Least Squares: Calculate the Fit and Interpret Its Coefficients — Worked Solutions
Worked Solutions
Compare your reasoning with the worked solutions after attempting the questions. A different valid representation or explanation can earn credit when it satisfies the stated criteria.
Original generated practice for the Fall 2026 course. Return to the lesson and independent checks.
Compare two proposed fits: worked answer
Two candidate lines for the same three observations have residuals L: −1,2,−1 and M: 0,3,0. The data have sample mean point (4,9).
Part a
Calculate each line’s sum of squared residuals. Which candidate better satisfies the least-squares criterion? State what must be minimized and what mean point an LSRL with an intercept passes through.
L has squared sum 1+4+1=6; M has 0+9+0=9. L better satisfies the criterion among these two candidates because its sum of squared residuals is smaller. Least squares minimizes that sum, not the signed sum or the number of exact hits. An LSRL with an intercept passes through (4,9), the sample mean point. This comparison alone does not establish that L is the minimizer among every possible line.
| Evidence for credit | Points |
|---|---|
| Calculates both squared sums and selects the smaller candidate. | 1 |
| Identifies minimization of squared residuals, not signed errors. | 1 |
| States the exact sample mean point and limits the candidate comparison. | 1 |
Use a mean-point check: worked answer
For a fitted line y-hat=a+1.5x, the sample means are x-bar=4 hours and y-bar=9 points. The line includes an intercept.
Part a
Calculate the intercept a using the LSRL mean-point property and write the equation. Explain the check in context.
The LSRL passes through (4,9), so 9=a+1.5(4), giving a=3. The equation is y-hat=3+1.5x. At the sample mean of 4 hours the predicted score equals the sample mean of 9 points.
| Evidence for credit | Points |
|---|---|
| Uses the mean-point relation to calculate a=3. | 1 |
| Writes the complete equation and verifies it at the contextual mean point. | 1 |
Variation explained, not observations explained: worked answer
A simple linear regression of target score (points) on practice time (hours) reports r=−0.80.
Part a
Calculate r squared, name it, and interpret it in context. Explain why the negative correlation does not make r squared negative.
r squared=(−0.80)²=0.64, the coefficient of determination. About 64% of variation in target scores is explained by the linear relationship with practice hours for these data. Squaring removes the sign; r squared is not a negative quantity and does not describe the fraction of individual scores that are “correct.”
| Evidence for credit | Points |
|---|---|
| Calculates 0.64 and names coefficient of determination. | 1 |
| Interprets proportion of response variation explained by the linear relationship. | 1 |
| Explains sign removal without claiming causal or individual-score credit. | 1 |
A one-unit increase has units: worked answer
A fitted line predicts delivery duration y in minutes from route distance x in kilometers: y-hat=7−0.4x. This is a generated illustration for an observed distance interval.
Part a
Identify the model coefficients and interpret its slope in context, including direction and units.
The slope is b=−0.4 minutes per kilometer and the intercept is a=7 minutes; they are the fitted line’s coefficients. For each one-kilometer increase in distance within the studied interval, predicted delivery duration decreases by 0.4 minutes under this model. This is a prediction from the fitted association, not an automatic causal claim.
| Evidence for credit | Points |
|---|---|
| Identifies slope and intercept as coefficients. | 1 |
| Interprets a one-kilometer increase as a predicted 0.4-minute decrease. | 1 |
| Uses correct response/explanatory units and contextual prediction language. | 1 |
Arithmetic can predict an impossible height: worked answer
A simple linear model of plant height y in centimeters on age x in weeks is y-hat=−12+5x. It was fitted only to plants aged 4–10 weeks.
Part a
Interpret the intercept arithmetically, then explain both the input-range and response-possibility limitations of that interpretation.
The intercept predicts −12 centimeters at age 0 weeks. Zero weeks is outside the observed 4–10 week interval, so this is extrapolation. In addition, a plant height cannot be negative, so the predicted intercept value has no logical physical interpretation in this setting. These are distinct limitations even though both apply here.
| Evidence for credit | Points |
|---|---|
| Interprets the intercept as predicted height at x=0. | 1 |
| Identifies x=0 outside the observed interval. | 1 |
| Identifies negative height as physically impossible in context. | 1 |
Calculate and interpret a complete regression fit: worked answer
Six club members report practice hours and target scores. Practice time was chosen by members, not assigned. Use technology for simple linear regression with an intercept; keep the x and y lists paired. Report coefficients to at least three decimal places, retaining extra precision for checks.
| Practice x (hours) | Target score y (points) |
|---|---|
| 1 | 3 |
| 2 | 4 |
| 3 | 6 |
| 4 | 8 |
| 5 | 9 |
| 6 | 12 |
Part a
Enter the complete paired data into technology and request a linear regression with practice hours as x and target score as y. Report intercept a, slope b, correlation r, and r squared; describe the input lists or command and write the prediction equation.
