Vance County Schools
GRADE 7 MATH
2016-2017 Pacing Guide
UNIT
STANDARDS
7.NS.1
1. Adding & Subtracting
NO. OF DAYS
7.EE.3
15
Add/Subtract only
Rational Numbers
7.NS.2
2. Multiplying & Dividing
Rational Numbers
3. Ratios & Proportional
Relationships
4. Proportional Reasoning with
Percents
7.NS.3
7.EE.3
7.RP.1
7.RP.2
7.RP.3
7.EE.3
11
14
13
Focus mainly on simple
operations with percents
Benchmark A – Week of November 7, 2016
7.EE.1
7.EE.2
5. Simplifying Expressions
7.EE.4
6. Solving Equations and
8
19
Inequalities
7. 2-D Figures
9
7.G.4
7.G.6
Area/Perimeter only; 2-D
7.G.3
7.G.6
Benchmark B – Week of February 6, 2017
7.G.1
9. Scale Drawings
7.G.2
7.G.5
10. Geometric Constructions
7.SP.5
7.SP.6
7.SP.7
11. Probability of Simple Events
7.SP.8
7.RP.3
12. Probability of Compound
8. 3-D Figures
11
10
12
9
8
Revisit where applicable
Events
13. Sampling, Inferences and
Comparing Populations
7.SP.1
7.SP.3
7.SP.2
7.SP.4
Mock EOC– Week of April 24, 2017
12
EOG Preparations
for the rest of the year
2016-2017
Vance County Schools
Pacing Guide 2016-17
Vance County Schools
7th Grade Math
Testing Information
Domain
Weight Distributions for 7th Grade Math
Ratios & Proportional
Relationships
22-27%
The Number System
7-12%
Expressions & Equations
22-27%
Geometry
22-27%
Statistics and Probability
12-17%
In addition to the content standards, the CCSS includes eight Standards for Mathematical Practice that cross domains,
grade levels, and high school courses. Assessment items written for specific content standards will, as much as
possible, also link to one or more of the mathematical practices.
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
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
2016-2017
Vance County Schools
Pacing Guide 2016-17
Vance County Schools
7th Grade Math PACING GUIDE 2015-2016
The pacing guide should be used along with the Common Core State Standards for Math and the NCDPI unpacking document
To Be Addressed Throughout the Course When Appropriate
7.NS.1 Apply and extend previous understandings of addition and subtraction with rational numbers; represent addition
and subtraction on a number line diagram
7.NS.2 Apply and extend previous understandings of multiplication and division with rational numbers
Unit 1: Adding & Subtracting Rational Numbers – 15 days
Standards: 7.NS.1, 7.EE.3 (add/subtract only)
Learning Targets
 Define rational numbers
 Identify rational numbers on the number line
Vocabulary
Sample Questions/Clarification
* Using the number line, what is the value of
Rational Numbers (W – Y)(X + Z)? 7.NS.3
Absolute Value
 Understand basic computation of positive,
rational numbers (integers, fractions and
decimals)
Sum
 Explain why distance cannot be negative
Additive Inverse
 Use the number line to model the additive
inverse property, addition, subtraction and
opposite numbers
Difference
* The value of one share of stock was $42.15 on
Monday. The changes in the value of the stock over
the week are listed in the table.
Day of
Change in
the Week
Stock Value($)
–
Tuesday
0.51
Wednesday
1.17
–
Thursday
0.24
Friday
0.63
2016-2017
Vance County Schools
 Explain the absolute value of a number using
a number line
 Prove that the distance between two rational
numbers on the number line is the absolute
value of their distance
 Model and justify that p – q = p + (-q) and
Pacing Guide 2016-17
What was the value of the stock at the end of the
day on Friday? 7.NS.1
* John had $60 to spend at the mall. He purchased a
shirt for $17.25, a pair of pants for $24.99, and a belt
for $6.49. John used a coupon that took $5.00 off
his purchase. The total sales tax was $3.06. How
much money does John have left after his
purchases? 7.NS.1
p – (-q) = p + q
 Model and explain addition and subtraction of
rational numbers in real world context
* A bag contains 20 marbles.
