MATHEMATICS

Ratios and Proportional RelationshipsSeventh Grade

ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETAnalyze proportional relationships and use them to solve real-world and mathematical problems.

7.RP.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 asthe complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

IQL 1-1 p. 7-81-2 p. 17-24

Exit Ticket or Guided Practice:p.12 p.20

TSWBAT: Use bar diagrams to solve

problems involving ratios Simplify complex fractions

and find unit rates

7.RP.2 Recognize and representproportional relationships betweenquantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in atable or graphing on a coordinateplane and observing whether thegraph is a straight line through theorigin.b. Identify the constant ofproportionality (unit rate) in tables,graphs, equations, diagrams, andverbal descriptions of proportionalrelationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constantprice p, the relationship between thetotal cost and the number of itemscan be expressed as t = pn.

a.1-4 p. 33-401-5 p. 45-52IQL 1-6 p. 53-541-9 p. 81-88

b. IQL 1-1 p. 7-81-1 p. 9-161-4 p. 33-40IQL 1-7 p. 63-641-7 p. 65-721-8 p. 73-801-9 p. 81-88

c. 1-6 p. 55-622-4 p. 129-136

Exit Ticket or Guided Practice

p.36 p.48

p.84

p.12p.36

p.68p.76p.84

p. 58p.132

TSWBAT: 2b. Use bar diagrams to

solve problems involving ratios

2b. Determine unit rates Convert units of measure

between derived units to solve problems

2a. and 2b. Identify proportional and non-proportional relationships

Solve problems using the four step plan

2a. Identify proportional relationships by graphing on the coordinate plane

2a. Compare and contrast proportional and non-proportional linear functions

2b. and 2c. Use proportions to solve problems

2b. Understand slope as it relates to rate of change

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MATHEMATICS

d. Explain what a point (x, y) on thegraph of a proportional relationshipmeans in terms of the situation, withspecial attention to the points (0, 0)and (1, r) where r is the unit rate.

d. 1-7 p. 65-72 p.68

2b. and 2d. Identify constant rates of change using tables and graphs

2b. Identify slope using tables and graphs

2a. and 2d. Use direct variation to solve problems

2c. Use the percent equation

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

7.RP.3 Use proportionalrelationships to solve multistep ratioand percent problems. Examples:simple interest, tax, markups andmarkdowns, gratuities andcommissions, fees, percent increaseand decrease, percent error

1-3 p. 25-321-6 p. 55-62IQL 2-1 p. 99-1022-1 p. 103-1102-2 p. 111-118IQL 2-3 p. 119-1202-3 p. 121-1282-4 p. 129-136PSI p. 137-139IQL 2-5 p. 141-1422-5 p. 143-1502-6 p. 151-1582-7 p. 159-1662-8 p. 167-174IQL 2-8 p. 175-1764-7 p. 319-326

Exit Ticket or Guided Practice

p.28p.58

p.106p.114

p.124p.132

p.146p.154p.162p.170

p.322

TSWBAT: Convert units of measure

between derived units to solve problems

Use proportions to solve problems

Use percent diagrams to solve problems

Find percent of a number Estimate percents using

fractions and decimals Solve problems involving

percents Use the percent proportion Use the percent equation Use bar diagrams to solve

problems involving percent of change

Find percent of change and percent error

Solve problems involving sales tax, tips, and markup

Solve problems involving discount

Solve problems involving simple interest

Use a spreadsheet to

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

calculate simple interest Convert units of measure

between the customary and metric systems

The Number SystemSeventh Grade

ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETApply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

7.NS.1 Apply and extend previousunderstandings of addition and subtraction to add and subtract rational numbers; representaddition and subtraction on a horizontal or vertical number line diagram.a. 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.b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether qis positive or negative. Show that anumber and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.c. Understand subtraction of rationalnumbers 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,

a.3-2 p. 203-210

b. 3-2 p. 203-210IQL 4-3 p. 279-282

c. IQL 3-3 p. 211-2143-3 p. 215-222IQL 3-3 p. 223-2244-3 p. 283-290

Exit Ticket or Guided Practice

p.206

p.206

p.218

p.284

TSWBAT: Model addition of integers 1a, 1b, 1d. Add integers 1c. Model subtraction of

integers 1c. and 1d. Subtract integers 1c. Find the distance

between two rational numbers on a number line

Graph rational numbers on the number line

1b. Add and subtract like fractions on a number line

1c. and 1d. Add and subtract fractions with like denominators

1d. Add and subtract fractions with unlike denominators

1d. Add and subtract fractions and mixed numbers

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

and apply this principle in realworldcontexts.d. Apply properties of operations asstrategies to add and subtract rationalnumbers.

