Grade 7
Unit 6
Table of Contents
Data and Statistics
Section
Page Number
Unit Description
Unit Standards
Unit Essential Questions
Unit Proficiencies (Learning Targets)
Unit Vocabulary and Language Support
Sample Unit Calendar and Possible Supporting Materials
Student Proficiencies Handout
Unit Assessments and Rubric/Commentary
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Grade 7
Content Unit 6
Dates of Unit:
9/8 – 10/17/ 2014
Unit Title:
Stage 1
Unit
Description:
Standards:
Data and Statistics
Identify Desired Results
Essential
Questions:
1. How is an understanding of positive and negative rational numbers useful in problem solving?
2. How does the ability to use multiple methods and tools to compute fluently—and make reasonable estimates—help to simplify
mathematical tasks involving whole numbers and decimals?
7.SP.1
7.SP.2
7.SP.3
7.SP.4
7.SP.5
Standard
Proficiencies
(Learning Targets)
Students will analyze different forms of data using various measures of center.
7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population;
generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that
random sampling tends to produce representative samples and support valid inferences.
7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate
multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate
the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on
randomly sampled survey data. Gauge how far off the estimate or prediction might be.
7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the
difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players
on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean
absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative
inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are
generally longer than the words in a chapter of a fourth-grade science book.
7.SP.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.
I can use statistics to learn about a
population by looking at a sample of the
population.
I can analyze and interpret
data from a random sample to
draw inferences about a
population.
I can identify measures of
central tendency (mean,
median, mode) in a data
distribution.
I can analyze and interpret
data using measures of central
tendency and variability.
I can describe the probability of
a chance event as a number
between 0 and 1, where larger
values indicate a greater
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
likelihood.
I can explain how random sampling tends
to produce representative samples and
support valid inferences.
I can create multiple samples
of equal size to determine the
variation in estimates or
predictions by comparing the
samples.
I can identify measures of
variation including upper and
lower quartiles, upper extreme
maximum and lower extreme
minimum, range, inter-quartile
range and mean absolute
deviation.
I can draw informal
comparative inferences about
two populations from random
samples.
I can compare two data
distributions on a graph and
assess the degree of visual
overlap.
I can compare differences in
the measure of central
tendency in two data
distributions by measuring the
difference between the centers
and writing it as a multiple of a
measure of variability.
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
Stage 2
Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)
Academic Vocabulary:
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
Stage 3
Plan Learning Experiences and Instruction
Pacing Chart
Proficiency
Materials
Time Allotment
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad Agenbroad (June, 2014)
NUMBER SENSE
PROFICIENCIES
Name ______________________________
Date ________________________ Period _____
My Proficiency Assessment Scores
Proficiency #1 – “I can find the greatest common factor of two
whole numbers up to 100.”
Proficiency #2 – “I can find the least common multiple using two
numbers up to 12.”
Proficiency #3 – “I can use the distributive property.”
Proficiency #4 – “I can divide multi-digit decimals numbers
using long division.”
Proficiency #5 – “I can add multi-digit decimals.”
Proficiency #6 – “I can subtract multi-digit decimals.”
Proficiency #7 – “I can multiply multi-digit decimals.”
.
Proficiency #8 – “I can divide multi-digit decimals.”
Proficiency #9 – “I can use positive and negative numbers to
describe quantities.”
Proficiency #10 – “I can use positive and negative numbers to
describe real life situations .”
Proficiency #11 – “I can explain the meaning of zero in real life
situations.”
Proficiency #12 – “I can find the mean of a set of numbers.”
Proficiency #13 – “I can find the median of a set of numbers .”
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Proficiency #14 – “I can find the mode of a set of numbers .”
Proficiency #15 – “I can find the range of a numbers .”
Proficiency #16 – “I can understand and use mathematical
vocabulary .”
Prime number
Median
Composite number
Even number
Odd number
Distributive Property
Whole number
Decimal
Number Line
Factor
Mode
Product
Base (of an exponent)
Greatest common factor
Digit
Positive number
Negative number
Zero
Least common multiple
Range
Addend
Sum
Difference
Multiple
Mean
Quotient
Operations
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Proficiency Assessment…
Name _________________________________
Date _______________________ Period ____
Proficiency # – “I can ….”
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
Proficiency
Score
4
Percentage
3
83%
2
67%
1
50%
100%
Description
WOW!
I have shown proficiency and deeper understanding by:

You got it 
I have shown proficiency by:

Help is needed
I have shown partial understanding by:

Uh-oh…
I have not yet shown my understanding of the math.
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This Unit Developed by: Althea Beam, Robert Shearer, and Brad
Agenbroad (June, 2014)
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Agenbroad (June, 2014)
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Agenbroad (June, 2014)