Are you looking for a fun and flexible differentiated* activity that provides a rich variety of practice problems for Common Core Standard 7.SP.7 (Developing Probability Models For Simple & Compound Events).

We've set up this these common core-aligned digital and printable task cards so that they can be seamlessly integrated into your lesson plan whether you are teaching in class or remotely. (with little to no prep work).

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These graphing equations and inequalities digital activities are one-click away from being loaded as (1) self-graded Google Forms™, (2) Google Slides™, (3) Boom Cards™, & finally as a pre-loaded activity on Seesaw™.

They are also printable (and look really sharp when cut and laminated) for those who want to buck the digital trend. Which way do you see yourself accessing the task cards?

If that sounds like a good fit for you, our super-flexible digital & printable task cards are patiently waiting for you to download and instantly assign to your students.

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COMPONENTS
1. 30 printable task cards with answer key and recording sheet
2. 3 sets of 10 digital task cards on Google Forms (auto-graded)
3. 30 task cards added as slides in Google Slides
4. 30 task cards set up as clickable Boom Cards for instant feedback
5. 3 sets of 10 digital task cards pre-loaded as activities in Seesaw
6. a downloadable PDF with one-click links to load activities on digital platforms
7. written and video instructions on how to easily set up task cards in all learning platforms mentioned above

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METHODOLOGY - HOW WE WENT ABOUT CREATING THIS SET

Each question is aligned to the common core state standard 7.SP.7 and is specifically designed to meet documented student expectations for that standard. The questions can be used for guided practice or independent practice.

The questions have been patterned from questions that have historically been the type of questions that have been asked on standardized tests (PARCC, SBAC, ITBS, FSA).

*Careful attention has been put into each question so they won't be so challenging as to discourage your students, while still being rigorous enough to prepare your students for testing and assessment.

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*HOW THESE QUESTIONS ARE DIFFERENTIATED*

This set of task cards has been organized in a way that allows for seamless differentiation. Cards #1-10 are the least difficult in each set and can be given to any students who might be struggling to gain confidence. Cards #11-20 are just slightly more challenging, while the last 10 questions require a bit more critical thinking being primarily long-form word problems.

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SUGGESTED USES
- Traditional Probability Models for Simple & Compound Events Task Cards (printable)

- Probability Models for Simple & Compound Events Task Cards
- As a Digital Common Core-Aligned Assessment
- As Digital PARCC / SBAC / FSA Test-Prep Activity
- Developing Probability Models for Simple & Compound Events in Google Forms™

- Developing Probability Models for Simple & Compound Events in Google Slides™
- Developing Probability Models for Simple & Compound Events in Boom Cards™
- Developing Probability Models for Simple & Compound Events in Seesaw™

- As a 7.SP.7 Review
- As a 7.SP.7 Assessment (Interim or Summative)
- Review / Intervention for 7th Grade Statistics & Probability Standards
- As Gaming Cards for Playing Scoot
- As a Differentiated Activity with 3 Levels of Difficulty
- As a No-Prep, Click and Go Digital Activity

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LEARNING GOALS
7.SP.7 | 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.

7.SP.7a | 7.SP.C.7a
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.

7.SP.7b | 7.SP.C.7b
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.

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More About NUMBEROCK

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Hi, I'm Mr. Hehn and I've been a public school math teacher for seven years with four of those years acting as an instructional lead teacher. Songwriting and math are some of my greatest passions and I've figured out a way to intertwine the two as the creator of NUMBEROCK.

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