 Six of the marbles are blue.
 One-tenth of the marbles are red.
 Forty percent of the marbles are yellow.
 The remaining marbles are green.
How many green marbles are in the bag? 7.EE.3
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 2: Multiplying & Dividing Rational Numbers – 11 days
Standards: 7.NS.2, 7.NS.2d, 7.NS.3, 7.EE.3
Learning Targets
 Understand basic computation of positive,
rational numbers (integers, fractions and
decimals)
Vocabulary
Product
Quotient
 Prove that adding, subtraction multiplication,
and division of rational numbers will always
result in a rational number answer
Numerator
 Fluently compute all rational numbers using
number properties applying rules for order of
operations when necessary
Multiplicative
Inverse
 Use long division to change fractions to
decimals
Denominator
 Write and model the steps to problem solving
*A sweater is on sale for of its original price. A 7%
sales tax was added to the sale price. Caleb paid
$25.68 for the sweater. What was the original price
of the sweater? 7.EE.3
Repeating Decimal * What is the value of –4.23 – 6.48 ÷ 0.81?
Terminating
Decimal
 Use concrete and pictorial representations to
model at least 3 ways (one being the number
Order of
line) to compute rational numbers
Operations
 Use real world contexts to model
computation of rational numbers write
expressions from multistep problems
applying order of operations from context
Sample Questions/Clarification
* Meredith earns $17.00 per hour at her job. She
works 40 hours per week and gets paid every 2
weeks. Meredith pays ¼ of each paycheck in taxes.
If Meredith earns a 10% raise in her hourly pay, how
much more will she pay in taxes? 7.EE.3
7.NS.3
*A piece of wood that is
inches long is cut into 3
equal pieces. How long is each piece of wood?
7.NS.2c
* Which decimal is equivalent to the fraction
7.NS.2d
?
* Michael ordered the food and drinks below for
himself and three friends.
 3 hot dogs for $2.99 each
 3 bags of french fries for $1.99 each
 2 hamburgers for $3.99 each
2016-2017
Vance County Schools
explaining my own thought processes
 Estimate solutions and check answers
 Choose appropriate tools to solve multi step
problems with rational numbers and
reasonably justify choices
Pacing Guide 2016-17
4 drinks for $0.79 each
Michael and his friends will share the total cost of
the food and drink equally. What was the cost per
person? 7.NS.3

* What is the value of the expression
below? 7.NS.2d
 Understand basic computation of positive,
rational numbers (integers, fractions and
decimals)
 Define and model terminating and repeating
decimals
 Change a fraction to a terminating or
repeating decimal, using long division
÷
–
×
* What is the decimal equivalent of
? 7.NS.2d
* Wesley ordered a pizza to share with his friend
John.
 The pizza had 12 slices.

Wesley ate of the pizza.

John ate of the remaining pizza. 7.NS.3
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 3: Ratios & Proportional Relationships– 14 Days
Standards: 7.RP.1, 7.RP.2
Learning Targets
 Define a ratio and a proportional relationship
 Explain why a fraction is a part-to-whole ratio
 Give examples of part-to-part and part-to-whole
and unit rates ratios
 Identify proportional relationships in scenarios
 Create a table for a two variable scenario
 Identify and describe the attributes of the
quadrants, axes, and origin of a graph
 Graph ordered pairs from a table on a coordinate
plane
 Interpret and explain information in a table and on
a graph
 Write equations using letters for unknown values
for proportional relationships
 Recognize, model and explain whether a table
shows a proportional relationship
 Define constant of proportionality and list
synonyms
 Use a table or graph to identify the unit rate of a
proportional relationship
Vocabulary
Sample Questions
Unit Rate
* What is the unit price
per chicken wing? 7.RP.2b
Ratio
Equivalent Ratios
Part-to-Part
* Which equation could be used to calculate Beth’s amount
earned, e, after working any number of hours, h? 7.RP.2c
Part-to-Whole
Rate
Proportional
Relationship
Direct Variation
Constant of
Proportionality
* If the rate of change stays the same,
how far should Sam be able to jump if
the height of the ramp is 2.5 feet?
