U11 Bivariate Data Practice
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Last updated over 4 years ago
12 questions
9
Match the word to the correct definition.
Match the word to the correct definition.
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
Positive Correlation | arrow_right_alt | y tends to DECREASE as x INCREASES |
Correlation Coefficient | arrow_right_alt | a number from -1 to 1 that measures how well a line fits the set of data plotted on the scatter plot (denoted by r) |
No Correlation | arrow_right_alt | means that one thing will cause the other |
Scatter Plot | arrow_right_alt | y tends to INCREASE as x INCREASES |
Line of Best Fit | arrow_right_alt | A statistical way to measure the relationshp between two sets of data. It means that both things are observed at the same time. |
Causation | arrow_right_alt | often used to present bivariate quantitative data. Each variable is represented on an axis and the axes are labeled accordingly. |
Negative Correlation | arrow_right_alt | a straight line on a scatter plot that comes closest to all the dots on the graph. |
Correlation | arrow_right_alt | x and y seem to have NO relationship, or the data shows no pattern |
Residual Value | arrow_right_alt | the actual value minus the predicted value |
7
Match the correlation coefficient to each picture.
Match the correlation coefficient to each picture.
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
0, no correlation | arrow_right_alt | |
-0.5, weak negative correlation | arrow_right_alt | |
-0.8, moderately strong negative correlation | arrow_right_alt | |
0.5, weak positive correlation | arrow_right_alt | |
1, strong positive correlation | arrow_right_alt | |
-1, strong negative correlation | arrow_right_alt | |
0.8, moderately strong positive correlation | arrow_right_alt |
1
Do you think there is a relationship between the hours spent studying and exam grades? (refer to the graph)
Do you think there is a relationship between the hours spent studying and exam grades? (refer to the graph)
1
What is the correlation between the number of babies born at Utah Valley Hospital and the number of cakes sold at Carlo's Bakery in New Jersey?
What is the correlation between the number of babies born at Utah Valley Hospital and the number of cakes sold at Carlo's Bakery in New Jersey?
1
Is there causation between the number of babies born at Utah Valley Hospital and the number of cakes baked at Carlo's Bakery in New Jersey?
Is there causation between the number of babies born at Utah Valley Hospital and the number of cakes baked at Carlo's Bakery in New Jersey?
5
| Draggable item | arrow_right_alt | Corresponding Item |
|---|---|---|
C .07 | arrow_right_alt | |
B .94 | arrow_right_alt | |
D -.39 | arrow_right_alt | |
A .45 | arrow_right_alt | |
E -.89 | arrow_right_alt |
5
Create a scatter plot in BLUE using the desmos graphing calculator. Label the x-axis and y-axis using the worksheet information. UPLOAD YOUR PICTURE!
Create a scatter plot in BLUE using the desmos graphing calculator. Label the x-axis and y-axis using the worksheet information. UPLOAD YOUR PICTURE!
1
Determine the correlation type:
Determine the correlation type:
5
Graph the line of best fit in RED using the desmos calculator. Type in your final equation. UPLOAD A PICTURE!
Graph the line of best fit in RED using the desmos calculator. Type in your final equation. UPLOAD A PICTURE!
5
Evaluate the correlation coefficient for the scatter plot using the desmos calculator. UPLOAD A PICTURE!
Evaluate the correlation coefficient for the scatter plot using the desmos calculator. UPLOAD A PICTURE!
5
Plot the residuals in GREEN of the scatter plot using the desmos calculator. UPLOAD A PICTURE!
Plot the residuals in GREEN of the scatter plot using the desmos calculator. UPLOAD A PICTURE!
1
Mr. Jones gave a math test to all the students in the school. He made the discovery that the taller students did better than the shorter ones. His causation statement was: AS YOUR HEIGHT INCREASE, SO DOES YOUR MATH ABILITY. Is this causation correct?
Mr. Jones gave a math test to all the students in the school. He made the discovery that the taller students did better than the shorter ones. His causation statement was: AS YOUR HEIGHT INCREASE, SO DOES YOUR MATH ABILITY. Is this causation correct?