middle school mathbcpshelpdeskmiddleschoolmath.weebly.com/uploads/6… · web viewnegative...

BEDFORD COUNTY PUBLIC SCHOOLSPre-Algebra (7) Mathematics Curriculum Guide

First 9 Weeks

Fraction, Decimal, Percent, Absolute Value, Sci Notation (7.1)Integers (7.3)Expressions (7.13)

Second 9 Weeks

Equations (7.14)Properties (7.16) Inequalities (7.15)Proportions (7.4)

Third 9 Weeks

Sequences (7.2)Functions (7.12)Transformations (7.8)Quadrilaterals (7.7 and 7.6)Surface Area and Volume (7.5)

Fourth 9 Weeks

Probability (7.9 and 7.10)Histograms and Graphs (7.11)

Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources

First Nine Weeks

Rounding decimals, place value, simplifying fractions, equivalent fractions

7.1 The student will a) investigate and describe the concept of negative exponents for powers of ten; b) determine scientific notation for numbers greater than zero

Essential Questions What does a negative exponent

mean when the base is 10? When should scientific notation be

used?

Prerequisite/Extension SOL5.2 a) recognize/name fractions in theirequivalent decimal form and vice versa; b)compare/order fracts and decimals

6.2 a) frac/dec/% b) ID from‐

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to

Recognize powers of 10 with negative exponents by examining patterns.

Write a power of 10 with a negative exponent in fraction and decimal form.

Write a number greater than 0 in scientific notation.

Recognize a number greater than 0 in scientific notation.

Key VocabularyNegative exponents, powers of ten, scientific notation

DOE Lesson Plans7.1 - Powers of Ten - Number and Number Sense7.1 - Scientific Notation - Number and Number Sense

Textbook ResourcesPH Course 2 Chapter 2PH Course 3 Chapter 2

Resources/LessonsPre-Algebra (7)

Virginia Department of Education Mathematical Instructional Resources

http://bcpshelpdeskmiddleschoolmath.weebly.com/pre-algebra.html

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-1bc.pdf

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-1bc.pdf

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-1a.pdf


representation; d) compare/order6.5 investigate/describe positive exponents, perfect squares

8.1 b) compare/order fract/dec/%, andscientific notation8.5 a) determine if a number is a perfect square; b) find two consecutive whole numbers between which a square root lies

7.1 The student will c) compare and order fractions, decimals, percents and numbers written in scientific notation

Essential Questions How are fractions, decimals and

percents related?


6.2 a) frac/dec/% b) ID from‐representation; d) compare/order

8.1 b) compare/order fract/dec/%, andscientific notation

Compare, order, and determine equivalent relationships among fractions, decimals, and percents. Decimals are limited to the thousandths place, and percents are limited to the tenths place. Ordering is limited to no more than 4 numbers.

Order no more than 3 numbers greater than 0 written in scientific notation.

Key VocabularyFractions, decimals, percents, ascending, descending

DOE Lesson Plans7.1 - Ordering Fractions, Decimals, and Percents - Number and Number Sense

Textbook ResourcesPH Course 2 Chapter 2, Activity Lab 2-6aPH Course 3 Chapter 2


7.1 The student will d) determine square roots; and e) identify and describeabsolute value for rational

Determine the square root of a perfect square less than or equal to 400.

Key VocabularySquare roots, absolute value, square of a number, perfect square


http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-1c.pdf



numbers.

Essential Questions How is taking a square root

different from squaring a number? Why is the absolute value of a

number positive?


6.2 a) frac/dec/% b) ID from‐representation; d) compare/order6.5 investigate/describe positive exponents, perfect squares

8.1 b) compare/order fract/dec/%, andscientific notation8.5 a) determine if a number is a perfect square; b) find two consecutive whole numbers between which a square root lies

Demonstrate absolute value using a number line.

Determine the absolute value of a rational number.

Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle to solve practical problems.

DOE Lesson Plans7.1 - Square Roots - Number and Number Sense7.1 - Absolute Value - Number and Number SenseTextbook ResourcesPH Course 2 Chapter 8PH Course 3 Chapter 1 and 3


7.3 The student will a) model addition, subtraction,multiplication and division ofintegers;

Essential Questions

The sums, differences, products and quotients of integers are either positive, zero, or negative. How can this be demonstrated?

Model addition, subtraction, multiplication and division of integers using pictorial representations of concrete manipulatives.

