Download mathematics - Sparta Area School District

MATHEMATICS
ANCHOR STANDARD
Analyze proportional
relationships and use them to
solve real-world and
mathematical problems.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
GRADE LEVEL STANDARD
7.RP.1 Compute unit rates
associated with ratios of fractions,
including ratios of lengths, areas and
other quantities measured in like or
different units. For example, if a
person walks 1/2 mile in each 1/4
hour, compute the unit rate as
the complex fraction 1/2/1/4 miles
per hour, equivalently 2 miles per
hour.
7.RP.2 Recognize and represent
proportional relationships between
quantities.
a. Decide whether two quantities are
in a proportional relationship, e.g.,
by testing for equivalent ratios in a
table or graphing on a coordinate
plane and observing whether the
graph is a straight line through the
origin.
b. Identify the constant of
proportionality (unit rate) in tables,
graphs, equations, diagrams, and
verbal descriptions of proportional
relationships.
c. Represent proportional
relationships by equations. For
example, if total cost t is
proportional to the number n of
items purchased at a constant
price p, the relationship between the
total cost and the number of items
can be expressed as t = pn.
Ratios and Proportional Relationships
Seventh Grade
SUMMATIVE ASSESSMENT
IQL 1-1 p. 7-8
1-2 p. 17-24
a.
1-4 p. 33-40
1-5 p. 45-52
IQL 1-6 p. 53-54
1-9 p. 81-88
b.
IQL 1-1 p. 7-8
1-1 p. 9-16
1-4 p. 33-40
IQL 1-7 p. 63-64
1-7 p. 65-72
1-8 p. 73-80
1-9 p. 81-88
c.
1-6 p. 55-62
2-4 p. 129-136
FORMATIVE ASSESSMENT
Exit Ticket or Guided Practice:
p.12
p.20
LEARNING TARGET
TSWBAT:
 Use bar diagrams to solve
problems involving ratios
 Simplify complex fractions
and find unit rates

Exit Ticket or Guided Practice
TSWBAT:
 2b. Use bar diagrams to
solve problems involving
ratios
 2b. Determine unit rates
 Convert units of measure
between derived units to
solve problems
 2a. and 2b. Identify
proportional and nonproportional relationships
 Solve problems using the
four step plan
 2a. Identify proportional
relationships by graphing on
the coordinate plane
 2a. Compare and contrast
proportional and nonproportional linear functions
 2b. and 2c. Use proportions
to solve problems
 2b. Understand slope as it
relates to rate of change
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p.48
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p.36
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p.76
p.84
p. 58
p.132
MATHEMATICS
d. Explain what a point (x, y) on the
graph of a proportional relationship
means in terms of the situation, with
special attention to the points (0, 0)
and (1, r) where r is the unit rate.
d.
1-7 p. 65-72

p.68


Analyze proportional
relationships and use them to
solve real-world and
mathematical problems.
7.RP.3 Use proportional
relationships to solve multistep ratio
and percent problems. Examples:
simple interest, tax, markups and
markdowns, gratuities and
commissions, fees, percent increase
and decrease, percent error
1-3 p. 25-32
1-6 p. 55-62
IQL 2-1 p. 99-102
2-1 p. 103-110
2-2 p. 111-118
IQL 2-3 p. 119-120
2-3 p. 121-128
2-4 p. 129-136
PSI p. 137-139
IQL 2-5 p. 141-142
2-5 p. 143-150
2-6 p. 151-158
2-7 p. 159-166
2-8 p. 167-174
IQL 2-8 p. 175-176
4-7 p. 319-326
Exit Ticket or Guided Practice
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p.58
p.106
p.114
p.124
p.132
p.146
p.154
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p.170
p.322
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
2b. and 2d. Identify
constant rates of change
using tables and graphs
2b. Identify slope using
tables and graphs
2a. and 2d. Use direct
variation to solve problems
2c. Use the percent equation


