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MathematicsData & StatisticsAges 12–13

How far apart two groups are

Compare two numerical distributions with similar variability shown on a shared scale (e.g. dot plots) in two distinct ways: (1) judge their actual visual overlap directly from the displays — how much of each group's data lies among the other group's values; and (2) separately, find the difference between their centres and express it as a multiple of a clearly named measure of variability of either group, using matching measures (difference in means ÷ MAD, or difference in medians ÷ IQR), interpreting a larger multiple as centres that are further apart relative to the typical spread. Recognise that the same difference in centres means more when the variability is small, and that for similarly shaped, roughly symmetric, single-peaked distributions a larger multiple usually goes with less overlap — but that the ratio alone does not determine overlap: skew, clusters, gaps or outliers can make the visible overlap greater or smaller than the ratio suggests, so overlap is always checked on the display; and this simple ratio is only appropriate when the two variabilities are similar

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How far apart two groups are means practising the idea at the table with counters or paper models and one clear check. We will demo once, then your child tries.

Materials: Tally sheet or simple bar/dot sketch; A short set of category counts. 1. Say the goal of How far apart two groups are in plain words once. 2. Adult tallies one category and sketches a bar or dot plot. 3. Child tallies three small data sets and compares the tallest category. 4. Fresh check: one fresh tally comparison. Record and stop. Done: three correct tallies with a comparison sentence each. Proof: parent note of examples and results. Stop: End after the fresh check; keep optional challenge for another day.

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Secondary supports How far apart two groups are. An adult previews and guides; this is a learning page, not a scored quiz.

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Public NRICH page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.

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Check understanding

  • Describe two dot plots of team heights drawn on the same scale as overlapping a lot, a little, or hardly at all, pointing to the range of heights the two teams share
  • Express a 10 cm difference in mean heights as about 2 MADs when each team's MAD is about 5 cm, naming MAD as the measure used
  • Use two dot plots whose means are 2 MADs apart, one with a long tail towards the other group, to explain why they overlap more than the 2-MAD gap alone would suggest
“If the basketball team's average height is 10 cm more than the football team's, and players on each team are typically about 5 cm from their own team's average, could your child explain that the gap is about twice the usual spread — and then look at a chart of both teams' heights to check how much they actually overlap, rather than guessing it from that number?”

Curriculum record

Type
Conceptual
Subject
Mathematics
Domain
Data & Statistics
Age range
Ages 12–13

Standards

ccss-math:7.SP.3