Chapter 3 Test

Day 29

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Questions to be Sure to Include
  • A question that includes computer output, so that students have to identify the equation of the LSRL from the computer output.

  • A question that requires students to think about correlation versus causation.

  • A question that asks students to think about how an outlier affects the LSRL.

  • A question where students have to interpret r2.

  • A free response question which asks students to describe the relationship (DUFS!).

  • A free response question where students have to interpret the slope of the LSRL.

  • A free response question where students have to calculate and interpret a residual.

  • A free response question which asks students to provide more than one reason why a line is an appropriate model for a set of data.

  • At least one old AP question. There are many to choose from and they are very accessible for students after completing this chapter.

Tips to Give Your Students
  • Close reading and careful writing are critical to your success this year.

  • Be sure to answer all parts of each question.

  • Know how to describe the relationship between two quantitative variables (DUFS!)

  • Know the many justifications you can use to argue that a data set can be modeled as a linear relationship.

  • Know how to interpret values (slope, y-intercept, residual, standard deviation of the residuals).

Quick Tip for Writing the Test

Create an easy to understand context with some two-variable data and then you can ask several of your questions within that one context.  A good rule is one context for each page of the free response questions on your test.

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