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

Circle the best answer, or write your answer on the line.
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?
- A negative association, because a ruler line through the middle of the dots falls from left to right.
- No association, because 10 dots are too few to show a pattern.
- A positive association, because a ruler line through the middle of the dots falls from left to right.
- No association, because the dots do not all lie exactly on one line.
Ren plotted ten classmates' heights against the minutes each took to finish a paper maze. Which answer names the association and gives a good reason?
Scatter plot on a dot grid. Across (x): heights in inches, from 54 to 70, a tick every 1. Up (y): minutes to finish the maze, from 0 to 10, a tick every 1. Each dot is one classmate. The dots, left to right: (55, 6), (57, 9), (58, 4), (60, 8), (61, 3), (63, 7), (64, 5), (66, 9), (67, 4), (69, 8). Scatter plot on a dot grid. Across (x): heights in inches, from 54 to 70, a tick every 1. Up (y): minutes to finish the maze, from 0 to 10, a tick every 1. Each dot is one classmate. The dots, left to right: (55, 6), (57, 9), (58, 4), (60, 8), (61, 3), (63, 7), (64, 5), (66, 9), (67, 4), (69, 8). 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 0 1 2 3 4 5 6 7 8 9 10 heights in inches minutes to finish the maze - A positive association, because the right-most dot sits higher than the left-most dot.
- A negative association, because a ruler line through the middle of the dots falls from left to right.
- No association, because the left half and the right half of the dots spread over about the same y-values.
Esme plotted the temperature at kickoff against the goals Esme's team scored in ten soccer games. Which answer names the association and gives a good reason?
Scatter plot on a dot grid. Across (x): kickoff temperatures in °F, from 40 to 95, a tick every 5. Up (y): goals scored, from 0 to 6, a tick every 1. Each dot is one game. The dots, left to right: (45, 5), (52, 2), (58, 4), (63, 1), (67, 5), (72, 3), (76, 1), (81, 4), (85, 2), (90, 3). Scatter plot on a dot grid. Across (x): kickoff temperatures in °F, from 40 to 95, a tick every 5. Up (y): goals scored, from 0 to 6, a tick every 1. Each dot is one game. The dots, left to right: (45, 5), (52, 2), (58, 4), (63, 1), (67, 5), (72, 3), (76, 1), (81, 4), (85, 2), (90, 3). 40 45 50 55 60 65 70 75 80 85 90 95 0 1 2 3 4 5 6 kickoff temperatures in degF goals scored - A negative association, because the right-most dot sits lower than the left-most dot.
- A positive association, because a ruler line through the middle of the dots rises from left to right.
- No association, because the left half and the right half of the dots spread over about the same y-values.
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 Tala timed twelve bike rides of different lengths. On one ride, a strong wind pushed from behind the whole way. Which point is the outlier, written as (x, y)?
Scatter plot on a dot grid. Across (x): ride lengths in kilometers, from 0 to 32, a tick every 2. Up (y): ride times in minutes, from 0 to 80, a tick every 5. Each dot is one ride. The dots, left to right: (4, 13), (6, 19), (8, 25), (10, 30), (12, 37), (14, 41), (16, 49), (18, 55), (20, 58), (22, 66), (24, 71), (30, 50). Scatter plot on a dot grid. Across (x): ride lengths in kilometers, from 0 to 32, a tick every 2. Up (y): ride times in minutes, from 0 to 80, a tick every 5. Each dot is one ride. The dots, left to right: (4, 13), (6, 19), (8, 25), (10, 30), (12, 37), (14, 41), (16, 49), (18, 55), (20, 58), (22, 66), (24, 71), (30, 50). 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 ride lengths in kilometers ride times in minutes 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 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 B shows the stronger association, because its dots reach higher on the grid.
- The two plots show the same strength, because each plot has 8 dots.
- Plot B shows the stronger association, because its ruler line is steeper.
- Plot A shows the stronger association, because its dots stay closer to its ruler line.
Two groups rolled toy cars down ramps. The first group's cars had wobbly wheels, and Plot B is Ren's group. Which answer is right, with a good reason?
Two scatter plots, each on its own dot grid. On both, across (x): ramp heights in centimeters, from 0 to 50, a tick every 5; up (y): rolling distances in feet, from 0 to 40, a tick every 2. Each dot is one roll. Plot A (the first group): (10, 17), (15, 8), (20, 18), (25, 11), (30, 20), (35, 13), (40, 22), (45, 15); ruler line from (10, 12) to (45, 19). Plot B (Ren's group): (10, 7), (15, 9), (20, 14), (25, 19), (30, 21), (35, 27), (40, 29), (45, 35); ruler line from (10, 6) to (45, 34). Two scatter plots, each on its own dot grid. On both, across (x): ramp heights in centimeters, from 0 to 50, a tick every 5; up (y): rolling distances in feet, from 0 to 40, a tick every 2. Each dot is one roll. Plot A (the first group): (10, 17), (15, 8), (20, 18), (25, 11), (30, 20), (35, 13), (40, 22), (45, 15); ruler line from (10, 12) to (45, 19). Plot B (Ren's group): (10, 7), (15, 9), (20, 14), (25, 19), (30, 21), (35, 27), (40, 29), (45, 35); ruler line from (10, 6) to (45, 34). Plot A 0 10 20 30 40 50 0 8 16 24 32 40 ramp heights in centimeters rolling distances in feet Plot B (Ren's group) 0 10 20 30 40 50 0 8 16 24 32 40 ramp heights in centimeters rolling distances in feet - Plot B shows the stronger association, because its ruler line is steeper.
- Plot B shows the stronger association, because its dots stay closer to its ruler line.
- Plot A shows the stronger association, because its first dot sits higher.
- The two plots show the same strength, because each plot has 8 dots.
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 - 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.
- 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.