Quiz 3.5 to 3.7
Chapter 3  Day 9
Chapter 3
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Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
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Overall Notes

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Common Student Errors

Students will often flip the calculation for a residual by subtracting the actual y from the predicted y. Remind them that residual = When students are asked to describe the relationship between two quantitative variables, Actual – Predicted = A – P.

When interpreting the slope of the equation for the leastsquares regression line, students will often forget to include “predicted” when referring to the y variable.

When interpreting the yintercept of the equation for the leastsquares regression line, students will often forget to include “predicted” when referring to the y variable value when x = 0.

Students often think that outliers in a scatterplot must always have a big impact on the slope of the leastsquares regression line. Remember that an outlier with an xvalue close to the mean of x will pull the leastsquares regression line towards itself, but without changing the slope much.

When justifying why a linear model is appropriate for a set of twovariable data, students often want to give one single reason (the residual plot has no leftover pattern). Urge them to provide additional justification (r2 close to 1, small s).

Students might have trouble memorizing the wordforword interpretations of s and r2. We think this is OK as long as the meaning of what they write down is correct.