Correlation and residual plot practice problems
By Jude Wallis · Published
These 8 problems build one workflow: interpret r and r-squared in context, compute a residual as observed minus predicted, judge a fit from its residual plot, and trace how a single influential point moves the slope and the correlation. Work each one before opening the steps.
AP Statistics: Unit 5 (topics 5.2 Correlation, 5.3 Linear Regression Models, 5.4 Residuals, 5.5 Least-Squares Regression). This set sits in Unit 5 of the Fall 2026 AP Statistics course, covering correlation (5.2), linear regression models (5.3), residuals (5.4), and least-squares regression (5.5), where the exam asks you to fit a line or read one off output, interpret r and r-squared in context, compute residuals, and judge a model from its residual plot rather than run any test.
What these 8 problems build
Most problems here start from a fitted line, either handed to you or built from a small set of points, and then ask what the numbers mean. Five skills repeat across the set.
- **Interpret .** The correlation measures the direction and strength of a linear association and always lands between and . It carries no units, so rescaling either variable leaves it alone.
- **Interpret .** The coefficient of determination is the fraction of the variation in that the linear relationship with explains. Square to get it, and take a square root plus the sign of the slope to go back.
- Compute residuals. A residual is observed minus predicted, , where (read "y-hat") is the value the line predicts. A positive residual puts the point above the line, meaning the model underpredicted; a negative residual puts it below, meaning the model overpredicted.
- Read a residual plot. Plot the residuals against . Scattered with no pattern means a line is a reasonable model. A curve or U says the form is wrong. A widening fan says the form may be fine but the spread is not constant.
- Trace an influential point. Take one unusual point out, or put one in, and watch the slope, the intercept, and move.
Unit 5 of the Fall 2026 course stops at describing a relationship, so nothing in this set is a hypothesis test: there are no hypotheses to write, no conditions to check, and no p-value to bound off a t-table. Most answers are a computed number plus a sentence naming the variables in context. Residuals and slopes carry units; and do not. For the fitting method itself, read least-squares regression line; for the two statistics side by side, read r vs r-squared. More sets are on the practice page.
Formulas and two facts to carry in
From summary statistics, and from raw pairs:
Two facts save time on almost every problem below.
- The least-squares line always passes through , and the residuals of the fitted points always add to exactly . A set of residuals that fails to sum to zero means an arithmetic slip, not a bad model.
- You can get straight from the residuals as , where SSE is the sum of the squared residuals and SST is . Problem 5 computes the same number both ways as a check. For why the squares and not the absolute values, see why square the residuals.
Outlier, leverage, influence
Problems 6 through 8 turn on three terms the exam keeps separate.
- An outlier in regression has a large residual: it sits far from the line in the direction.
- A point has high leverage when its value is far from . Leverage is about alone and says nothing about whether the point follows the pattern.
- A point is influential when removing it noticeably changes the slope, the intercept, or . High leverage combined with a residual that does not match the trend is what usually produces it.
A point with a wild value sitting at the middle of the range barely touches the slope, because a deviation of in contributes to the top of the slope formula. A miss out at the edge of the range pulls much harder, and a large one there can flatten the line to nothing. Problems 6 and 7 are that contrast, run on the same underlying five points. Drag a point around in the influential point explorer to see it move, and check any line you build against the regression calculator.
Frequently asked questions
Does a high r-squared mean a line is the right model?
No. reports how much of the variation in the line removes, and a strongly curved relationship can still leave a line with a high . Problem 5 has and a residual plot with an unmistakable U. The residual plot, not , decides whether the linear form fits. Worked through in how to interpret residual plots.
What is the difference between an outlier and an influential point?
An outlier has a large residual and sits far from the line vertically. An influential point is one whose removal noticeably changes the slope, the intercept, or . They are not the same thing. Problem 6 has a huge outlier that leaves the slope at exactly 3, because its value equals . Problem 7 has a point whose value of 8 cm is unremarkable on its own, but whose extreme flattens the slope from 3 to 0.
Why do the residuals always add to zero?
Least squares picks the line that minimises the sum of the squared residuals, and one consequence is that the line passes through and leaves residuals summing to exactly . So the sum is not evidence that a line fits well; it is only a check on your arithmetic. To judge the fit, look at the pattern of the residuals plotted against .
Does changing the units change r or the residuals?
has no units and does not change. Converting centimetres to inches, or a test score to a percentage, leaves and exactly where they were, because is built from standardized values. Residuals do change, since they are measured in the units of : a residual of cm becomes about inch. More on this in does changing units change r.
