The expectation of the student is to explain possible discrepancies between a developed probability model and observed frequencies. Develop a probability model and use it to find probabilities of events. Compare Explain possible discrepancies between a probabilities from a model to observed frequencies; if the agreement is not developed probability model and observed good, explain possible sources of the discrepancy. frequencies. Develop a uniform probability model by assigning equal probability to Develop a uniform probability model by all outcomes and use the model to determine probabilities of events. assigning equal probability to all (e.g., If a student is selected at random from a class, find the 7.DSP.C.7 outcomes, and use the model to probability that Jane will be selected and the probability that a girl determine probabilities of events. will be selected.) Develop a probability model (which may Develop a probability model (which may not be uniform) by not be uniform) by observing frequencies observing frequencies in data generated from a chance process. (e.g., in data generated from a chance process. 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?) The expectation of the student is to find probabilities of compound events Find probabilities of compound events using using organized lists, tables, tree diagrams and simulations. organized lists, tables, tree diagrams and Represent sample spaces for compound events using methods such simulations. as organized lists, tables and tree diagrams. For an event described in 7.DSP.C.8 Represent the sample space of a everyday language (e.g., double sixes”), identify the outcomes “rolling compound event. in the sample space which compose the event. Design and use a simulation to generate Design and use a simulation to generate frequencies for compound frequencies for compound events. events.
7.DSP.C.7 Explain possible discrepancies between a developed probability model and observed frequencies. Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. The expectation of the student is to explain possible discrepancies between a developed probability model and observed frequencies. 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. Develop a uniform probability model by assigning equal probability to all outcomes and use the model to determine probabilities of events. (e.g., 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.) Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. (e.g., 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?) 7.DSP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams and simulations. Represent the sample space of a compound event. Design and use a simulation to generate frequencies for compound events. The expectation of the student is to find probabilities of compound events using organized lists, tables, tree diagrams and simulations. 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. Design and use a simulation to generate frequencies for compound events.
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