Curriculum
Map
Unit 3
Probability and Statistics
Session 93
Wednesday, January 13, 2016
UEQs
How does probability and statistics help us to better understand data? (Number of sessions: 16)
Probability describes the likelihood of an event occuring while statistics can be used to draw conclusions about a
population.
Standards
MAFS.7.SP.3.5 (view) (Number of sessions: 4)
Content Complexity. Level 1: Recall
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.
MAFS.7.SP.3.6 (view) (Number of sessions: 4)
Content Complexity. Level 2: Basic Application of Skills & Concepts
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.
MAFS.7.SP.3.7 (view) (Number of sessions: 4)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
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. 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. 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?
MAFS.K12.MP.1.1 (view) (Number of sessions: 4)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and
change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically
proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw
diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might
rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they continually ask themselves, Does this make sense?
They can understand the approaches of others to solving complex problems and identify correspondences between
different approaches.
MAFS.K12.MP.3.1 (view) (Number of sessions: 4)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use
stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and
build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them
to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that
take into account the context from which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a
flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as
objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful
questions to clarify or improve the arguments.
MAFS.K12.MP.4.1 (view) (Number of sessions: 4)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a
function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply
what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the
situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
LAFS.7.SL.1.1 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration
and respond to others questions and comments with relevant observations and ideas that bring the discussion back on
topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views.
LAFS.68.WHST.2.4 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Learning Goals
Know - (Number of sessions: 4)
Probability expresses the likelihood of an event occuring. The larger the number the greater the likelihood. The smaller
the number the less the likelihood. The probability of a chance event occuring can by approximated and predicted by
collecting data on the change process and observing its long-run relative frequency.
Do - (Number of sessions: 4)
Approximate and predict the probability of a chance event occuring by collecting data on the chance event and observing
its long-run relative frequency. Compare probabilities from a probability model to observed frequencies. Explain possible
sources of discrepancies when the agreements are not good.
LEQs
How are the probabilities from a model to observed frequencies compared? (Number of sessions: 4)
The probabilities from a probability model to the observed frequencies are compared by calculating the theoretical
probability to the experimental probability.
Resources
Textbook - (Number of sessions: 4)
Chapter 9 - Lesson 1 - p. 711 Chapter 9 - Inquiry Lab - p. 719 Chapter 9 - Lesson 2 - p. 721
Vocabulary
Vocabulary - (Number of sessions: 4)
Probability Outcome Simple Event Random Complementary Events Relative Frequency Uniform Probability Model
Theoretical Probability Experimental Probability
Session 97
Wednesday, January 20, 2016
UEQs
How does probability and statistics help us to better understand data? (Number of sessions: 16)
Probability describes the likelihood of an event occuring while statistics can be used to draw conclusions about a
population.
Standards
MAFS.7.SP.3.8 (view) (Number of sessions: 5)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 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. 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. 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?
MAFS.K12.MP.1.1 (view) (Number of sessions: 5)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and
change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically
proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw
diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might
rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they continually ask themselves, Does this make sense?
They can understand the approaches of others to solving complex problems and identify correspondences between
different approaches.
MAFS.K12.MP.3.1 (view) (Number of sessions: 5)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use
stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and
build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them
to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that
take into account the context from which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a
flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as
objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful
questions to clarify or improve the arguments.
MAFS.K12.MP.4.1 (view) (Number of sessions: 5)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a
function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply
what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the
situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
LAFS.68.WHST.1.1 (view) (Number of sessions: 5)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support
claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic
or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or
section that follows from and supports the argument presented.
LAFS.7.SL.1.1 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration
and respond to others questions and comments with relevant observations and ideas that bring the discussion back on
topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views.
LAFS.68.WHST.2.4 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Learning Goals
Know - (Number of sessions: 5)
The probabilities of compound events can be found using organized list, tables, tree diagrams, and simulations. The
probability of a compound event is the fraction of outcomes in the sample space for which the compound even occurs.
Do - (Number of sessions: 5)
Calculate the probabilities of compound events using organized list, tables, tree diagrams, and simulations. Represent
sample spaces for compound events using organized list, tables, and tree diagrams. Identify the outcomes in a sample
space. Design and use a simulation to generate frequencies for compound events.