d.3-2 p. 203-2103-3 p. 215-2224-3 p. 283-2904-4 p. 291-2984-5 p. 299-306

p.206p.218p.284p.294p.302

7.NS.2 Apply and extend previousunderstandings of multiplication and division and of fractions to multiply and divide rational numbers.a. Understand that multiplication isextended from fractions to rationalnumbers by requiring that operationscontinue to satisfy the properties ofoperations, particularly the distributive property, leading to products such as (– 1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products ofrational numbers by describing real-world contexts.b. 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). Interpret quotients of rational numbers by describing real-world contexts.c. Apply properties of operations as

a.3-4 p. 233-240IQL 3-4 p. 241-2424-6 p. 311-318

b. 3-5 p. 243-2504-2 p. 271-278

c. 3-4 p. 233-240

Exit Ticket or Guided Practice

p.236

p.314

p.246p.274

p.236

TSWBAT: Model multiplication of

integers 2a. and 2c. Multiply integers 2a. and 2c. Use properties

to prove the rules for multiplying integers

2b. and 2c. Divide integers 2d. Write fractions as

terminating or repeating decimals and write decimals as fractions

2b. Compare and order rational numbers

2a. and 2c. Multiply fractions and mixed numbers

Convert units of measure between the customary and metric systems

2c. Divide fractions and mixed numbers

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

strategies to multiply and divide rational numbers.d. 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.

IQL 3-4 p. 241-2423-5 p. 243-2504-6 p. 311-3184-8 p. 327-334

d.4-1 p. 263-270

p.246p.314p.330

p.266

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers.1

1Computations with rational numbers extend the rules for manipulating fractions to complex fractions.

1-2 p. 17-24IQL 3-2 p. 199-2023-2 p. 203-210IQL 3-3 p. 211-2143-3 p. 215-222Chapter 3 PSI p. 225-227IQL 3-4 p. 229-2323-4 p. 233-2403-5 p. 243-250IQL 4-3 p. 279-2824-3 p. 283-2904-4 p. 291-2984-5 p. 299-306Chapter 4 PSI p. 307-3094-6 p. 311-3184-7 p. 319-3264-8 p. 327-334

p.20

p.206

p.218

p.236p.246

p.284p.294p.302

p.314p.322p.330

TSWBAT: Solve problems by making a

table Simplify complex fractions

and find unit rates Read and write integers,

and find the absolute value of an integer

Model addition of integers Add integers Model subtraction of

integers Subtract integers Solve problems by looking

for a pattern Model multiplication of

integers Multiply integers

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

Chapter 5 PSI p. 383-385 Divide integers Add and subtract like

fractions on a number line Add and subtract fractions

with like denominators Add and subtract fractions

with unlike denominators Add and subtract fractions

and mixed numbers Solve problems by drawing

a diagram Multiply fractions and mixed

numbers Convert units of measure

between the customary and metric systems

Divide fractions and mixed numbers

Expressions and EquationsSeventh Grade

ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETUse properties of operations to generate equivalent expressions.

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

5-3 p. 367-3745-4 p. 375-3825-5 p. 387-3945-6 p. 395 – 4025-7 p. 403-410IQL 5-8 p. 411-4145-8 p. 415-422

Exit Ticket or Guided Practicep.370p.378p.390p.398p.406

p.418

TSWBAT: Evaluate simple algebraic

expressions Describe the relationships

and extend terms in arithmetic sequences

Identify and use mathematical properties to simplify algebraic expressions

Apply the Distributive property to rewrite

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

algebraic expressions Simplify algebraic

expressions Add/subtract linear

expressions Model factoring of linear

expressions Use properties of

mathematics to factor linear expressions

7.EE.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.”