7.RP.2a
* What is the constant of
proportionality for the line in the
graph below? 7.RP.2b
* Tia worked 32.5 hours last week and was paid $403
before taxes. If her rate stays the same, which equation
will calculate the amount Tia is paid, y, based on x hours of
work? 7.RP.2
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 4: Proportional Reasoning with Percents – 13 Days
Standards: 7.RP.3, 7.EE.3
Focus mainly on simple operations with percents
Learning Targets
 Solve proportions with complex fractions using
modeling, proportional reasoning and cross
multiplication
 Model to solve multi-step ratio and percent
problems
 State, model, apply and explain the simple interest
formula
 Model, solve and explain mulit-step problems
involving taxes, markups and markdowns,
gratuities and commissions
 State and explain the percent of error and the
percent of change formula; compare and contrast
the two
 Model and explain the error of estimation
 Use estimation strategies to judge reasonableness
of solutions
 Convert:
 A fraction to a decimal
 A decimal to a fraction
 A fraction to a percent
 A percent to a fraction
 A decimal to a percent
 A percent to a decimal
Vocabulary
Sample Questions/Clarifications
Mark-ups
* Kevin wants to buy a book that costs $18. Three stores
are having a sale on this book. The table below shows the
different sales at each store.
Percent of Change
Percent of Increase
Store
Sale
1
1/3 off
2
$5 off coupon
3
20%
If Kevin wants to
save the most
money, how much
should he spend on
the book? 7.EE.3
Percent of
Decrease
* Karen measured her height as 147 cm. Karen’s actual
height is 142 cm. What is the approximate percent error of
Karen’s measurement? 7.RP.3
Error of Estimation
* Meredith earns $17.00 per hour at her job. She works 40 hours
Simple Interest
per week and gets paid every 2 weeks. Meredith pays ¼ of each
paycheck in taxes. If Meredith earns a 10% raise in her hourly
pay, how much more will she pay in taxes? 7.EE.3
* John earns an 8% commission for each television he sells. On Friday,
Principal
he sold a television for $700. How much commission did John earn?
7.RP.3
Commission
* There are 400 students in a school. In Zachary’s class, 18 out
Discount
of 30 students participate in after-school activities. Based on
Zachary’s class, about how many students in the school are
predicted to participate in after-school activities? 7.RP.3
Gratuity/Tips
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 5: Simplifying Expressions – 8 days
Standards: 7.EE.1, 7.EE.2
Learning Targets
 Write an expression from a word problem using a
letter as the variable (unknown number)
 Identify terms and expressions when writing
equations involving variables
Vocabulary
Sample Questions/Clarification
Order of
Operations
* Which expression is equivalent to –6x – 10(x – 4)? 7.EE.1
Coefficients
 Name and model the properties of operations
 Define and identify like terms
 Add and subtract like terms
 Given 2 terms, factor the terms to find their GCF
 Given a term, identify and model the additive or
multiplicative inverse of the term
 Model and use the distributive property to simplify
expressions and expand terms
 Given an expression, use the properties of operations
to simplify, expand, or rewrite an equivalent
expression
 Write expressions using real world situations
 Write multiple representations of expressions for the
same situation
 Identify terms and expressions
* At a restaurant, Danny used a coupon for 25% off the total
bill, x. A sales tax of 8% was then added to the remaining total.
Which expression represents the amount that Danny paid? 7.EE.2
* Which expression is equivalent to
Algebraic
Expression
Like Terms
Distributive
Property
Variable
Terms
*In 2009, attendance at a state fair increased 14% from the
previous year. In 2008, attendance was 880,554 people.
Which expression represents the attendance for the state
fair in 2009? 7.EE.2
* Rachel’s weekly pay is 10% more than Frank’s weekly pay.
