Teacher(s):
Mrs. Colbert
Dates:
March 21-April 14
Florida
Standard(s
):
Benchmark
s,
description
s, DOK
levels,
standards
unpacked
(know/do)
highlighted
Learning
Goal:
Essential
Question
MAFS.7.SP.3.5 (DOK 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. MAFS.7.SP.3.6 (DOK
3): 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. MAFS.7.SP.3.7 (DOK 3) : a. 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.
b. Develop a probability model (which may not be uniform) by observing frequencies in data generated
from a chance process. MAFS.7.SP.3.8 (DOK 3): 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.
Students will investigate chance processes and be able to develop, use, and evaluate probability
models.
 How do you determine the probability of an event and check for reasonableness?
 What is the relationship between experimental and theoretical probabilities?
 What is the difference between a simple and a compound event?
Assessmen
ts
Pre-assessment To begin this module, students will generate the general concepts of
fractions to understand ratio concepts and use ratio reasoning to solve problems.
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the
percent.
Formative Assessments Guide the student to understand that a probability
of
means one expects to roll a sum of 10 one out of twelve times, so over 600
rolls, one would expect to roll a sum of ten
of 600 (or
x 600 = 50) times. Ask
the student to determine the probability of rolling a sum of six (
) and to use this
probability to estimate the number of times one would expect to roll a sum of six in
600 turns. Provide additional opportunities to estimate the frequency of an event
based on a given probability. Consider implementing CPALMS Lesson Plans A Roll of
the Dice (ID 34343) or Marble Mania(ID 4732), to help students understand
probability of simple events. Consider implementing other MFAS tasks for standard
7.SP.3.6.
Summative Assessments
Simulations to Approximate a Probability
EngageNY Module 5: Lesson 10/11 End-of-Module Assessment and Rubric
Topics A through D (assessment 1 day) (page 282)
Writing in Math: Write to explain your development of a
probability model.
 Define and describe a compound event.
 Write to explain____________________.
 Justify why you____________________.
Progress NYS Common Core Lesson Module:
Monitorin
 Introduction to Probability & Probability Scale
g/
EngageNY Module5: Lesson 1
Feedback
McDougal Littell Chapter 13.1
Loop
 Estimating Probabilities through Data Collection
EngageNY Module 5: Lesson 2
McDougal Littell Chapter 13.1
 Chance Events with Equally Likely Outcomes
EngageNY Module 5: Lesson 3/4
McDougal Littell Chapter 13.1
 Chance Events with Outcomes that are Not Equally Likely
EngageNY Module 5: Lesson 5
McDougal Littell Chapter 13.1
Higher
Order
Question(s
)
Eduphoria, Mini Assessments, Rubrics and Scales, Student self-monitoring and reflections
 How do you determine relative frequency?
 What is the relationship between experimental and theoretical probability?
 What is the relative frequency of_________________?
 Why is ______________ an appropriate method?
 What kinds of questions can be answered by using proportional reasoning?
 How can you solve that problem in a different way?
Key 
Vocabular 
y 
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Probability
Event
Random Event
Outcomes
Favorable Outcomes
Theoretical Probability
Experimental Probability
Relative Frequency
Tree Diagram
Sample Space
Independent Event
Dependent Event
Compound Event
Simulation
Percent
Uniform
Tuesday March 21
Daily
Objective
BELL RINGER
( 5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)
Rigor Level (DOK 1)
Daily Agenda
Students will analyze and compare data

Find the mean, median and mode of data

Guided instruction
Cornell notes
Activity
No Homework


Wednesday March 22
Daily
Objective
BELL RINGER 
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level (DOK 1)
Daily Agenda
Students will analyze and compare data
Problems on the Board
Go over terminology
Discuss and Reflect.
In facilitated student centered groups, students will complete tasks
Independent Practice
Identify Learning Scale level and write a reflection in notebook.
Thursday March 23
Rigor Level DOK 1
Daily Agenda
Daily Objective
BELL RINGER
(5 Minutes)
I DO:
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)

Students will analyze and compare data





Review
Small group and Facilitated Instruction
Complete Word Problems
No Homework
Identify Learning scale level in notebook
Friday March 24
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Daily Agenda
Students will analyze and compare data
Computer Lab 708
Computer Lab 708
Computer Lab 708
Computer Lab 708Practice FSA Tutorial
No Homework
Critique your bell work in your notebook as notes
Mon. March 27
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Tues. March 28
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 
Rigor Level DOK 3
Rigor Level DOK 3
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
Go over terminology
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)





Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Wed. March 29
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Thurs. March 30
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Fri. March 31
Daily Objective
BELL RINGER 
( 5 Minutes)
Rigor Level DOK 3
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Mon. April 3
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Tues. April 4
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Daily Agenda
Experiemntal and Theoritical Probability
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Wed. Aril 5
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 
Rigor Level DOK 3
Daily Agenda
Review for FSA: Number systems
Problems on the board
Go over terminology
WE DO:
YOU DO:
Homework
EXIT TICKET:
(5 minutes)





Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Thurs. April 6
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Review exp. and equations
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Fri. April 7
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Review Geometry
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
Mon. April 10
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Rigor Level DOK 3
Review proportions and ratios
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
Homework 
EXIT TICKET: 
(5 minutes)
No Homework
Critique your bell work in your notebook as notes
Tues. April 11
Daily Objective
BELL RINGER 
( 5 Minutes)
I DO: 

WE DO: 
YOU DO: 
Homework 
EXIT TICKET: 
(5 minutes)
Rigor Level DOK 3
Review statistics and probability
Problems on the board
Go over terminology
Small group and Facilitated Instruction
- Independent Practice
No Homework
Critique your bell work in your notebook as notes
April 12 and 13 is math FSA
Mathematical Principal Standards
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others. MAFS.K12.MP.4.1: Model with
mathematics. MAFS.K12.MP.5.1: Use appropriate tools strategically. MAFS.K12.MP.6.1: Attend to precision
Resources include:
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Introduction to Probability & Probability Scale - EngageNY Module5: Lesson 1 (page 9) - McDougal Littell Chapter
13.1
Estimating Probabilities through Data Collection - EngageNY Module 5: Lesson 2 (page 24) - McDougal Littell Chapter
13.1
Chance Events with Equally Likely Outcomes - EngageNY Module 5: Lesson 3/4 (page 35) - McDougal Littell Chapter
13.1
Chance Events with Outcomes that are Not Equally Likely - EngageNY Module 5: Lesson 5 (page 55) - McDougal
Littell Chapter 13.1
Tree Diagrams - EnageNY Module 5: Lesson 6 (page 64) - McDougal Littell Chapter 13.2
Probability of Compound Events/ Counting Principle - EngageNY Module 5: Lesson 7 (page 73) - McDougal Littell
Chapter 13.3
Theoretical Probability vs. Estimated Probability - EngageNY Module 5: Lesson 8 (page 73)
Simulations to Approximate a Probability - EngageNY Module 5: Lesson 10/11 (page 73)
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MARS Classroom Challenge – Probability Games A Formative Assessment Lesson with all necessary materials which
may be used to help students overcome probability misconceptions.
MARS Classroom Challenge – Probability Games A Formative Assessment Lesson with all necessary materials which
may be to help students in the area of equally likely events, randomness, and sample sizes.
MARS Task- Lottery - Apprentice level task structured to feature the mathematical practice standards that has
students use probability to make predictions about a card game.
MARS Task- Spinner Bingo – Expert level task structured to feature the mathematical practice standards that has
students use math to figure out the best way to play a number bingo game.
MARS Task- Card Game- Expert level task structured to feature the mathematical practice standards that has
students use math to decide whether a lottery idea will make money.
Illustrative Mathematics – 7th grade tasks developed under the direction of writers of the CCSS at the University of
Arizona.
Teaching Channel Video 2 min video with focus on Improving Participation with Talk Moves (Personalized Learning
Opportunity).
Learning Scales and Accommodations:
Noun Verb
OPERATIONS AND ALGEBRA
Expressions and Equations
Grade 7
Score 4.0 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
Score 3.5 In addition to score 3.0 performance, partial success at score 4.0 content
Score 3.0 The student will:
• Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients (7.EE.A.1)
• Rewrite expressions in different forms in a problem context to demonstrate how quantities are related
same as “multiply by 1.05”) (7.EE.A.2)
Score 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Score 2.0 The student will recognize or recall specific vocabulary, such as:
• Add, coefficient, expand, expression, factor, linear, operation, property, quantity, rational, relate, strategy, subtract
The student will perform basic processes, such as:
• Apply properties of operations to simplify linear expressions with rational coefficients
Score 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
Score 1.0 With help, partial success at score 2.0 content and score 3.0 content
Score 0.5 With help, partial success at score 2.0 content but not at score 3.0 content
Score 0.0 Even with help, no success
WICR Strategies used during each unit.
Writing
Writing activities that help
students understand the
Inquiry
Questioning strategies
that help students
Collaboration
Working together with a
partner or in a group of
Reading
Any strategies in reading
that help students
content
understand the content
Writing-to-Learn
• summaries
Process writing
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what
they still need
Higher level questioning
in classes
• Costa’s Level 1: Students
find the answers right there
in the text.
students to understand, to
problem solve, or to
complete a task/project
Think Pair Share
Sharing ideas with a
partner or in a group
Carousel/Gallery Walk
• Costa’s Level 2: Students
must figure out the answer
from information in the
text.
Problem solving in groups
understand
Before reading activities
• vocabulary activities
• accessing prior knowledge
• making predictions
During reading activities
• marking the text
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• group projects
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.