Key VocabularyIntegers, whole numbers, sum, difference, product, quotient

DOE Lesson Plans7.3 - Integers: Addition and Subtraction - Computation and Estimation

Textbook ResourcesPH Course 2 Chapter 1

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-3ab_2.pdf

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-3ab_2.pdf


http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-1e.pdf

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-1d.pdf


Prerequisite/Extension SOL5.18 c) model one step linear equations‐using add/sub

6.3 a) ID/represent integers; b)order/compare integers; c) ID/describeabsolute value of integers

PH Course 3 Chapter 1


7.3 The student will b) add, subtract, multiply, anddivide integers.

Essential Questions

The sums, differences, products and quotients of integers are either positive, zero, or negative. How can this be demonstrated?

Prerequisite/Extension SOL5.5 a) find sum/diff/product/quotient of two decimals through thousandths

6.6 a) mult/div fractions

Add, subtract, multiply, and divide integers.

Simplify numerical expressions involving addition, subtraction, multiplication and division of integers using order of operations.

Solve practical problems involving addition, subtraction, multiplication, and division with integers.

Key VocabularySimplify, order of operations

DOE Lesson Plans7.3 - Integers: Multiplication and Division - Computation and Estimation



7.13 The student will a) write verbal expressions asalgebraic expressions andsentences as equations and viceversa;

Essential QuestionsHow can algebraic expressions and equations be written?

Write verbal expressions as algebraic expressions. Expressions will be limited to no more than 2 operations.

Write verbal sentences as algebraic equations. Equations will contain no more than 1 variable term.

Translate algebraic expressions and equations to verbal expressions and sentences.

Key VocabularyExpression, variable expression, algebraic expression, verbal sentence

DOE Lesson Plans



http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-3ab.pdf




Prerequisite/Extension SOL5.7 evaluate whole number numericalexpressions using order of operations,limited to parentheses/add/sub/mult/div

6.8 evaluate whole number numericalexpressions using order of operations

8.1 a) simplify numerical expressionsinvolving positive exponents, using rational numbers, order of operations, properties

Expressions will be limited to no more than 2 operations.

Identify examples of expressions and equations.


7.13 The student will b) evaluate algebraicexpressions for given replacementvalues of the variables.

Essential QuestionsHow can algebraic expressions and equations be written?

Prerequisite/Extension SOL5.7 evaluate whole number numericalexpressions using order of operations,limited to parentheses/add/sub/mult/div

6.8 evaluate whole number numericalexpressions using order of operations

8.1 a) simplify numerical expressionsinvolving positive exponents, using

Apply the order of operations to evaluate expressions for given replacement values of the variables. Limit the number of replacements to no more than 3 per expression.

Key VocabularyEvaluate, replacement set, order of operations

DOE Lesson Plans7.13 - Translate and Evaluate - Patterns, Functions, and Algebra








rational numbers, order of operations, properties

Review and Assess all previous SOLs

Performance Task must be completed and graded on rubric by the end of Quarter 1

Sample Performance Tasks:SOL 7.1Best of Secondary Math: And Now, Andy RooneyStudents determine if the national debt is big enough to allow for a stack of $1 bills would stretch to the moon and back.Differentiated Best of Math I: Frugal Freda's Fruit ForayStudents determine the fraction of edible flesh of Freda's favorite fruits, along with the cost per edible serving

SOL 7.3Best of Secondary Math: Our Paper, Their PaperUsing patterns, students find the size of A4 paper.Best of Secondary Math: Smooth SailingUsing charts, students plot a safe sailing course through the harbor.

SOL 7.13Differentiated Best of Math, 6-8: Townhouse TribulationStudents determine the number of square feet of brick required for a group of townhouses.Differentiated Best of Math, 6-8: Variable DilemmaStudents solve a series of letter equations by substituting numbers.

“Powers Of 3” “Powers Of 3 Teacher”“Molly Mathematician’s Locker Combination” “Molly Mathematician’s Locker Combination Teacher”“Debits and Credits”


http://www.rda.aps.edu/mathtaskbank/pdfs/instruct/6-8/i68molly.pdf

http://www.rda.aps.edu/mathtaskbank/pdfs/tasks/6-8/t68molly.pdf

http://www.rda.aps.edu/mathtaskbank/pdfs/instruct/6-8/i68Power3.pdf

http://www.rda.aps.edu/mathtaskbank/pdfs/tasks/6-8/t68Power3.pdf


Second Nine Weeks

7.14 The student will a) solve one- and two-step linearequations in one variable; and

Essential QuestionsWhen solving an equation, why is it important to perform identical operations on each side of the equal sign?