Rachel deposits 25% of her weekly pay into a savings
account. If Frank’s pay is represented by x, which expression
represents the amount of money Rachel deposits weekly
into her savings account? 7.EE.2
* Which expression is equivalent to –3m + 7.5? 7.EE.1
Constant
Greatest
Common Factor
* What is
in simplest form? 7.EE.1
* Beth works at a furniture store.

She earns $1,200 a month plus 3% commission on all the
furniture she sells.
 She sold x dollars worth of furniture this month.
Which expression represents the amount of money Beth
earns this month? 7.EE.2
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 6: Solving Equations and Inequalities – 19 days
Standards: 7.EE.4
Learning Targets
 Write an equation from a word problem using a
letter as the variable
 Fluently solve multistep equations
 Fluently solve word problems leading to equations
of the form px + q = r and p(x + q) = r, where p, q,
and r are specific rational numbers
 Solve multistep equations using rational numbers
 Estimate solutions and check answers
 Generalize algebraic solutions
 Explain and model my reasoning to solve an
equation
 Compare and contrast difference strategies for
solving an algebraic equation
 Compare and contrast difference strategies for
solving an algebraic equation
 Know what < , ≤ , ≥ and > means
 Know when to use an open circle and a closed circle
when graphing inequality solutions
 List and group common words used in word
problems or scenarios that mean less than, less
than or equal to, greater than, and greater than or
equal to
 Model an inequality problem
 Solve inequalities
 Graph inequality solutions
 Make a flow chart to show steps in solving
equations and inequalities
Vocabulary
Sample Questions/Clarification
Equation
* Danielle is 17 years old. She is 3 years older than twice
Zack’s age. What is Zack’s age? 7.EE.4a
Inequality
Inverse Operation
Solution
* What is the value of x in the equation
?
7.EE.4a
*Five containers, each weighing the same amount, were
placed on a 30-pound platform. The platform and containers
were lifted onto a train car. The maximum weight that can
be lifted by the cable is 780 pounds. Which inequality
represents the possible weight of one container, x, on the
platform? 7.EE.4b
*A farmer is building a rectangular pen. The length is 20 feet
longer than the width. What is the largest value the length
can be in order for the perimeter to be at most 760 feet?
7.EE.4b
*The formula for converting temperatures in degrees
Fahrenheit (F) to temperatures in degrees Celsius (C)
is
. The temperature is 44 degrees Celsius. What
is the approximate temperature in degrees Fahrenheit?
7.EE.4a
*What is the solution to the inequality 2x − 4 < –10?
7.EE.4b
* Which graph shows the solution to –3x – 5 ≤ –20? 7.EE.4b
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 7: 2-D Figures – 9 days
Standards: 7.G.4, 7.G.6 (Area & perimeter only; 2-D)
Learning Targets
 Find missing dimensions of 2dimensional composite
shapes
 Model and explain the relationship of pi between
radius and diameter of a circle
 Solve real world and mathematical problems
involving area, of two dimensional objects composed
of triangles, quadrilaterals and polygons
 Model, explain, and justify the formula for the
circumference and area of a circle
 Define the effect of changes in dimensions on
perimeter and area of 2dimensional figures
 Model, explain, and justify the relationship between
the circumference and area of a circle
 Solve problems involving circles and semicircles
 Solve area problems when circles are inscribed in
squares and triangles and vice versa
 Model and explain why the formulas for finding the
area of triangles, squares, rectangles, parallelograms,
and trapezoids works
Vocabulary
Sample Questions/Clarification
Circumference
Diameter
* Sophie has a rectangular garden that measures ft by
ft. Sophie plans to use 15% of the space for peppers, ¼ of the
space for cabbage, and the remaining space for
tomatoes. About how many square feet will Sophie have for
tomatoes? 7.G.6
Area
* What is the area of the figure below?
Chord
7.G.6
Radius
Pi
* A bicycle wheel has a circumference
of 38 inches. What is the approximate
length of the radius of the wheel? 7.G.4
Perimeter
Dimensions
Inscribed
The figure below is a square that contains four circles. The
side length of the square is
20 inches. Each circle has a
diameter of 10 inches.
