7th Grade
Lesson
Core Connections 2
MS-CCRS Taught
7.SP.C.5
1.2.1
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.
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.
7.SP.C.6
1.2.2
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.
7.SP.C.7b
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 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 openend down. Do the outcomes for the spinning penny appear to be
equally likely based on the observed frequencies?
Lesson
MS-CCRS Taught
7.SP.C.7a
1.2.3
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
College Preparatory Mathematics
Focus for Lesson
This is the ONLY lesson in the
text that covers 7.SP.C.5 so
the emphasis needs to be
placed heavily here. (1-51)
Chapter 1
MS-CCRS
Specific
Problem(s)
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
None
No pre-requisite
standards taught in
prior grades.
None
No pre-requisite
standards taught in
prior grades.
7.SP.C.6 comes back up in a
couple lessons and is in
regards to approximations of
probability and
reasonableness. (1-55)
7.SP.C.6 again focuses on
reasonableness and
approximations of probability
so questioning should reflect
these ideas. (1-66)
Having students observe
frequencies to build a nonuniform probability model
should be emphasized
throughout the lesson, as it is
reflective in 7.SP.C.7b.
(1-63)
Focus for Lesson
This lesson focuses on equal
probabilities. The wrap up of
the lesson is vital to ensuring
students understand the
MS-CCRS
Specific
Problem(s)
None
Optional
Supplements and
Adjustments
Pre-requisite
standards and
skills
No pre-requisite
standards taught in
prior grades.
Desoto County Schools
7th Grade
1.2.5
Core Connections 2
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.
point of the lesson.
(1-78)
7.SP.C.8a
This lesson serves as a review
of fractions and links them to
percentages. This idea will
need to be linked to
probability and is an
introductory lesson for this
standard.
(1-101)
Comparing various events
using fraction models and is
an introduction to compound
events.
(1-120 and 1-122)
None
No pre-requisite
standards taught in
prior grades.
1-124 (7.SP.C.8a)
No pre-requisite
standards taught in
prior grades.
Big idea for students is:
although a compound event is
made up of two events
occurring, its probability is
written with one fraction in
relation to the new sample
space.
None
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.
7.SP.C.8a
1.2.7
1.2.8
Chapter 1
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.
7.SP.C.8a
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.
1-125 (7.SP.C.8a)
No pre-requisite
standards taught in
prior grades.
Assessment Understanding According to PARCC (Section Quiz and Chapter Assessment)
MS-CCRS
EOY or
PBA
Math
Practice

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
College Preparatory Mathematics
Clarifications
EOY
4
Calculator or
No
Calculator
None
Chapter
Mastery
Now
Calculator
Full mastery is
expected.
Future
Desoto County Schools
7th Grade
Core Connections 2
Chapter 1
neither unlikely nor likely, and a probability near 1
indicates a likely event.
No future lesson.

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.
EOY
4

7.SP.C.7a
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.
MS-CCRS
7.SP.C.7b
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 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?
7.SP.C.8a
Find probabilities of compound events using organized
lists, tables, tree diagrams, and simulation.
College Preparatory Mathematics
Tasks require the students to make a
prediction based on long-run relative frequency
in data from a chance process. Data can be
provided, or if the task is technologyenhanced, the task can simulate a datagathering process.
Now
Full mastery can
be assessed
Calculator
Future
Lesson 5.2.3 will
review this
standard on
probability.
Simple events only.
Now
Probabilities of
simple events
only.
EOY
4
Calculator
Future
Lesson 5.2.1 will
expand on uniform
models.
EOY or
PBA
Math
Practice
Clarifications

EOY
Calculator or
No
Calculator
Now
Data can be provided, or if the task is
technology-enhanced, the task can simulate a
data-gathering process.
4
Chapter
Mastery
Calculator
This is an
introductory
lesson but does
cover the entire
standard.
Future
Lesson 5.2.2
reviews this
standard with
technology.
EOY
4 and 5

None
Calculator
Now
Exposure is limited
Desoto County Schools
7th Grade
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.
Core Connections 2
Chapter 1
to simple
probability or
compound
probability of
“either-or” type.
No multiplying to
events to find new
probability.
Future
Lists, tables, and
trees, and solving
multiple event
probability will be
covered in chapter
5.
College Preparatory Mathematics
Desoto County Schools