Prerequisite/Extension SOL5.18 a) investigate/describe concept ofvariable; b) write open sentence usingvariable; c) model one step linear ‐equations using add/sub; d) create problems based on open sentence

6.18 solve one step linear equations in ‐one variable

8.15 a) solve multistep linear equations in one variable (variable on one and two sides of equations); b) solve two‐step linear inequalities and graph results on number line; c) ID properties of operations used to solve

Represent and demonstrate steps for solving one- and two-step equations in one variable using concrete materials, pictorial representations and algebraic sentences.

Solve one- and two-step linear equations in one variable.

Key VocabularySolve, one-step equation, inverse operation, two-step equation, solution

DOE Lesson Plans7.14 - Equations - Patterns, Functions, and Algebra






7.16 The student will apply the following properties of operations with real numbers: a) the commutative and associative properties for addition and multiplication; b) the distributive property; c) the additive and multiplicative identity properties; d) the additive and multiplicative inverse properties; and e) the multiplicative property of zero.

Essential QuestionsWhy is it important to apply properties of operations when simplifying expressions?

Prerequisite/Extension SOL5.19 distributive property of mult overaddition

6.19 a) investigate/recognize identityproperties for add/mult; b) multiplicative property of zero; c) inverse property for mult

8.15 c) ID properties of operations used to solve equations

Identify properties of operations used in simplifying expressions.

Apply the properties of operations to simplify expressions.

Key VocabularyCommutative property of addition, commutative property of multiplication, associative property of addition, associative property of multiplication, distributive property, additive identity property, multiplicative identity property, additive inverse property, multiplicative inverse property, multiplicative property of zero

DOE Lesson Plans7.16 - Properties - Patterns, Functions, and Algebra



7.15 The student will b) graph solutions to inequalities onthe number line.

Graph solutions to inequalities on the number line.

Key VocabularyInequality, number line, closed circle, open circle, greater than, less than, greater than or


http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-16abcde.pdf

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-16abcde.pdf


Essential QuestionsHow is the solution to an inequality different from that of a linear equation?How are the procedures for solving equations and inequalities the same?

Prerequisite/Extension SOL6.20 graph inequalities on number line

8.16 graph linear equation in two variables

Represent and demonstrate steps in solving inequalities in one variable, using concrete materials, pictorial representations, and algebraic sentences.

equal to, less than or equal to

DOE Lesson Plans



7.15 The student will a) solve one-step inequalities inone variable.

Essential QuestionsHow is the solution to an inequality different from that of a linear equation?How are the procedures for solving equations and inequalities the same?

Prerequisite/Extension SOL6.20 graph inequalities on number line

8.16 graph linear equation in two variables

Identify a numerical value that satisfies the inequality.

Key VocabularyInequality, solution, inverse operation

DOE Lesson Plans7.15 - Inequalities - Patterns, Functions, and Algebra



7.14 The student will b) solve practical problems requiring the solution of one- and two-step

Solve practical problems that require the solution of a one- or two-step linear equation.

Key VocabularySolve, one-step equation, inverse operation, two-step equation, solution






linear equations.

Essential QuestionsWhen solving an equation, why is it important to perform identical operations on each side of the equal sign?

Prerequisite/Extension SOL5.18 a) investigate/describe concept ofvariable; b) write open sentence usingvariable; c) model one step linear ‐equations using add/sub; d) create problems based on open sentence

6.18 solve one step linear equations in ‐one variable

8.15 a) solve multistep linear equations in one variable (variable on one and two sides of equations); b) solve two‐step linear inequalities and graph results on number line; c) ID properties of operations used to solve

DOE Lesson Plans



7.4 The student will solve single-stepand multistep practical problems,using proportional reasoning.

Essential QuestionsWhat makes two quantities proportional?

Write proportions that represent equivalent relationships between two sets.

Solve a proportion to find a missing term.

Apply proportions to convert units of measurement between the U.S. Customary System and the metric system. Calculators may be used.

Key VocabularyRate, unit rate, ratio, proportion, scale factor, percents, tip, tax, discount

DOE Lesson Plans7.4 - Proportions - Computation and Estimation7.4 - Sales Tax and Tip - Computation and Estimation

http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-4_2.pdf





Prerequisite/Extension SOL5.4 create/solve single /multistep ‐practical problems involvingadd/sub/mult/div of whole numbers

6.1 describe/compare data using ratios

6.7 solve practical problems involvingadd/sub/mult/div decimals

8.3 a) solve practical problems involvingrational numbers, percent, ratios, and prop; b) determine percent inc/dec

Apply proportions to solve practical problems, including scale drawings. Scale factors shall have denominators no greater than 12 and decimals no less than tenths. