Download CCSS S.ID.3 The histograms show the numbers of pairs

Name_________________________________________________________
CCSS
S.ID.3
Date __________
Shoes
The histograms show the numbers of pairs of shoes owned by each male student
and each female student in a class.
Female Students
8
8
7
7
6
6
Frequency
Frequency
Male Students
5
4
3
2
1
0
5
4
3
2
1
1–3
4–6
7–9
10–12 13–15 16–18
0
1–3
4–6
Pairs of shoes
7–9
10–12 13–15 16–18
Pairs of shoes
1. Describe the shapes of the histograms.
2. Which measures of central tendency best represent each data set? Explain
your reasoning.
3. Can you determine which data set has a greater range? What other
measures can you use to compare the spread of the data sets?
4. Which measures of dispersion best represent each data set? Explain your
reasoning.
5. Would you expect males or females to own more pairs of shoes? Use the
histograms to support your claim.
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Big Ideas Math
Performance Tasks
5
CCSS
S.ID.3
S.ID.3
Common Core State Standard
Interpret differences in shape, center, and spread in the context of the
data sets, accounting for possible effects of extreme data points
(outliers).
CCSS
S.ID.3
Grading Rubric
Answers
Score
2
1. skewed right; symmetric
2. male students: median because the distribution is skewed right;
4
female students: mean because the distribution is symmetric
2
3. no; standard deviation, five-number summary
4. male students: five-number summary because it is skewed right;
4
female students: standard deviation because it is symmetric
5. females; Sample answer: The histograms show that the mean and
median are greater for females than males, so females own more
shoes in general.
2
Precision
1. Student uses the heights of the bars to identify the shape of the
histogram.
2. Student uses the shape of the distribution to choose a measure of
central tendency.
1
1
3. Student realizes that the histogram does not show the least value
and the greatest value. Student understands what is meant by the
spread of a data set and knows other ways to measure it.
4. Student uses the shape of the distribution to choose a measure of
dispersion.
5. Student uses the shape of the distribution to support their claim.
Total Points
6
Big Ideas Math
Performance Tasks
2
1
1
20
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All rights reserved.