{"id":4524,"date":"2022-04-13T14:07:00","date_gmt":"2022-04-13T14:07:00","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/?post_type=chapter&p=4524"},"modified":"2022-05-10T19:57:17","modified_gmt":"2022-05-10T19:57:17","slug":"instructor-guide-6d-corequisite-support","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/chapter\/instructor-guide-6d-corequisite-support\/","title":{"raw":"Instructor Guide 6D: Corequisite Support","rendered":"Instructor Guide 6D: Corequisite Support"},"content":{"raw":"While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.<\/em>\r\n

Notes for synchronous active-learning delivery<\/h2>\r\nUse this corequisite support activity to prepare students for calculating and interpreting\u00a0residuals.\r\n\r\nConsider opening the class with Questions 1\u20133. Students might get stuck with starting;\u00a0be ready to ask students to sketch examples of scatterplots with strong linear trends,\u00a0weak linear trends, or non-linear trends to get them thinking about what they already\u00a0know.\r\n\r\nStudents may need a reminder about how to use the line of best fit to find the predicted\u00a0value of the response variable.\r\n\r\nIf your students struggle with subtraction, especially subtraction of negative numbers,\u00a0feel free to linger on this topic. You may want to focus on integers for this section.\u00a0Additional ideas for conveying subtraction of negative numbers can be found at\u00a0https:\/\/betterexplained.com\/articles\/subtracting-negative-numbers\/<\/a>.\r\n\r\nThe use of a number line on the board might be useful. Once students are comfortable\u00a0with the traditional number line, you could consider rotating the number line so that it is\u00a0vertical. Moving this vertical number line along the line of best fit illustrates immediately\u00a0the value of the residuals for a given point.","rendered":"

While this support activity is designed for a face-to-face, synchronous delivery, it should be noted that supporting text and interactive examples have been embedded in the digital assignment page to assist asynchronous or hybrid course delivery and to be made more accessible to students performing make-up work.<\/em><\/p>\n

Notes for synchronous active-learning delivery<\/h2>\n

Use this corequisite support activity to prepare students for calculating and interpreting\u00a0residuals.<\/p>\n

Consider opening the class with Questions 1\u20133. Students might get stuck with starting;\u00a0be ready to ask students to sketch examples of scatterplots with strong linear trends,\u00a0weak linear trends, or non-linear trends to get them thinking about what they already\u00a0know.<\/p>\n

Students may need a reminder about how to use the line of best fit to find the predicted\u00a0value of the response variable.<\/p>\n

If your students struggle with subtraction, especially subtraction of negative numbers,\u00a0feel free to linger on this topic. You may want to focus on integers for this section.\u00a0Additional ideas for conveying subtraction of negative numbers can be found at\u00a0https:\/\/betterexplained.com\/articles\/subtracting-negative-numbers\/<\/a>.<\/p>\n

The use of a number line on the board might be useful. Once students are comfortable\u00a0with the traditional number line, you could consider rotating the number line so that it is\u00a0vertical. Moving this vertical number line along the line of best fit illustrates immediately\u00a0the value of the residuals for a given point.<\/p>\n","protected":false},"author":25777,"menu_order":7,"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-4524","chapter","type-chapter","status-publish","hentry"],"part":4483,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4524","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":4,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4524\/revisions"}],"predecessor-version":[{"id":4688,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapters\/4524\/revisions\/4688"}],"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\/4524\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/media?parent=4524"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/pressbooks\/v2\/chapter-type?post=4524"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/contributor?post=4524"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/lumen-danacenter-statsmockup\/wp-json\/wp\/v2\/license?post=4524"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}