east saint louis district 189 math curriculum grade 7€¦ · web viewanalyze proportional...

East Saint Louis District 189 Math Curriculum Grade 7

A Story of Ratios Curriculum OverviewSequence of Grade 7 Modules Aligned with the Standards

Module 1: The Real Number System 13 Days Module 2: Rational Number Operations 24 Days Module 3: Algebraic Expressions 20 Days Module 4: Algebraic Equations and Inequalities 14 Days Module 5: Direct and Inverse Proportion 17 Days Module 6: Angle Properties and Straight Lines Module 11: Circumference and Area of a Circle

15 Days 11 Days (from the Grade 6 Book B Math in Focus)

Module 7: Geometric Construction 16 Days Module 8: Volume and Surface Area of Solids 16 Days Module 9: Statistics 16 Days Module 10: Probability 16 Days

Summary of YearSeventh grade mathematics is about (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two and three dimensional shapes to solve problems involving area, surface area, and volume; ‐ ‐and (4) drawing inferences about populations based on samples.

Key Areas of Focus for Grade 7: Ratios and proportional reasoning; arithmetic of rational numbers

CCSS Major Emphasis ClustersRatios and Proportional Relationships

Analyze proportional relationships and use them to solve real world and mathematical problems.‐The Number System

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.Expressions and Equations

Use properties of operations to generate equivalent expressions. Solve real life and mathematical problems using numerical and algebraic expressions and equations.‐

Adapted from Math In Focus


Rationale for Module Sequence in Grade 7

In Module 1, students will extend their knowledge of numbers (whole numbers, integers, fractions and decimals) to irrational numbers. They will identify numbers that make up the sets of rational numbers and those in the set of real numbers. They will locate numbers from both sets on a number line. Students will explore the Density Property for rational numbers and for real numbers and learn that fractions can always be written as a decimal. They will learn methods to approximate irrational numbers and develop number sense surrounding squares and square roots. Students will also learn about significant digits, precision and their importance in measurement.

Counters and number lines will be used extensively in Module 2 to model addition and subtraction of integers. Counters are typically used to model the concepts of “zero pairs” and additive inverses. Number lines help students to see that subtracting a number is the same as adding it’s opposite. Number lines can also be used to model operations with rational numbers. Students should use concrete and pictorial representations, such as number lines or tables with repeated addition, to derive “rules” for multiplying and dividing integers. (Use the Common Core Standard 7 NS.2 to help show students deductively how the product of 2 negative integers is found. ) Students will extend their operation skills to rational numbers, including decimals and percents, and to solve real world problem. In Grade 6, students learned to add and subtract two fractions by finding the LCD. In this module students extend that knowledge to operations with 3 or more fractions. Students will also extend work from Grade 6 to include working with negative rates of change.

Module 3 will deepen students understanding by applying their skills to more complex algebraic expressions. Students will work with expressions that have more than two terms and more than one variable. Students will recognize and group like terms to simplify expressions, even those that have rational number coefficients. Students will use brackets to group parts of algebraic expressions as they work with the order of operations. Students will also look at multiple ways of representing terms with fractional coefficients. Students will broaden their work of the distributive and commutative properties to include negative coefficients. Students will also learn that an expression such as -2x-1 can be factored to: -(2x + 1). Bar models will be used to simplify algebraic expressions with integer, decimal and fractional expressions. They are also used to simplify expressions with two variables and to expand or factor expressions. Students will create bar models and diagrams to help them visualize algebraic real world situations.

Students learn to identify equivalent equations in Module 4 and solve multi-step equations with variables on both sides and parentheses. Students build on their work with expressions in Module 3 to solving equations. Students must understand that equivalent equations are created each time an operation occurs on both sides of the equation. Students must be familiar with the three basic properties of equality: Reflexive Property, Symmetric Property and Transitive Property. Using a balanced scale will support the concept of equivalent equations. Addition, subtraction, multiplication and division call all be modeled using a balance scale. Students will learn that they can perform inverse operations in any order and the solution remains the same. Students must also realize that they can isolate the variable on either side of the equation. Students should learn multiple ways of solving equations that have fractional coefficients or parentheses in the equation. Students will then move to solving inequalities and graphing the solution set. Through modeling on a number line, students will learn the reason for



reversing an inequality sign when they multiply or divide both sides of an inequality by a negative number. Students will use equations and inequalities to solve real world problems.

In Grade 6, students learned about ratios and rates. Module 5 is used to extend those skills to the concepts of direct and inverse proportions. Students will learn there are four ways to write a proportion and it is key that students understand both ratios in the proportion compare quantities in the same order. Data tables can be used to help students set up a proportion to describe a situation. Students will learn a variety of ways to describe and write proportional relationships. Students will use bar models to interpret and solve direct and inverse proportional problems. Students will also learn that the graph of a direct proportion relationship is a straight line that passes through the origin but does not lie on an axis. Inverse proportional relationships are graphed as curves that never cross the x- or y-axis.

Students will explore and apply the properties of complementary angles, supplementary angles, adjacent angles, angles on a line, angles at a point, vertical angles, pairs of angles formed by parallel lines and a transversal, as well as exterior and interior angels of a triangle in Module 6. Students will use algebra throughout this module to solve geometric problems involving angle measures. Students will solve equations in order to apply the angle sum properties to find unknown angle measurements. Bar models will be used to solve problems when angle measures are related by a given ratio. Many properties should be discovered by students through observation and hands-on activities. Students will learn the sum of the measures of angles on a line and the sum of the measures of angles at a point. While the symbol for congruence is NOT introduced in middle school, the distinction should be made in written statements. Students will make observations, generate tables, recognize patterns, and make generalizations in order to “discover” angle properties. Students should understand that they cannot really “know” that a geometric relationship always holds true based on inductive reasoning alone.

In Module 7, students will use a straightedge and compass to construct angle bisectors and perpendicular bisectors. Remind students the point is to discover relationships that hold true and not “draw” the picture. Students will learn to contrast deductive and inductive reasoning in this module. Students should construct triangle and quadrilaterals. Students will be able to determine, given a set of dimensions, whether a unique triangle, two triangles or no triangles can be formed. The explorations preview postulates and theorems learned in later grades. Students will construct a rhombus in order to unify the constructions they did in the first part of the module. Students will also study scale factors and solve scale problems using proportional reasoning.

**Module 11, from the 6 th grade book , will help students learn to identify parts of the circle and use formulas to find the area and circumference of circles. This knowledge will extend to finding the distance around figures that involve circular parts. Students will define a circle by the fact that every point on the circle is equidistant from the center point of the circle. Students will use manipulatives to investigate the relationship between radii and diameters and determine that each circle has an infinite number of radii. They will also discover that the circumference is about 3 times the diameter of every circle. Students will learn the ratio of the circumference to the diameter is pi and multiple ways to



represent this amount. Students will derive the area formula by cutting and rearranging sectors of a circle to find a near rectangle. Students will use the formulas for circumference and area to solve real-world problems.

Students will learn to identify cylinders, cones, and pyramids, both as solids and from their nets in Module 8. Students will also learn to identify the shapes of cross sections of those solids. All work with solids will be limited to right solids that have a central axis perpendicular to the base. Explorations of finding the cross sections formed when plans intersect prisms, cylinders, cones, pyramids and spheres are appealing to visual learners and enable students to develop formulas for finding the volume of solids. The majority of the examples should be limited to cross sections that are parallel or perpendicular to the base. Students will also investigate the properties associated with the cross section of a cone. Students will develop the formulas for the volume and surface area of prisms, cylinders, pyramids, cones and spheres.

In Module 9, students will learn to identify measures of variation. The divide data sets into quartiles and identify the interquartile range. Students draw and interpret stem-and-leaf plots and box-and-whisker plots. They learn to find the mean absolute deviation. Students will also learn about populations and samples. They understand and apply different random sampling methods, use statistics from a sample to make inferences about a population and use an inference to estimate a population mean. Students also make comparative inferences about two populations using two sets of sample statistics.

Probability is the focus of Module 10. Students learn about chance processes, and measuring the likelihood of events. Students learn to distinguish between theoretical and experimental probability. Students will recognize that as the number of trials increases in an experiment with a chance process, the experimental probability measures tent to approach the values of the theoretical probability measures. Students will use Venn Diagrams to represent sample spaces and events.



Alignment ChartModule and ApproximateNumber of Instructional Days

Common Core Learning Standards Addressed in Grade 7 Modules

Suggested Text Book Resources

Number Talks and Instructional Strategies

Performance-Based Tasks/Assessmentswww.illustrativemathematics.org

SEE APPENDIX FOR PRINTED COPY

Module 1:The Real Number System (13 days)

MP. 4MP. 6MP. 7

Apply and extend previous understandings of operations with fractions.