LEQs
How are the probabilities of compound events found using organized list, tables, tree diagrams, and
simulations? (Number of sessions: 5)
The probability of a compound event is found from an organized list, sample space, and tree diagram by calculating the
ratio of the favorable outcomes to the possible outcomes. The probability of a compound event is found from a simulation
by selecting a method that has the same number of possible outcomes as the theoretical probabilities of the event. Each
outcome can represent a different result(?). The simulation can then be used in place of the actual event to generate the
frequencies for the compound events. The ratio of the favorable outcome to the possible outcome would then be used to
calculate the probability.
Resources
Textbook - (Number of sessions: 5)
Chapter 9 - Lesson 3 - p. 733 Chapter 9 - Lesson 4 - p. 741 Chapter 9 - Lesson 5 - p. 757 Chapter 9 - Lesson 6 - p. 765
Chapter 9 - Lesson 7 - p. 775
Vocabulary
Vocabulary - (Number of sessions: 5)
Sample Space Tree Diagram Compound Event Simulations Fundamental Counting Principle Permutation Independent
Events Dependent Events
Session 102
Wednesday, January 27, 2016
UEQs
How does probability and statistics help us to better understand data? (Number of sessions: 16)
Probability describes the likelihood of an event occuring while statistics can be used to draw conclusions about a
population.
Standards
MAFS.7.SP.1.1 (view) (Number of sessions: 3)
Content Complexity. Level 2: Basic Application of Skills & Concepts
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.
MAFS.7.SP.1.2 (view) (Number of sessions: 3)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
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.
MAFS.K12.MP.1.1 (view) (Number of sessions: 3)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and
change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically
proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw
diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might
rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they continually ask themselves, Does this make sense?
They can understand the approaches of others to solving complex problems and identify correspondences between
different approaches.
MAFS.K12.MP.3.1 (view) (Number of sessions: 3)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use
stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and
build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them
to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that
take into account the context from which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a
flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as
objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful
questions to clarify or improve the arguments.
MAFS.K12.MP.4.1 (view) (Number of sessions: 3)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a
function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply
what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the
situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
LAFS.7.SL.1.1 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration
and respond to others questions and comments with relevant observations and ideas that bring the discussion back on
topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views.
LAFS.68.WHST.2.4 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Learning Goals
Know - (Number of sessions: 3)
Statistics can be used to gain information about a population by examining a sample of that population. Random sampling
tends to produce representative samples and support valid inferences.
Do - (Number of sessions: 3)
Draw inferences about a population with an unknown characteristic of interest. Generate multiple samples of the same
size to gauge the variation in estimates or predictions.
LEQs
How is random sampling used to draw inferences about a population? (Number of sessions: 3)
Random sampling can be used to draw inferences about a population by producing generalizations that can be applied to
the population as a whole provided that the samples were reasonable.
Resources
Textbook - (Number of sessions: 3)
Chapter 10 - Lesson 1 - p. 793 Chapter 10 - Lesson 2 - p. 801 Chapter 10 - Inquiry Lab - p. 809 Chapter 10 - Lesson 3 p. 813
Vocabulary
Vocabulary - (Number of sessions: 3)
Statistics Survey Population Sample Unbiased Sample Simple Random Sample Systematic Random Sample Biased Sample
Convenience Sample Voluntary Response Sample
Session 105
Monday, February 01, 2016
UEQs
How does probability and statistics help us to better understand data? (Number of sessions: 16)
Probability describes the likelihood of an event occuring while statistics can be used to draw conclusions about a
population.
Standards
MAFS.7.SP.2.3 (view) (Number of sessions: 2)
Content Complexity. Level 2: Basic Application of Skills & Concepts
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.
MAFS.7.SP.2.4 (view) (Number of sessions: 2)
Content Complexity. Level 2: Basic Application of Skills & Concepts
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.
MAFS.K12.MP.1.1 (view) (Number of sessions: 2)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints,
relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway
rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler
forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and
change course if necessary. Older students might, depending on the context of the problem, transform algebraic
expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically
proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw
diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might
rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they continually ask themselves, Does this make sense?
They can understand the approaches of others to solving complex problems and identify correspondences between
different approaches.
