Page 44 - LZ-IM_FL_Grade 7_Print Sample

Standard
Description
Lessons Where Standards Are Addressed
MAFS.7.SP.3.5:
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.
Unit 8: Lessons 2 through 6
MAFS.7.SP.3.6:
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.
Unit 8: Lessons 1, 3, 4, 5, 6
MAFS.7.SP.3.7:
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. 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?
Unit 8: Lesson 14
a.
Unit 8: Lessons 3, 20
b.
Unit 8: Lessons 4, 5, 6
MAFS.7.SP .3.8
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. 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?
a.
Unit 8: Lesson 9
b.
Unit 8: Lessons 8,9
c.
Unit 8: Lessons 6, 7, 10
MAFS.K12.MP.1.1
Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Unit 1: Lessons 1, 8, 13
Unit 2: Lessons 7, 9
Unit 3: Lesson 11
Unit 4: Lessons 2, 3, 12, 15 Unit 6: Lessons 11, 12, 14, 15 Unit 7: Lessons 4, 13
Unit 8: Lessons 8, 9, 11, 12, 14, 19 Unit 9: Lessons 1, 4
MAFS.K12.MP.2.1
Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Unit 1: Lessons 7, 8
Unit 2: Lessons 3, 5, 6, 11, 12
Unit 3: Lessons 9, 10
Unit 4: Lesson 6
Unit 5: Lessons 1, 2, 7, 9, 12, 14, 15, 16 Unit 6: Lessons 4, 5, 16
Unit 7: Lesson 15
Unit 8: Lessons 2, 3, 9, 11, 13, 15, 18, 20 Unit 9: Lessons 2, 5, 7