TSWBAT:
 Convert units of measure
between derived units to
solve problems
 Use proportions to solve
problems
 Use percent diagrams to
solve problems
 Find percent of a number
 Estimate percents using
fractions and decimals
 Solve problems involving
percents
 Use the percent proportion
 Use the percent equation
 Use bar diagrams to solve
problems involving percent
of change
 Find percent of change and
percent error
 Solve problems involving
sales tax, tips, and markup
 Solve problems involving
discount
 Solve problems involving
simple interest
MATHEMATICS


ANCHOR STANDARD
Apply and extend previous
understandings of operations with
fractions to add, subtract,
multiply, and divide rational
numbers.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
GRADE LEVEL STANDARD
7.NS.1 Apply and extend previous
understandings of addition and
subtraction to add and subtract
rational numbers; represent
addition and subtraction on a
horizontal or vertical number line
diagram.
a. Describe situations in which
opposite quantities combine to make
0. For example, a hydrogen atom
has 0 charge because its two
constituents are oppositely charged.
b. Understand p + q as the number
located a distance |q| from p, in the
positive or negative direction
depending on whether q
is positive or negative. Show that a
number and its opposite have a sum
of 0 (are additive inverses). Interpret
sums of rational numbers by
describing real-world contexts.
c. Understand subtraction of rational
numbers as adding the additive
inverse, p – q = p + (–q). Show that
the distance between two rational
numbers on the number line is the
The Number System
Seventh Grade
SUMMATIVE ASSESSMENT
a.
3-2 p. 203-210
FORMATIVE ASSESSMENT
Exit Ticket or Guided Practice
p.206
b.
3-2 p. 203-210
IQL 4-3 p. 279-282
p.206
c.
IQL 3-3 p. 211-214
3-3 p. 215-222
IQL 3-3 p. 223-224
p.218
Use a spreadsheet to
calculate simple interest
Convert units of measure
between the customary and
metric systems
LEARNING TARGET
TSWBAT:
 Model addition of integers
 1a, 1b, 1d. Add integers
 1c. Model subtraction of
integers
 1c. and 1d. Subtract
integers
 1c. Find the distance
between two rational
numbers on a number line
 Graph rational numbers on
the number line
 1b. Add and subtract like
fractions on a number line
 1c. and 1d. Add and
subtract fractions with like
denominators
 1d. Add and subtract
fractions with unlike
denominators
 1d. Add and subtract
fractions and mixed
numbers
MATHEMATICS
absolute value of their difference,
and apply this principle in realworld
contexts.
d. Apply properties of operations as
strategies to add and subtract
rational
numbers.
7.NS.2 Apply and extend previous
understandings of multiplication and
division and of fractions to multiply
and divide rational numbers.
a. Understand that multiplication is
extended from fractions to rational
numbers by requiring that
operations
continue to satisfy the properties of
operations, particularly the
distributive property, leading to
products such as (– 1)(–1) = 1 and
the rules for multiplying signed
numbers. Interpret products of
rational numbers by describing realworld contexts.
b. Understand that integers can be
divided, provided that the divisor is
not zero, and every quotient of
integers (with non-zero divisor) is a
rational number. If p and q are
integers, then –(p/q) = (–p)/q = p/(–
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
4-3 p. 283-290
p.284
d.
3-2 p. 203-210
3-3 p. 215-222
4-3 p. 283-290
4-4 p. 291-298
4-5 p. 299-306
p.206
p.218
p.284
p.294
p.302
Exit Ticket or Guided Practice
a.
3-4 p. 233-240
IQL 3-4 p. 241-242
4-6 p. 311-318
b.
3-5 p. 243-250
4-2 p. 271-278
p.236
p.314
p.246
p.274
TSWBAT:
 Model multiplication of
integers
 2a. and 2c. Multiply
integers
 2a. and 2c. Use properties
to prove the rules for
multiplying integers
 2b. and 2c. Divide integers
 2d. Write fractions as
terminating or repeating
decimals and write decimals
as fractions
 2b. Compare and order
rational numbers
 2a. and 2c. Multiply
fractions and mixed
numbers
 Convert units of measure
between the customary and
metric systems
MATHEMATICS
q). Interpret quotients of rational
numbers by describing real-world
contexts.
c. Apply properties of operations as
strategies to multiply and divide
rational numbers.
d. Convert a rational number to a
decimal using long division; know
that the decimal form of a rational
number terminates in 0s or
eventually repeats.
c.
3-4 p. 233-240
IQL 3-4 p. 241-242
3-5 p. 243-250
4-6 p. 311-318
4-8 p. 327-334
7.NS.3 Solve real-world and
mathematical problems involving
the four operations with rational
numbers.1
1-2 p. 17-24
IQL 3-2 p. 199-202
3-2 p. 203-210
IQL 3-3 p. 211-214
3-3 p. 215-222
Chapter 3 PSI p. 225-227
IQL 3-4 p. 229-232
3-4 p. 233-240
3-5 p. 243-250
IQL 4-3 p. 279-282
4-3 p. 283-290
4-4 p. 291-298
4-5 p. 299-306
Chapter 4 PSI p. 307-309
4-6 p. 311-318
1Computations
with rational
numbers extend the rules for
manipulating fractions to complex
fractions.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
d.
4-1 p. 263-270

