MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 7
Unit Description
Unit 9
Statistics
Suggested Length: 4 weeks
Big Idea(s)
What enduring
understandings are
essential for application to
new situations within or
beyond this content?
Enduring Understandings
Drawing inferences from populations based on samples
(link enduring skills rubric here)
Rubric measures competency of the following enduring skills:
 Obtaining information from a sample
 Drawing inferences about a population from a sample
 Draw informal comparative inferences about two populations
Essential Question(s)
What questions will
provoke and sustain
student engagement
while focusing learning?
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Standards:
Which standards provide
endurance beyond the
course, leverage across
multiple disciplines, and
readiness for the next
level?
How can you use random samples and populations to solve realworld problems?
How can you use a sample to gain information about a
population?
How can you generate and use random samples to represent a
population?
How can you solve real-world problems by analyzing and
comparing data?
How do you choose an appropriate data display?
How do you compare two sets of data displayed in dot plots?
Box plots?
How can you use statistical measures to compare populations
and draw inferences based on the data?
Standards for Mathematical Practice
1 – Make sense of problems and persevere in solving them.
2 – Reason abstractly and quantitatively.
3 – Construct viable arguments and critique the reasoning of others.
4 – Model with mathematics.
6 – Attend to precision.
Standards for Mathematical Content
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;
Curriculum and Instruction
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 7
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.
Supporting Standard(s):
Which related standards
will be incorporated to
support and enhance the
enduring standards?
Instructional Outcomes
What must students learn
and be able to do by the
end of the unit to
demonstrate mastery?
Curriculum and Instruction
7.EE.3 Solve multi-step real-life and mathematical problems posed with
positive and negative rational numbers in any form (whole numbers,
fractions, and decimals), using tools strategically. Apply properties of
operations to calculate with numbers in any form; convert between
forms as appropriate; and assess the reasonableness of answers using
mental computation and estimation strategies.
7.NS.3 Solve real-world and mathematical problems involving the four
operations with rational numbers. (NOTE: Computations with rational
numbers extend the rules for manipulating fractions to complex
fractions.)
I am learning to…
 Define statistics terms such as population, sample, sample size,
random sampling, generalizations, valid, biased and unbiased.
(not a test item)
 Recognize sampling techniques such as convenience, random,
systematic, and voluntary. (not a test item)
 Identify and generate unbiased statistical questions. (not a test
item)
 Identify an appropriate sample for a population. (7.SP.1)
 Use the data from a sample to make generalizations about the
population. (7.SP.1)
 Know that generalizations about a population from a sample are
valid only if the sample is representative of that population.
(7.SP.1)
 Make predictions, draw conclusions, and verify results from
statistical data. (7.SP.1)
 Analyze and interpret data from a random sample to draw
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 7
inferences about a population with an unknown characteristic of
interest. (7.SP.2)
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Generate multiple samples (or simulated samples) of the same
size. (7.SP.2)
Determine the reliability of a sample using multiple samples from
the same population. (7.SP.2)
Compare two numerical data distributions on a graph by visually
comparing their displays and assessing the degree of visual
overlap (overall shape). (7.SP.3)
Identify and find measures of central tendency (mean, median,
mode). (7.SP.4)
Identify and find measures of variation including upper quartile,
lower quartile, upper extreme-maximum, lower extrememinimum, range, interquartile range (IQR), and mean absolute
deviation (MAD), box-and-whisker plots (box plots), line plots, and
dot plots. (7.SP.4)
Compare the measures of center in data distributions by
measuring the difference between the centers and expressing it
as a multiple of a measure of variability. (7.SP.4)
Analyze and interpret data using measures of central tendency
and variability. (7.SP.4)
Draw formal comparative inferences about two populations from
random samples.
Vocabulary
What vocabulary must
students know to
understand and
communicate effectively
about this content?
(7.SP.4)
Essential Vocabulary
Biased, box and whiskers plot, data, degree of visual overlap, graph,
inferences, mean absolute deviation (MAD), measure of center,
measure of variation, outlier, population, prediction, sample, random
sample, range, reliability, representative sample, simulation, spread,
statistical variability, statistics, stem and leaf plot, unbiased, valid
Supporting Vocabulary
Equation
Resources/Activities
What resources could we
use to best teach this unit?
Curriculum and Instruction
Resources/Activities
 From https://www.georgiastandards.org/Pages/default.aspx Use
the following unit to access tasks and instructional strategies
specific to percent proportions. (insert link to Georgia standards
frameworks unit 4)
 Dan Meyer – Yellow Starbursts (also for SP.6)
http://threeacts.mrmeyer.com/yellowstarbursts/
 Ann Shannon Formative Assessment Lessons (search by standard)
http://map.mathshell.org/lessons.php?gradeid=22
 Shodor Activities by Content Strand http://www.shodor.org/interactivate/standards/organization/354
/
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MADISON COUNTY PUBLIC SCHOOLS
District Curriculum Map for Mathematics: Grade 7
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Common Misconceptions
Curriculum and Instruction
EngageNY Lessons by Strand https://www.engageny.org/resource/grade-7-mathematics
NCTM Illuminations – search for games, lessons and interactives
by grade level and content http://illuminations.nctm.org
Remember there are other sources in your school that may not be listed
on this common resources list due to variation in each individual school.
Examples of other great resources your school may have access to
include: GoMath, Connected Math, IXL, Compass, MobyMax, Laying
the Foundation, Carnegie, etc. The Kentucky Numeracy Project is also a
great resource that can be searched by CCSS and grade level K-4 for
RTI and gap closure purposes. Find this resource at
http://knp.kentuckymathematics.org/#!/page_knphome. Kentucky
teachers can use it for free. Just put in your school email address and
the username “mathfun”, and password is “859”.
 Students can confuse the different measures of center.
 Students may have difficulty calculating the median when that
data set has an even number of data points.
 Students may struggle using data to be persuasive to both sides
of an argument.
 Students struggle to understand the concept of reliability.
 Students struggle with generalizations from the sample to the
entire population.
 Students struggle to determine when a sample is appropriate and
when a sample is random.
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Curriculum and Instruction
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