With x=[1,2,3,4,5,6] and y=[3,4,6,8,9,12], a linear regression with an intercept gives a=0.800000…, b=1.771428571…, r=0.990258676…, and r²=0.980612245…. The model is . A valid calculator or software report identifies the paired lists/table and the linear-with-intercept request. Software may label coefficients differently; their equation roles determine a and b.
| Evidence for credit | Points |
|---|---|
| Documents the actual matching input lists/table and linear regression request with an intercept. | 1 |
| Reports correctly assigned a and b and the prediction equation. | 1 |
| Reports r and r squared to the stated precision from the same data. | 1 |
Part b
Calculate both sample means and verify that the fitted line passes through their ordered pair. Then display all six fitted predictions and their matched signed residuals, and calculate the sum of squared residuals, using unrounded coefficients where possible. Explain why this fitted line is called least squares and identify the quantity it minimizes among straight lines with an intercept for these paired data.
x-bar=3.5 hours and y-bar=7 points. At x=3.5, 0.8+1.771428571(3.5)=7, so the line passes through (3.5,7). For x=1,2,3,4,5,6, predictions are approximately 2.571429,4.342857,6.114286,7.885714,9.657143,11.428571 points. Matched observed-minus-predicted residuals are 0.428571,−0.342857,−0.114286,0.114286,−0.657143,0.571429 points. Their squared sum is 38/35≈1.085714 square points. The line is called the least-squares regression line because, among straight lines with an intercept for these paired observations, it minimizes the sum of squared residuals. Minimizing that squared-error sum is different from minimizing the sum of signed residuals, whose positive and negative values can cancel.
| Evidence for credit | Points |
|---|---|
| Calculates both means and verifies the mean point on the fitted line. | 1 |
| Calculates all matched predictions and signed residuals with appropriate precision. | 1 |
| Obtains SSE=38/35≈1.085714 square points and explains that the least-squares line minimizes the sum of squared residuals among straight lines with an intercept for these paired data. | 1 |
Part c
Identify which sample-based coefficients are the slope and intercept, and interpret the slope in context for a one-hour increase in practice.
The slope coefficient b≈1.771429 points per hour and intercept coefficient a=0.8 points come from these six sampled paired values. Under the fitted model, a one-hour increase in practice is associated with an increase of about 1.771 points in predicted target score. Individual scores can differ; the chosen practice times do not establish the effect of forcing more practice.
| Evidence for credit | Points |
|---|---|
| Identifies sample-based slope and intercept coefficients. | 1 |
| Interprets the predicted increase per one-hour explanatory increase. | 1 |
| Uses contextual units and prediction language. | 1 |
Part d
Interpret the fitted intercept in context and explain its observed-range limitation. Contrast that limitation with a separate model that predicts a negative height when x=0.
The intercept predicts a target score of 0.8 points at zero practice hours. Zero lies outside the observed 1–6 hours, so this is extrapolation and may lack a reasonable interpretation for the studied group. A negative-height intercept has an additional logical problem because height cannot be negative; an outside-range input and an impossible response are distinct limitations.
| Evidence for credit | Points |
|---|---|
| Interprets the numerical intercept at zero practice. | 1 |
| Uses the actual observed interval to identify extrapolation. | 1 |
| Separately explains the impossible-negative-response limitation. | 1 |
Part e
Interpret r squared from your calculation as a proportion or percentage in the response context. Reject this proposed interpretation: “About 98% of each member’s target score is caused by practicing.”
About 0.980612, or 98.06%, of the variation in target scores among these observations is explained by the linear relationship with practice hours. It is a proportion of variation across responses, not a fraction of each member’s score. The observational relationship does not establish that practice causes that percentage of score.
| Evidence for credit | Points |
|---|---|
| Interprets the correct proportion of response variation explained by the linear relationship. | 1 |
| Rejects the individual-score and causal misinterpretations. | 1 |