Problem 1
A district compares its 40 elementary schools and finds a correlation of between the average number of minutes students read at home each day, , and the school's average reading score, . (a) Interpret in context. (b) Find and interpret it in context. (c) A parent writes that 60 percent of the variation in reading scores is explained by home reading time. Explain what is wrong with that sentence. (d) The district is considering recording reading time in hours instead of minutes. What would that do to and to ?
Show the worked solution
(a) Read the sign, then the strength. is positive and moderately strong, so schools where students read more minutes at home tend to have higher average reading scores, and the association is roughly linear.
(b) Square the correlation. .
(b) Put it in context with the right noun. About 36 percent of the variation in the schools' average reading scores is explained by the linear relationship with average daily home reading minutes. The remaining 64 percent is not.
(c) Name the mix-up. The parent used where belongs. The value is the correlation, which is not a proportion of anything; the proportion of variation explained is , so the figure in that sentence should be 36 percent.
(c) Flag the second problem with the sentence. These are 40 school averages from an observational comparison, so even the corrected 36 percent describes explained variation, not cause. Nothing here shows that adding home reading minutes would raise a school's score.
(d) Ask what rescaling does to a correlation. Dividing every reading time by 60 changes the units of and nothing else. Correlation is built from standardized values, and standardizing subtracts the mean and divides by the standard deviation, which cancels the units out entirely. So stays at and stays at .
(d) Name what would change. The slope of a fitted line would change, from a per-minute rate to a per-hour rate 60 times larger, and residuals would still be measured in score points. The correlation and the proportion of variation explained do not move, which is why is safe to quote without saying what the units were.
(a) A moderately strong positive linear association: schools with more home reading minutes tend to have higher average scores. (b) , so about 36 percent of the variation in average reading score is explained by the linear relationship with home reading minutes. (c) The parent reported instead of ; the correct figure is 36 percent, and it still describes explained variation, not cause. (d) Neither moves: stays and stays , because is built from standardized values and carries no units.
Problem 2
A moving company predicts a job's labour time in hours, , from the number of rooms in the home, , using the least-squares line . (a) A 6-room job actually took 7 hours. Find the residual and say what its sign means. (b) A 4-room job had a residual of hour. Find how long that job actually took. (c) One job had a predicted time of 6.75 hours. How many rooms did it have?
Show the worked solution
(a) Find the predicted time at . hours.
(a) Take observed minus predicted. hour.
(a) Read the sign. The residual is positive, so this job sits above the line: it ran 1 hour longer than the line predicted, and the model underpredicted it.
(b) Find the predicted time at . hours.
(b) Rearrange the residual formula to observed equals predicted plus residual. hours. The negative residual means the model overpredicted this job by half an hour.
(c) Set the predicted value equal to 6.75 and solve for . , so and rooms.
(a) Predicted 6 hours, so the residual is hour and the model underpredicted by 1 hour. (b) Predicted 4.5 hours, so the job took hours and the model overpredicted by 0.5 hour. (c) rooms.
Problem 3
A plant records the age in years of each packing machine, , and the units it produces per hour, , for five machines: , , , , . The least-squares line is . (a) Compute all five residuals. (b) Show that they add to zero and explain why they had to. (c) Which machines did the model overpredict, and by how much? (d) Describe the residual plot and say whether a line is a reasonable model.
Show the worked solution
(a) Predict at each age from , then subtract predicted from observed.
Age Observed Predicted Residual 2 18 17 4 11 14 6 13 11 8 9 8 10 4 5 (a) Check one line of the table by hand. At , , so the residual is units per hour.
(b) Add them. . This is forced, not lucky: the least-squares line passes through , and here and , with . Any line through the point of averages leaves residuals summing to zero.
(c) Pick out the negative residuals, since negative means predicted above observed. The 4-year-old machine has a residual of and the 10-year-old machine a residual of , so the model overpredicted them by 3 and by 1 unit per hour.
(d) Describe the plot. Against age, the residuals run : they scatter above and below zero with no curve, no U, and no widening fan, and their sizes do not grow with age. Nothing systematic is left over, so a line is a reasonable model for these machines, though five points is thin evidence for any verdict about form.
(a) Residuals units per hour. (b) They sum to , which least squares forces because the line passes through . (c) The 4-year-old machine was overpredicted by 3 units per hour and the 10-year-old by 1. (d) The residuals scatter above and below zero with no curve or fan, so a line is a reasonable model, though five points is thin evidence.
Problem 4
A sleep researcher regresses nightly sleep in hours, , on evening screen time in hours, , for 120 teenagers. The fitted line has slope and the output reports . (a) Find and explain how you know its sign. (b) Interpret in context and say what the rest of the variation represents. (c) Interpret the slope in context. (d) The residual plot is a fan: residuals sit tightly around zero near and spread far above and below the zero line at large . What does that say about predicting the sleep of a teenager with 5 hours of evening screen time?