p.236
2c. Divide fractions and
mixed numbers
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p.330
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p.20
p.206
p.218
p.236
p.246
p.284
p.294
p.302
p.314
TSWBAT:
 Solve problems by making a
table
 Simplify complex fractions
and find unit rates
 Read and write integers,
and find the absolute value
of an integer
 Model addition of integers
 Add integers
 Model subtraction of
integers
 Subtract integers
 Solve problems by looking
for a pattern
MATHEMATICS
4-7 p. 319-326
4-8 p. 327-334
Chapter 5 PSI p. 383-385
p.322
p.330











Model multiplication of
integers
Multiply integers
Divide integers
Add and subtract like
fractions on a number line
Add and subtract fractions
with like denominators
Add and subtract fractions
with unlike denominators
Add and subtract fractions
and mixed numbers
Solve problems by drawing
a diagram
Multiply fractions and
mixed numbers
Convert units of measure
between the customary and
metric systems
Divide fractions and mixed
numbers
Expressions and Equations
Seventh Grade
ANCHOR STANDARD
Use properties of operations to
generate equivalent expressions.
GRADE LEVEL STANDARD
7.EE.1 Apply properties of
operations as strategies to add,
subtract, factor, and expand linear
expressions with rational
coefficients.
SUMMATIVE ASSESSMENT
5-3 p. 367-374
5-4 p. 375-382
5-5 p. 387-394
5-6 p. 395 – 402
5-7 p. 403-410
IQL 5-8 p. 411-414
5-8 p. 415-422
FORMATIVE ASSESSMENT
Exit Ticket or Guided Practice
p.370
p.378
p.390
p.398
p.406
p.418
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
LEARNING TARGET
TSWBAT:
 Evaluate simple algebraic
expressions
 Describe the relationships
and extend terms in
arithmetic sequences
 Identify and use
mathematical properties to
MATHEMATICS





7.EE.2 Understand that rewriting an
expression in different forms in a
problem context can shed light on
the problem and how the quantities
in it are related. For example, a +
0.05a = 1.05a means that “increase
by 5%” is the same as “multiply by
1.05.”
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
2-6 p. 151-158
5-3 p. 367-374
5-4 p. 375-382
5-5 p. 387-394
5-6 p. 395-402
5-7 p. 403-410
5-8 p. 415-422
Exit Ticket or Guided Practice
p.154
p.370
p. 378
p.390
p.398
p.406
p.418
simplify algebraic
expressions
Apply the Distributive
property to rewrite
algebraic expressions
Simplify algebraic
expressions
Add/subtract linear
expressions
Model factoring of linear
expressions
Use properties of
mathematics to factor
linear expressions
TSWBAT:
 Evaluate simple algebraic
expressions
 Describe the relationships
and extend terms in
arithmetic sequences
 Identify and use
mathematical properties to
simplify algebraic
 Explore patterns in
sequences of geometric
figures
 Apply the Distributive
property to rewrite
algebraic expressions
 Simplify algebraic
expressions
 Add/subtract linear
expressions
MATHEMATICS

