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Atlas Curriculum Management :: Unit Map 2012-‐2013 :: North Slope Borough School Dist... h@p://nsbsd.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=15045&Yea... Unit Map 2012-2013 North Slope Borough School District Collaboration / Math 7* (Unit) / Grade 7 (North Slope Borough School District) Monday, September 17, 2012, 5:04PM Probability (Week 35, 4 Weeks) Unit Description Type Author Name: Math CCAT This unit investigates experimental and theoretical probabilities. Probability models are developed and used to calculate probabilities of independent events and compound events. Simulations are used to generate frequencies for compound events. Topics Include: Defining and Representing Probability Determining Experimental Probability Determining theoretical probability Simulating experiments Using technology for simulations Creating and Using models for probability Determining compound probability Simulating probability of compound events Common Core Resource Middle School Course 2 chapters 16 and 17. Stage 1: Desired Results ILF Overarching Understandings/Essential Questions ILF Performance Expectations Alaska State Standards State Standards & GLEs 2012 ELA and Math Standards 1 of 3 9/17/12 5:04 PM Atlas Curriculum Management :: Unit Map 2012-‐2013 :: North Slope Borough School Dist... h@p://nsbsd.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=15045&Yea... Mathematics (2012), Grade 7 , Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. 1. 2. 3. 4. 5. 6. 7. 8. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Mathematics (2012), Grade 7 , Statistics & Probability 7.SP Investigate chance processes and develop, use, and evaluate probability models. 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 1/2 indicates an 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. 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. Design a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. b. Design a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. 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 sample spaces 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. Content Area Understandings & Essential Questions 2 of 3 Content Area OUs & EQs Topical Understandings & Essential Questions Knowledge Skills 9/17/12 5:04 PM Atlas Curriculum Management :: Unit Map 2012-‐2013 :: North Slope Borough School Dist... Student will know... h@p://nsbsd.rubiconatlas.org/Atlas/Browse/UnitMap/View/Default?UnitID=15045&Yea... Students will be able to... Stage 2: Assessment Evidence Transfer Task(s) (Performance Assessments) At least one assessment in GRASPS form. Evaluative Criteria Other Evidence (Graded) Stage 3: Learning Plan Learning Experiences (in order of implementation) Checking for Understanding (Ungraded) Resources and Preparation Materials Last Updated: Sunday, September 9, 2012, 4:29PM © Rubicon International 2012. All rights reserved 3 of 3 Atlas Version 7.2.6 9/17/12 5:04 PM