2-6 p. 151-1585-3 p. 367-3745-4 p. 375-3825-5 p. 387-3945-6 p. 395-4025-7 p. 403-4105-8 p. 415-422

Exit Ticket or Guided Practicep.154p.370p. 378p.390p.398p.406p.418

TSWBAT: Evaluate simple algebraic

expressions Describe the relationships

and extend terms in arithmetic sequences

Identify and use mathematical properties to simplify algebraic

Explore patterns in sequences of geometric figures

Apply the Distributive property to rewrite algebraic expressions

Simplify algebraic expressions

Add/subtract linear expressions

Use properties of mathematics to factor linear expressions

Solve problems involving

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

sales tax, tips, and markupSolve real-life and mathematical problems using numerical and algebraic expressions and equations.

7.EE.3 Solve multi-step real-life andmathematical problems posed withpositive and negative rationalnumbers 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 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 ½ 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.

IQL 2-1 p. 99-1022-1 p. 103-1102-2 p. 111 – 118IQL 2-3 p. 119-1202-4 p. 129-136Chapter 2 PSI p. 137-139IQL 2-5 p. 141-1422-5 p. 143-1502-6 p. 151-1582-7 p. 159-1662-8 p. 167-1743-2 p. 203-210Chapter 3 PSI p. 225-2273-4 p. 233-2404-1 p. 263-2704-2 p. 271-2784-3 p. 283-2904-4 p. 291-2984-5 p. 299-306Chapter 4 PSI p. 307-3094-6 p. 311-3184-8 p. 327-334Chapter 6 PSI p. 489-491

Exit Ticket or Guided Practicep.106p.114

p.132

p.146p.154p.162p.170p.206

p.236p.266p.274p.284p.294p.302

p.314p.330

TSWBAT: Solve problems by working

backward Use percent diagrams to

solve problems find percent of a number Estimate percents using

fractions and decimals Solve problems involving

percents Use the percent equation Use bar diagrams to solve

problems involving percent of change

Find percent of change and percent error

Solve problems involving sales tax, tips, and markup

Solve problems involving discount

Solve problems involving simple interest

Add integers Solve problems by looking

for a pattern Multiply integers Write fractions as

terminating or repeating decimals and write decimals as fractions

Compare and order rational numbers

Add and subtract fractions with like denominators

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

Add and subtract fractions with unlike denominators

Add and subtract fractions and mixed numbers Solve problems by drawing

a diagram Multiply fractions and mixed

numbers Divide fractions and mixed

numbers7.EE.4 Use variables to representquantities in a real-world ormathematical problem, and constructsimple equations and inequalities tosolve problems by reasoning aboutthe quantities.a. Solve word problems leading toequations of the form px + q = rand p(x + q) = r, where p, q, and rare specific rational numbers.Solve equations of these formsfluently. Compare an algebraicsolution to an arithmetic solution,identifying the sequence of theoperations used in each approach.For example, the perimeter of arectangle is 54 cm. Its length is 6cm. What is its width?

a.IQL 6-1 p. 433-4366-1 p. 437-444IQL 6-2 p. 445-4466-2 p. 447-454IQL 6-3 p. 455-4566-3 p. 457-464IQL 6-4 p. 465 -4686-4 p. 469-476IQL 6-5 p. 477-4806-5 p. 481-488

Exit Ticket or Guided Practice

p.440

p.450

p.460

p.472

p. 484

TSWBAT: Write and solve addition

and subtraction equations using bar diagrams

Solve addition and subtraction equations

Use bar diagrams to solve problems involving ratios

Solve one-step multiplication and division equations

Write and solve equations with rational coefficients using bar diagrams

Solve equations with rational coefficients

Solve two-step equations Write and solve two-step

equations in p(x + q) = r form using bar diagrams and algebra tiles

Solve two-step equations of the form p(x + q) = r

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

b. Solve word problems leading toinequalities of the form px + q > ror px + q < r, where p, q, and r arespecific rational numbers. Graphthe solution set of the inequalityand interpret it in the context ofthe problem. For example: As asalesperson, you are paid $50 perweek plus $3 per sale. This weekyou want your pay to be at least$100. Write an inequality for thenumber of sales you need to make,and describe the solutions.

b.IQL 6-6 p. 493-4966-6 p. 497-5046-7 p. 505 -5126-8 p. 513-520

Exit Ticket or Guided Practice

p.500p.508p.516

TSWBAT: Use models to solve

problems involving inequalities

Solving inequalities by using the addition and subtraction properties of inequality

Solving inequalities by using the multiplication or division properties of inequality

Solve and graph two-step inequalities in one variable

GeometrySeventh Grade

ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETDraw, construct, and describe geometrical figures and describe the relationships between them.