Solve real-life and mathematical
problems using numerical and
algebraic expressions and
equations.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
7.EE.3 Solve multi-step real-life
and
mathematical problems posed with
positive and negative rational
numbers in any form (whole
numbers, fractions, and decimals),
using tools strategically. Apply
properties of operations to calculate
with numbers in any form; convert
between forms as appropriate; and
assess the reasonableness of answers
using mental computation and
estimation strategies. For example:
If a woman making $25 an hour gets
a 10% raise, she will make an
additional 1/10 of her salary an
hour, or $2.50, for a new salary of
$27.50. If you want to place a towel
bar 9 3/4 inches long in the center
of a door that is 27 ½ inches wide,
you will need to place the bar about
9 inches from each edge; this
estimate can be used as a check on
the exact computation.
IQL 2-1 p. 99-102
2-1 p. 103-110
2-2 p. 111 – 118
IQL 2-3 p. 119-120
2-4 p. 129-136
Chapter 2 PSI p. 137-139
IQL 2-5 p. 141-142
2-5 p. 143-150
2-6 p. 151-158
2-7 p. 159-166
2-8 p. 167-174
3-2 p. 203-210
Chapter 3 PSI p. 225-227
3-4 p. 233-240
4-1 p. 263-270
4-2 p. 271-278
4-3 p. 283-290
4-4 p. 291-298
4-5 p. 299-306
Chapter 4 PSI p. 307-309
4-6 p. 311-318
4-8 p. 327-334
Chapter 6 PSI p. 489-491
Exit Ticket or Guided Practice
p.106
p.114
p.132
p.146
p.154
p.162
p.170
p.206
p.236
p.266
p.274
p.284
p.294
p.302
p.314
p.330
Use properties of
mathematics to factor
linear expressions
 Solve problems involving
sales tax, tips, and markup
TSWBAT:
 Solve problems by working
backward
 Use percent diagrams to
solve problems
 find percent of a number
 Estimate percents using
fractions and decimals
 Solve problems involving
percents
 Use the percent equation
 Use bar diagrams to solve
problems involving percent
of change
 Find percent of change and
percent error
 Solve problems involving
sales tax, tips, and markup
 Solve problems involving
discount
 Solve problems involving
simple interest
 Add integers
 Solve problems by looking
for a pattern
 Multiply integers
 Write fractions as
terminating or repeating
decimals and write decimals
as fractions
MATHEMATICS

7.EE.4 Use variables to represent
quantities in a real-world or
mathematical problem, and
construct
simple equations and inequalities to
solve problems by reasoning about
the quantities.
a. Solve word problems leading to
equations of the form px + q = r
and p(x + q) = r, where p, q, and r
are specific rational numbers.
Solve equations of these forms
fluently. Compare an algebraic
solution to an arithmetic solution,
identifying the sequence of the
operations used in each approach.
For example, the perimeter of a
rectangle is 54 cm. Its length is 6
cm. What is its width?
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
Exit Ticket or Guided Practice
a.
IQL 6-1 p. 433-436
6-1 p. 437-444
IQL 6-2 p. 445-446
6-2 p. 447-454
IQL 6-3 p. 455-456
6-3 p. 457-464
IQL 6-4 p. 465 -468
6-4 p. 469-476
IQL 6-5 p. 477-480
6-5 p. 481-488
p.440
p.450
p.460
p.472
p. 484
Compare and order rational
numbers
 Add and subtract fractions
with like denominators
 Add and subtract fractions
with unlike denominators
 Add and subtract fractions
 and mixed numbers
 Solve problems by drawing
a diagram
 Multiply fractions and
mixed numbers
 Divide fractions and mixed
numbers
TSWBAT:
 Write and solve addition
and subtraction equations
using bar diagrams
 Solve addition and
subtraction equations
 Use bar diagrams to solve
problems involving ratios
 Solve one-step
multiplication and division
equations
 Write and solve equations
with rational coefficients
using bar diagrams
 Solve equations with
rational coefficients
 Solve two-step equations
 Write and solve two-step
equations in p(x + q) = r
MATHEMATICS

