Teacher(s):

Random Sampling and populationsDates:

Feb. 21-March 3

Florida Standard(s

):Benchmark

s, description

s, DOK levels,

standards unpacked (know/do) highlighted

MAFS.7.SP.3.5 (DOK 1): Understand that the probability of a chance event is a numberbetween 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. MAFS.7.SP.3.6 (DOK 3): 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. MAFS.7.SP.3.7 (DOK 3) : 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. MAFS.7.SP.3.8 (DOK 3): 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.

Learning Goal:

Students will investigate chance processes and be able to develop, use, and evaluate probability models.

Essential Question

How do you determine the probability of an event and check for reasonableness? What is the relationship between experimental and theoretical probabilities? What is the difference between a simple and a compound event?

Assessments

Pre-assessment To begin this module, students will generate the general concepts of fractions to understand ratio concepts and use ratio reasoning to solve problems. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Formative Assessments Guide the student to understand that a probability of means one expects to roll a sum of 10 one out of twelve times, so over 600 rolls, one

would expect to roll a sum of ten of 600 (or x 600 = 50) times. Ask the

student to determine the probability of rolling a sum of six ( ) and to use this probability to estimate the number of times one would expect to roll a sum of six in 600 turns. Provide additional opportunities to estimate the frequency of an event based on a given probability. Consider implementing CPALMS Lesson Plans A Roll of the Dice (ID 34343) or Marble Mania(ID 4732), to help students understand probability of simple events. Consider implementing other MFAS tasks for standard 7.SP.3.6.

Summative Assessments Simulations to Approximate a ProbabilityEngageNY Module 5: Lesson 10/11 End-of-Module Assessment and Rubric Topics A through D (assessment 1 day) (page 282)

Writing in Math: Write to explain your development of aprobability model. Define and describe a compound event. Write to explain____________________. Justify why you____________________.

Progress Monitorin

g/ Feedback

Loop

NYS Common Core Lesson Module: Introduction to Probability & Probability Scale

EngageNY Module5: Lesson 1McDougal Littell Chapter 13.1

Estimating Probabilities through Data CollectionEngageNY Module 5: Lesson 2 McDougal Littell Chapter 13.1

Chance Events with Equally Likely OutcomesEngageNY Module 5: Lesson 3/4 McDougal Littell Chapter 13.1

Chance Events with Outcomes that are Not Equally LikelyEngageNY Module 5: Lesson 5McDougal Littell Chapter 13.1

Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflectionsHigher Order

Question(s)

How do you determine relative frequency? What is the relationship between experimental and theoretical probability? What is the relative frequency of_________________? Why is ______________ an appropriate method? What kinds of questions can be answered by using proportional reasoning? How can you solve that problem in a different way?

Key Vocabular

y

Probability Event Random Event Outcomes Favorable Outcomes Theoretical Probability Experimental Probability Relative Frequency Tree Diagram Sample Space Independent Event Dependent Event Compound Event Simulation Percent Uniform

Tuesday Feb. 21 Rigor Level (DOK 1)Daily Agenda

Daily Objective

BELL RINGER( 5 Minutes)

Find the area of a trapezoid

I DO: Guided instructionWE DO: Cornell notes

YOU DO: ActivityHomework No Homework

EXIT TICKET:(5 minutes)

Wednesday Feb. 22 Rigor Level (DOK 1)Daily Agenda

Daily Objective

BELL RINGER Problems on the Board

I DO: Go over terminology

WE DO: Discuss and Reflect. YOU DO: In facilitated student centered groups, students will complete tasks

Homework Independent PracticeEXIT TICKET:(5 minutes)

Identify Learning Scale level and write a reflection in notebook.

Thursday Feb. 23 Rigor Level DOK 1Daily Agenda

Daily Objective

BELL RINGER(5 Minutes)

Problem on the Board

I DO: Review and Assess. Introduce Activity WE DO: Small group and Facilitated Instruction

YOU DO: Complete Word Problems Homework No Homework

EXIT TICKET:(5 minutes)

Identify Learning scale level in notebook

Friday Feb. 24 Rigor Level DOK 3Daily Agenda

Daily Objective

BELL RINGER( 5 Minutes)

Problems on the board

I DO: Go over terminology

WE DO: Small group and Facilitated Instruction YOU DO: - Independent Practice

Homework No HomeworkEXIT TICKET:(5 minutes)

Critique your bell work in your notebook as notes

Mon. Feb. 27 Rigor Level DOK 3Daily Agenda

Daily Objective 7.SP.2.3 Anayzing and comparing dataBELL RINGER( 5 Minutes)

Problems on the board

I DO: Go over terminology

WE DO: Small group and Facilitated Instruction YOU DO: - Independent Practice

Homework No HomeworkEXIT TICKET:(5 minutes)

Critique your bell work in your notebook as notes

Tues. Feb. 28 Rigor Level DOK 3Daily Agenda

Daily Objective 7.SP.2.3 Anayzing and comparing dataBELL RINGER( 5 Minutes)

Problems on the board

I DO: Go over terminology

WE DO: Small group and Facilitated Instruction YOU DO: - Independent Practice

Homework No HomeworkEXIT TICKET:(5 minutes)

Critique your bell work in your notebook as notes

Wed. March 1 Rigor Level DOK 3Daily Agenda

Daily Objective 7.SP.2.3 Anayzing and comparing dataBELL RINGER( 5 Minutes)

Problems on the board

I DO: Go over terminology

WE DO: Small group and Facilitated Instruction YOU DO: - Independent Practice

Homework No HomeworkEXIT TICKET:(5 minutes)