7.G.1 Solve problems involving scale drawings of geometric figures,including computing actual lengthsand areas from a scale drawing andreproducing a scale drawing at adifferent scale.

Chapter 7 PSI p. 567-569IQL 7-4 p. 571-5747-4 p. 575-582IQL 7-4 p. 583-584

Exit Ticket or Guided Practice

p.578

TSWBAT: Solve problems by making a

model Use online maps to

reproduce a scale drawing at a different scale

Solve problems involving scale drawings

Use Geometer’s Sketchpad to calculate measurements for scale drawings

7.G.2 Draw (freehand, with ruler and protractor, and with technology)

IQL 7-3 p. 551-5547-3 p. 555-562

Exit Ticket or Guided Practicep. 558

TSWBAT: Draw triangles using given

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

geometric shapes with givenconditions. Focus on constructingtriangles from three measures ofangles or sides, noticing when theconditions determine a uniquetriangle, more than one triangle, or no triangle.

IQL 7-3 p. 563-566 angles or given side lengths Identify and classify

triangles and find missing angle measures

Draw triangles

7.G.3 Describe the two-dimensionalfigures that result from slicing three dimensional-figures, as in planesections of right rectangular prismsand right rectangular pyramids

7-6 p. 593-600 Exit Ticket or Guided Practicep.. 596

TSWBAT: Draw three-dimensional

figures given the top, side, and front views

Identify and draw three-dimensional figures

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

7.G.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.

IQL 8-1 p. 611-6128-1 p. 613-620IQL 8-2 p. 621-6228-2 p. 623-6308-3 p. 631-638Chapter 8 PSI p. 647-649

Exit Ticket or Guided Practicep. 616

p.626p.634

TSWBAT: Describe the relationship

between the diameter and circumference of a circle

Find the circumference of circles

Develop a formula for the area of a circle

Find the area of a circle Find the area of composite

figures Solve problems by solving a

simpler problem

7.G.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.

7-1 p. 535-5427-2 p. 543-550

Exit Ticket or Guided Practicep.538p.546

TSWBAT: Classify angles and identify

vertical and adjacent angles

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

7.G.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.

8-3 p. 631-6388-4 p. 639-646Chapter 8 PSI p. 647-649IQL 8-5 p. 651-6528-5 p. 653-660IQL 8-6 p. 661-6648-6 p. 665-672IQL 8-6 p. 673-6768-7 p. 677-684IQL 8-8 p. 685-6888-8 p. 689-696

Exit Ticket or Guided Practicep.634p.42

p.656

p.668

p.680

p.692

TSWBAT: Find the area of composite

figures Find the volume of prisms Solve problems by solving a

simpler problem Justify formulas for the

volume of pyramids Find the volume of pyramids Find the surface area of

prisms using models and nets

Find the surface areas prisms

Compare surface area and volume of rectangular prisms

Find the surface areas of pyramids

Explore volume and surface area of composite figures

Find the volume and surface area of composite figures

Statistics and ProbabilitySeventh Grade

ANCHOR STANDARD GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGETUse random sampling to draw inferences about a population.

7.SP.1 Understand that statistics canbe used to gain information about apopulation by examining a sample ofthe population; generalizations abouta population from a sample are valid

10-1 p. 793-80010-2 p. 801-808Chapter 10 PSI p. 821-823

Exit Ticket or Guided Practicep.796p.804

TSWBAT: Predict actions of a larger

group by using a sample Determine whether sample

methods are valid

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

only if the sample is representative of that population. Understand thatrandom sampling tends to producerepresentative samples and supportvalid inferences.

Recognize when statistics and graphs are misleading

Solve problems by using a graph

Select, organize, and construct appropriate data displays

7.SP.2 Use data from a randomsample to draw inferences about apopulation with an unknowncharacteristic of interest. Generatemultiple samples (or simulatedsamples) of the same size to gauge the variation in estimates or predictions.For example, estimate the mean word length in a book by randomlysampling 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.

