Teacher(s):

Random Sampling and populations / Dates:
Feb. 6-Feb. 17
Florida Standard(s):
Benchmarks, descriptions, DOK levels, standards unpacked (know/do) highlighted /
MAFS.7.SP.3.5 (DOK 1): 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. MAFS.7.SP.3.6 (DOK 3): Approximatethe 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. Developa 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): Findprobabilities 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. Representsample 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 usea simulation to generate frequencies for compound events.
Learning Goal: / Students will investigate chance processes and be able to develop, use, and evaluateprobability 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-assessmentTo begin this module, students will generate the general concepts of fractions tounderstand 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 AssessmentsGuide the student to understand that a probability ofmeans 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 tenof 600 (orx 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 PlansA Roll of the Dice(ID 34343) orMarble 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 Probability
EngageNY 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 a
probability model.
  • Define and describe a compound event.
  • Write to explain______.
  • Justify why you______.

Progress Monitoring/ Feedback Loop / NYS Common Core Lesson Module:
  • Introduction to Probability & Probability Scale
EngageNY Module5: Lesson 1
McDougal Littell Chapter 13.1
  • Estimating Probabilities through Data Collection
EngageNY Module 5: Lesson 2
McDougal Littell Chapter 13.1
  • Chance Events with Equally Likely Outcomes
EngageNY Module 5: Lesson 3/4
McDougal Littell Chapter 13.1
  • Chance Events with Outcomes that are Not EquallyLikely
EngageNY Module 5: Lesson 5
McDougal Littell Chapter 13.1
Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections
Higher 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 Vocabulary /
  • 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

Monday Feb. 6 / Rigor Level / (DOK 1)
Daily Agenda
Daily Objective /
  • Math teachers at collaborative training / review day

BELL RINGER
( 5 minutes) /
  • Problems on the Board

I DO: /
  • General Review on simple equations and inequalities to solve problems
by reasoning about the quantities.
WE DO: /
  • General Review on simple equations and inequalities to solve problems
by reasoning about the quantities.
YOU DO: /
  • Take Notes on General Review on simple equations and inequalities

Homework /
  • Study for Test on Tuesday

EXIT TICKET:
(5 minutes) /
  • Identify Learning Scale level and write a reflection in notebook.

Tuesday Feb. 7 / Rigor Level(DOK 1)
Daily Agenda
Daily Objective /
  • Students will investigate surface area.

BELL RINGER
( 5 Minutes) /
  • Find the area of a trapezoid

I DO: /
  • Guided intrructiom

WE DO: / Cornell notes
YOU DO: /
  • Activity

Homework /
  • No Homework

EXIT TICKET:
(5 minutes)
Wednesday Feb. 8 / Rigor Level(DOK 1)
Daily Agenda
Daily Objective /
BELL RINGER /
  • Problems on the Board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Discuss and Reflect. Engage NY - NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 (Example 2 (10 minutes): Animal Crackers (Page 27)

YOU DO: /
  • In facilitated student centered groups, students will complete tasks from Engage NY - NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 (Exit Ticket - Page 29)

Homework /
  • McDougal Littell Chapter 13.1 - Independent Practice

EXIT TICKET:
(5 minutes) /
  • Identify Learning Scale level and write a reflection in notebook.

Thursday Feb. 9 / Rigor Level DOK 1
Daily Agenda
Daily Objective /
BELL RINGER
(5 Minutes) /
  • Problem on the Board

I DO: /
  • Review and Assess. Introduce Activity Engage NY - Lesson 2: Estimating Probabilities by Collecting Data - Page 29

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • Complete Word Problems - McDougal Littell Chapter 13.1

Homework /
  • No Homework

EXIT TICKET:
(5 minutes) /
  • Identify Learning scale level in notebook

Friday Feb. 10 / Rigor Level DOK 3
Daily Agenda
Daily Objective /
BELL RINGER
( 5 Minutes) /
  • Problems on the board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • McDougal Littell Chapter 13.2 - Independent Practice

Homework /
  • No Homework

EXIT TICKET:
(5 minutes) /
  • Critique your bell work in your notebook as notes

Mon. Feb. 13 / Rigor Level DOK 3
Daily Agenda
Daily Objective /
BELL RINGER
( 5 Minutes) /
  • Problems on the board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • McDougal Littell Chapter 13.2 - Independent Practice

Homework /
  • No Homework

EXIT TICKET:
(5 minutes) /
  • Critique your bell work in your notebook as notes

Tues. Feb. 14 / Rigor Level DOK 3
Daily Agenda
Daily Objective /
BELL RINGER
( 5 Minutes) /
  • Problems on the board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • McDougal Littell Chapter 13.2 - Independent Practice

Homework /
  • No Homework

EXIT TICKET:
(5 minutes) /
  • Critique your bell work in your notebook as notes

Wed. Feb. 15 / Rigor Level DOK 3
Daily Agenda
Daily Objective /
BELL RINGER
( 5 Minutes) /
  • Problems on the board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • McDougal Littell Chapter 13.2 - Independent Practice

Homework /
  • No Homework

EXIT TICKET:
(5 minutes) /
  • Critique your bell work in your notebook as notes

Thurs. Feb. 16 / Rigor Level DOK 3
Daily Agenda
Daily Objective /
BELL RINGER
( 5 Minutes) /
  • Problems on the board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • McDougal Littell Chapter 13.2 - Independent Practice

Homework /
  • No Homework

EXIT TICKET:
(5 minutes) /
  • Critique your bell work in your notebook as notes

Fri. Feb. 17 / Rigor Level DOK 3
Daily Agenda
Daily Objective /
BELL RINGER
( 5 Minutes) /
  • Problems on the board

I DO: /
  • Go over terminology
  • McDougal Littell Chapter 13.1 (Examples: I, II, III, and IV)

WE DO: /
  • Small group and Facilitated Instruction Model to complete NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 - Page 32 and 33

YOU DO: /
  • McDougal Littell Chapter 13.2 - Independent Practice

Homework /
  • No Homework

EXIT 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 theCCSS at the University of Arizona.
  • Teaching Channel Video 2 min video with focuson Improving Participation with Talk Moves(Personalized Learning Opportunity).

Learning Scales and Accommodations:

Noun Verb

OPERATIONS AND ALGEBRA
Expressions and Equations
Grade 7
Score 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:
• Applyproperties of operations as strategiesto add, subtract, factor, and expandlinear expressions with rational coefficients (7.EE.A.1)
• Rewriteexpressions 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:
• Applyproperties 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.
Writing
Writing activities that help
students understand the
content / Inquiry
Questioning strategies
that help students
understand the content / Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project / Reading
Any strategies in reading
that help students
understand
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in class within a set amount of time
• grade is evaluated using a rubric
Cornell Notes
• taking notes on the most important information
• summarizing
• using the notes to study
Reflective writing
• students write about what they have learned and what they still need / Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create. / Think Pair Share
Sharing ideas with a
partner 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
  • Check for understanding
  • Allow to leave class for assistance
  • Extra time for exams
  • Daily agenda
/
  • Allow student time to step out to de-escalate
  • Testing in small groups
  • Use of a planner/binder for organization
  • English Language Dictionary
/
  • Extended time on assignments =1 day
  • Preferential seating
  • Written direction given
  • Break directions into chunks
/
  • Read Aloud to Students
  • Visual manipulatives
  • Cooperative Learning,
  • Vocabulary, Description, Introduction,
.