What is the approximate area
of the shaded region of the
square? 7.G.4
* Anna will sew 16 feet of lace around the edge of a circular
tablecloth. What is the approximate diameter of the
tablecloth? 7.G.4
* Stephanie has a rectangular flower garden that measures
12 ft by 14 ft. In the center of the garden, she built a square
water pond that has a side length of 4 ft. How much space in
the garden is left for Stephanie to plant flowers? 7.G.6
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 8: 3-D Figures – 11 days
Standards: 7.G.3, 7.G.4 7.G.6
Learning Targets
 Solve real world and mathematical problems
involving area, volume and surface area of three
dimensional objects composed of:
 triangles
 quadrilaterals
 polygons
 cubes
 right prisms
 Describe the 2-D figures that result from slicing 3-D
figures
Vocabulary
Sample Questions/Clarification
Surface Area
* Nigel has 2 shoe boxes in the shape of rectangular prisms.
He wants to reuse the boxes for storage.
Volume
Pyramids
Right Rectangular
Prism
Right Rectangular
Pyramids
Face
* Three different boxes and their measurements are
shown below. 7.G.6
Base
Lateral

The first box has dimensions 4 in. by
in. by
in.

The second box has dimensions
in. by
in. by 12 in.
What is the total amount of space Nigel has for storage? 7.G.6
*A plane intersects a rectangular pyramid. The plane slices
through the pyramid parallel to its base to form a cross
section. What is the shape of the cross section? 7.G.3
* Mrs. Thomas baked a cake in the shape of a
rectangular prism. She put icing on
the top and sides of the cake. She did
not put icing on the bottom of the cake.
How much of the cake was covered
with icing? 7.G.6
* A cube is cut perpendicular to its base and parallel to an
edge of the cube. What is the shape of the cross section?
7.G.3
Cross Section
Plane Sections
Which statement about the volume of the boxes is true?
A Box X has the same volume as box Z.
B Box Y has the same volume as box Z.
CBoBox X has the same volume as box Y, but less volume than box Z.
D Box Y has a greater volume than box X, but less volume than box Z.
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 9: Scale Drawings – 10 days
Standards: 7.G.1
Learning Targets
 Tell whether a scale factor will stretch or shrink a
figure
 Find the scale factor of two similar figures
 Test the similarity of 2 figures
 Find the unknown length of a side of a figure given
the length of one side and corresponding lengths of
sides of a similar figure
 Find the “actual length” of a figure, given the preimage and a scale factor
 Draw an image, given the pre-image and a scale
factor
 Given a pre-image and a scale factor, find the
perimeter and area of the image
 Model and explain when and why the scale factor
must be squared when finding area of a new image
Vocabulary
Sample Questions/Clarification
* The measurements of a rectangular room, in a scale
Scale Drawing
Scale Factor
Similar Figures
Pre-Image
drawing, are inches by inches. The scale is inch = 3
feet. If carpet costs $1.75 per square foot, how much will it
cost to put carpet in this room?
*A scale drawing of a garden is shown below. The actual
garden measures 20 ft by 12 ft.
What scale was used
for this drawing?
* On a scale drawing, inch = 1 foot. A rectangular room
measures 6 inches by 11 inches on the drawing. What is the
area of the actual room?
* The table below shows 2 measurements of structures in
Olivia’s scale drawing. The scale she used was 1.5 in. = 3.25
ft.
Object
Porch
Deck
Drawing Length
16.5 in.
12 in.
What is the difference between the actual length of Olivia’s
porch and the actual length of her deck?
* In a scale drawing, a 48-ft wall is represented by a line 5 in.
long. Using the same scale, what is the height of a building
that is represented by a line 3.5 in. long?