MAFS.K12.MP.3.1 (view) (Number of sessions: 2)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use
stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and
build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by
breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them
to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that
take into account the context from which the data arose. Mathematically proficient students are also able to compare the
effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and if there is a
flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as
objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not
generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies.
Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful
questions to clarify or improve the arguments.
MAFS.K12.MP.4.1 (view) (Number of sessions: 2)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems
arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition
equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or
analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a
function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply
what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing
that these may need revision later. They are able to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those
relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the
situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
MAFS.K12.MP.5.1 (view) (Number of sessions: 2)
Content Complexity. Level 2: Basic Application of Skills & Concepts
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a
mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a
spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are
sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these
tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically
proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They
detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical
models, they know that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to
identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or
solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
LAFS.68.RST.3.7 (view) (Number of sessions: 2)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed
visually (e.g., in a flowchart, diagram, model, graph, or table).
LAFS.68.WHST.1.1 (view) (Number of sessions: 2)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and
distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support
claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic
or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or
section that follows from and supports the argument presented.
LAFS.7.SL.1.2 (view) (Number of sessions: 2)
Content Complexity. Level 2: Basic Application of Skills & Concepts
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue under study.
LAFS.7.SL.1.1 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on
the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, track
progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that elicit elaboration
and respond to others questions and comments with relevant observations and ideas that bring the discussion back on
topic as needed. Acknowledge new information expressed by others and, when warranted, modify their own views.
LAFS.68.WHST.2.4 (view) (Number of sessions: 175)
Content Complexity. Level 3: Strategic Thinking & Complex Reasoning
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Learning Goals
Do - (Number of sessions: 2)
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilites. Use measures
of center and measures of variability for numerical data from random samples to draw information comparative
inferences about two populations.
Know - (Number of sessions: 2)
The most appropriate measure for comparing data sets depends on the symmetry of the two data sets.
LEQs
How are informal comparative inferences about two populations drawn? (Number of sessions: 2)
Informal comparative inferences about two populations are drawn by comparing the measures of center and the
measures of variation of the two sets. The appropriate measures of center and measures of variation are determined
based on the symmetry of the data sets.
Resources
Textbooks - (Number of sessions: 2)
Chapter 10 - Lesson 4 - p. 827 Chapter 10 - Lesson 5 - p. 839
Vocabulary
Vocabulary - (Number of sessions: 2)
Double Box Plot Double Dot Plot
Unit Plan
Unit 3
Probability and Statistics
Unit 3-Probability and Statistics
Date Range: Jan 13-Feb 4
Unit
Essential
Question:
How does probability and statistics help us to better understand
data?
Lesson Essential Question 1
Jan 13-19
How are the probabilities from a model compared to
observed frequencies?
Lesson Essential Question 2
Jan 20-26
Lesson 1 Vocabulary
Probability
Outcome
Simple Event
Random
Complementary Events
Relative Frequency
Uniform Probability Model
Theoretical Probability
Experimental Probability
Lesson 2 Vocabulary
How are the probabilities of compound events found
using organized lists, tables, tree diagrams, and
simulations?
Sample Space
Tree Diagram
Compound Event
Simulations
Fundamental Counting Principle
Permutations
Independent Events
Dependent Events
Lesson Essential Question 3
Lesson 3 Vocabulary
Jan 27-29
How is random sampling used to draw inferences
about a population?
Statistics
Survey
Population
Sample
Unbiased Sample
Simple Random Sample
Systematic Random Sample
Biased Sample
Convenience Sample
Voluntary Response Sample
Lesson Essential Question 4
Lesson 4 Vocabulary
Feb 1-2
Double Box Plot
Double Dot Plot
Mean Absolute Deviation
How are informal comparative inferences about two
populations drawn?
Major Unit Assignment and Formative Assessment
Feb 3-4
21st Century Career – Keeping Your Eye on the Target Market – p. 848
Students will combine their knowledge of probability and their understanding of statistics to
analyze data.
Keeping Your Eye
on the Target Market
Glencoe Textbook, Course 2 – page 848
Questions
1.
0 pts
The answer is incorrect.
2.
The answer is incorrect.
3.
The answer is incorrect.
4.
The answer is incorrect.
5.
The answer is incorrect.
