{"id":4514,"date":"2022-04-13T14:05:19","date_gmt":"2022-04-13T14:05:19","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&#038;p=4514"},"modified":"2022-05-17T18:33:13","modified_gmt":"2022-05-17T18:33:13","slug":"instructor-guide-6d-forming-connections","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-6d-forming-connections\/","title":{"raw":"Instructor Guide 6D: Forming Connections","rendered":"Instructor Guide 6D: Forming Connections"},"content":{"raw":"<h2>Overview<\/h2>\r\n<ul>\r\n \t<li>In this in-class activity, students will use residual plots to investigate the\u00a0appropriateness of linear regression models and explore the effect of outliers.<\/li>\r\n \t<li>The central dataset used in this lesson is from various large grocery store locations\u00a0(from the same chain) in San Antonio, Texas. The data are from 2019.<\/li>\r\n \t<li>This activity connects back to evaluating the strength of linear relationships, and prepares students for evaluating whether a linear model is appropriate for making\u00a0predictions.<\/li>\r\n \t<li><span style=\"background-color: #ffff99;\">[a list of tags like S2, O1, B1, V3] \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\r\n<\/ul>\r\n<h3>Prerequisite assumptions<\/h3>\r\nStudents should be able to do each of the following after completing the <em>What to Know<\/em> assignment.\r\n<ul>\r\n \t<li>Calculate and interpret residual errors.<\/li>\r\n \t<li>Identify violations of assumptions needed to perform linear regression.<\/li>\r\n \t<li>Discuss the effect of influential points on <span style=\"font-size: 17.44px; white-space: nowrap;\">[latex]R^{2}[\/latex]<\/span>.<\/li>\r\n<\/ul>\r\n<h3>Intended goals for this activity<\/h3>\r\nAfter completing this activity, students should understand that\u00a0residual plots can magnify potential issues with using a linear mode, that linear regression models may not be appropriate when we observe non-linear\u00a0data trends or non-constant variance of residuals, and that outliers affect the strength of a model and should be investigated. They should be able to construct and interpret a residual plot, as well as informally assess the\u00a0appropriateness of a linear regression model.\r\n<h2>Synchronous Delivery and Activity Flow<\/h2>\r\nThe sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.\r\n<h3>Frame the activity (3 minutes)<\/h3>\r\n<ul>\r\n \t<li>Question 1 -- Think-Pair-Share\u00a0S2, C4, V1, V4, O3\r\n<ul>\r\n \t<li>Have students read the question individually, then discuss with a partner before sharing with the class.<\/li>\r\n \t<li>Transition to the activity by briefly discussing the Objectives.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Activity Flow (20 minutes)<\/h3>\r\n<ul>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Questions 2 and 3 -- Working in Groups\u00a0V1, V4, O3, S2, C6\r\n<ul>\r\n \t<li aria-level=\"1\">As a class, discuss responses for Question 2 before moving on\u00a0to Question 3 (complete understanding of Question 2 is needed\u00a0before successfully completing Question 3).<\/li>\r\n \t<li aria-level=\"1\">Since residual plots will be a new concept, ask groups that do\u00a0well with these tasks to share their thinking with the class. This\u00a0will help groups who may struggle with these tasks.<\/li>\r\n \t<li aria-level=\"1\">Drawing the residual lines both on the scatterplot and in the\u00a0residual plot is a good scaffold for students who have trouble\u00a0seeing the connection.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Questions 4 and 5 -- Working in Groups\u00a0V1, V4, O3, S2, C6\r\n<ul>\r\n \t<li aria-level=\"1\">For each of these questions, students may feel uncomfortable with\u00a0the fact that there is no single \u201cright answer.\u201d Emphasize that\u00a0statistics is about making a choice and justifying through proper\u00a0reasoning. The sample answers provide good models of defensible\u00a0reasoning.<\/li>\r\n \t<li aria-level=\"1\">As a frame, ask students: \u201cWhat would be a clearly misleading\u00a0thing to do in this situation?\u201d This may help students think through\u00a0which choices are reasonable and which choices are less\u00a0reasonable.<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li aria-level=\"1\">Question 6 -- Whole Class Discussion\u00a0S4, C3, V1, O1, B2, B4\r\n<ul>\r\n \t<li aria-level=\"1\">Have students answer this question independently. Then, allow\u00a0them to discuss in small groups before asking several individuals\u00a0to share their answers with the class.<\/li>\r\n \t<li aria-level=\"1\">Ensure students include specific reasoning and sample a variety\u00a0of viewpoints.<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<h3>Wrap-up\/transition (2 minutes)<\/h3>\r\n<ul>\r\n \t<li>Have students refer back to the Objectives for the activity and check the ones they recognize.<\/li>\r\n \t<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\r\n<\/ul>","rendered":"<h2>Overview<\/h2>\n<ul>\n<li>In this in-class activity, students will use residual plots to investigate the\u00a0appropriateness of linear regression models and explore the effect of outliers.<\/li>\n<li>The central dataset used in this lesson is from various large grocery store locations\u00a0(from the same chain) in San Antonio, Texas. The data are from 2019.