Mathematics
Grade 7: Data Management and Probability 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
collect and organize categorical, discrete, or continuous primary data and secondary
data and display the data using charts and graphs, including relative
frequency tables and circle graphs; 




•
make and evaluate convincing arguments, based on the analysis of data; 




•
compare experimental probabilities with the theoretical probability of an
outcome involving two independent events. 




Specific Expectations 




Collection and Organization of Data 




–
collect data by conducting a survey or an experiment to do with themselves,
their environment, issues in their school or community, or content from
another subject and record observations or measurements; 




–
collect and organize categorical, discrete, or continuous primary data and
secondary data (e.g., electronic data from websites such as EStat or Census
At Schools) and display the data in charts, tables, and graphs (including
relative frequency tables and circle graphs) that have appropriate titles,
labels (e.g., appropriate units marked on the axes), and scales (e.g., with
appropriate increments) that suit the range and distribution of the data,
using a variety of tools (e.g., graph paper, spreadsheets, dynamic
statistical software); 




–
select an appropriate type of graph to represent a set of data, graph the
data using technology, and justify the choice of graph (i.e., from types of
graphs already studied); 




–
distinguish between a census and a sample from a population; 




–
identify bias in data collection methods (Sample problem: How reliable are
your results if you only sample girls to determine the favourite type of book
read by students in your grade?). 




Data Relationships 




–
read, interpret, and draw conclusions from primary data (e.g., survey
results, measurements, observations) and from secondary data (e.g., temperature
data or community data in the newspaper, data from the Internet about
populations) presented in charts, tables, and graphs (including relative
frequency tables and circle graphs); 




–
identify, through investigation, graphs that present data in misleading ways
(e.g., line graphs that exaggerate change by starting the vertical axis at a
point greater than zero); 




–
determine, through investigation, the effect on a measure of central tendency
(i.e., mean, median, and mode) of adding or removing a value or values (e.g.,
changing the value of an outlier may have a significant effect on the mean
but no effect on the median) (Sample problem: Use a set of data whose
distribution across its range looks symmetrical, and change some of the
values so that the distribution no longer looks symmetrical. Does the change
affect the median more than the mean? Explain your thinking.); 




–
identify and describe trends, based on the distribution of the data presented
in tables and graphs, using informal language; 




–
make inferences and convincing arguments that are based on the analysis of
charts, tables, and graphs (Sample problem: Use census information to predict
whether Canada’s population is likely to increase.). 




Probability 




–
research and report on realworld applications of probabilities expressed in
fraction, decimal, and percent form (e.g., lotteries, batting averages, weather
forecasts, elections); 




–
make predictions about a population when given a probability (Sample problem:
The probability that a fish caught in Lake Goodfish is a bass is 29%. Predict
how many bass will be caught in a fishing derby there, if 500 fish are
caught.); 




–
represent in a variety of ways (e.g., tree diagrams, tables, models,
systematic lists) all the possible outcomes of a probability experiment
involving two independent events (i.e., one event does not affect the other
event), and determine the theoretical probability of a specific outcome
involving two independent events (Sample problem: What is the probability of
rolling a 4 and spinning red, when you roll a number cube and spin a spinner
that is equally divided into four different colours?); 




–
perform a simple probability experiment involving two independent events, and
compare the experimental probability with the theoretical probability of a specific
outcome (Sample problem: Place 1 red counter and 1 blue counter in an opaque
bag. Draw a counter, replace it, shake the bag, and draw again. Compare the
theoretical and experimental probabilities of drawing a red counter 2 times
in a row.). 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.