Total Points Possible: 6 points
1 pt
The correct answer is
given.
The correct answer is
given.
The correct answer is
given.
A correct probability is
given but not percent
form.
The correct answer is
given.
2 pts
The correct answer is
given.
Percentage Correct: _____________________
Lesson Plans
Unit 3
Probability and Statistics
Simple Probability
Unit 3 – Lesson 1
8 days
Learning Goals for this Lesson:
Standards: MAFS.7.SP.3.5, MAFS.7.SP.3.6, MAFS.7.SP.3.7
MAFS.K12.MP.1.1, MAFS.K12.MP.3.1, MAFS.K12.MP.4.1,
LAFS.68.WHST.2.4, LAFS.7.SL.1.1
Students Will Know:
Students Will Be Able To:
Probability expresses the likelihood of an event
occurring. The larger the number the greater the
likelihood. The smaller the number the less the likelihood.
The probability of a chance event occurring can be
approximated and predicted by collecting data on the
change process and observing its long run relative
frequency.
Approximate and predict the probability of a chance
event occurring by collecting data on the chance event and
observing its long run relative frequency. Compare
probabilities from a probability model to observed
frequencies. Explain possible sources of discrepancies
when the agreements are not good.
Lesson Essential Question:
How are the probabilities from a model compared to observed frequencies?
Activating Strategy:
Math Genes – Course 2, Volume 2 – p. 706. Students will complete a Punnett Square on Pea Plants to determine the
percent of outcomes that will be short in the offspring. (Video Option.)
Key Vocabulary to Preview and Vocabulary Strategy:
Probability
Outcome
Simple Event
Random
Uniform Probability Model Theoretical Probability
Complementary Events
Experimental Probability
Lesson Instruction:
Learning Activity 1:
Use the Cornell Note format to take notes on the key vocabulary. (Preview of
the vocabulary.)
Relative Frequency
Graphic Organizer:
Frayer
Cornell Notes
Assessment Prompt for LA 1:
Have students create Frayer Models for the new vocabulary words. WritePair-Share.
Differentiation for LA 1:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
*** See the document at the end of the unit for more information.
Learning Activity 2:
Discuss the error points and model problems involving probability. After each
example, students complete the “Got It?” questions with their partners. (InkPair-Share.)
 Probability can be expressed as a fraction, percent, or a decimal.
Assignment:
Textbook p. 729-730 Q 1-6
Fair and Unfair Games In this activity, students will



Complementary Events are added together.
Theoretical Probability is when you are “looking/thinking” at the object.
Experimental Probability is when the experiment has actually been
done.
Have students complete a probability experiment in which they calculate the
probability of a spinner landing on red, blue, green, and yellow after 10 trials,
25 trials, 50 trials, and a combined classroom of trials. Have students compare
their experimental probabilities to the theoretical probabilities and discuss
possible reasons for discrepancies.
Assessment Prompt for LA 2:
Question: How are Experimental Probability and Theoretical Probability alike
and different? As tell the Bs their answer and give their reasoning. Bs follow up
– do you agree, disagree, or need to add to? Call on bs to answer aloud for the
class.
Differentiation for LA 2:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
*** See the document at the end of the unit for more information.
Learning Activity 3:
Review how to use Marking the Text with students using a problem involving
probability. Provide students with an additional word problem (probability) to
solve. (Ink-Pair-Share)
Assessment Prompt for LA 3:
Complete word problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 3:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Interpersonal, Intrapersonal, and Kinetic
Varied Interest: Create and solve their own word problem.
*** See the document at the end of the unit for more information.
Learning Activity 4:
Review how to solve word problem involving a H.O.T. skill that involve
probabiltiy. Remind students to use the Marking the Text strategy. Provide
students with an additional H.O.T. problem to solve. (Ink-Pair-Share)
Assessment Prompt for LA 4:
Complete H.O.T problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 4:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Choose two of the H.O.T questions from the textbook related
content.
*** See the document at the end of the unit for more information.
determine the fairness of a game by
using understanding of probability.
Summarizing Strategy:
Students will review their Cornell Notes to answer the LEQ in the Summary section.
Student
Reflections:
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic
organizers.
4. Ensure oral directions are
understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study
groups.