b. Solve word problems leading to
inequalities of the form px + q > r
or px + q < r, where p, q, and r are
specific rational numbers. Graph
the solution set of the inequality
and interpret it in the context of
the problem. For example: As a
salesperson, you are paid $50 per
week plus $3 per sale. This week
you want your pay to be at least
$100. Write an inequality for the
number of sales you need to make,
and describe the solutions.
b.
IQL 6-6 p. 493-496
6-6 p. 497-504
6-7 p. 505 -512
6-8 p. 513-520
Exit Ticket or Guided Practice
p.500
p.508
p.516
form using bar diagrams
and algebra tiles
Solve two-step equations of
the form p(x + q) = r

TSWBAT:
 Use models to solve
problems involving
inequalities
 Solving inequalities by using
the addition and
subtraction properties of
inequality
 Solving inequalities by using
the multiplication or
division properties of
inequality
 Solve and graph two-step
inequalities in one variable

Geometry
Seventh Grade
ANCHOR STANDARD
Draw, construct, and describe
geometrical figures and describe
the relationships between them.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
GRADE LEVEL STANDARD
7.G.1 Solve problems involving
scale drawings of geometric figures,
including computing actual lengths
and areas from a scale drawing and
reproducing a scale drawing at a
different scale.
SUMMATIVE ASSESSMENT
Chapter 7 PSI p. 567-569
IQL 7-4 p. 571-574
7-4 p. 575-582
IQL 7-4 p. 583-584
FORMATIVE ASSESSMENT
Exit Ticket or Guided Practice
p.578
LEARNING TARGET
TSWBAT:
 Solve problems by making a
model
 Use online maps to
reproduce a scale drawing
at a different scale
MATHEMATICS


Solve problems involving
scale drawings
Use Geometer’s Sketchpad
to calculate measurements
for scale drawings

Solve real-life and mathematical
problems involving angle
measure, area, surface area, and
volume.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
7.G.2 Draw (freehand, with ruler
and protractor, and with technology)
geometric shapes with given
conditions. Focus on constructing
triangles from three measures of
angles or sides, noticing when the
conditions determine a unique
triangle, more than one triangle, or
no triangle.
7.G.3 Describe the two-dimensional
figures that result from slicing three
dimensional-figures, as in plane
sections of right rectangular prisms
and right rectangular pyramids
IQL 7-3 p. 551-554
7-3 p. 555-562
IQL 7-3 p. 563-566
Exit Ticket or Guided Practice
p. 558
TSWBAT:
 Draw triangles using given
angles or given side lengths
 Identify and classify
triangles and find missing
angle measures
 Draw triangles

7-6 p. 593-600
Exit Ticket or Guided Practice
p.. 596
7.G.4 Know the formulas for the
area and circumference of a circle
and use them to solve problems;
give an informal derivation of the
relationship between the
circumference and area of a circle.
IQL 8-1 p. 611-612
8-1 p. 613-620
IQL 8-2 p. 621-622
8-2 p. 623-630
8-3 p. 631-638
Chapter 8 PSI p. 647-649
Exit Ticket or Guided Practice
p. 616
TSWBAT:
 Draw three-dimensional
figures given the top, side,
and front views
 Identify and draw threedimensional figures

TSWBAT:
 Describe the relationship
between the diameter and
circumference of a circle
 Find the circumference of
circles
 Develop a formula for the
area of a circle
 Find the area of a circle
 Find the area of composite
figures
p.626
p.634
MATHEMATICS