<\/li>\n<li>This activity connects back to evaluating the strength of linear relationships, and prepares students for evaluating whether a linear model is appropriate for making\u00a0predictions.<\/li>\n<li><span style=\"background-color: #ffff99;\">[a list of tags like S2, O1, B1, V3] \u2190 Link to EBTP descriptions\u00a0<\/span><\/li>\n<\/ul>\n<h3>Prerequisite assumptions<\/h3>\n<p>Students should be able to do each of the following after completing the <em>What to Know<\/em> assignment.<\/p>\n<ul>\n<li>Calculate and interpret residual errors.<\/li>\n<li>Identify violations of assumptions needed to perform linear regression.<\/li>\n<li>Discuss the effect of influential points on <span style=\"font-size: 17.44px; white-space: nowrap;\">[latex]R^{2}[\/latex]<\/span>.<\/li>\n<\/ul>\n<h3>Intended goals for this activity<\/h3>\n<p>After completing this activity, students should understand that\u00a0residual plots can magnify potential issues with using a linear mode, that linear regression models may not be appropriate when we observe non-linear\u00a0data trends or non-constant variance of residuals, and that outliers affect the strength of a model and should be investigated. They should be able to construct and interpret a residual plot, as well as informally assess the\u00a0appropriateness of a linear regression model.<\/p>\n<h2>Synchronous Delivery and Activity Flow<\/h2>\n<p>The sample activity delivery below assumes a face-to-face class meeting but can be adapted to a fully online or hybrid delivery by using break-out rooms for pairs and small groups.<\/p>\n<h3>Frame the activity (3 minutes)<\/h3>\n<ul>\n<li>Question 1 &#8212; Think-Pair-Share\u00a0S2, C4, V1, V4, O3\n<ul>\n<li>Have students read the question individually, then discuss with a partner before sharing with the class.<\/li>\n<li>Transition to the activity by briefly discussing the Objectives.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Activity Flow (20 minutes)<\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Questions 2 and 3 &#8212; Working in Groups\u00a0V1, V4, O3, S2, C6\n<ul>\n<li aria-level=\"1\">As a class, discuss responses for Question 2 before moving on\u00a0to Question 3 (complete understanding of Question 2 is needed\u00a0before successfully completing Question 3).<\/li>\n<li aria-level=\"1\">Since residual plots will be a new concept, ask groups that do\u00a0well with these tasks to share their thinking with the class. This\u00a0will help groups who may struggle with these tasks.<\/li>\n<li aria-level=\"1\">Drawing the residual lines both on the scatterplot and in the\u00a0residual plot is a good scaffold for students who have trouble\u00a0seeing the connection.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Questions 4 and 5 &#8212; Working in Groups\u00a0V1, V4, O3, S2, C6\n<ul>\n<li aria-level=\"1\">For each of these questions, students may feel uncomfortable with\u00a0the fact that there is no single \u201cright answer.\u201d Emphasize that\u00a0statistics is about making a choice and justifying through proper\u00a0reasoning. The sample answers provide good models of defensible\u00a0reasoning.<\/li>\n<li aria-level=\"1\">As a frame, ask students: \u201cWhat would be a clearly misleading\u00a0thing to do in this situation?\u201d This may help students think through\u00a0which choices are reasonable and which choices are less\u00a0reasonable.<\/li>\n<\/ul>\n<\/li>\n<li aria-level=\"1\">Question 6 &#8212; Whole Class Discussion\u00a0S4, C3, V1, O1, B2, B4\n<ul>\n<li aria-level=\"1\">Have students answer this question independently. Then, allow\u00a0them to discuss in small groups before asking several individuals\u00a0to share their answers with the class.<\/li>\n<li aria-level=\"1\">Ensure students include specific reasoning and sample a variety\u00a0of viewpoints.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3>Wrap-up\/transition (2 minutes)<\/h3>\n<ul>\n<li>Have students refer back to the Objectives for the activity and check the ones they recognize.<\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Assign the homework or\u00a0<em>Practice<\/em>\u00a0and any <em>What to Know<\/em> pages for the <em>Forming Connections<\/em> activities you plan to complete in the next class meeting. <span style=\"background-color: #ffff99;\">C2<\/span><\/li>\n<\/ul>\n","protected":false},"author":25777,"menu_order":8,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-4514","chapter","type-chapter","status-publish","hentry"],"part":4483,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4514","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/users\/25777"}],"version-history":[{"count":5,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4514\/revisions"}],"predecessor-version":[{"id":4772,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4514\/revisions\/4772"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/parts\/4483"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4514\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4514"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4514"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4514"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4514"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}