Compound Probability
Unit 3 – Lesson 2
10 days
Learning Goals for this Lesson:
Standards: MAFS.7.SP.3.8
MAFS.K12.MP.1.1, MAFS.K12.MP.3.1, MAFS.K12.MP.4.1,
LAFS.68.WHST.2.4, LAFS.7.SL.1.1, LAFS.68.WHST.1.1
Students Will Know:
Students Will Be Able To:
The probabilities of compound events can be found
using organized lists, tables, tree diagrams, and
simulations. The probability of a compound even is the
fraction of outcomes in the sample space for which the
compound event occurs.
Calculate the probabilities of compound events using
organized lists, tables, tree diagrams, and simulations.
Represent sample spaces for compound events using
organized lists, tables, and tree diagrams. Identify the
outcomes and the sample space. Design and use a
simulation to generate frequencies for compound events.
Lesson Essential Question:
How are the probabilities of compound events found using organized lists, tables, tree diagrams, and simulations?
Activating Strategy:
Real-World Link - Travel - Text, Course 2 – p. 733
Students will explore compound events through a question about possible outfit combinations.
Key Vocabulary to Preview and Vocabulary Strategy:
Sample Space
Permutations
Tree Diagram
Compound Event
Simulations
Independent Events
Dependent Events
Fundamental Counting Principle
Lesson Instruction:
Learning Activity 1:
Use the Cornell Note format to take notes on the key vocabulary. (Preview of
the vocabulary.)
Graphic Organizer:
Frayer Model
Cornell Notes
Assessment Prompt for LA 1:
Have students create a Frayer Model for the new vocabulary word. WritePair-Share.
Differentiation for LA 1:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
*** See the document at the end of the unit for more information.
Learning Activity 2:
Discuss the error points and model problems involving compound probability.
Be sure to point out/review:
 In permuations such as P(12, 2) – the first value tells you what to
start with and the second value tells you the number of factors.
 Independent Events and Dependent Events are always multiplied.
Assignment:
Textbook p. 787
Carnival Prizes In this activity, students will create
a sample space and determine the
probability of winning a game at the
After each example section, students complete the “Got It?” questions with
their partners. (Ink-Pair-Share.)
Assessment Prompt for LA 2:
carnival.
Rubric – page PT5.
Question: Explain the difference between independent and dependent events.
Bs tell the As their answer and give their reasoning. As follow up – do you
agree, disagree, or need to add to? Call on As to answer aloud for the class.
Differentiation for LA 2:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
*** See the document at the end of the unit for more information.
Learning Activity 3:
Review how to use Marking the Text with students using a problem involving
equations. Provide students with an additional word problem (drawing
geometric figures) to solve. (Ink-Pair-Share)
Assessment Prompt for LA 3:
Complete word problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 3:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Interpersonal, Intrapersonal, and Kinetic
Varied Interest: Create and solve their own word problem.
*** See the document at the end of the unit for more information.
Learning Activity 4:
Review how to solve word problem involving a H.O.T. skill that involve
equations. Remind students to use the Marking the Text strategy. Provide
students with an additional H.O.T. problem to solve. (Ink-Pair-Share)
Assessment Prompt for LA 4:
Complete H.O.T problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 4:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Choose two of the H.O.T questions from the textbook related
content.
*** See the document at the end of the unit for more information.
Summarizing Strategy:
Students will review their Cornell Notes to answer the LEQ in the Summary section.
Student
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic
organizers.
4. Ensure oral directions are
understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study
groups.
Random Sampling
Unit 3 – Lesson 3
6 Days
Learning Goals for this Lesson:
Standards: MAFS.7.SP.1.1, MAFS.7.SP.1.2
MAFS.K12.MP.1.1, MAFS.K12.MP.3.1, MAFS.K12.MP.4.1,
LAFS.68.WHST.2.4, LAFS.7.SL.1.1
Students Will Know:
Students Will Be Able To:
Statistics can be used to gain information about a
population by examining a sample of that population.
Random sampling tends to produce representative samples
and support valid inferences.
Draw inferences about a population with an unknown
characteristic of interest. Generate multiple samples of the
same size to gauge the variation in estimates or
predictions.
Lesson Essential Question:
How is random sampling used to draw inferences about a population?