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 10: Geometric Constructions – 12 days
Standards: 7.G.2, 7.G.5
Learning Targets
 Construct two- and three-dimensional composite
shapes
 Use tools to draw geometric figures:
 Draw a circle with a compass
 Measure angles with a protractor
 Use a protractor and a ruler to explore, draw,
and test specific conditions of triangles with
different side and angle measurements
 List characteristics and attributes of and sketch
freehanded points, lines, rays, segments, planes,
triangles, quadrilaterals, and 3 dimensional pyramids,
and prisms
 Compare and contrast equilateral, isosceles, scalene,
right, obtuse, and acute triangles and their
parameters
 Define and identify right, supplementary,
complementary, vertical, and adjacent angles
 Give specific characteristics, compare and contrast
the types of angles
 Find unknown angle measurements by using
characteristics of supplementary, complementary,
vertical, and adjacent angles
Vocabulary
Sample Questions/Clarification
Scalene Triangle
* In the figure below, ∠DBC measures (3x + 10)°.
Equilateral
Triangle
What is the measure of ∠CBE? 7.G.5
Isosceles Triangle
* Jamal drew a right triangle on his paper. Which could be
the measures of two of the angles in Jamal’s right triangle?
7.G.2
Right Angle
Obtuse Angle
* In the figure below, line MQ is perpendicular to ray NR.
What is the measure
Acute Angle
of ∠NRP? 7.G.5
Base
Supplementary
Vertical
* A right scalene triangle has an angle that measures 56°.
Which is the measure of another angle in the triangle? 7.G.2
*One angle of a triangle measures 57°. Which could be the
other two angles of the triangle? 7.G.2
Adjacent
Complementary
Parallel
Perpendicular
* Angles RST and TSV are supplementary. Angle TSV is 15
degrees more than twice the measure of angle RST. What is
the measure of angle TSV? 7.G.5
* Which statement about the properties of triangles is true?
A A triangle can have more than one acute angle.
B A triangle can have more than one obtuse angle.
C A triangle can have more than one right angle.
D A triangle can have more than one straight angle.
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 11: Probability of Simple Events – 9 days
Standards: 7.SP.5, 7.SP.6, 7.SP.7
Learning Targets
 Use the vocabulary impossible, unlikely, likely, or
certain to describe the probability of an event
 Relate this probability to the number line where 0 is
impossible and 1 is certain
 Prove that the sum of all possible outcomes of a
probability scenario is 1
 Define relative frequency
 Predict the approximate relative frequency given the
probability
 Use a calculator or web-based simulations to collect
data
 Conduct multiple probability experiments, collecting
a very large number of trials to make a conjecture
about the long run relative frequency of each
 Prove that as the number of trials increase in a
probability experiment, the experimental probability
approaches the theoretical probability
 Make conjectures about the relationship between
theoretical probability and experimental probability
related to the number of trials to justify relative
frequency
 Develop a probability model
 Conduct multiple probability experiments
 Compare and contrast theoretical probability and
experimental probability related to sample size
 Explain possible sources of discrepancy between
theoretical and experimental probability
Vocabulary
Sample Questions/Clarification
Probability
Outcome
* The local animal shelter has 18 dogs and 6 cats. If a person
randomly chooses a new pet, what is the likelihood the pet
will be a dog. 7.SP.5
Likelihood
*There are green, orange, and blue balls in a bag. The
Trial
probability of selecting a green ball is . The probability of
selecting an orange ball is . What is the probability of
selecting a blue ball. 7.SP.5
Prediction
Impossible
* Abe spun the two spinners below. After each spin, he
recorded the sum of the two spinners.
Independent Event
Dependent Event
Experiment
Relative Frequency
If Abe spun both spinners 900 times, about how many times
could Abe expect a sum of 5 or 6? 7.SP.6
* Timothy will roll a number cube that is numbered 1 to 6. What
is the probability Timothy will roll a number divisible by 3?
7.SP.7a
* The letters C, L, A, S, S, R, O, O, M are each written on a
card and placed in a bag. Without looking, one card is
selected from the bag. What is the probability the card
shows the letter S or O? 7.SP.7a
* Jill has a number cube labeled 1 to 6. She will roll it 400
**Revisit: Compute fractions, decimals and find
percents
times. About how many times should Jill expect a 5 or 6?
