Free Printable WorksheetMathPre-CalculusMath CurriculumS-ID.6

Pre CAL.162 Scatterplots, Correlation, and Causation Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Pre-Calculus Math worksheet provides structured practice on Pre CAL.162 Scatterplots, Correlation, and Causation. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Pre-CAL.162 Scatterplots, Correlation, and Causation - Primary standard selected for prompt fields in this prompt cell: CCSS S-ID.6. Skill statement in this prompt cell: Given a scatterplot and context, determine the direction and strength of association and select statements that correctly address correlation versus causation. Associated standards listed with this skill in this prompt cell: CCSS S-ID.6; CCSS S-CP.1-6; CCSS HS-Modeling; SMP 1,2,4,5,6; VA A2.ST.3, PS.1; NAEP Data Analysis and Probability. Use this prompt-provided wording as the supporting standard description for this workflow.

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

Pre-Calculus

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 Pre CAL.162 Scatterplots, Correlation, and Causation skill assessments:

Problem 1Difficulty: Mastery

Use the scatterplot of city bike-lane miles (x) and bicycle commute rate (y). The points show a positive association, but larger cities have both more bike lanes and more commuters. Which statement is best?

ABike lanes prove every person will commute by bicycle.

BThe variables are negatively associated because some cities are large.

CThe association is meaningless because city size exists.

DBike-lane miles and commute rate are positively associated, but city size may be a lurking variable.

Solution & Explanation:City size may influence both bike-lane miles and bicycle commuters. The positive association is real, but causation needs more careful evidence.

Problem 2Difficulty: Mastery

A nutrition experiment randomly assigns similar plants to receive 0, 5, 10, or 15 mL of nutrient solution per day, then plots nutrient amount (x) and growth (y). The trend is positive until it levels off. Which conclusion is best?

AThe graph proves nutrients have no effect because the curve levels off.

BGrowth caused the plants to receive more nutrient solution.

CThe experiment supports a causal effect of nutrients on growth within the tested range, with diminishing gains at higher amounts.

DThe association is negative and linear.

Solution & Explanation:Random assignment supports causation, and the curve shows growth increases then levels off. The conclusion should include both design and form.

Problem 3Difficulty: Mastery

Use the scatterplot of school absences (x) and course grade (y). The trend is negative. Which statement is a valid conclusion?

AMore absences are associated with higher course grades.

BMore absences are associated with lower course grades, but the scatterplot alone does not prove absences are the only cause.

CThe graph proves lowering absences will raise every student's grade by the same amount.

DThere is no association because some students with absences still pass.

Solution & Explanation:The points trend downward, so the association is negative. Individual exceptions and possible lurking variables prevent a guaranteed causal claim.

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Frequently Asked Questions

Common questions about printing, using, and solving this worksheet

QHow do I download and print this Pre CAL.162 Scatterplots, Correlation, and Causation worksheet?

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Pre-Calculus Math students. It aligns with educational standard S-ID.6 (Primary standard selected for prompt fields in this prompt cell: CCSS S-ID.6. Skill statement in this prompt cell: Given a scatterplot and context, determine the direction and strength of association and select statements that correctly address correlation versus causation. Associated standards listed with this skill in this prompt cell: CCSS S-ID.6; CCSS S-CP.1-6; CCSS HS-Modeling; SMP 1,2,4,5,6; VA A2.ST.3, PS.1; NAEP Data Analysis and Probability. Use this prompt-provided wording as the supporting standard description for this workflow.).