These ELOs need to be taught in sequential order!  

7.SP.1, 7.SP.2, 7.SP.3, 7.SP.4, statistics continue the discussion of sampling and reasoning started in compelling question 7.

PACING = 2 weeks

Essential Learning Outcomes (ELO)

⊡ Students will be able to use random sampling to generate visual and symbolic representations about a sample population and reason about the values found in order to make inferences about a population.  (7.SP.1, 7.SP.2) (MP.2, MP.3, MP.4)

Learning Targets:

• I can explain how a sample of a population can allow inferences to be made about a whole population. (7.SP.1)

• I can explain how random sampling produces a representative sample of a population. (7.SP.1)

• I can explain how sample size affects probability experiments. (7.SP.1)

• I can make inferences about a population using a random sample. (7.SP.2)

• I can use multiple samples to gauge percent variation. (7.SP.2)

• I can explain why multiple population samples generate different data. (7.SP.2)

• I can explain how sample size affects the validity of inferences. (7.SP.2)

🌕 Students will be able to use data from two sample populations to reason about how the populations compare, justify their reasoning, and critique the reasoning of others.  (7.SP.3, 7.SP.4) (MP.2, MP.3, MP.4)

Learning Targets:

• I can plot numerical data on a dot plot, box plot, and histogram. (7.SP.3)

• I can use data from two data sets to determine how much variation there is between sample medians and means. (7.SP.4)

• I can make inferences about two populations using sample mean and mean absolute deviation.  (7.SP.4)

• I can make inferences about two populations using sample median and interquartile range. (7.SP.4)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

Use your Daily Math Fluency kit (Hand2Mind)  *This kit was part of the Essential Learning PD week.

This kit has math talks (one problem to collect all of your students' strategies - formative assessment to see if they have efficient strategies) and number strings (pose one problem at a time from a series that is building/practicing ONE strategy, so do NOT collect all strategies).  

*The computational strategies that you practice during number talks does NOT have to align with the core math content.  Number talks are meant to practice fluency strategies, not teach new content.

CAN DO / Additional Resources:

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 23: Quadrats

Nearpod Math lessons Open Middle tasks

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities