts about 6 more points, but this alone does not prove causation
Solution & Explanation:The positive r close to 1 indicates a strong positive linear association, the slope is 6 points per hour, and association alone does not prove cause.
Problem 2Difficulty: Mastery
Which pair of variables would most likely have no useful association in a scatterplot for an Algebra I class?
ATemperature and number of cold drinks sold
BHours studied and score on the same algebra quiz
CStudent birth month and score on a one-day algebra quiz
DDistance driven and gallons of gas used
Solution & Explanation:Birth month is not expected to have a meaningful numerical trend with one quiz score, while the other pairs have plausible associations.
Problem 3Difficulty: Mastery
Use the scatter plot shown. Which statement best describes the effect of the outlier?
AThe outlier proves that the association is negative for all points
BThe high point at low x weakens the positive association; removing it would make the main trend clearer
CThe outlier must make the residuals all zero
DRemoving the outlier would create no visible trend
Solution & Explanation:The main cluster rises, but the unusually high point at low x works against that trend and weakens the overall positive association.

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Frequently Asked Questions

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QIs this ALG1.122 Scatterplots and Association Answer Key worksheet free for teachers and homeschoolers?

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Algebra I Math students. It aligns with educational standard S-ID.5–9 (Primary standard selected for prompt fields in this prompt cell: CCSS S-ID.5–9. Skill statement in this prompt cell: Select the model (equation, inequality, or function) that represents and interpret scatterplots for two quantitative variables; Select the description that correctly explains strength, direction, and form of association. Associated standards listed with this skill in the curriculum source: CCSS: S-ID.5–9; TEKS: §111.39(b)(3) and technology use; VA SOL: A.ST.1 d–i; FL B.E.S.T.: MA.912.DP.1.1 (displays) with Algebra 1 modeling links (AR.2.5); NY-NGLS: AI-S.ID.5–9; CA CCSSM: S-ID.5–9; MA 2017: HS.S-ID.5–9; DoDEA CCRSM; NAEP: Algebra—modeling with data; NCTM P2A: Practices 4, 5. Use this prompt-provided wording as the supporting standard description for this workflow.).

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