Scatter plots: patterns of association
Grade 8 Math Worksheet - Challenge Me

Circle the best answer, or write your answer on the line.
Noah's music club plotted minutes of guitar practice a day against chord changes made in one minute. Which answer names the association and gives a good reason?
- A positive association, because a ruler line through the middle of the dots rises from left to right.
- No association, because the dots do not all lie exactly on one line.
- No association, because 10 dots are too few to show a pattern.
- A negative association, because a ruler line through the middle of the dots rises from left to right.
Pia's running club timed one lap each week of training and plotted the results. The club's cheer got louder every week. Which answer names the association and gives a good reason?
Scatter plot on a dot grid. Across (x): weeks of training, from 0 to 11, a tick every 1. Up (y): seconds to run one lap, from 70 to 105, a tick every 5. Each dot is one week. The dots, left to right: (1, 99), (2, 95), (3, 94), (4, 93), (5, 89), (6, 88), (7, 85), (8, 85), (9, 82), (10, 80). Scatter plot on a dot grid. Across (x): weeks of training, from 0 to 11, a tick every 1. Up (y): seconds to run one lap, from 70 to 105, a tick every 5. Each dot is one week. The dots, left to right: (1, 99), (2, 95), (3, 94), (4, 93), (5, 89), (6, 88), (7, 85), (8, 85), (9, 82), (10, 80). 0 1 2 3 4 5 6 7 8 9 10 11 70 75 80 85 90 95 100 105 weeks of training seconds to run one lap - No association, because the dots do not all lie exactly on one line.
- No association, because 10 dots are too few to show a pattern.
- A negative association, because a ruler line through the middle of the dots falls from left to right.
- A positive association, because a ruler line through the middle of the dots falls from left to right.
Kira put a cup of juice in the freezer to make ice pops and checked its temperature every ten minutes. Which sentence describes the pattern of the dots?
Scatter plot on a dot grid. Across (x): minutes in the freezer, from 0 to 80, a tick every 5. Up (y): juice temperatures in °F, from 20 to 75, a tick every 5. Each dot is one reading. The dots, left to right: (0, 70), (10, 52), (20, 41), (30, 35), (40, 33), (50, 32), (60, 32), (70, 31). Scatter plot on a dot grid. Across (x): minutes in the freezer, from 0 to 80, a tick every 5. Up (y): juice temperatures in °F, from 20 to 75, a tick every 5. Each dot is one reading. The dots, left to right: (0, 70), (10, 52), (20, 41), (30, 35), (40, 33), (50, 32), (60, 32), (70, 31). 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 20 25 30 35 40 45 50 55 60 65 70 75 minutes in the freezer juice temperatures in degF Each dot is one reading. - No association: the dots tend to show no clear pattern.
- A linear association: the dots tend to stay near one straight ruler line, going down steadily.
- A nonlinear association: the dots tend to follow a curve, not one straight line.
Milo's class counted the pencils left in the class box each week. One week, a helper found a lost bag of pencils. Which point is the outlier, written as (x, y)?
Scatter plot on a dot grid. Across (x): weeks since school started, from 0 to 13, a tick every 1. Up (y): pencils left in the class box, from 40 to 100, a tick every 5. Each dot is one week. The dots, left to right: (1, 96), (2, 91), (3, 86), (4, 83), (5, 77), (6, 74), (7, 68), (8, 88), (9, 59), (10, 55), (11, 49), (12, 46). Scatter plot on a dot grid. Across (x): weeks since school started, from 0 to 13, a tick every 1. Up (y): pencils left in the class box, from 40 to 100, a tick every 5. Each dot is one week. The dots, left to right: (1, 96), (2, 91), (3, 86), (4, 83), (5, 77), (6, 74), (7, 68), (8, 88), (9, 59), (10, 55), (11, 49), (12, 46). 0 1 2 3 4 5 6 7 8 9 10 11 12 13 40 45 50 55 60 65 70 75 80 85 90 95 100 weeks since school started pencils left in the class box Kira measured a tomato plant every week for twelve weeks. One week, the ruler slipped. Which point is the outlier, written as (x, y)?
