Algebra 1 · Grades 8, 9

Scatter Plots and the Line of Best Fit

Quick answer

A scatter plot shows paired measurements as points, one point per subject. If the points trend along a straight path, a line of best fit summarises that trend and can be used to predict. Its slope is the rate of change and its intercept is the starting value, but a trend never proves that one quantity causes the other.

What you'll learn

  • Describe the association shown by a scatter plot
  • Draw a line of best fit and interpret its slope and intercept
  • Explain why a correlation does not establish a cause

What a scatter plot shows

A scatter plot displays paired measurements: for each subject you record two numbers and plot them as one point.

Measuring ten students’ study hours and test scores gives ten points, each carrying both facts about one student. Unlike a line graph, the points are not joined — there is nothing between two students.

Study hours against test score A scatter of ten points rising from lower left to upper right, showing that students who studied longer generally scored higher. A straight trend line runs through the middle of the cloud. 24681020406080100xy
  • line of best fit
Study hours against test score

Describing an association

Three questions, in order.

Direction. As xx increases, does yy tend to rise or fall?

PatternCalled
points trend upwardpositive association
points trend downwardnegative association
no tilt at allno association

Form. Do the points follow a straight path or a curve? A line of best fit is only appropriate for a straight one.

Strength. Are the points tightly gathered around the trend, or widely scattered? Tight means strong; loose means weak.

The plot above is a strong positive linear association.

The line of best fit

A line of best fit is a straight line drawn through the middle of the cloud to summarise the trend. Drawn by eye, the aim is:

  • follow the general direction of the points;
  • keep roughly as many points above the line as below;
  • ignore the temptation to connect any two particular points.

It is a summary, not a fact about any individual. A student who studied 5 hours scored 70 here, while the line predicts about 67 — the line describes the group, not the person.

Why the line does not go through the points

Students often expect a line of best fit to connect the dots, and are unsettled when it misses almost every one. Missing them is the job.

Each point is one individual. The line describes the group. Those are different claims, and no straight line can make both at once unless the data happens to be perfect.

In the plot above, the student who studied 5 hours scored 70, while the line predicts about 67. The line is not wrong about that student, and the student is not wrong about the line — the gap says this person did a little better than the group trend. That gap has a name: the residual.

So a line of best fit answers “what does this group tend to do?” and never “what will this person do?”. A prediction from it is a reasonable expectation, not a promise, and the more scattered the cloud, the looser the expectation.

This is also why a line only belongs on a plot whose points follow a straight path. Fitting a line to a curve summarises nothing — it draws a wrong answer confidently.

Using the line

Once you have the line, its equation works like any other, and the parts mean something:

PartMeans
slopethe rate of change — how much yy rises per unit of xx
yy-interceptthe predicted value when x=0x = 0

For the plot above the line is roughly y=7x+32y = 7x + 32: about 7 extra marks per hour studied, starting from about 32 marks with no study.

Worked examples

Common mistakes

Practice problems

  1. A scatter plot of hours of exercise against resting heart rate shows points falling from upper left to lower right. Describe the association.

    Hint

    Give the direction first, then the strength if you can judge it.

    Answer

    A negative association.

    Full solution

    As exercise increases, resting heart rate decreases, so the association is negative. Whether it is strong or weak depends on how tightly the points gather around the trend.

  2. A line of best fit is y=3x+10y = 3x + 10, where xx is weeks of practice and yy is words typed per minute. What does the slope mean?

    Answer

    About 3 more words per minute for each extra week of practice.

    Full solution

    The slope is the rate of change: yy rises by 33 for every increase of 11 in xx, so each additional week is associated with roughly 3 more words per minute.

  3. Using y=3x+10y = 3x + 10, what does the intercept mean?

    Answer

    About 10 words per minute before any practice.

    Full solution

    The intercept is the predicted value when x=0x = 0, so a typist starts at about 10 words per minute with zero weeks of practice.

  4. Using y=3x+10y = 3x + 10, predict the speed after 6 weeks.

    Answer

    28 words per minute.

    Full solution

    y=3(6)+10=18+10=28y = 3(6) + 10 = 18 + 10 = 28.

  5. The data behind y=3x+10y = 3x + 10 covered 1 to 8 weeks. Should you use it to predict the speed after 3 years?

    Hint

    Three years is about 156 weeks. Compute the answer, then judge it.

    Answer

    No — the prediction is 478 words per minute, which is not credible.

    Full solution

    y=3(156)+10=478y = 3(156) + 10 = 478 words per minute, which far exceeds any human typing speed.

    The line was fitted to 1 to 8 weeks, and improvement levels off long before three years. Extending a linear trend that far outside the data is extrapolation, and here it produces nonsense.

  6. A town finds that the number of storks nesting and the number of babies born both rose over ten years. Can it conclude storks deliver babies?

    Answer

    No.

    Full solution

    The two rose together, which is a correlation. A growing town builds more houses, which gives storks more roofs to nest on and holds more families having children.

    A shared cause explains both, and a scatter plot cannot distinguish that from a direct link.

  7. Which of these is most likely to show a negative association: shoe size and height, hours of TV and hours of sleep, or age and shoe size in children?

    Answer

    Hours of TV and hours of sleep.

    Full solution

    Shoe size and height rise together, and so do age and shoe size in children — both positive.

    More hours watching television leaves fewer hours for sleeping, so as one rises the other tends to fall: a negative association.

  8. Ten students’ study hours and scores give the line y=7x+32y = 7x + 32. One student studied 5 hours and scored 70. What does the line predict, and what does the difference tell you?

    Hint

    Compute the prediction, then compare it with what actually happened.

    Answer

    It predicts 67, so the student scored 3 marks above the line.

    Full solution

    y=7(5)+32=67y = 7(5) + 32 = 67, and the student scored 7070, which is 33 marks higher.

    The gap between an actual value and the predicted one is called a residual. A small residual means the line describes that student well. It does not mean the line is wrong — a line of best fit summarises the group, and individuals sit above and below it.

Frequently asked questions

Does the line of best fit have to pass through the points?

No. It rarely passes through more than a couple. The aim is to run through the middle of the cloud with roughly as many points above as below, not to connect them.

What is the difference between correlation and causation?

Correlation means two quantities move together. Causation means one makes the other happen. Ice cream sales and drowning both rise in summer, so they correlate, but neither causes the other — hot weather drives both.

Can I predict beyond the data I have?

You can compute it, but be careful. A trend measured between ages 5 and 15 says nothing reliable about age 40, because the pattern may not continue. Predicting outside the measured range is called extrapolation and it is where predictions go wrong.

Standards alignment

This lesson covers the following Common Core State Standards for Mathematics.

  • CCSS.MATH.CONTENT.8.SP.A.1Statistics and ProbabilityConstruct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
  • CCSS.MATH.CONTENT.8.SP.A.2Statistics and ProbabilityKnow that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
  • CCSS.MATH.CONTENT.8.SP.A.3Statistics and ProbabilityUse the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.