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Unit 4 Linear Models and Systems Lesson 4 More Practice with Best Fit Lines, Residuals, Intro Correlation

on Coefficient, Inter olation and !"tra olation standards o#$ecti%es &''L( -Review best fit lines, residuals -How to interpret correlation coefficients -Define interpolation and extrapolation, be able to differentiate the two &''S(' -Residual -Correlation Coefficient ) 'arm U Good morning! oda!, for a warm up, we"re going to do our five minutes of writing# $o %"m going to hand out !our folders and !ou will ta&e the next five minutes to write in response to the prompt' since the last time we discussed our stud! habits, have !ou made an! changes to !ours( )re !ou happ! with the changes( Have the! paid off(* )re there other things !ou want or need to change( -$tudents wor& on their five minute writing folios +school-wide re,uirement to increase literac!*+ de#rief and re%iew homewor, .&a!, now do !our word counts and then we"ll pass them in# /ow, the last few nights we had some homewor&# 0hat ,uestions did !ou have on it( Did !ou feel confident about it(* - a&e ,uestions on homewor&# a&e ,uestions, but do not repeat concepts too much# 1ove on after no more than 23 minutes total# -+ instruction oda!, we"re going to do more practice with residuals, and we"re also going to tal& a little more in depth about correlation 4 it will have a number now 4 and predicting data# .ur goals toda! are to ma&e sure we understand and can measure residuals, to understand and interpret correlation coefficients# %t sounds li&e a lot, but we can do it# /ow, on the homewor&, how did !ou go about finding the residuals of each of these points(* -5oo&ing for 6subtracted the y-coordinate of the point from the y-value from the e,uation of the line of best fit" Good! %f there are people who are still having trouble with these &inds of problems, % am here before and after school and during lunch# $o, as a reminder from !esterda!, we &now that if we have large residuals, then

we have an inaccurate model# 7ut sometimes, that"s the best model we can ma&e 4 sometimes the points we have are 8ust spread out that much# 0hen this happens, it doesn"t mean we have all that bad of a model, but what it means is that our data itself doesn"t show that stron. of a trend# his means that it has a wea& correlation# Correlations have numbers associated with them 4 the! are called correlation coefficients, and the! are a number from -2 to 2#* 9draw various scatter plots on board with var!ing strengths of correlation, three upward, three downward, one with no correlation at all: /ow, here %"ve drawn a few scatter plots, and %"ll show !ou how the correlation coefficient wor,s# 0rite this down# ) correlation coefficient is a number between -2 and 2 that can tell !ou the stren.th and direction of a correlation# /ow, % want !ou to ta&e some thin& time to discuss with !our neighbors what numbers would mean a stron. correlation and what numbers would mean a wea, correlation# a&e two minutes and discuss#* -Circulate, CFU -.rchestrate classroom discussion from CFU to get to the conclusions of the students# $o, ;;;;;, what was the idea that !ou had about what numbers would mean a stron. correlation or a wea, one(* -5oo&ing for 6larger coefficients mean a stronger correlation#" )wesome# $o %"m going to as& !ou another ,uestion' what &ind of numbers do !ou thin& represent a ositi%e correlation and what numbers represent a ne.ati%e correlation( Discuss#* -$hould ta&e no time for students to conclude that positive numbers mean positive correlations and vice versa# $o a negative number 4 or correlation coefficient 4 means a negative correlation, and a positive correlation coefficient means a positive correlation# hat ma&es sense# )nd large numbers mean stron. correlations and small numbers mean wea, correlations# $o let"s do an exercise# <ach of these plots % drew would have a different correlation coefficient# a&e some thin& time and discuss with !our row what the correlation coefficients of each of these plots might be# %"ll give !ou five minutes#* -Circulate, CFU .&a!, so we"ve figured that a 2 or a -2 must be a erfect correlation# 5i&e a 6not-a-single-point-out-of-line" correlation# .ne where the points are bunched together prett! well might be a 3#= or a 3#>, and the more the! spread, the smaller the! get, until !ou have no correlation at all, and that has what correlation coefficient(* 9waited: -5oo&ing for 63#" ) closer and homewor,

$o, for toda!"s closer, we"re going to have another exit slip where we answer a few &e! ,uestions and rate our understanding and confidence of the material, and we"ll have homewor&, too, but no homewor& for toda!# urn in the exit slips on !our wa! out? it"s part of !our participation# )lso, % have posted a review of toda!"s lesson on m! teaching blog, which %"ll write on the board# % won"t re,uire !ou to visit it, but please do if !ou are feeling uneas! with these sub8ects# )lso, if !ou visit it, let me &now if it helped and what other things % can do to help? %"m here for !ou gu!s#* -hand out exit slips -9write homewor& on the board' :

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