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Subject: Grade 7 Math, Statistics and Probability Outcome: SP7.1 – Demonstrate an understanding of the measures of central tendency and range for sets of data. Beginning – 1 Approaching – 2 With assistance I can determine the mean, median, or mode for a set of data. With assistance I can identify outliers and provide examples of situations in which outliers would and would not be used in reporting. I can determine the mean, median, or mode for a set of data. I can identify outliers and provide examples of situations in which outliers would and would not be used in reporting. Proficiency – 3 I can independently determine the mean, median, and mode for a set of data. I can independently determine the range of a set of data. I can independently identify any outliers in a given set of data. Mastery – 4 I can determine the mean, median, and mode for a set of data and explain why these values may be the same or different. I can analyze a set of data to identify any outliers and justify whether or not they should be included in the reporting of the measures of central tendency. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Concretely represent mean, median, and mode and explain the similarities and differences among them. Determine mean, median, and mode for a set of data, and explain why these values may be the same or different. Determine the range of a set of data. Provide a context in which the mean, median, or mode is the most appropriate measure of central tendency to use when reporting findings and explain the choice. Solve a problem involving the measures of central tendency. Analyze a set of data to identify any outliers. Explain the effect of outliers on the measures of central tendency for a data set. Identify outliers in a set of data and justify whether or not they should be included in reporting of the measures of central tendency. Provide examples of situations in which outliers would and would not be used in reporting the measures of central tendency. Explain why qualitative data, such as colour or favourite activity, cannot be analyzed for all three measures of central tendency. Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics. Subject: Grade 7 Math, Statistics and Probability Outcome: SP7.2 - Demonstrate an understanding of circle graphs. Beginning – 1 Approaching – 2 With assistance I can find circle graphs in a variety of print and electronic media. With assistance I can identify common attributes of circle graphs. With assistance I can identify the characteristics of a set of data that make it possible to create a circle graph. I can find circle graphs in a variety of print and electronic media. I can identify common attributes of circle graphs. I can identify the characteristics of a set of data that make it possible to create a circle graph. Proficiency – 3 I can independently find, describe and compare circle graphs in a variety of print and electronic media. I can independently create and label a circle graph to display a set of data. Mastery – 4 I can find circle graphs in a variety of print and electronic media and explain the data they represent. I can translate percents displayed in a circle graph into quantities to solve a problem. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Identify common attributes of circle graphs. Create and label a circle graph, with and without technology, to display a set of data. Find, describe, and compare circle graphs in a variety of print and electronic media such as newspapers, magazines, and the Internet. Translate percents displayed in a circle graph into quantities to solve a problem. Interpret a circle graph to answer questions. Identify the characteristics of a set of data that make it possible to create a circle graph. Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics. Subject: Grade 7 Math, Statistics and Probability Outcome: SP7.3 - Demonstrate an understanding of theoretical and experimental probabilities for two independent events where the combined sample space has 36 or fewer elements. Beginning – 1 With assistance I can identify the sample space for each of two independent events. With assistance I can provide an example of two independent events. With assistance I can conduct a simple probability experiment. Approaching – 2 I can identify the sample space for each of two independent events. I can provide an example of two independent events. I can conduct a simple probability experiment. Proficiency – 3 I can independently identify and represent the sample space for each of two independent events. I can independently determine the theoretical probability of an outcome involving two independent events. I can independently conduct a probability experiment for an outcome involving two independent events to compare the experimental probability to the theoretical probability. Mastery – 4 I can explain what a probability tells about the situation to which it refers. I can explain how theoretical and experimental probabilities are related and why they cannot be assumed to be equal. Indicators – please select and assess as appropriate to your unit, bold text indicates possible key indicators. Explain what a probability tells about the situation to which it refers. Provide an example of two independent events. Identify the sample space for each of two independent events using a tree diagram, table, or another graphic organizer. Determine the theoretical probability of an outcome involving two independent events. Conduct a probability experiment for an outcome involving two independent events, with and without technology, to compare the experimental probability to the theoretical probability. Solve a probability problem involving two independent events. Explain how theoretical and experimental probabilities are related and why they cannot be assumed to be equal. Represent a probability stated as a percent as a fraction or a decimal. Refer to the Saskatchewan Curriculum Guide Grade 7 Mathematics.