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, yintercept, residual, standard deviation of the residuals).
Quick Tip for Writing the Test
Create an easy to understand context with some twovariable 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.