Students have their first encounter with probability, as they develop their understanding of probability through calculating theoretical probabilities and designing and running their own simulations.
Math
Unit 8
7th Grade
In Unit 8, seventh-grade students finish the year with their first encounter with probability. They develop their understanding of probability through analyzing experiments, calculating theoretical probabilities, and designing and running their own simulations to model real-world situations (MP.4). Students encounter and use a variety of tools including spinners, dice, cards, coins, etc., and organizational tools such as organized lists, tables, and tree diagrams when they study compound probability (MP.5).
Students draw on and re-engage with concepts from ratios and proportions in order to fully understand probability as a ratio of desired outcomes to total outcomes. They also use proportional relationships to estimate long-run frequencies based on probabilities of experiments.
In high school, students will further explore probability, distinguishing between independent events and conditional events and developing rules to calculate probabilities of these compound events.
Pacing: 11 instructional days (9 lessons, 1 flex day, 1 assessment day)
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The following assessments accompany Unit 8.
Have students complete the Pre-Unit Assessment and Pre-Unit Student Self-Assessment before starting the unit. Use the Pre-Unit Assessment Analysis Guide to identify gaps in foundational understanding and map out a plan for learning acceleration throughout the unit.
Have students complete the Mid-Unit Assessment.
Use the resources below to assess student mastery of the unit content and action plan for future units.
Use student data to drive your planning with an expanded suite of unit assessments to help gauge studentsâ€™ facility with foundational skills and concepts, as well as their progress with unit content.
Model | Example |
Organized list |
The sample space for a spinner with 4 equal sections labeled yellow, blue, green, and red, and a fair coin with sides heads and tails |
Table |
The sample space for a spinner with 4 equal sections labeled yellow, blue, green, and red, and a fair coin with sides heads and tails |
Tree diagram |
The sample space for a spinner with 4 equal sections labeled yellow, blue, green, and red, and a fair coin with sides heads and tails |
The Horse Race Board (1 per small group)
Race Results Sheet (1 per small group)
compound event
experimental probability
likelihood
outcome
probability
sample space
simulation
simple event
theoretical probability
tree diagram
To see all the vocabulary for Unit 8, view our 7th Grade Vocabulary Glossary.
Topic A: Probability Models of Simple Events
Topic B: Probability Models of Compound Events
Key
Major Cluster
Supporting Cluster
Additional Cluster
CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6 — Attend to precision.
CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
Unit 7
Statistics