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Determine the theoretical probability of compound events (e.g., two coins or two dice).
Clarifications:

Essential Understandings

Concrete:

  • Use items like coins to determine the probability of an outcome (1/2 heads).
Representation:
  • Identify the formula for finding probability of an event (probability of an event happening = number of ways it can happen/total number of outcomes).
  • Understand the following concepts, symbols, and vocabulary for: probability, likelihood.

Access Point #: MAFS.7.SP.3.AP.8a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.7.SP.3.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
    1. 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.
    2. 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.
    3. 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?
Access Point Information
Number:
MAFS.7.SP.3.AP.8a
Category:
Access Points
Date Adopted or Revised:
06/14
Cluster:
Investigate chance processes and develop, use, and evaluate probability models. (Supporting Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • M/J Grade 7 Mathematics (#1205040): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • M/J Accelerated Mathematics Grade 7 (#1205050): In grade 7 accelerated, instructional time will emphasize six areas: (1) representing numbers in scientific notation and extending the set of numbers to the system of real numbers, which includes irrational numbers; (2) generating equivalent numeric and algebraic expressions including using the Laws of Exponents; (3) creating and reasoning about linear relationships including modeling an association in bivariate data with a linear equation; (4) solving linear equations, inequalities and systems of linear equations; (5) developing an understanding of the concept of a function and (6) analyzing two-dimensional figures, particularly triangles, using distance, angle and applying the Pythagorean Theorem.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • M/J Foundational Skills in Mathematics 6-8 (#1204000): This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all strands including number sense & operations, algebraic reasoning, functions, geometric reasoning and data analysis & probability. Teachers will use the listed benchmarks that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.

  • Access M/J Grade 7 Mathematics (#7812020): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.