Activating Strategy:
Real-World Link – Vocabulary Start-Up - Text p. 793, Course 2, Volume 2 – Students will determine whether a set
of data represents a sample or a population.
Key Vocabulary to Preview and Vocabulary Strategy:
Statistics
Survey
Population
Sample
Unbiased Sample
Simple Random Sample
Systematic Random Sample
Biased Sample
Convenience Sample
Voluntary Response Sample
Lesson Instruction:
Learning Activity 1:
Use the Cornell Note format to take notes on the key vocabulary.
Assessment Prompt for LA 1:
Graphic Organizer:
Attached Organizer
Cornell Notes
Have students create a Frayer Model for the new vocabulary word. WritePair-Share.
Differentiation for LA 1:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
*** See the document at the end of the unit for more information.
Learning Activity 2:
Discuss the error points and model problems involving cross sections with
students.
Be sure to point out/review:
Assignment:
Softball:
Text p. 808 Q 18
Students are asked to determine the
After each example, students complete the “Got It?” questions with their
partners. (Ink-Pair-Share.)
Assessment Prompt for LA 2:
Question: “What can cause data to be misleading? Explain.” Bs tell the As
their answer and give their reasoning. A s follow up – do you agree, disagree,
or need to add to? Call on As to answer aloud for the class.
Differentiation for LA 2:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
*** See the document at the end of the unit for more information.
Learning Activity 3:
Review how to use Marking the Text with students using a problem involving
random samples. Provide students with an additional word problem to solve.
(Ink-Pair-Share)
Assessment Prompt for LA 3:
Have students create a Frayer Model for the new vocabulary word. WritePair-Share.
Differentiation for LA 3:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Interpersonal, Intrapersonal, and Kinetic
Varied Interest: Create and solve their own word problem.
*** See the document at the end of the unit for more information.
Learning Activity 4:
Review how to solve cross section word problem involving a H.O.T. skill.
Remind students to use the Marking the Text strategy. Provide students with
an additional H.O.T. problem to solve. (Ink-Pair-Share)
Assessment Prompt for LA 4:
Complete H.O.T problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 4:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Choose two of the H.O.T questions from the textbook related
content.
*** See the document at the end of the unit for more information.
Summarizing Strategy:
Answer the LEQ in the Summary section of their Cornell Notes.
validity of a conclusion and suggestion
possible changes in the survey to
achieve a more valid conclusion.
Student
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic
organizers.
4. Ensure oral directions are
understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study
groups.
Comparing Populations
Unit 3 – Lesson 4
5 days
Learning Goals for this Lesson:
Standards: MAFS.7.SP.2.3., MAFS.7.SP.2.4
MAFS.K12.MP.1.1, MAFS.K12.MP.3.1, MAFS.K12.MP.4.1,
MAFS.K12.MP.5.1
LAFS.68.WHST.1.1, LAFS.7.SL.1.1, LAFS.7.SL.1.2, LAFS.68. RST.3.7
Students Will Know:
Students Will Be Able To:
The most appropriate measure for comparing data sets
depends on the symmetry of the data sets.
Informally assess the degree of visual overlap of two
numerical data distributions with similar variabilities. Use
measures of center and measures of variability for
numerical data from random samples to draw informal
comparative inferences about two populations.
Lesson Essential Question:
How are informal comparative inferences about two populations drawn?
Activating Strategy:
Real-World Link p. 827 - Exercise – Students will identify the components of a box plot
Key Vocabulary to Preview and Vocabulary Strategy:
Double Box Plot Double Dot Plot
Lesson Instruction:
Learning Activity 1:
Use the Cornell Note format to take notes on the key vocabulary. (Preview of
the vocabulary.)
Graphic Organizer:
Frayer
Cornell Notes
Assessment Prompt for LA 1:
Question: “What is the relationship between Pi, Circumference, and
Diameter? Explain.” As tell the Bs their answer and give their reasoning. Bs
follow up – do you agree, disagree, or need to add to? Call on Bs to answer
aloud for the class.
Differentiation for LA 1:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Students will be allowed to choose 2 of the new vocabulary
words to create a Frayer Model.
*** See the document at the end of the unit for more information.
Learning Activity 2:
Discuss the error points and model problems involving angle relationships.
After each example, students complete the “Got It?” questions with their
partners. (Ink-Pair-Share.)