Show the worked solution
(a) Take the square root, then borrow the sign from the slope. , and the slope is negative, so . The square root alone cannot settle the sign, because and have the same square; the slope and always share a sign.
(b) Interpret . About 57.8 percent of the variation in nightly sleep hours is explained by the linear relationship with evening screen time.
(b) Account for the rest. , so about 42.2 percent of the variation in sleep is left unexplained by this line and comes from everything else, from school start times to individual differences in how much sleep a person needs.
(c) Interpret the slope with units. For each additional hour of evening screen time, the model predicts about 0.45 fewer hours of sleep per night, which is roughly 27 minutes.
(d) Read the fan. Widening spread means the size of a typical residual grows with , so the line's accuracy is not the same across the range. Near predictions land close to the truth; at hours the observed sleep can sit far above or far below the line, so a single predicted value there carries much more uncertainty than on its own suggests.
(d) Say what the fan does not mean. A fan is not curvature. It does not say the association bends, so a straight line may still be the right shape; it says the scatter about that line is uneven, which is a separate defect from a wrong model form.
(a) , negative because the slope is negative. (b) About 57.8 percent of the variation in nightly sleep is explained by the linear relationship with evening screen time; the other 42.2 percent is not. (c) Each extra hour of evening screen time predicts about 0.45 fewer hours of sleep, roughly 27 minutes. (d) The fan shows residual spread growing with , so a prediction at 5 hours is far less reliable than one near 0, whatever says.
Problem 5
A marine lab tracks an invasive algae patch. The weeks since it was first recorded, , and its area in square metres, , are , , , , . (a) Find the least-squares regression line. (b) Compute the five residuals. (c) Describe the residual plot. (d) The correlation is , so . Reconcile that with part (c) and say whether a line is the right model here.
Show the worked solution
(a) Find the means. weeks and square metres.
(a) Find the deviations and the two sums. The deviations are and the deviations are . Then and .
(a) Compute the slope and intercept. square metres per week and , so the line is .
(b) Predict at each week and subtract.
Week Observed Predicted Residual 2 18 14 4 22 24 6 30 34 8 42 44 10 58 54 (b) Check the sum. , as least squares requires.
(c) Describe the residual plot. Plotted against week, the residuals go : positive at both ends, negative through the middle. That is a clear U shape, a systematic pattern rather than random scatter, and it means the line underpredicts at both ends and overpredicts in the middle.
(d) Reconcile the two. says the line removes about 94.7 percent of the variation in area, which sounds excellent, but only measures how much spread a line takes out; it cannot tell you whether some other shape would take out more. The residual plot is the test of form, and its U says the true relationship curves upward. A line is not the right model here: the patch is growing at an accelerating rate, which is what an invasive species usually does.
(d) Confirm from the residuals as a check. and , so , matching the value from squaring .
(a) . (b) Residuals square metres. (c) A clear U shape: positive at both ends, negative through the middle. (d) A line is not the right model. measures how much variation the line removes, not whether the form is right, and the U-shaped residual plot shows the growth curves upward.
Problem 6
In a physics lab, five masses are hung from a spring and the spring's length is recorded. With the mass in kilograms and the length in centimetres, the readings are , , , , , which lie exactly on the line with . A sixth reading is taken at kg, but the student misreads the ruler and records a length of 2 cm. (a) Find the least-squares line for all six points. (b) What happened to the slope, and why? (c) Find and for all six points. (d) Is the bad reading an outlier, a high-leverage point, both, or neither?
Show the worked solution
(a) Find the new means. kg, unchanged, because the new point sits exactly at the old mean of . cm, down from 11.
(a) Find the deviations and sums. The deviations are and the deviations are . Their products are , so , and .
(a) Compute the line. cm per kg and cm, so the new line is .
(b) Compare the two lines. The slope is still exactly 3. The bad reading sits at , so its deviation is and its contribution to is , no matter how wrong its is. Sitting exactly at is the lowest-leverage position a point can occupy, and from there it cannot tilt the line. All it can do is pull the whole line down, which it did: the intercept fell from 2 cm to 0.5 cm.
(c) Compute . , so .
(c) Square it, working from the unrounded sums rather than from . , down from . One misread ruler took the model from explaining all of the variation in length to explaining about 57 percent of it.
(d) Classify the point. Its residual is cm, easily the largest in the set, so it is an outlier in the direction. Its value equals , the lowest-leverage position in the set, so it has no pull on the tilt of the line. It is influential for the intercept and for , and not influential for the slope.
