Assessments

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.

Essential Standard Claim 1 Proficiency Scales

Can be used to inform standard-based grading

Applicable Pre-assessments

If given prior, then you only need to view a portion of the results.

MAP (part of the district assessment plan)

Learning Continuum by Topic: See MAP Report

Learning Continuum by Standard: See MAP Report

MDTP Preparedness for 7th Grade (optional)

DAST: #7

PROP: #31,#34

MDTP Preparedness for 8th Grade (optional)

DAPS: #27, #30.

PROP: #19, #22, #25, #37

Formative and/or Summative Assessments,

Reengagement & Reassessment

Statistics & Probability Focused Interim Assessment Block (FIAB): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

Statistics & Probability (FIAB) Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Interim Comprehensive Assessment (ICA): Consider giving instead of chapter tests or quizzes.

Consider using this assessment throughout instruction in an unstandardized administation - whole class, small group or select items individually.

ICA Reengagement Day: Do instead of a review day before the assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #1: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

To save time in this relatively short unit, consider giving the Stats & Probability FIAB instead of any quizzes, chapter tests or site-created cumulative assessment.

Cumulative Assessment Reengagement Day: Do instead of a review day before the first assessment.

Reengagement One Pager See document.

Reengagement Template (One Slide) See slides.

Need to Do a Class Review for your Next Big Summative Assessment? Instead of wasting time and boring students with a comprehensive review, provide those notes and try something different instead. Rather than reviewing first and then doing a practice test, consider giving the practice test first and then reengaging around the results for a more targeted and engaging review.

Cumulative Assessment #2: Site / teacher created. Please submit to the design team, email dmattoon@hemetusd.org

To save time in this relatively short unit, consider giving the Stats & Probability FIAB instead of any quizzes, chapter tests or site-created cumulative assessment.

Guidelines for Creating your Own Assesment in Claim 1

7.SP.C.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?

Embed with 7.SP.C.8, 7.SP.C.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.

Embed with 7.SP.C.8, 7.SP.C.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.

Embed with 7.SP.C.8, 7.SP.C.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?

Embed your assessments into you custom Clarity Calendar! See tab.

There are no Interim Assessment Blocks for this unit.

Consider using a Claim 4 task instead.