7.SP.6
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 12: Probability of Compound Events – 8 days
Standards: 7.SP.8, 7.RP.3 (Revisit where applicable)
Learning Targets
 Find probabilities of compound events using
organized lists, tables, tree diagrams, and simulation
Vocabulary
Sample Questions/Clarification
Compound Event
* Lauren packed one blue shirt, one red shirt, one yellow
shirt, two pairs of jeans, one pair of sneakers, and one pair of
sandals. If one outfit includes 1 shirt, 1 pair of jeans, and 1 pair
of shoes, how many different outfits can Lauren create?
Ratio
 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
 Identify the outcomes in the sample space which
compose the event
 Design and use a simulation to generate frequencies
for compound events
Proportion
* A restaurant’s lunch menu is shown in the table below.
If a lunch consists of one entree item, one side item, and one
beverage, how many different lunches are available at this
restaurant?
* Leah spins the spinner below twice.
What is the probability the outcomes of the two spins will
add up to 24?
* At a middle school, there are 5 students on the chess team.
The coach will pick 2 students to play the next game. How
many choices does the coach have when picking the two
students?
*Kristina spins each spinner
below one time.
What is the probability the first spinner lands on yellow, and
the second spinner lands on an odd number?
2016-2017
Vance County Schools
Pacing Guide 2016-17
Unit 13: Sampling, Inferences and Comparing Populations – 12 days
Standards: 7.SP.1, 7.SP.2, 7.SP.3, 7.SP.4
Learning Targets
 Identify an appropriate sample of population for a
specified statistical question that is representative of
the population in question
 Explain why entire populations may not always be
surveyed
 Make inferences about populations based on data
obtained
 Collect and use multiple samples of data to make
generalizations
 Gauge, explain, and discuss issues of variation in
samples of data
 Graph and interpret data in dot plots, histograms, and
box-plots
 Identify and give possible explanations of clusters and
outliers of data
 Describe how to find the mean, median, mode, range,
deviation and MAD of given data
 Explain that measures of center are mean and median;
that measures of variability are MAD and IQR
 Model, explain, compare, and contrast the overlap of
two sets of data
 Compare and contrast two sets of data using measures
of center (mean and median) and measures of
variability (MAD and IQR)
Continuing Learning Targets
 Compute (add, subtract, multiply, and divide)
positive rational numbers (whole, fractions,
decimals) to work with data
 Use integers and the number line to show positive
and negative deviations
 Use a number line to explain absolute value
Vocabulary
Intervals
Increments
Mean
Median
Mode
Range
Experiment
Sample
Random Variation
Distribution
Mean Absolute
Deviation
Representative
Sample
Measures of
Variabiltiy
Quartile (1st, 3rd,
lower and upper)
Interquartile
Range
Random Sampling
Variation
Variability
Distribution
Measures of
Center
Unbias
Survey
Population
Sample Questions/Clarification
*Alan recorded the high and low temperatures for
seven days. His data is in the table below.
What is the approximate difference between the
mean absolute deviation of low and high
temperatures? 7.SP.4
* A high school committee will organize the next
school dance. Which random sample group should
the committee survey to receive ideas on a theme
for the dance? 7.SP.1
A.
B.
C.
D.
teachers in the hallway
students on the basketball team
students who enter the cafeteria
people who attend a band concert
* The table below shows quiz scores for two
students.
Student 1
Student 2
78
96
95
95
85
79
98
87
93
90
What is the difference between the median quiz
scores for the two students? 7.SP.4
2016-2017
Vance County Schools
Pacing Guide 2016-17
Bias
Inferences
Outlier
* Avery asked students at his school what they do
to relax. His results are in the graph below. 7.SP.2
Based on the data,
which statement is true?
A More students use the computer
to relax that watch television.
B More than one-third of
the students use the computer to relax.
C About half of the students watch TV.
D More boys read to relax than girls.
2016-2017