7.NS.A.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.

7.NS.A.2d 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.

Vocabulary:*Approximate*Irrational Number*Negative Integers*Opposites*Postitive Integers*Precise*Rational Number*Real Number*Real Number Line*Repeating Decimal*Set of Integers*Significant Digit*Terminating Decimal

Comparing Freezing Points7.NS.A.1Distances on the Number Line 27.NS.A.1 Equivalent fractions approach to non-repeating decimals7.NS.A.2.d Operations on the number line7.NS.A.1 Repeating decimal as approximation7.NS.A.2.d

Module 2:Rational Number Operations (24 days including 2 days for cumulative review)

MP. 1MP. 4

Apply and extend previous understandings of operations with fractions.

7.NS.A.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.

Vocabulary: *Additive Inverse*Complex Fraction*Least Common Denominator*Zero Pair

Comparing Freezing Points7.NS.A.1Distances on the Number Line 27.NS.A.1 Operations on the number line7.NS.A.1



MP. 7MP.8 7.NS.A.1a 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.

7.NS.A.1b 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.

7.NS.A.1c 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 absolute value of their difference, and apply this principle in real-world contexts.

7.NS.A.1d Apply properties of operations as strategies to add and subtract rational numbers.

7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

7.NS.A.2a 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 real-world contexts.

7.NS.A.2b 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/(–q).


http://www.corestandards.org/Math/Content/7/NS/A/1/b


Interpret quotients of rational numbers by describing real-world contexts.

7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers.

7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

Sharing Prize Money7.NS.A.3

Module 3:Algebraic Expressions (20 days)

MP.1MP. 2MP. 3MP.4

Use properties of operations to generate equivalent expressions.

7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

7.EE.A.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.”

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

7.EE.B.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

Vocabulary:*Like Terms*Simplify*Commutative Property of Addition*Factoring*Expanded Form

Equivalent Expressions?7.EE.A Miles to Kilometers7.EE.A

Writing Expressions7.EE.A.1

Discounted Books 7.EE.B.3


http://www.illustrativemathematics.org/illustrations/541




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 1/2 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.

Module 4:Algebraic Equations and Inequalities (14 days)

MP. 2MP. 4MP. 7MP. 8

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

7.EE.B.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.

7.EE.B.4a 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?

7.EE.B.4b 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.

Vocabulary:*Equivalent Equations*Solution Set*Equivalent Inequalities Fishing Adventures 2

7.EE.B.4

Sports Equipment Set7.EE.B.4.b

Module 5:Direct and Inverse Proportion

Analyze proportional relationships and use them to solve real-world and mathematical

Vocabulary:*Constant of Proportionality*Cross Product Cooking with the Whole Cup






(17 days in including 2 days for cumulative review)


problems.

7.RP.A.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.A.2 Recognize and represent proportional relationships between quantities.

7.RP.A.2a 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.

7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

7.RP.A.2c 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.

7.RP.A.2d 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

7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and

*Direct Proportion*Inverse Proportion*Proportion

7.RP.A.1 Molly's Run7.RP.A.1 Molly's Run, Assessment Variation7.RP.A.1

Sore Throats, Variation 17.RP.A.2 Robot Races7.RP.A.2Robot Races, Assessment Variation7.RP.A.2 Music Companies, Variation 17.RP.A.2 Art Class, Assessment Variation7.RP.A.2Art Class, Variation 17.RP.A.2 Art Class, Variation 27.RP.A.2 Buying Bananas, Assessment Version7.RP.A.2 Buying Coffee7.RP.A.2Sand Under the Swing Set7.RP.A.3, 7.G.B.6 Buying Protein Bars and Magazines7.RP.A.3 Chess Club7.RP.A.3 Comparing Years7.RP.A.3 Gotham City Taxis7.EE.B.3, 7.EE.B.4, 7.RP.A.3 Finding a 10% increase7.RP.A.3



















http://www.corestandards.org/Math/Content/7/RP/A/3


commissions, fees, percent increase and decrease, percent error

Friends Meeting on Bikes7.RP.A.3 Selling Computers7.RP.A.3 Tax and Tip7.RP.A.3 The Price of Bread7.RP.A.3 Two-School Dance7.RP.A.3

Module 6:Angle Properties and Straight Lines(15 days)


Draw construct, and describe geometrical figures and describe the relationships

7.G.A.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.