Solve problems by solving a
simpler problem

7.G.5 Use facts about
supplementary, complementary,
vertical, and adjacent angles in a
multi-step problem to write and
solve simple equations for an
unknown angle in a figure.
7.G.6 Solve real-world and
mathematical problems involving
area, volume and surface area of
two-and three-dimensional objects
composed of triangles,
quadrilaterals, polygons, cubes, and
right prisms.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
7-1 p. 535-542
7-2 p. 543-550
8-3 p. 631-638
8-4 p. 639-646
Chapter 8 PSI p. 647-649
IQL 8-5 p. 651-652
8-5 p. 653-660
IQL 8-6 p. 661-664
8-6 p. 665-672
IQL 8-6 p. 673-676
8-7 p. 677-684
IQL 8-8 p. 685-688
8-8 p. 689-696
Exit Ticket or Guided Practice
p.538
p.546
TSWBAT:
 Classify angles and identify
vertical and adjacent angles

Exit Ticket or Guided Practice
p.634
p.42
TSWBAT:
 Find the area of composite
figures
 Find the volume of prisms
 Solve problems by solving a
simpler problem
 Justify formulas for the
volume of pyramids
 Find the volume of
pyramids
 Find the surface area of
prisms using models and
nets
 Find the surface areas
prisms
 Compare surface area and
volume of rectangular
prisms
 Find the surface areas of
pyramids
 Explore volume and surface
area of composite figures
 Find the volume and surface
area of composite figures
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p.668
p.680
p.692
MATHEMATICS

Statistics and Probability
Seventh Grade
ANCHOR STANDARD
Use random sampling to draw
inferences about a population.
GRADE LEVEL STANDARD
7.SP.1 Understand that statistics can
be used to gain information about a
population by examining a sample
of
the population; generalizations
about
a population from a sample are valid
only if the sample is representative
of that population. Understand that
random sampling tends to produce
representative samples and support
valid inferences.
7.SP.2 Use data from a random
sample to draw inferences about a
population with an unknown
characteristic of interest. Generate
multiple samples (or simulated
samples) of the same size to gauge
the variation in estimates or
predictions.
For example, estimate the mean
word length in a book by randomly
sampling words from the book;
predict the winner of a school
election based on randomly sampled
survey data. Gauge how far off the
estimate or prediction might be.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
SUMMATIVE ASSESSMENT
10-1 p. 793-800
10-2 p. 801-808
Chapter 10 PSI p. 821-823
10-1 p. 793-800
10-2 p. 801-808
IQL 10-2 p. 809-812
FORMATIVE ASSESSMENT
Exit Ticket or Guided Practice
p.796
p.804
Exit Ticket or Guided Practice
p.796
p.804
LEARNING TARGET
TSWBAT:
 Predict actions of a larger
group by using a sample
 Determine whether sample
methods are valid
 Recognize when statistics
and graphs are misleading
 Solve problems by using a
graph
 Select, organize, and
construct appropriate data
displays

TSWBAT:
 Predict actions of a larger
group by using a sample
 Determine whether sample
methods are valid
 Analyze the variation in
multiple samples of data

MATHEMATICS
Draw informal comparative
inferences about two populations
Investigate chance processes and
develop, use, and evaluate
probability models.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
7.SP.3 Informally assess the degree
of visual overlap of two numerical
data distributions with similar
variabilities, measuring the
difference between the centers by
expressing it as a multiple of a
measure of variability. For example,
the mean height of players on the
basketball team is 10 cm greater
than the mean height of players on
the soccer team, about twice the
variability (mean absolute
deviation) on either team; on a dot
plot, the separation between the two
distributions of heights is noticeable
7.SP.4 Use measures of center and
measures of variability for
numerical
data from random samples to draw
informal comparative inferences
about two populations. For example,
decide whether the words in a
chapter of a seventh-grade science
book are generally longer than the
words in a chapter of a fourth-grade
science book.
7.SP.5 Understand that the
probability of a chance event is a
number between 0 and 1 that
expresses the likelihood of the event
occurring. Larger numbers indicate
greater likelihood. A probability
near 0 indicates an unlikely event, a
probability around . indicates an
Exit Ticket or Guided Practice
TSWBAT:
 Use measures of center and
the range to compare two
populations
 Analyze the visual overlap
of two numerical data
distributions

Exit Ticket or Guided Practice
TSWBAT:
 Use measures of center and
the range to compare two
populations
 Compare two populations

