/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 22 The points on a scatterplot lie ... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

The points on a scatterplot lie close to the line whose equation is \(y=2-x\) - The slope of this line is a. \(2 .\) b. 1 . c. \(-1\).

Short Answer

Expert verified
The slope of the line is -1.

Step by step solution

01

Identify the slope-intercept form

Recall the slope-intercept form of a linear equation, which is given by the equation \(y = mx + b\), where \(m\) represents the slope and \(b\) represents the y-intercept.
02

Compare given equation to slope-intercept form

The equation given is \(y = 2 - x\). Rewriting this, we have \(y = -x + 2\). Now, it is in the form \(y = mx + b\), where \(-1\) is the coefficient of \(x\).
03

Identify the slope

The coefficient of \(x\) in the equation \(y = -x + 2\) is \(-1\). Therefore, the slope \(m\) of the line is \(-1\).

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Slope-Intercept Form
In the world of linear equations, the slope-intercept form is a very handy tool for understanding the characteristics of a line. This form is written as \( y = mx + b \), where \( m \) stands for the slope of the line, and \( b \) is the y-intercept—the point where the line crosses the y-axis. The slope \( m \) helps us understand how steep or flat the line is. If you have a positive slope, the line goes upwards as you move from left to right. Conversely, a negative slope means the line tilts downwards. The slope-intercept form makes it simple to identify these properties at a glance. When given an equation, like \( y = 2 - x \), you can rearrange it to identify the slope and intercept. Simply rewrite it as \( y = -x + 2 \) to match the structure \( y = mx + b \). From here, you can see that the slope \( m \) is \(-1\) and the y-intercept \( b \) is \(2\). This means that for every unit you move along the x-axis, the y value decreases by one unit, indicating a downward slope.
Linear Equation
A linear equation is an algebraic equation in which each term is either a constant or the product of a constant and a single variable. These equations make up straight lines when graphed, hence the name "linear." They can take many forms, but the slope-intercept form \( y = mx + b \) is one of the most common because it immediately gives insights into the behavior of the line, such as its slope and intercepts. Linear equations typically model relationships between two quantities where one changes at a constant rate with respect to the other. This behavior is characterized by the slope, which measures the rate of change. If you have an equation like \( y = -x + 2 \), it is a simple linear equation. You know it will graph as a straight line with a slope of \(-1\), meaning it decreases at a steady rate as \( x \) increases. Understanding these equations is crucial because they form the foundation for more complex mathematical relationships.
Scatterplot Analysis
A scatterplot is a graphical tool used to visualize the relationship between two variables. Each point on the scatterplot represents a pair of values, providing an immediate picture of how these values correlate. Analyzing scatterplots is an effective way to determine the type and strength of the relationship between variables—whether it is linear, nonlinear, strong, weak, or perhaps non-existent.When points on a scatterplot lie close to a straight line, as in our example with the line \( y = 2 - x \), it suggests that a linear relationship exists between the variables. A key task in scatterplot analysis is to assess the fit of the data to a particular line, often referred to as the line of best fit.To find the slope of this line, we can use the rearranged form \( y = -x + 2 \). This translates the visual pattern into an algebraic form, allowing for more precise interpretations and predictions. Scatterplots and their analyses are essential skills for data-driven decision-making, as they provide insights into trends and correlations within datasets.

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Most popular questions from this chapter

Husbands and Wives. The mean height of American women in their twenties is about \(64.3\) inches, and the standard deviation is about \(2.7\) inches. The mean height of men the same age is about \(69.9\) inches, with standard deviation about \(3.1\) inches. Suppose that the correlation between the heights of husbands and wives is about \(r=0.5\). a. What are the slope and intercept of the regression line of the husband's height on the wife's height in young couples? Interpret the slope in the context of the problem. b. Draw a graph of this regression line for heights of wives between 56 and 72 inches. Predict the height of the husband of a woman who is 67 inches tall and plot the wife's height and predicted husband's height on your graph. c. You don't expect this prediction for a single couple to be very accurate. Why not?

Is Math the Key to Success in College? A College Board study of 15,941 high school graduates found a strong correlation between how much math minority students took in high school and their later success in college. News articles quoted the head of the College Board as saying that "math is the gatekeeper for success in college." Maybe so, but we should also think about lurking variables. What might lead minority students to take more or fewer high school math courses? Would these same factors influence success in college?

Regression to the Mean. Ejgure. \(4.9\) (page 116 ) displays the relationship between golfers' scores on the first and second rounds of the 2019 Masters Tournament. The least-squares line for predicting second-round scores \((y)\) from first-round scores \((x)\) has equation \(\hat{y}=62.91+0.164 x\). Find the predicted second-round scores for a player who shot 80 in the first round and for a player who shot 70 . The mean second-round score for all players was 75.02. So, a player who does well in the first round is predicted to do less well, but still better than average, in the second round. In addition, a player who does poorly in the first is predicted to do better, but still worse than average, in the second. (Comment: This is regression to the mean. If you select individuals with extreme scores on some measure, they tend to have less extreme scores when measured again. That's because their extreme position is partly merit and partly luck, and the luck will be different next time. Regression to the mean contributes to lots of "effects." The rookie of the year often doesn't do as well the next year; the best player in an orchestral audition may play less well once hired than the runners-up; a student who feels she needs coaching after taking the SAT often does better on the next try without coaching.)

Workers' Incomes. Here is another example of the group effect cautioned about in the previous exercise. Explain how, as a nation's population grows older, median income can go down for workers in each age group yet still go up for all workers.

Shrinking Forests. Scientists measured the annual forest loss (in square kilometers) in Indonesia from 2000 to 2012. \(\frac{3}{3}\) They found the regression line forest loss \(=7500+(1021 \times\) year since 2000\()\) for predicting forest loss, in square kilometers, from years since \(2000 .\) a. What is the slope of this line? Say in words what the numerical value of the slope tells you. b. If we measured forest loss in meters \({ }^{2}\) per year, what would the slope be? Note that there are \(10^{6}\) square meters in a square kilometer. c. If we measured forest loss in thousands of square kilometers per year, what would the slope be?

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