Scatter plot on a dot grid. Across (x): weeks of growing, from 0 to 13, a tick every 1. Up (y): plant heights in centimeters, from 0 to 40, a tick every 2. Each dot is one week. The dots, left to right: (1, 4), (2, 7), (3, 11), (4, 13), (5, 17), (6, 30), (7, 23), (8, 27), (9, 29), (10, 33), (11, 37), (12, 36). Scatter plot on a dot grid. Across (x): weeks of growing, from 0 to 13, a tick every 1. Up (y): plant heights in centimeters, from 0 to 40, a tick every 2. Each dot is one week. The dots, left to right: (1, 4), (2, 7), (3, 11), (4, 13), (5, 17), (6, 30), (7, 23), (8, 27), (9, 29), (10, 33), (11, 37), (12, 36). 0 1 2 3 4 5 6 7 8 9 10 11 12 13 0 4 8 12 16 20 24 28 32 36 40 weeks of growing plant heights in centimeters Jun's class survey plotted minutes of screen time a day against minutes spent outside. One dot is an outlier. How many dots are in the cluster with more screen time?
Scatter plot on a dot grid. Across (x): minutes of screen time a day, from 0 to 160, a tick every 10. Up (y): minutes outside a day, from 0 to 120, a tick every 10. Each dot is one classmate. The dots, left to right: (32, 95), (36, 104), (41, 99), (45, 108), (48, 92), (52, 101), (118, 34), (124, 26), (129, 38), (133, 22), (135, 104), (140, 31), (146, 27), (151, 36). Scatter plot on a dot grid. Across (x): minutes of screen time a day, from 0 to 160, a tick every 10. Up (y): minutes outside a day, from 0 to 120, a tick every 10. Each dot is one classmate. The dots, left to right: (32, 95), (36, 104), (41, 99), (45, 108), (48, 92), (52, 101), (118, 34), (124, 26), (129, 38), (133, 22), (135, 104), (140, 31), (146, 27), (151, 36). 0 20 40 60 80 100 120 140 160 0 10 20 30 40 50 60 70 80 90 100 110 120 minutes of screen time a day minutes outside a day At the harbor, Zee measured sailboat lengths and mast heights. One dot is an outlier. How many boats are in the cluster of bigger boats?
Scatter plot on a dot grid. Across (x): boat lengths in feet, from 10 to 46, a tick every 2. Up (y): mast heights in feet, from 16 to 60, a tick every 4. Each dot is one boat. The dots, left to right: (14, 19), (16, 22), (17, 20), (18, 25), (20, 23), (34, 46), (35, 51), (37, 48), (38, 24), (39, 53), (40, 49), (42, 55). Scatter plot on a dot grid. Across (x): boat lengths in feet, from 10 to 46, a tick every 2. Up (y): mast heights in feet, from 16 to 60, a tick every 4. Each dot is one boat. The dots, left to right: (14, 19), (16, 22), (17, 20), (18, 25), (20, 23), (34, 46), (35, 51), (37, 48), (38, 24), (39, 53), (40, 49), (42, 55). 12 16 20 24 28 32 36 40 44 16 20 24 28 32 36 40 44 48 52 56 60 boat lengths in feet mast heights in feet Each dot is one boat. In the park, Luz measured trunk widths and tree heights. One dot is an outlier. How many trees are in the cluster of thinner trees?
Scatter plot on a dot grid. Across (x): trunk widths in inches, from 4 to 44, a tick every 2. Up (y): tree heights in feet, from 10 to 80, a tick every 10. Each dot is one tree. The dots, left to right: (8, 18), (9, 23), (10, 20), (11, 25), (11, 72), (13, 21), (14, 24), (31, 64), (34, 70), (36, 75), (39, 68), (41, 78). Scatter plot on a dot grid. Across (x): trunk widths in inches, from 4 to 44, a tick every 2. Up (y): tree heights in feet, from 10 to 80, a tick every 10. Each dot is one tree. The dots, left to right: (8, 18), (9, 23), (10, 20), (11, 25), (11, 72), (13, 21), (14, 24), (31, 64), (34, 70), (36, 75), (39, 68), (41, 78). 4 8 12 16 20 24 28 32 36 40 44 10 20 30 40 50 60 70 80 trunk widths in inches tree heights in feet Two classes grew bean plants and plotted days against height. Plot A is Ari's class. Which answer is right, with a good reason?
