Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2014-2015
| |Unit 3.1 Probability—Simple Events | |
|Grade Level: 7th grade |Essential Questions: |Suggested Days: 15 |
| |What is the process for finding the probability of an event? | |
| |How do you investigate chance processes and develop, use and evaluate probability models? | |
| |What is a probability model? How would you use it to find the probability of an event? | |
|Vocabulary: | |
|Probability, outcome, simple event, random, complementary |Mathematical Practices: Highlighted practices to be assessed. |
|events, uniform probability model, theoretical probability, |1. Make sense of problems and persevere in solving them. |
|experimental probability, experiment |2. Reason abstractly and quantitatively. |
|trial, |3. Construct viable arguments and critique the reasoning of others. |
| |4. Model with mathematics. |
| |5. Use appropriate tools strategically. |
| |6. Attend to precision. |
| |7. Look for and make use of structure. |
| |8. Look for and express regularity in repeated reasoning. |
| | |
| Content Standard |Resources |Assessments |
|7.SP.5. Understand that the probability of a chance event is a|Holt McDougal 7th Grade Common Core Mathematics Textbook |Pre-test |
|number between 0 and 1 that expresses the likelihood of the |Web based activities, videos, and Power points |Formative assessments: |
|event occurring. Larger numbers indicate greater likelihood. A|Labs with manipulatives |Observations, anecdotal notes, admit/exit slips, math journals, peer/self|
|probability near 0 indicates an unlikely event, a probability | |assessments, think-pair-share, quizzes |
|around 1/2 indicates an event that is neither unlikely nor | |Post test (summative) |
|likely, and a probability near 1 indicates a likely event. | |I Can Statements: |
|7.SP.C.6. Approximate the probability of a chance event by | |• I can understand that probability is expressed as a number between 0 and 1|
|collecting data on the chance process that produces it and | | |
|observing its long-run relative frequency, and predict the | |• I can understand that a random event with a probability of ½ is equally |
|approximate relative frequency given the probability. | |likely to happen |
|7.SP.C.7. Develop a probability model and use it to find | |• I can understand that as probability moves closer to 1 it is increasingly |
|probabilities of events. Compare probabilities from a model to| |likely to happen |
|observed frequencies; if the agreement is not good, explain | |• I can understand that as probability moves closer to 0 it is decreasingly |
|possible sources of the discrepancy. |(More websites are on next page) |likely to happen |
|Develop a uniform probability model by assigning equal | |• I can draw conclusions to determine that a greater likelihood occurs as |
|probability to all outcomes, and use the model to determine | |the number of favorable outcomes approaches the total number of outcomes |
|probabilities of events. | |• I can determine relative frequency (experimental probability) is the |
|Develop a probability model (which may not be uniform) by | |number of times an outcome occurs divided by the total number of times the |
|observing frequencies in data generated from a chance process.| |experiment is completed |
| | |• I can determine the relationship between experimental and theoretical |
| | |probabilities by using the law of large numbers |
| | |• I can predict the relative frequency (experimental probability) of an |
| | |event based on the (theoretical) probability |
| | |• I can use models to determine the probability of events |
| | |• I can recognize uniform (equally likely) probability |
| | |• I can develop a uniform probability model and use it to determine the |
| | |probability of each outcome/event |
| | |• I can use models to determine the probability of events |
| | |• I can develop a probability model (which may not be uniform) by observing |
| | |frequencies in data generated from a change process |
| | |• I can analyze a probability model and justify why it is uniform or explain|
| | |the discrepancy if it is not. |
| | | |
| | | |
|Websites: |
|(great resource) |
|\\ |
| (lots of good activities) |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|($2.00) |
| |
| |
| |
| |
| |
| |
| |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- common core math standards 5th grade
- common core math standards grade 5
- 5th grade common core math standards ny
- common core math standards nys
- california common core math standards grade 1
- common core reading standards grade 3
- common core ela standards 3rd grade
- common core state standards washington
- common core reading standards 5th grade
- common core ela standards grade 5
- common core math standards grade 6
- common core state standards pdf