Maryland Math 7.DS.B.3

7.DS.B.3 is a cluster heading. These are the individual standards under it.

• 7.DS.B.3.a

  Use histograms and other visualizations to describe similarities and differences in the range, shape, and clustering of the data sets.

• 7.DS.B.3.b

  Use measures of center (e.g., mean or median) and measures of variability (e.g., range or interquartile range) to describe the size and significance of the diff...

• 7.DS.B.3.c

  Use both visual and numerical comparisons to describe how different the two groups are and whether the difference is meaningful in the context of the data.

01

What Students Need to Do

Students put two sets of numbers on displays with the same scale. They compare where the values cluster, how much they spread, and whether one group tends to have higher values. They use medians or means and measures of spread to judge whether the difference matters in the situation.

02

What Mastery Looks Like

A student can read two dot plots or histograms and describe their shape, overlap, and spread. They can calculate a median and interquartile range for each group, then use those numbers and the plots to support a conclusion.

03

Common Misconceptions

Students may see one higher maximum and say every value in that group is higher. They may compare histograms with different scales as if the bars match. Some treat a small gap between medians as a big difference without checking how much the groups overlap.

04

How to Assess It

Exit ticket: Route A bus rides take 10, 12, 12, 14, 14, 16, 16, and 18 minutes; Route B takes 12, 14, 14, 16, 16, 18, 18, and 20 minutes. Draw both dot plots, find each median and interquartile range, and explain whether Route B is much slower.

1. 01

   Give pairs paper slips with the bus times above; have them place the slips on a shared number line to build two dot plots.

2. 02

   Ask, 'If one bus has a median ride two minutes longer but the plots overlap, would you switch buses? Use two pieces of evidence.'

3. 03

   Show two dot plots; teams sort claim cards marked 'higher median,' 'wider spread,' and 'no overlap' into true or false.

4. 04

   Give students two lists of grocery checkout waits; have them graph the waits and decide whether changing lines would save enough time to matter.

• 7.DS.C.5.c

  Use visual representations (e.g., bar graphs, circle graphs) to compare and interpret probabilities.