7.G.A.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.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

7.G.B.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

Vocabulary:*Adjacent Angles*Alternate Exterior Angles*Alternate Interior Angles*Complementary Angles*Congruent Angles*Corresponding Angles*Exterior Angles*Interior Angles*Supplementary Angles*Transversal*Vertical Angles

Floor Plan7.G.A.1

Module 7:Geometric Constructio

Draw construct, and describe geometrical figures and describe the relationships

Vocabulary:*Bisect*Bisector*Compass








n(16 days)

MP. 1MP. 4MP. 5

between them.

7.G.A.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.

7.G.A.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

*Equidistant*Included Angle*Included Side*Midpoint*Perpendicular Bisector*Scale*Scale Factor*Straightedge

Floor Plan7.G.A.1

Module 11(Grade 6):Circumference and Area of aCircle(11 days)

MP.2MP.4MP.5MP.7

Draw construct, and describe geometrical figures and describe the relationships between them.7.G.A.1Solve 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.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.7.G.B.4Know 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.

*Arc*Center*Circumference*Diameter*Quadrant*Radii*Radius*Semicircle

Resources include Module 11 from Math In Focus Grade 6 B Book.

Module 8:Volume and Surface Area of Solids(16 days including

Draw construct, and describe geometrical figures and describe the relationships between them.

Vocabulary:*Cylinder*Cone*Cross Section*Hemishpere*Lateral Surface


http://www.corestandards.org/Math/Content/7/G/B/4/

http://www.corestandards.org/Math/Content/7/G/A/1/


2 days for cumulative review)

MP.1MP. 4MP. 6

7.G.A.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.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

7.G.B.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.

7.G.B.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.

*Plane*Slant Height of a Cone*Slant Height of a Pyramid*Sphere*Surface Area*Volume

Eight Circles7.G.B.4 Measuring the area of a circle7.G.B.4, 7.RP.A.3

Module 9:Statistics(9.4 – 9.5 ONLY!)(6 days)

MP. 1MP.2MP. 4MP. 5

Use random sampling to draw inferences about a population.

7.SP.A.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.A.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

Vocabulary:*Biased Sample*Inference*Population*Random Sample*Sample *Sample Size*Simple Random Sampling*Stratified Random Sampling*Systematic Random

(9.4 – 9.5 ONLY!)

Mr. Brigg's Class Likes Math7.SP.A.1Valentine Marbles7.SP.A.2 Election Poll, Variation 17.SP.A Election Poll, Variation 27.SP.A Election Poll, Variation 37.SP.A Estimating the Mean State Area7.SP.A



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.

Draw informal comparative inferences about two populations.

7.SP.B.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.B.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

Sampling*Unbiased Sample

Offensive Linemen7.SP.B.3, 7.SP.B.4College Athletes7.SP.B.3, 7.SP.B.4

Module 10:Probability(16 days including two days for cumulative review)

MP. 3MP. 4 MP. 7

Investigate chance processes and develop, use, and evaluate probability models.

7.SP.C.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

Vocabulary:*Biased*Complementary Event*Event*Experimental Probability*Fair*Mutually

Tossing Cylinders7.SP.C.6 Rolling Dice7.SP.C.6, 7.SP.C.7 How Many Buttons?7.SP.C.7.a



MP. 8event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

7.SP.C.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.C.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.

7.SP.C.7a 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.

7.SP.C.7b 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.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

7.SP.C.8a 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

Exclusive*Non-Uniform Probability Model*Observed Frequency*Outcomes*Probability*Probability Distribution*Probability Model*Relative Frequency*Sample Space*Theoretical Probability

*Uniform Probability Model*Venn Diagram

Rolling Twice7.SP.C.8 Sitting across from Each



event occurs.

7.SP.C.8b 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.

7.SP.C.8c 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.

Other7.SP.C.8.a, 7.SP.C.8.b Waiting Times7.SP.C.8

Key: Major Clusters; Supporting Clusters; Additional Clusters

Examples of Linking Supporting Clusters to the Major Work of the Grade Use random sampling to draw inferences about a population: The standards in this cluster represent opportunities to apply percentages

and proportional reasoning. To make inferences about a population, one needs to apply such reasoning to the sample and the entire population.

Investigate chance processes and develop, use, and evaluate probability models: Probability models draw on proportional reasoning and should be connected to the major work in those standards.


east saint louis district 189 math curriculum grade 7€¦ · web viewanalyze proportional...

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