Regression Analysis 10.4-10.5 Review

Given the following scatterplot, identify the explanatory and response variable.

• Explanatory: Umbrellas Sold, Response: Rainfall

• Explanatory: Rainfall, Response: Umbrellas Sold

Tags

CCSS.HSS.ID.C.9

Given the scatterplot, fill in the blank to finish describing the relationship:

As the rainfall increases, the number of umbrellas sold ______

• increases
• decreases

• doesn't change

Tags

CCSS.8.EE.B.5

Judy's math teacher plots student grades on their weekly quizzes against the number of hours they say they study and then draws the line of best fit. What does the point (0.5, 53.1) represent?

• A student who actually spent 53.1 hours studying got a score of a 0.5.

• After studying 53.1 hours, a student should expect a score of 0.5.

• A student who actually spent 0.5 hours studying got a score of 53.1

• After studying 0.5 hours, a student should expect a score of 53.1.

Tags

CCSS.8.EE.B.5

Ariana keeps track of the number of people inside a music hall to attend a concert by looking at the number of scanned tickets. She plotted the data where x=0 represents the time at 6pm then drew the line of best fit. What does the slope of the line represent?

• With every additional hour past 6pm, the average change in the number of people

• With every additional person, the average change in the number of hours since 6pm

• The number of people in the music hall 1 hour after 6pm

• The number of hours past 6pm when there is 1 person in the music hall

Tags

CCSS.HSF.LE.B.5

An ice skating rink sells hot cocoa. An employee plots the number of hot cocoas sold relative to the day's high temperature and then draws the line of best fit. What does the y-intercept represent?

• A prediction of the temp. when 0 hot cocoas are sold

• The actual temp. when 0 hot cocoas are sold

• A prediction of the number of hot cocoas sold when the temp. is 0 degrees

• The actual number of hot cocoas sold when the temp is 0 degrees

Tags

CCSS.HSF.LE.B.5

Data was collected from a math class on their average homework completion along with their average assessment score. The equation for the line of best fit was y = 0.6x + 36.2.

Interpret the slope.

• With each additional percentage on assessments, the average homework completion increases by 0.6%.

• With each additional percentage of homework completed, the average assessment score increases by 0.6%

• With each additional percentage of homework completed, the average assessment score increases by 36.2%

• With each additional percentage on assessments, the average homework completion increases by 36.2%.

Tags

CCSS.HSF.LE.B.5

Data was collected from a math class on their average homework completion along with their average assessment score. The equation for the line of best fit was y = 0.6x + 36.2.

Interpret the y-intercept.

• If a student completed 0% homework, their predicted average assessment score is a 36.2%

• If a student completed 0.6% homework, their predicted average assessment score is a 36.2%

• If a student completed 0.6% homework, their predicted average assessment score is a 0%

• If a student completes 0% homework, their predicted average assessment score is a 0.6%

Tags

CCSS.HSF.LE.B.5

Data was collected from a math class on their average homework completion along with their average assessment score. The equation for the line of best fit was y = 0.6x + 36.2.

Predict the average assessment score for a student who's homework average is 73%

• 73%

• 77%

• 80%

• 83%

Data was collected from a math class on their average homework completion along with their average assessment score. The equation for the line of best fit was y = 0.6x + 36.2.

An actual student with 73% homework completion has an assessment average of 82%.

What can we conclude?

• The actual assessment average is 2% higher than predicted

• The actual assessment average is 2% lower than predicted

• The actual assessment average is 9% higher than predicted

• The actual assessment average is 9% lower than predicted

The scatterplot and line of best fit shows how the total driven miles impacts the total paid dollars in gas.

To determine how many times the predicted amount to pay for gas was LESS than the actual amount, what dots would you count?

• Dots ABOVE the line

• Dots BELOW the line

• Dots ON the line.

• All the dots