IQL 10-4 p. 825-826
IQL 10-4 p. 837-838
IQL 10-4 p. 825-826
10-4 p. 827-836
p. 832
9-1 p. 711-718
9-5 p. 757-764
Exit Ticket or Guided Practice
p.714
p.760
TSWBAT:
 Find and interpret the
probability of a simple
event
 Use multiplication to count
outcomes and find
probabilities
MATHEMATICS
event that is neither unlikely nor
likely, and a probability near 1
indicates a likely event.
7.SP.6 Approximate the probability
of a chance event by collecting data
on the chance process that produces
it and observing its long-run relative
frequency, and predict the
approximate relative frequency
given the probability. For example,
when rolling a number cube 600
times, predict that a 3 or 6 would be
rolled roughly 200 times, but
probably not exactly 200 times.
7.SP.7 Develop a probability model
and use it to find probabilities of
events. Compare probabilities from
a
model to observed frequencies; if
the
agreement is not good, explain
possible sources of the discrepancy.
a. Develop a uniform probability
model by assigning equal
probability to all outcomes, and use
the model to determine
probabilities of events. For example,
if a student is selected at random
from a class, find the probability
that Jane will be selected and the
probability that a girl will be
selected.
b. Develop a probability model
(which may not be uniform) by
observing frequencies in data
generated from a chance process.
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
IQL 9-2 p. 719-720
a.
9-1 p. 711-718
IQL 9-2 p. 719-720
9-2 p. 721-728
IQL 9-2 p. 729-732
b.
9-2 p. 721-728
IQL 9-2 p. 729-732
Exit Ticket or Guided Practice
TSWBAT:
 Use an experiment to
determine relative frequency
Exit Ticket or Guided Practice
TSWBAT:
 Find and interpret the
probability of a simple
event
 Use an experiment to
determine relative frequency
 Find and compare
experimental and theoretical
probabilities
 Use experimental and
theoretical probabilities to
decide whether a game is
fair or unfair
p.714
p.724
Exit Ticket or Guided Practice
p.724
TSWBAT:
MATHEMATICS

For example, find the approximate
probability that a spinning penny
will land heads up or that a tossed
paper cup will land open-end down.
Do the outcomes for the spinning
penny appear to be equally likely
based on the observed frequencies?

Exit Ticket or Guided Practice
7.SP.8 Find probabilities of
compound events using organized
lists, tables, tree diagrams, and
simulation.
a. Understand that, just as with
simple events, the probability of a
compound event is the fraction of
outcomes in the sample space for
which the compound event occurs.
b. Represent for compound events
using methods such as organized
lists, tables and tree diagrams.
For an event described in
everyday language (e.g., “rolling
double sixes”), identify the
outcomes in the sample space
which compose the event.
c. Design and use a simulation to
generate frequencies for compound
events. For example, use random
digits as a simulation tool to
approximate the answer to the
question: If 40% of donors have
type A blood, what is the probability
that it will take at least 4 donors to
find one with type A blood?
#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13
a.
9-3 p. 733-740
9-5 p. 757-764
9-6 p. 765-772
9-7 p. 775-782
p.736
p.760
p.768
p.778
b.
9-3 p. 733-740
9-5 p. 757-764
IQL 9-7 p. 773-774
9-7 p. 775-782
p.736
p.760
c.
9-4 p. 741-748
IQL 9-4 p. 749-752
Chapter 9 PSI p. 753-755
IQL 9-7 p. 773-774
p.744
p.778
Find and compare
experimental and theoretical
probabilities
Use experimental and
theoretical probabilities to
decide whether a game is
fair or unfair

TSWBAT:
 8a. and 8b. Find
probabilities of compound
events
 8c. Perform probability
simulations to model realworld situations involving
uncertainty
 8c. Use a simulation to
generate frequencies for a
compound event
 8a. and 8b. Use
multiplication to count
outcomes and find
probabilities
 8a. Find the number of
permutations of a set of
objects and find
probabilities
 8b. and 8c. Explore the
probability of dependent
and independent events
 8a. and 8b. Find the
probability of dependent
and independent events