 R2 is NOT r x 2
 Circumference answers are NOT squared.
Assignment:
Textbook p. 851
Performance Task – Class Evaluation
Students are asked to analyze the data
Assessment Prompt for LA 2:
from a random sampling of 3 years
worth of student grades.
Text p. 832 Q 3
Differentiation for LA 2:
Rubric – PT6
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
*** See the document at the end of the unit for more information.
Learning Activity 3:
Review how to use Marking the Text with students using a problem involving
circumference and area. Provide students with an additional word problem to
solve. (Ink-Pair-Share)
Assessment Prompt for LA 3:
Complete word problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 3:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Interpersonal, Intrapersonal, and Kinetic
Varied Interest: Create and solve their own word problem.
*** See the document at the end of the unit for more information.
Learning Activity 4:
Review how to solve word problem involving a H.O.T. skill that involve angle
relationships. Remind students to use the Marking the Text strategy. Provide
students with an additional H.O.T. problem to solve. (Ink-Pair-Share)
Assessment Prompt for LA 4:
Complete H.O.T problems pertaining to the LEQ using the Marking the Text
Strategy with their partners.
Differentiation for LA 4:
Ability Levels: Paired Groupings (stronger/slightly weaker students)
Learning Styles: Visual, Auditory, Interpersonal, Intrapersonal, Kinetic
Varied Interest: Choose two of the H.O.T questions from the textbook related
content.
*** See the document at the end of the unit for more information.
Summarizing Strategy:
Students will review their Cornell Notes to answer the LEQ in the Summary section.
Student
Modification/Accommodations
1. Seat student near teacher.
2. Stand near student when giving
directions/presenting.
3. Provide visual aids/graphic
organizers.
4. Ensure oral directions are
understood.
5. Allow extra time to complete tasks.
6. Simplify complex written directions.
7. Give test items orally.
8. Provide peer assistance/study
groups.
Differentiation throughout the Unit:
Ability Levels:
Getting Started/Moving Forward Students: Students will generally need additional
practice on the computation portion of the lessons. This can be achieved through
Wednesday tutoring sessions, SuccessMaker time, and additional computation problems
being assigned. “Getting Started/Moving Forward” students will also be paired up with
“Almost There/Got It” partners (not too large of a gap) to work in a mutually beneficial
collaborative pair. Giving the “Getting Started/Moving Forward” student the advantage
of hearing the “Almost There/Got It” student’s logic and reasoning, as well as receiving
addition help in solving problems.
Almost There/Got It Students: Students will generally to spend less time on the
computation portion of the lesson and more time on the higher order thinking portion of
the lesson. This can be adjusted based on the need of the class or individual student.
“Almost There/Got It” students will also be paired up with “Getting Started/Moving
Forward” partners (not too large of a gap) to work in a mutually beneficial collaborative
pair. Giving the “Almost There/Got It” student the ability to really solidify their
knowledge and understanding by communicating the concepts to their peers as well as
serving as a tutor.
*** Student categories should be constantly changing as student strengths and
weakness will most likely vary by topic.
Learning Styles:
Visual: The lessons will be taught through the use of a projector system that allows the
teacher to present the lesson to the students in an array of visual effects. (Display of
notes, highlight key concepts/words, color-code notes, create graphic organizers, etc.)
Auditory: The lessons will delivered orally in conjunctions with the visual style.
Interpersonal: Each lesson provides students with the opportunity work collaboratively
with their peers through think-pair-share activities, etc.
Intrapersonal: Each lesson provides students with the opportunity to work out
problems individually.
Kinetic: Throughout the unit, students will have the opportunity to create graphic
organizers, work with manipulatives, and demonstrate problem solving.
Varied Interest:
Throughout the course of the unit students are given an opportunity to create their own
problems to solve. Students are asked to create and solve their own problems when
their group quickly grasps a concept and finishes an assignment early or does not need
additional class practice. Students are encouraged to create problems, when applicable,
that have real-life meaning to them.
Finished? Students that finish assignments early will have the opportunity to choose an
additional task that relates to the lesson. Students can choose to write a test question,
work on additional problems with a partner, write-solve-switch their own problems with a
partner, write a detailed description of how to solve a problem, create a frayer, or link
the current concept to a previous concept through writing.