Embedded Files
In 7th grade, students learn to construct, solve and interpret proportions and two step equations using rational numbers in order to apply and represent these skills in real world situations including statistics, percent, geometry and probability.
How to Use this Page
Click the video to see a quick overview of how to use this page and its resources.
Learning Progression 1
Generate & Draw Inferences from Random Samples
Learning Intention 1: I am learning to analyze samples and populations from mathematical contexts. (Activity)
Learning Intention 1: I am learning to analyze samples and populations from mathematical contexts. (Activity)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
1a. I can identify the difference between a sample and a population given in context in multiple representations. (Conceptual - Level 1)
Learning Intention 2: I am learning to gauge and draw conclusions about sampling, bias and fairness. (Activity)
Learning Intention 2: I am learning to gauge and draw conclusions about sampling, bias and fairness. (Activity)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
2a. I can gauge whether a sample is random or not in a familiar context. (Conceptual, level 2)
2b. I can describe whether a sample is representative of a population in a familiar context. (Conceptual, level 1)
2c. I can identify biased and unbiased samples in a familiar context. (Conceptual, level 1)
2d. I can gauge whether a sample is fair or not fair in a familiar context. (Added)
2e. I can determine whether a sample is representative of a population in a familiar context. (Procedural, level 2)
2f. I understand the terms bias/unbiased and fair/not fair. (Vocabulary)
Learning Intention 3: I am learning to gauge and draw conclusions about sampling, bias and fairness. (Gradual Release)
Learning Intention 3: I am learning to gauge and draw conclusions about sampling, bias and fairness. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
3a. I can gauge whether a sample is random or not in a familiar context. (Conceptual, level 2)
3b. I can describe whether a sample is representative of a population in a familiar context. (Conceptual, level 1)
3c. I can identify biased and unbiased samples in a familiar context. (Conceptual, level 1)
3d. I can gauge whether a sample is fair or not fair in a familiar context. (Added)
3e. I can determine whether a sample is representative of a population in a familiar context. (Procedural, level 2)
3f. I understand the terms bias/unbiased and fair/not fair. (Vocabulary)
Learning Intention 4: I am learning to express and draw inferences about populations given data in various representations. (Gradual Release)
Learning Intention 4: I am learning to express and draw inferences about populations given data in various representations. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
4a. I can draw obvious inferences about a population using data from a random sample from a population presented in a familiar context. (Procedural, level 2)
4b. I can draw inferences about a population using data from a random sample with unknown characteristics of interest presented in an unfamiliar context. (Application, level 3)
Note: Familiar includes: mean word length in a book, mean height (see below), predict the winner of a school election, or estimate school lunch preference (see below). Connections can be made to equivalent ratios in 6th grade.
Learning Intention 5 (optional depth day): I am learning to gauge the variations in estimates or predictions. (Activities)
Learning Intention 5 (optional depth day): I am learning to gauge the variations in estimates or predictions. (Activities)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
5a. I can generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. (Procedural, level 4)
Learning Progression 2
Draw Informal Inferences by Comparing Two Populations
Learning Intentions 6 & 7 (two days): I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Activity) Suggested Context: Make comparisons between mean word length in 4th grade versus middle school.
Learning Intentions 6 & 7 (two days): I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Activity) Suggested Context: Make comparisons between mean word length in 4th grade versus middle school.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
6a. I can make comparisons between two numerical data distributions using mean. (Conceptual, level 1)
6b. I can recall how to find the mean from 6th grade. (Added)
6c. I can recall how to find the mean absolute deviation from 6th grade. (Added)
6d. I can make comparisons between two numerical data distributions using range. (Concepual, level 2)
6e. I can recall how to find the median from 6th grade. (Added)
6f. I can recall how to find the range from 6th grade. (Added)
6g. I can recall how to find the interquartile range from 6th grade. (Added)
6h. I can make comparisons between two numerical data distributions by:
6i. using visual overlap in a familiar context. (Procedural, level 2)
6j. by measuring the difference between the centers in any context. (Procedural, level 3)
Learning Intention 8 & 9 (two days): I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Activity) Suggested Context: Make comparisons between which teams get into the PAC12, see CA 2013 Framework.
Learning Intention 8 & 9 (two days): I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Activity) Suggested Context: Make comparisons between which teams get into the PAC12, see CA 2013 Framework.
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
8a. I can make comparisons between two numerical data distributions using mean. (Conceptual, level 1)
8b. I can recall how to find the mean from 6th grade. (Added)
8c. I can recall how to find the mean absolute deviation from 6th grade. (Added)
8d. I can make comparisons between two numerical data distributions using range. (Concepuallevel 2)
8e. I can recall how to find the median from 6th grade. (Added)
8f. I can recall how to find the range from 6th grade. (Added)
8g. I can recall how to find the interquartile range from 6th grade. (Added)
8h. I can make comparisons between two numerical data distributions by:
8i. using visual overlap in a familiar context. (Procedural, level 2)
8j. by measuring the difference between the centers in any context. (Procedural, level 3)
Learning Intention 10: I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Activity)
Learning Intention 10: I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Activity)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
10a. I can make comparisons between two numerical data distributions using mean. (Conceptual, level 1)
10b. I can recall how to find the mean from 6th grade. (Added)
10c. I can recall how to find the mean absolute deviation from 6th grade. (Added)
10d. I can make comparisons between two numerical data distributions using range. (Concepual, level 2)
10e. I can recall how to find the median from 6th grade. (Added)
10f. I can recall how to find the range from 6th grade. (Added)
10g. I can recall how to find the interquartile range from 6th grade. (Added)
10h. I can make comparisons between two numerical data distributions by:
10i. using visual overlap in a familiar context. (Procedural, level 2)
10j. by measuring the difference between the centers in ny context. (Procedural, level 3)
Learning Intention 11: I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Gradual Release)
Learning Intention 11: I am learning to extend my knowledge of measures of center and variability from 6th grade statistics to make comparisons between two data distributions represented in various forms. (Gradual Release)
Success Criteria (click link above for the Clarity Cover Sheet with textbook resources, released SBAC items, vocabulary & a self-assessment scale)
11a. I can make comparisons between two numerical data distributions using mean. (Conceptual, level 1)
10b. I can recall how to find the mean from 6th grade. (Added)
10c. I can recall how to find the mean absolute deviation from 6th grade. (Added)
11d. I can make comparisons between two numerical data distributions using range. (Concepuallevel 2)
10e. I can recall how to find the median from 6th grade. (Added)
10f. I can recall how to find the range from 6th grade. (Added)
10g. I can recall how to find the interquartile range from 6th grade. (Added)
11h. I can make comparisons between two numerical data distributions by:
10i. using visual overlap in a familiar context. (Procedural, level 2)
10j. by measuring the difference between the centers in ny context. (Procedural, level 3)
Remember Claim 4!
Click the Claim 4 tab for the rest of your instruction
and embedded common formative assessments.
Page updated
Report abuse