Common Core Unit 5 Starting Points
Unit 5: Statistics and Probability
Essential Questions:
o Why is random sampling important when collecting data?
o What methods can be used to compare information about two populations?
o How are the numbers zero through one used to classify probability events?
o What is the difference between theoretical and experimental probability?
o How can data collection assist in making predictions about an event?
o How should a spinner look if all outcomes have an equal chance of occurring?
o What are the characteristics of a compound event?
o What tools are effective in finding the probability of compound events?
Common Core Standards:
Use random sampling to draw inferences about a population.
7.SP.A.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.A.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.
Draw informal comparative inferences about two populations.
7.SP.B.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.
7.SP.B.4. Use measures of center and measures of variability for numerical data
from random samples to draw informal comparative inferences about two
populations.
Investigate chance processes and develop, use, and evaluate probability
models.
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.
This document represents one sample starting points for the unit. It is not all-inclusive and is only
one planning tool. Please refer to the wiki for more information and resources.
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.
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.
b. Develop a probability model (which may not be uniform) by observing
frequencies in data generated from a chance process.
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.
Approximate Length of Unit: 33 days
Standard(s) Days
7.SP.C.5
5-7
7.SP.C.8a
7.SP.C.8.b
Notes
Big Ideas:
Recognize the probability of a chance event is between 0
and 1.
See probability of chance events as long run relative
frequencies of outcomes.
Explore theoretical probability of independent events.
-Use tree diagrams, lists, tables
Explore theoretical probability of dependent events.
-Use tree diagrams, lists, tables
Sample space is the set of possible outcomes for a chance
event.
Predict relative frequency given probability.
Resources:
This document represents one sample starting points for the unit. It is not all-inclusive and is only
one planning tool. Please refer to the wiki for more information and resources.
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Lesson: Deal or No Deal
Web Resource: Plinko
Task: Kingdom Problem
Task: Café 240
Web Resource: Pascal’s Triangle
Web Lesson: Probability with Tree Diagrams
Web Resource: Compound Events
Assessment Limit/Clarification
This standard is part of supporting content cluster
assessed on PARCC. This content cluster supports the
work in the Ratio and Proportional Relationships domain.
Probability models draw on proportional reasoning and
should be connected to the major work in those
standards.
Assessment Items:
 Illustrative Mathematics: Sitting Across from each
other
 Illustrative Mathematics: Tetrahedral Dice
 Illustrative Mathematics: Rolling Twice
 Illustrative Mathematics: Waiting Times
7.SP.A.1
7.SP.A.2
7.SP.C.6
7.SP.C.7a
7.SP.C.7.b
8-9
Big Ideas:
Explore empirical/experimental probability.
Predict relative frequency given probability.
Develop plans for collecting data (random sampling).
Sample vs. Population…How does this affect the data?
Develop a probability model and use it to find
probabilities of an event (uniform and not uniform)
Resources:
 Task: Verbose Words
 Lesson: Cloning
 Task: Ping Pong
 Lesson: Conquering SKUNK
 Web Resource: Coin Flip simulator
 Lesson: Candy Colors
 Web Resource: Flipping Out over Probability!
 Task: Deli Dilemma
 Web Resource: M&M color analysis
This document represents one sample starting points for the unit. It is not all-inclusive and is only
one planning tool. Please refer to the wiki for more information and resources.
 Web Resource: Two Dice Toss
Assessment Limit/Clarification:
This standard is part of supporting content cluster
assessed on PARCC. This content cluster supports the
work in the Ratios and Proportional Relationships
domain. The standards in this cluster represent
opportunities to apply percentages and proportional
reasoning. To make inferences about a population, one
needs to apply such reasoning to the sample and the
entire population.
This standard is part of supporting content cluster
assessed on PARCC. This content cluster supports the
work in the Ratio and Proportional Relationships domain.
Probability models draw on proportional reasoning and
should be connected to the major work in those
standards.
Assessment Items:
 Illustrative Mathematics: Mr. Brigg’s Class Likes
Math
 Illustrative Mathematics: Valentine Marbles
 Illustrative Mathematics: Rolling Dice
 Illustrative Mathematics: Heads or Tails
 Illustrative Mathematics: Tossing Cylinders
 Illustrative Mathematics: Waiting Times
 Illustrative Mathematics: How Many Buttons?
7.SP.C.8.c
5-6
Big Ideas:
Design and use a simulation to generate relative
frequencies for compound events.
Assessment Limit/Clarification
This standard is part of supporting content cluster
assessed on PARCC. This content cluster supports the
work in the Ratio and Proportional Relationships domain.
Probability models draw on proportional reasoning and
should be connected to the major work in those
standards.
7.SP.B.3
7.SP.B.4
8-11
Big Ideas:
Use measures of center and measures of variability to
describe a data set.
This document represents one sample starting points for the unit. It is not all-inclusive and is only
one planning tool. Please refer to the wiki for more information and resources.
Use measures of center and measures of variability to
draw informal comparative inferences about two
populations.
Resources:
 Task: Team USA
 Task: A (Ear)budding problem
 Task: The Great Debate
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Assessment Limit/Clarification
This standard is considered additional content
assessed on PARCC.
Assessment Items:
 Illustrative Mathematics: College Athletes
 Illustrative Mathematics: Offensive Lineman
Howard County Public Schools Office of Secondary Mathematics Curricular Projects
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This document represents one sample starting points for the unit. It is not all-inclusive and is only
one planning tool. Please refer to the wiki for more information and resources.