(a) . (b) The slope stays exactly 3, because a point at sits in the lowest-leverage position in the set and cannot tilt the line; it only dragged the intercept from 2 cm down to 0.5 cm. (c) falls from to about and from to about . (d) A large-residual outlier in the lowest-leverage position: influential for the intercept and , not for the slope.
Problem 7
A nursery gives six potted seedlings different weekly amounts of water and records the season's growth. With the water in litres per week and the growth in centimetres, the results are , , , , , . The sixth seedling was overwatered and its roots rotted. (a) Using only the first five seedlings, find the least-squares line and . (b) Find the least-squares line for all six. (c) Find and for all six. (d) Explain how one point produced that change, and say what you would report.
Show the worked solution
(a) Work the first five. litres and cm. The deviations are and the deviations are , so , , and .
(a) Finish part (a). cm per litre and cm, so . The correlation is : the five points lie exactly on that line.
(b) Redo the means with all six. litres and cm.
(b) Recompute the sums. The deviations are and the deviations are . Their products are , which sum to . Also .
(b) Compute the line. and , so the fitted line is , a flat line at the mean growth.
(c) Find . The numerator of is the same , so and , whatever the denominator is.
(d) Explain the mechanism. The sixth seedling sits at litres while for the six is 5, so its deviation of is as large as all five of the others put together, and squared it supplies 100 of the 130 in , against 30 from the other five combined. That is extreme leverage. Its growth of 8 cm is far below what the other five would predict there, so it drags the right end of the line down until the line is level. A perfect positive relationship, , now reads as no linear relationship at all, .
(d) Say what you would report. Do not delete a point because it is inconvenient. Report both fits, state that the conclusion rests entirely on one seedling, and give the reason it differs: it was overwatered, so it arguably sits outside the range of watering the study is about. The honest write-up is that growth rises with water from 1 to 5 litres per week and that one overwatered plant at 15 litres flattens the fitted line completely, which is a reason to collect data between 5 and 15 litres rather than to drop a row.
(a) with . (b) With all six, , so and the line is . (c) and . (d) The sixth seedling sits 10 litres from and supplies 100 of the 130 in , so its low growth flattens the line entirely. Report both fits and the reason for the point rather than deleting it.
Problem 8
A reviewer tests 18 laptops, fixing each screen at a set brightness and timing the battery. Across the machines the brightness settings ranged from 20 to 80 percent, and battery life is in hours. The regression output is below, together with R-Sq = 68.89 percent.
| Predictor | Coef |
|---|---|
| Constant | 12.4 |
| Brightness |
(a) Write the least-squares regression line, defining your variables. (b) Interpret the slope in context. (c) Find . (d) One machine set to 50 percent brightness ran for 8.2 hours. Find and interpret its residual. (e) A nineteenth machine is tested at 100 percent brightness and runs for 9.0 hours. Without refitting, describe what adding it would do to the slope and to , and explain why.
Show the worked solution
(a) Name the variables, then read the coefficients off the output. Let be the screen brightness in percent and the predicted battery life in hours. The Constant row is the intercept and the Brightness row is the slope, so .
(b) Interpret the slope with units. For each additional percentage point of brightness, the model predicts battery life falls by 0.06 hour. Scaled to something readable, 10 more percentage points of brightness predict hour, about 36 minutes, less battery life.
(c) Get from R-Sq, then fix the sign. , and the slope is negative, so .
(d) Predict at . hours.
(d) Take observed minus predicted and read the sign. hours. It is negative, so this machine sits below the line: it ran 1.2 hours, about 1 hour and 12 minutes, shorter than the model predicted for 50 percent brightness, and the model overpredicted it.
(e) Locate the new point first. The tested brightness settings run from 20 to 80 percent, so is outside the data entirely and far from . That makes it a high-leverage point, and any prediction there is an extrapolation.
(e) Compare it with the current line. At 100 percent the line predicts hours, but this machine ran 9.0 hours, a residual of hours. The point sits well above the line at the extreme right of the range.
(e) Read off the effect. Least squares has to chase a high-leverage point, so the right end of the fitted line is pulled up: the slope becomes less steeply negative, moving toward . Because that point lies far from the pattern the other 18 machines follow, the scatter about the fit grows and moves toward as well, so becomes less negative than and R-Sq drops. One machine tested outside the studied range would weaken a relationship the rest of the data showed clearly.
(a) , with the brightness in percent and the predicted battery life in hours. (b) Each extra percentage point of brightness predicts 0.06 hour less battery life, so 10 points predict about 0.6 hour less. (c) , negative because the slope is negative. (d) Predicted 9.4 hours, so the residual is hours and the model overpredicted by 1.2 hours. (e) The new point has high leverage and a residual of hours, so it pulls the right end of the line up: the slope flattens toward and moves toward , weakening the fit.