Two scatter plots, each on its own dot grid. On both, across (x): days since planting, from 0 to 10, a tick every 1; up (y): heights in centimeters, from 0 to 30, a tick every 2. Each dot is one measurement. Plot A (Ari's class): (2, 5), (3, 5), (4, 8), (5, 11), (6, 11), (7, 14), (8, 17), (9, 17); ruler line from (2, 4) to (9, 18). Plot B (the class next door): (2, 11), (3, 3), (4, 16), (5, 10), (6, 24), (7, 17), (8, 29), (9, 21); ruler line from (2, 6) to (9, 27). Two scatter plots, each on its own dot grid. On both, across (x): days since planting, from 0 to 10, a tick every 1; up (y): heights in centimeters, from 0 to 30, a tick every 2. Each dot is one measurement. Plot A (Ari's class): (2, 5), (3, 5), (4, 8), (5, 11), (6, 11), (7, 14), (8, 17), (9, 17); ruler line from (2, 4) to (9, 18). Plot B (the class next door): (2, 11), (3, 3), (4, 16), (5, 10), (6, 24), (7, 17), (8, 29), (9, 21); ruler line from (2, 6) to (9, 27). Plot A (Ari's class) 0 2 4 6 8 10 0 4 8 12 16 20 24 28 days since planting heights in centimeters Plot B (the class next door) 0 2 4 6 8 10 0 4 8 12 16 20 24 28 days since planting heights in centimeters - Plot A shows the stronger association, because its dots stay closer to its ruler line.
- Plot B shows the stronger association, because its ruler line is steeper.
- The two plots show the same strength, because each plot has 8 dots.
- Plot B shows the stronger association, because its dots reach higher on the grid.
Milo flew big kites (Plot A) and small kites (Plot B) and plotted wind speed against kite height. Which answer is right, with a good reason?
Two scatter plots, each on its own dot grid. On both, across (x): wind speeds in mph, from 0 to 10, a tick every 1; up (y): kite heights in meters, from 0 to 40, a tick every 2. Each dot is one flight. Plot A (big kites): (2, 14), (3, 7), (4, 21), (5, 14), (6, 29), (7, 23), (8, 38), (9, 31); ruler line from (2, 8) to (9, 36). Plot B (small kites): (2, 9), (3, 10), (4, 11), (5, 15), (6, 16), (7, 17), (8, 21), (9, 21); ruler line from (2, 8) to (9, 22). Two scatter plots, each on its own dot grid. On both, across (x): wind speeds in mph, from 0 to 10, a tick every 1; up (y): kite heights in meters, from 0 to 40, a tick every 2. Each dot is one flight. Plot A (big kites): (2, 14), (3, 7), (4, 21), (5, 14), (6, 29), (7, 23), (8, 38), (9, 31); ruler line from (2, 8) to (9, 36). Plot B (small kites): (2, 9), (3, 10), (4, 11), (5, 15), (6, 16), (7, 17), (8, 21), (9, 21); ruler line from (2, 8) to (9, 22). Plot A (big kites) 0 2 4 6 8 10 0 8 16 24 32 40 wind speeds in mph kite heights in meters Plot B (small kites) 0 2 4 6 8 10 0 8 16 24 32 40 wind speeds in mph kite heights in meters - The two plots show the same strength, because each plot has 8 dots.
- Plot A shows the stronger association, because its dots reach higher on the grid.
- Plot B shows the stronger association, because its dots stay closer to its ruler line.
- Plot A shows the stronger association, because its ruler line is steeper and climbs higher.