Subjects

Grade Levels

Resource Types

Common Core Standards

File Type

PDF (Acrobat) Document File

Be sure that you have an application to open this file type before downloading and/or purchasing.

4.56 MB | 100 pages

Be sure that you have an application to open this file type before downloading and/or purchasing.

4.56 MB | 100 pages

This 100 page file includes station activities focused on probability and statistics. They are designed to align with common core standards for seventh grade math. You save 15% when buying the bundle as compared to all the activities purchased individually. As I add more activities, I will increase the price accordingly, but you will still have access to the file for no additional cost!! I've also included 5 pages of organizational tips and best practices for station learning in the classroom.

I created these activities to use in station rotations in a seventh grade classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. These activities cover Unit 8: Probability of Simple Events, Unit 9: Probability of Compound Events, and Unit 10: Statistics.

As students rotate through stations, they are challenged in individual, partner, and group activities and games. I have included instructions for you as well as printable student directions for each activity. Whenever appropriate, answer keys are also attached. The following resources are included in this file:

1. Stations Organization and Tips (5 Pages!)

2. Dominoes - Probability Models (16 Cards!)

3. I Have Who Has - Simple Events (18 Questions!)

4. Spin-Off - Probability (Unique Results for Each Student!)

5. Three of a Kind - Probability Models (Open-Ended!)

6. Poly-Problem-Solver - Tree Diagrams (4 Activities!)

7. Roundabout - Compound Events (4 Activities!)

8. Problem-Solving - Simulation (Real-World!)

9. Pick-A-Card - Compound Events and Organized Lists (6 Versions!)

10. Go Fish - Statistics (36 cards!)

11. Article - Random Sampling (With Graphic Organizers!)

12. Problem-Solving - Random Samples (Real-World!)

13. Pick-A-Card - Comparing Data (6 Versions!)

When I decided to give stations a try in my classroom I was amazed at how EASY it was to differentiate instruction. This was something I always struggled with in the past. I was also amazed at how much actual problem solving practice my students were doing in class, without my directing their every move.

These activities are included the BIG BUNDLE for Seventh Grade Second Semster at 20% off, and the BEST BUNDLE for Seventh Grade Complete Year at 25% off!!!!

**Leave Feedback after your purchase to earn TpT credits!!**

Please be advised: this purchase is for your personal use. Please direct colleagues to my TpT store for the appropriate licensing if they would like to use these activities. If you are interested in using this package for your entire district, please contact me.

Common Core Standards in this resource file include:

CCSS.MATH.CONTENT.7.SP.A.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.

CCSS.MATH.CONTENT.7.SP.A.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; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Draw informal comparative inferences about two populations.

CCSS.MATH.CONTENT.7.SP.B.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.

CCSS.MATH.CONTENT.7.SP.B.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.

CCSS.MATH.CONTENT.7.SP.C.5

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.

CCSS.MATH.CONTENT.7.SP.C.6

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. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

CCSS.MATH.CONTENT.7.SP.C.7

Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

CCSS.MATH.CONTENT.7.SP.C.7.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.

CCSS.MATH.CONTENT.7.SP.C.7.B

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

CCSS.MATH.CONTENT.7.SP.C.8

Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

CCSS.MATH.CONTENT.7.SP.C.8.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.

CCSS.MATH.CONTENT.7.SP.C.8.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.

CCSS.MATH.CONTENT.7.SP.C.8.C

Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

BUNDLE Probability and Statistics Math Stations for Common Core Seventh Grade by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

I created these activities to use in station rotations in a seventh grade classroom. However, they can easily be used in a variety of ways. You will find activities within this file also suitable for math centers, game day, formative assessment, or summative assessment. These activities cover Unit 8: Probability of Simple Events, Unit 9: Probability of Compound Events, and Unit 10: Statistics.

As students rotate through stations, they are challenged in individual, partner, and group activities and games. I have included instructions for you as well as printable student directions for each activity. Whenever appropriate, answer keys are also attached. The following resources are included in this file:

1. Stations Organization and Tips (5 Pages!)

2. Dominoes - Probability Models (16 Cards!)

3. I Have Who Has - Simple Events (18 Questions!)

4. Spin-Off - Probability (Unique Results for Each Student!)

5. Three of a Kind - Probability Models (Open-Ended!)

6. Poly-Problem-Solver - Tree Diagrams (4 Activities!)

7. Roundabout - Compound Events (4 Activities!)

8. Problem-Solving - Simulation (Real-World!)

9. Pick-A-Card - Compound Events and Organized Lists (6 Versions!)

10. Go Fish - Statistics (36 cards!)

11. Article - Random Sampling (With Graphic Organizers!)

12. Problem-Solving - Random Samples (Real-World!)

13. Pick-A-Card - Comparing Data (6 Versions!)

When I decided to give stations a try in my classroom I was amazed at how EASY it was to differentiate instruction. This was something I always struggled with in the past. I was also amazed at how much actual problem solving practice my students were doing in class, without my directing their every move.

These activities are included the BIG BUNDLE for Seventh Grade Second Semster at 20% off, and the BEST BUNDLE for Seventh Grade Complete Year at 25% off!!!!

**Leave Feedback after your purchase to earn TpT credits!!**

Please be advised: this purchase is for your personal use. Please direct colleagues to my TpT store for the appropriate licensing if they would like to use these activities. If you are interested in using this package for your entire district, please contact me.

Common Core Standards in this resource file include:

CCSS.MATH.CONTENT.7.SP.A.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.

CCSS.MATH.CONTENT.7.SP.A.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; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

Draw informal comparative inferences about two populations.

CCSS.MATH.CONTENT.7.SP.B.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.

CCSS.MATH.CONTENT.7.SP.B.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.

CCSS.MATH.CONTENT.7.SP.C.5

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.

CCSS.MATH.CONTENT.7.SP.C.6

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. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

CCSS.MATH.CONTENT.7.SP.C.7

Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

CCSS.MATH.CONTENT.7.SP.C.7.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.

CCSS.MATH.CONTENT.7.SP.C.7.B

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

CCSS.MATH.CONTENT.7.SP.C.8

Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

CCSS.MATH.CONTENT.7.SP.C.8.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.

CCSS.MATH.CONTENT.7.SP.C.8.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.

CCSS.MATH.CONTENT.7.SP.C.8.C

Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

BUNDLE Probability and Statistics Math Stations for Common Core Seventh Grade by Kimberly Wasylyk is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Total Pages

100

Answer Key

Included

Teaching Duration

2 Weeks

$20.40

Digital Download

Follow Me (597 Followers)

Advertisement:

Advertisement:

$20.40

Digital Download