Download 7TH GRADE PACING GUIDE MATH INNOVATIONS UNIT 5

7TH GRADE PACING GUIDE
MATH INNOVATIONS UNIT 5: DRIVEN BY DATA
April-May
Standards:
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.
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 ½ 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. 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.7ab 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. 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?
7.SP.abc Find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. 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. 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?
Standard/Target
7.SP.7ab Knowledge Target: Recognize uniform (equally
Section/Lesson
Section 1: Counting Strategies
1.1: Outcomes
Lewis County Middle School
# Days
2
Formative Assessment
ACT #53
PARCC #6
Standard/Target
likely) probability. Knowledge Target: Use models to
determine the probability of events. Reasoning Target:
Develop a uniform probability model and use it to determine
the probability of each outcome/event. Reasoning Target:
Analyze a probability model and justify why it is uniform or
explain the discrepancy if it is not.
Percent Proficiency:
7.SP.5 Knowledge Target: Know that probability is expressed
as a number between 0 and 1. Knowledge Target: Know
that a random event with a probability of ½ is equally likely to
happen. Knowledge Target: Know that as probability moves
closer to 1 it is increasingly likely to happen. Knowledge
Target: Know that as probability moves closer to 0 it is
decreasingly likely to happen.
7.SP.6 Knowledge Target: Determine relative frequency
(experimental probability) is the number of times an
outcome occurs divided by the total number of times the
experiment is completed.
7.SP.7ab Reasoning Target: Develop a probability model
(which may not be uniform) by observing frequencies in data
generated from a chance process.
7.SP.5 Reasoning Target: Draw conclusions to determine
that a greater likelihood occurs as the number of favorable
outcomes approaches the total number of outcomes.
7.SP.6 Reasoning Target: Determine the relationship
between experimental and theoretical probabilities by using
the Law of Large Numbers. Reasoning Target: Predict the
relative frequency (experimental probability) of an event
based on the (theoretical) probability.
7.SP.8abc Knowledge Target: Define and describe a
compound event. Knowledge Target: Know that the
probability of a compound event is the fraction of outcomes
in the sample space for which the compound event occurs.
Knowledge Target: Define simulation. Reasoning Target:
Find probabilities of compound events using organized lists,
tables, tree diagrams, etc. and analyze the outcomes.
Reasoning Target: Choose the appropriate method such as
Section/Lesson
*Add: Develop a uniform probability
model and use it to determine the
probability of each outcome/event.
# Days
1.2: Counting
Study Guide
Quiz
Section 2: Probability
2.1: Experimental Probability
*Add: Know that probability is expressed
as a number between 0 and 1.
*Add: Know that a random event with a
probability of ½ is equally likely to
happen.
*Add: Know that as probability moves
closer to 1 it is increasingly likely to
happen.
*Add: Know that as probability moves
closer to 0 it is decreasingly likely to
happen.
2
1
1
ACT #49, 88, 80, 115; PARCC #4
3
PARCC #18
2.2: Probability and Outcomes
2.3: Theoretical Probability
2
2
ACT #60, 16, 78, 116; PARCC #16, 1
2.4: Multistage Experiments
*Add: Define and describe a compound
event.
*Add: Know that the probability of a
compound event is the fraction of
outcomes in the sample space for which
the compound event occurs.
*Add: Define simulation.
2
Lewis County Middle School
Formative Assessment
Standard/Target
organized lists, tables and tree diagrams to represent sample
spaces for compound events. Reasoning Target: Design and
use a simulation to generate frequencies for compound
events.
Percent Proficiency:
7.SP.3 Knowledge Target: Identify measures of central
tendency (mean, median, and mode) in a data distribution.
Knowledge Target: Identify measures of variation including
upper quartile, lower quartile, upper extreme—maximum,
lower extreme—minimum, range, interquartile range, and
mean absolute deviation (i.e. box-and-whisker plots, line
plot, dot plots, etc.).
7.SP.3 Reasoning Target: Compare two numerical data
distributions on a graph by visually comparing data displays,
and assessing the degree of visual overlap. Reasoning
Target: Compare the differences in the measure of central
tendency in two numerical data distributions by measuring
the difference between the centers and expressing it as a
multiple of a measure of variability.
7.SP.4 Knowledge Target: Find measures of central tendency
(mean, median, and mode) and measures of variability
(range, quartile, etc.). Reasoning Targets: Analyze and
interpret data using measures of central tendency and
variability. Reasoning Target: Draw informal comparative
inferences about two populations from random samples.
7.SP.1 Knowledge Target: Know statistics terms such as
population, sample, sample size, random sampling,
generalizations, valid, biased and unbiased. Knowledge
Target: Recognize sampling techniques such as convenience,
random, systematic, and voluntary. Knowledge Target:
Know that generalizations about a population from a sample
are valid only if the sample is representative of that
Section/Lesson
*Add: Design and use a simulation to
generate frequencies for compound
events.
# Days
Study Guide
Quiz
Section 3: Organizing, Representing and
Analyzing Data
3.1: Data, Data Everywhere
*Add: Identify measures of central
tendency (mean, median, and mode) in a
data distribution.
*Add: Identify measures of variation
including upper quartile, lower quartile,
upper extreme—maximum, lower
extreme—minimum, range, interquartile
range, and mean absolute deviation (i.e.
box-and-whisker plots, line plot, dot plots,
etc.).
3.2: Double Bar Graphs
*Add: Compare the differences in the
measure of central tendency in two
numerical data distributions by measuring
the difference between the centers and
expressing it as a multiple of a measure of
variability.
3.3: Histograms
*Add: Find measures of central tendency
(mean, median, and mode) and measures
of variability (range, quartile, etc.).
*Add: Draw informal comparative
inferences about two populations from
random samples.
3.4: Circle Graphs
3.5: Sampling Populations
*Add: Statistics terms—sample size,
generalizations, valid.
*Add: Recognize sampling techniques
such as convenience, random, systematic,
and voluntary.
*Add: Know that generalizations about a
1
1
Lewis County Middle School
Formative Assessment
2
ACT #109, 63, 61, 26, 39, 73, 17; PARCC #6
1
PARCC #22
1
1
1
ACT #120
PARCC #32
Standard/Target
population. Reasoning Target: Apply statistics to gain
information about a population from a sample of the
population. Reasoning Target: Generalize that random
sampling tends to produce representative samples and
support valid inferences.
7.SP.2 Knowledge Target: Define random sample.
Knowledge Target: Identify an appropriate sample size.
Reasoning Target: Analyze and interpret data from a random
sample to draw inferences about a population with an
unknown characteristic of interest. Reasoning Target:
Generate multiple samples (or simulated samples) of the
same size to determine the variation in estimates or
predictions by comparing and contrasting the samples.
Percent Proficiency:
Percent Proficiency:
Section/Lesson
population from a sample are valid only if
the sample is representative of that
population.
*Add: Identify an appropriate sample
size.
*Add: Analyze and interpret data from a
random sample to draw inferences about
a population with an unknown
characteristic of interest.
*Add: Generate multiple samples (or
simulated samples) of the same size to
determine the variation in estimates or
predictions by comparing and contrasting
the samples.
# Days
Study Guide
Quiz
Study Guide
Unit Exam
1
1
1
1
Lewis County Middle School
Formative Assessment
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School
Lewis County Middle School