LITTLESTOWN AREA SCHOOL DISTRICT
MATHEMATICS
Subject
Mathematics
Grade Level
7
Mission Statement
K-12 Mission Statement for mathematics
A standards-based math education at Littlestown Area School District will provide authentic experiences where students connect with their world by applying and
integrating mathematical concepts throughout their daily experiences.
 On a social level, our mathematicians will be collaborative as well as independent, risk- takers, who are self-motivated and confident.
o Therefore, students will have opportunities for authentic learning experiences where they will work together to transfer and apply math concepts to real
world math problems.
 Assessments should be ongoing, diagnostic, and aligned with instruction.
o Therefore, students will engage in multiple authentic assessment opportunities.
 Students will be lifelong learners.
o Therefore, we will facilitate instruction and curriculum designed to develop students, who will be informed and active problem solvers.
 Instruction should be relevant, meaningful, and evidence-based.
o Therefore, we will facilitate differentiated instruction and assessments based on evidence collected throughout the student experience.
Course Description
What is it that students will learn during this course?
Core Connections, Course 2 is the second of a three-year sequence of courses designed to prepare students for a rigorous algebra course. It uses a problem-solving
approach with concrete models. The course helps students to develop multiple strategies to solve problems and to recognize the connections between concepts. Content
focuses on proportional relationships, operations with rational numbers, introductory equation-solving, geometry, and statistics.
LITTLESTOWN AREA SCHOOL DISTRICT
MATHEMATICS
Subject
Title of Unit
Mathematics
Grade Level
7
Problem-Solving and Probability - Chapter 1
Time Frame
21 days
Stage 1 - Desired Results
Established Goals (Learning Outcomes)
What content standards (designate focus standards with an ‘F’) and program- or mission-related goal(s) will this unit address? What habits of mind and cross disciplinary
goals will this unit address (example 21st Century Skills)?
CC.2.4.7.B.1 – Draw inferences about populations based on random sampling concepts.
CC.2.4.7.B.2 – Draw informal comparative inferences about two populations.
CC.2.4.7.B.3 – Investigate chance processes and develop, use, and evaluate probability models.
CC.2.1.7.E.1 – Apply and extend previous understandings of operations with fractions to operations with rational numbers (adding and subtracting).
Transfer
What kinds of long term independent accomplishments are desired? Students will be able to independently use their learning to…..
Predict or determine the likelihood of outcomes.
Use probability to predict outcomes.
LITTLESTOWN AREA SCHOOL DISTRICT
MATHEMATICS
Meaning
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? What misunderstandings are
What provocative questions will foster inquiry, meaning-making and transfer?
predictable?
Students will understand that...
Students will keep considering….
Probability is a relationship between desired outcomes and total outcomes.
What if there is more than one event?
Additional events can affect outcomes.
How do I find probability outcomes?
Inferences can be made on a population by using a representative sample.
How does probability help me predict?
How can probability be changed?
What conclusions can be made from the data?
Related misconceptions…
Acquisition
What facts and basic concepts should students know and be able to recall? This
What discrete skills and processes should students be able to use? List the skills
content knowledge may come from the established goals or address pre-requisite
and/or behaviors students will be able to exhibit as a result of their work in this
knowledge essential for this unit.
unit.
Students will know...
Sample space, outcome, event, theoretical, experimental, simple events, compound
events, independent, dependent, mean, median, mode, range, interquartile range, boxplot, histogram, population, sample, representative sample, cluster sample,
convenience sample, voluntary response sample
Students will be skilled at…
Computing probability.
Finding the likelihood that a specific event will occur.
Calculating the probability of two events to decide which is more likely.
Finding both experimental and theoretical probability of events.
Calculating probability of compound events.
LITTLESTOWN AREA SCHOOL DISTRICT
MATHEMATICS
Stage 2 –Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? By what criteria will performances of
understanding be evaluated? Students will show their learning by…


Candy Callipso, the CEO of the Moon & Mercury Candy Company, has a crisis! She has hired your team to help her solve a problem. A customer ordered a thousand
bubblegum machines and specified that each one should have a probability of exactly 1/3 for getting a blue gumball. The bubblegum machines were created and sent out,
but the customer has called, claiming that the machines were filled incorrectly. Candy’s records show that each machine was filled with 4 yellow gumballs, 8 red
gumballs, 16 green gumballs, and 20 blue gumballs.
Your task: Work with your team to:
 Figure out whether the machines meet the customer’s requirements.
 If they do, find at least two other combinations of gumballs that would satisfy the picky customer.
 If they do not, find at least two ways to adjust the contents of the machines so that the probability of getting a blue gumball is exactly 1/3.
 Prepare a poster to report to Candy each of your proposed solutions. Be sure to explain how you know each solution will work.
Other Evidence
Through what other evidence (work samples, observations, quizzes, tests, journals
or other means) will students demonstrate achievement of the desired results?
Warm-up problems
Exit tickets
Toolkits – (add problem sets and color-code based on units)
Quizzes
Homework/homework quizzes
Unit tests
Student Self-Assessment
How will students reflect upon or self-assess their learning?
Homework checks
Daily Classwork
Closure problems
January 2015
Adapted from: Wiggins, G. and McTighe, J., (1998). Understanding by Design. Alexandria, VA: ASCD.