EMS 580 Ashlyn Barnwell

Residual Plots: YouTube Videos 2017

Mathematics Learning Objectives:

Students will be able to approximate a line of best fit for a data set.
Students will be able to analyze residuals.
Students will be able to create a residual plot.
Students will be able to assess informally a linear model as the best fit for a given data set.
Students will be able to calculate residuals by hand and with graphing calculators.

Language Objectives:
Students will listen and view a video showing how to create residual plots.
Students will be able to explain corresponding types of residual plots to lines of best fit.
Students will be able to justify chosen lines of best fit.
Students will be able to communicate with a group and explain their findings in sentence form.

Essential Question:
Can we create a residual plot and informally determine if a linear model is the best fit for a set of data?

Common Core State Mathematics Standards:

CCSS.MATH.CONTENT.HSS.ID.B.6.B
Informally assess the fit of a function by plotting and analyzing residuals.

Materials:
Computers with Internet Access (class set) YouTube Video: "Residual Plots...Khan Academy"

Graphing Calculators (class set) CODAP File: "YouTube Videos 2017"

Notebook Google Form

Pencil Calculator Help (Located inside the Google Form)

Google Slides

Notes to the reader:

Students should have experience with the measuring/ruler tools and adding attributes in CODAP.
Students may have experience writing equations of lines of best fit prior to this lesson but it is not
required.
Students should not have experience with linear regression lines at this point. (Regression lines are more
precise than lines of best fit.)
This lesson may be left open ended and may be picked up the following day. It is an exploration lesson
that allows students to make residual plots with multiple technologies.
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Detailed Plan for Instructional Time

Time: 90 minutes

Time What is the teacher doing? (Be sure to include What are students doing? If they are
questions the teacher will ask and academic language interacting with a technology tool or other
supports and details of technologies or materials, please describe.
other materials used)
8 mins The teacher will begin with Google Slides Students should participate in the conversation and take
notes on the material in their notebooks.
Slide 2: Vocabulary Discussion – Lead a class
discussion on related vocabulary in the lesson. Additional Question:
Teacher: What equation dose the line of best fit equation
• What is a line of best fit? look like?
- A straight line that “best” depicts all of the data.
This line may go through some points or no Student: Slope-Intercept Form
points.
ŷ = mx + b
Anticipated Question:
• What is a residual? Student: What is this symbol? ( ŷ )
- Residuals help you informally decide if the line
you chose is right for the data. The difference Teacher: It is pronounced (y-hat) and stands for the
between the actual y-value and the value of the y-value of the line of best fit.
chosen line of best fit at the same position. To
find this: Plug the x-value of the data point into
the equation of the line of best fit. Subtract the
different between the actual y-value from the data
point and ŷ or the y-value obtained from the
equation of the line of best fit.
Residual = Actual – Predicted or 𝑒 = 𝑦 − ŷ

Google Slides Students should take notes on the information seen inside
8 mins Slide 3: How do we make a Residual Plot? – Play the the video.
“Residual Plots.” You may also use the YouTube link
https://www.youtube.com/watch?v=VamMrPZ-8fc. Student answer to video question: Making a residual plot
lets you know how good the line of best fit fits that
Stop the video at 3:56 mins. particular data. It also lets you know if “a linear line is
good at explaining the relationship between the variables”
Have the students answer the ending question from the (Khan Academy, Residual Plots video, 4:11mins).
video, “Why do people even go through the trouble of
creating a residual plot like this?” (Khan Academy,
Residual Plots video, 3:35mins).
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12 mins Google Slides Students will draw the plots and take notes.
Slide 4: Types of Residual Plots – Discuss the various
types of residual plots they may see. Additional Question:
Teacher: Why is a linear line wrong for the “nonlinear”
• No problem residual plot?
- The graph has a “cloud” of points. Indicates the
chosen line of best fit is CORRECT Student: The data should have a quadratic line because it
has the shape of a parabola.
• Heteroscedasticity
- Nonconstant variance. Indicates that the line of
best fit works for part of the data but is still not
correct.

• Nonlinear
- A U-shaped graph. May be up or down. Indicates
the line of best fit is not the correct choice.