Critique your bell work in your notebook as notes

Thurs. March 2 Rigor Level DOK 3Daily Agenda

Daily Objective 7.SP.2.4 Analyzing and comparing dataBELL RINGER( 5 Minutes)

Problems on the board

I DO: Go over terminology

WE DO: Small group and Facilitated Instruction YOU DO: - Independent Practice

Homework No HomeworkEXIT TICKET:(5 minutes)

Critique your bell work in your notebook as notes

Fri. March 3 Rigor Level DOK 3Daily Agenda

Daily Objective 7.SP.2.4 Analyzing and comparing dataBELL RINGER( 5 Minutes)

Problems on the board

I DO: Go over terminology

WE DO: Small group and Facilitated Instruction YOU DO: - Independent Practice

Homework No HomeworkEXIT TICKET:(5 minutes)

Critique your bell work in your notebook as notes

Mathematical Principal Standards

Link to Mathematical Practice Standards Rubric

MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.4.1: Model with mathematics. MAFS.K12.MP.5.1: Use appropriate tools strategically. MAFS.K12.MP.6.1: Attend to precision

Resources include:

Introduction to Probability & Probability Scale - EngageNY Module5: Lesson 1 (page 9) - McDougal Littell Chapter 13.1

Estimating Probabilities through Data Collection - EngageNY Module 5: Lesson 2 (page 24) - McDougal Littell Chapter 13.1

Chance Events with Equally Likely Outcomes - EngageNY Module 5: Lesson 3/4 (page 35) - McDougal Littell Chapter 13.1

Chance Events with Outcomes that are Not Equally Likely - EngageNY Module 5: Lesson 5 (page 55) - McDougal Littell Chapter 13.1

Tree Diagrams - EnageNY Module 5: Lesson 6 (page 64) - McDougal Littell Chapter 13.2 Probability of Compound Events/ Counting Principle - EngageNY Module 5: Lesson 7 (page 73) - McDougal Littell

Chapter 13.3 Theoretical Probability vs. Estimated Probability - EngageNY Module 5: Lesson 8 (page 73) Simulations to Approximate a Probability - EngageNY Module 5: Lesson 10/11 (page 73)

MARS Classroom Challenge – Probability Games A Formative Assessment Lesson with all necessary materials which may be used to help students overcome probability misconceptions.

MARS Classroom Challenge – Probability Games A Formative Assessment Lesson with all necessary materials which may be to help students in the area of equally likely events, randomness, and sample sizes.

MARS Task- Lottery - Apprentice level task structured to feature the mathematical practice standards that has students use probability to make predictions about a card game.

MARS Task- Spinner Bingo – Expert level task structured to feature the mathematical practice standards that has students use math to figure out the best way to play a number bingo game.

MARS Task- Card Game- Expert level task structured to feature the mathematical practice standards that has students use math to decide whether a lottery idea will make money.

Illustrative Mathematics – 7th grade tasks developed under the direction of writers of the CCSS at the University of Arizona.

Teaching Channel Video 2 min video with focus on Improving Participation with Talk Moves (Personalized Learning Opportunity).

Learning Scales and Accommodations:

Noun Verb

OPERATIONS AND ALGEBRAExpressions and Equations

Grade 7Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content

Score 3.0 The student will:• Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients (7.EE.A.1)

• Rewrite expressions in different forms in a problem context to demonstrate how quantities are related same as “multiply by 1.05”) (7.EE.A.2)

Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content

Score 2.0 The student will recognize or recall specific vocabulary, such as:• Add, coefficient, expand, expression, factor, linear, operation, property, quantity, rational, relate, strategy, subtract

The student will perform basic processes, such as:• Apply properties of operations to simplify linear expressions with rational coefficients

Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content

Score 1.0 With help, partial success at score 2.0 content and score 3.0 content

Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content

Score 0.0 Even with help, no success

WICR Strategies used during each unit.WritingWriting activities that helpstudents understand thecontent

InquiryQuestioning strategiesthat help studentsunderstand the content

CollaborationWorking together with apartner or in a group ofstudents to understand, toproblem solve, or tocomplete a task/project

ReadingAny strategies in readingthat help studentsunderstand

Writing-to-Learn• summaries Process writing• using a rubric as evaluationOn-demand/Timed writing• writing that is completed in class within a set amount of time• grade is evaluated using a rubricCornell Notes• taking notes on the most important information • summarizing• using the notes to studyReflective writing• students write about what they have learned and what they still need

Higher level questioningin classes• Costa’s Level 1: Studentsfind the answers right therein the text.

• Costa’s Level 2: Studentsmust figure out the answerfrom information in thetext.

• Costa’s Level 3: Studentsapply what they havelearned or use what theyhave learned to evaluate orcreate.

Think Pair Share

Sharing ideas with apartner or in a group

Carousel/Gallery Walk

Problem solving in groups

Projects in groups

Before reading activities• vocabulary activities• accessing prior knowledge• making predictions

During reading activities• marking the text• Cornell notes• graphic organizers

After reading strategies• summarizing• group projects

Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the

student Allow student time to step

out to de-escalate Extended time on

assignments =1 day Read Aloud to Students Visual manipulatives

Check for understanding Allow to leave class for

assistance Extra time for exams Daily agenda

Testing in small groups Use of a planner/binder for

organization English Language Dictionary

Preferential seating Written direction given Break directions into

chunks

Cooperative Learning, Vocabulary, Description,

Introduction, .