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Mathematics

Grade 7: Data Management and Probability

Planning: Term #

Tracking: Ach. Level

Overall Expectations

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• 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 E-Stat 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 real-world 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.