10-1 p. 793-80010-2 p. 801-808IQL 10-2 p. 809-812

Exit Ticket or Guided Practicep.796p.804

TSWBAT: Predict actions of a larger

group by using a sample Determine whether sample

methods are valid Analyze the variation in

multiple samples of data

Draw informal comparative inferences about two populations

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

IQL 10-4 p. 825-826IQL 10-4 p. 837-838

Exit Ticket or Guided Practice TSWBAT: Use measures of center and

the range to compare two populations

Analyze the visual overlap of two numerical data distributions

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

plot, the separation between the twodistributions of heights is noticeable7.SP.4 Use measures of center andmeasures of variability for numericaldata from random samples to drawinformal comparative inferencesabout 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.

IQL 10-4 p. 825-82610-4 p. 827-836

Exit Ticket or Guided Practice

p. 832

TSWBAT: Use measures of center and

the range to compare two populations

Compare two populations

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, aprobability around . indicates anevent that is neither unlikely norlikely, and a probability near 1 indicates a likely event.

9-1 p. 711-7189-5 p. 757-764

Exit Ticket or Guided Practicep.714p.760

TSWBAT: Find and interpret the

probability of a simple event Use multiplication to count

outcomes and find probabilities

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 relativefrequency, and predict theapproximate 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.

IQL 9-2 p. 719-720 Exit Ticket or Guided Practice TSWBAT: Use an experiment to

determine relative frequency

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

7.SP.7 Develop a probability modeland use it to find probabilities ofevents. Compare probabilities from amodel to observed frequencies; if theagreement is not good, explainpossible sources of the discrepancy.a. Develop a uniform probabilitymodel by assigning equalprobability to all outcomes, and usethe model to determineprobabilities 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) byobserving frequencies in datagenerated from a chance process.For example, find the approximateprobability that a spinning pennywill land heads up or that a tossedpaper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

a.9-1 p. 711-718IQL 9-2 p. 719-7209-2 p. 721-728IQL 9-2 p. 729-732

b. 9-2 p. 721-728IQL 9-2 p. 729-732

Exit Ticket or Guided Practice

p.714

p.724

Exit Ticket or Guided Practicep.724

TSWBAT: Find and interpret the

probability of a simple event Use an experiment to

determine relative frequency Find and compare

experimental and theoretical probabilities

Use experimental and theoretical probabilities to decide whether a game is fair or unfair

TSWBAT: Find and compare

experimental and theoretical probabilities

Use experimental and theoretical probabilities to decide whether a game is fair or unfair

7.SP.8 Find probabilities ofcompound events using organizedlists, tables, tree diagrams, andsimulation.a. Understand that, just as withsimple events, the probability of acompound event is the fraction of

a.9-3 p. 733-7409-5 p. 757-7649-6 p. 765-772

Exit Ticket or Guided Practice

p.736p.760p.768p.778

TSWBAT: 8a. and 8b. Find

probabilities of compound events

8c. Perform probability simulations to model real-world situations involving uncertainty

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13

MATHEMATICS

outcomes in the sample space forwhich the compound event occurs.b. Represent for compound eventsusing methods such as organizedlists, tables and tree diagrams.For an event described ineveryday language (e.g., “rollingdouble sixes”), identify theoutcomes in the sample spacewhich compose the event.c. Design and use a simulation togenerate 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?

9-7 p. 775-782

b.9-3 p. 733-7409-5 p. 757-764IQL 9-7 p. 773-7749-7 p. 775-782

c.9-4 p. 741-748IQL 9-4 p. 749-752Chapter 9 PSI p. 753-755IQL 9-7 p. 773-774

p.736p.760

p.778

p.744

8c. Use a simulation to generate frequencies for a compound event

8a. and 8b. Use multiplication to count outcomes and find probabilities

8a. Find the number of permutations of a set of objects and find probabilities

8b. and 8c. Explore the probability of dependent and independent events

8a. and 8b. Find the probability of dependent and independent events

#2-MiddleSchool-7th Gr Math CCSS – updated 3/12/13