12 mins Google Slides Students will move into their groups of 2-3 (teacher
Slide 5: CODAP Investigation – Bring up the CODAP chosen).
file “YouTube Videos 2017” from inside google slides by
clicking CODAP file. Students will open in an internet tab with the CODAP file
“YouTube Videos 2017”
The teacher will split students into groups of 2-3 that they https://codap.concord.org/releases/latest/static/dg/en/cert/i
will have chosen ahead of time. ndex.html#shared=121530

The teacher will introduce the following information Students will also open the Google Form. It may be
while students get into groups and open the CODAP file provided via email or google classroom. The link to the
and Google Form. CODAP file is also provided on the form.

• Choose your variables and create a line of best fit Student should also take out their graphing calculators or
open Desmos for additional math help.
• Create a new attribute for residuals

• Create a residual plot

• Determine if the line you chose was best fit.

Why/Why not?

35 mins CODAP Investigation and Google Form Part 1 Students will investigate with CODAP file. They will use
the Google Form to answer questions regarding their
Walk around and observe as students investigate using investigation in Part 1. (All Google form answers
CODAP. Make sure all group members are participating provided below.)
and using their time wisely.
Anticipated/Additional Questions:
You may want to ask groups the following questions: Student: What formula do we use for the new attribute?
• Why did your group choose those variables?
• Why did you choose that line of best fit? Teacher: What are the formulas we need for residuals?
• What do you think about using CODAP? How can we use them within this set of data? (This may
be noted to the whole class or the individual group and is
teacher preference.)

Student: 𝑒 = 𝑦 − ŷ
EMS 580 Ashlyn Barnwell

Teacher: Yes, but what does ŷ (y-hat) stand for?

Student: ŷ = mx + b

Teacher: Very good! So, we need our new attribute, or

residuals, to include the equation of the line of best fit
with the x-values, subtracted FROM our y-values. Give
that a try and let’s see what your groups come up with.

15 mins Google Form Part 2 Students may continue to Part 2 of the Google Form if
*Depending on time the teacher may decide that Part 2 of time permits. It may be picked up the following day or
the Google Form is used the following day or as used as homework practice. (All Google form answers
homework practice. provided below)

Appendix: How to add the residual attribute.

Click on the right + sign within the table. A new attribute column will be added. Label it, residuals.

Click on the title of the column, residuals. Then click Edit Formula. The formula is: 𝑒 = 𝑦 − ŷ with ŷ = mx + b.
Thus the formula is the y-variable – (the equation of the line of best fit with the x-variable plugged in).
EMS 580 Ashlyn Barnwell

Answer Key:

Google Form Answer Key

The following images are examples of answers for the questions that need “added files” within the Google
Form. *The pre-fill option does not save added files.

Question 2 possible answer)

Question 4 possible answer)

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Question 6 possible answers)

References

CODAP. (n.d.) [Data and graphs on the top 199 trending videos from 2017] What are the top YouTube trending
videos in 2017?Retrieved from
https://codap.concord.org/releases/latest/static/dg/en/cert/index.html?url=https://concord-
consortium.github.io/codap-data/SampleDocs/Other/YouTube/YouTube.codap

Statwing (n.d.) [Examining predicted vs residual graph] Interpreting residual plots to improve your regression.
Retrieved from http://docs.statwing.com/interpreting-residual-plots-to-improve-your-regression/

Finding Your Way Around the TI-83+/84+ Graphing Calculator. (n.d.) Retrieved from
https://mathbits.com/MathBits/TISection/Statistics2/Residuals.htm

Khan Academy. (2017, July 11) Residual plots | Exploring bivariate numerical data | AP Statistics | Khan
Academy [Video file.] Retrieved from https://www.youtube.com/watch?v=VamMrPZ-8fc

Taylor and Francis Group (2009) [Graph illustration figure 4.1 of types of residuals plots] Linear Models with
R. (59) Retrieved from https://stats.stackexchange.com/questions/76226/interpreting-the-residuals-vs-fitted-
values-plot-for-verifying-the-assumption
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