7.6.5Ma


 * Grade: 7 Unit: 6 Week: 5 **
 * Content: Conducting a Simulation **
 * Problem Solving Connection **
 * Dates: 5/6/2013 – 5/10/2013 **

How does the probability of an outcome affect the decision making process in real-life situations?
 * __ Theme Essential Question __**** : **

How can you use simulations to estimate probabilities?
 * __ Essential Questions __**** : **

**__ Objectives __**** : **
 * __ Standards __**** : **
 * ** 7. SP.8c: ** Design and use a simulation to generate frequencies for compound events.
 * The student will design and conduct a simulation.
 * The student will evaluate and analyze the likelihood of an event.
 * The student will make predictions about future events based on the likelihood of their simulation.

Students continue to build on the use of simulations for simple probabilities and now expand the simulation of compound probability. Providing opportunities for students to match situations and sample spaces assists students in visualizing the sample spaces for situations.
 * Background Information **

// Teaching the Common Core Math Standards with Hands-On Activities, //
 * Assessment **
 * Product **
 * // Investigate chance processes and develop, use, and evaluate probability models 7.SP.8 – Activity: p. 148-150 //


 * Key Questions **
 * How is a simulation design and conducted?
 * How can a simulation be modified from a non equally likely event so that likely event to occur?
 * Discuss relevant application of your study of probability.


 * Observable Student Behaviors **
 * Students can design and conduct simulations to verify the relevance to a probability of an event occurring.

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. ||
 * ** Mathematical Practices **
 * __ Vocabulary __**** : **
 * ** Math ** ||

v Gizmo Correlation High Recommended: @http://illustrativemathematics.org/illustrations/343, 7.SP.8
 * __ Suggested Activities __** :
 * // Houghton Mifflin On Core Mathematics Middle School // Grade 7
 * Unit 7-5, p. 173-174
 * Unit 7 Problem Solving Connection, p. 175-178
 * Unit 7 Test Prep, p. 179-180
 * ABC //Mastering the Common Core in Mathematics//
 * Chapter 15-4 Simulation p. 174-175
 * Chapter 15-6 Probability Modeling p. 198-199
 * Chapter 15-7 Predictions using Probability p. 200-201
 * Chapter 15-8 Equally Likely vs Equally Probable p. 202
 * Chapter 15 Review and Test p. 203-206
 * 7.SP.8
 * Compound Independent Events
 * Compare the theoretical and experimental probabilities of compound independent events by drawing colored marbles from a bag. Record the results of successive draws with replacement of marbles to calculate the experimental probability.
 * Permutations
 * Experiment with permutations of a number of letters represented by letter tiles selected at random from a box. Count the permutations using a dynamic tree diagram, a dynamic list of permutations, and a dynamic computation by the counting principle.
 * Permutations and Combinations
 * Experiment with permutations and combinations of a number of letters represented by letter tiles selected at random from a box. Count the permutations and combinations using a dynamic tree diagram, a dynamic list of permutations, and a dynamic computation by the counting principle.
 * Compound Independent Events
 * Compare the theoretical and experimental probabilities of compound independent events by drawing colored marbles from a bag. Record the results of successive draws with replacement of marbles to calculate the experimental probability.
 * Compound Independent and Dependent Events
 * Compare the theoretical and experimental probabilities of drawing colored marbles from a bag. Record results of successive draws to find the experimental probability. Perform the drawings with replacement of the marbles to study independent events, or without replacement to explore dependent events.


 * __ Diverse Learners __**
 * Odyssey (teacher discretion)
 * Skills Tutor (teacher discretion)
 * Math’s Cool
 * Algebra’s Cool


 * __ Homework __**** : ** (Teacher Discretion)
 * @http://www.kutasoftware.com/free.html To print assignment on a variety of topics.
 * See appropriate Glencoe On Core, JBHM and ABC Materials under Suggested Activities
 * Exit Slip (Question or problem to answer before leaving class that will help guide instruction for the following day.)


 * __ Terminology for Teachers __**** : **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ** Multicultural Concepts **


 * __ Resources __**** : **


 * __ Professional Texts: __**


 * __ Literary Texts __**


 * __ Informational Texts __**


 * __ Art, Music, and Media __**


 * __ Manipulatives __**
 * Marble Bag
 * Spinners
 * Number Cubes
 * Coins
 * Colored Chips
 * Graphing Calculator


 * __ Games __**


 * __Videos__**


 * __ SMART Board Lesson, Promethean Lessons __**


 * __ Other Activities, etc. __**

Language Arts ||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 7 Matrix ||= Accelerated 7 Matrix ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-6 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
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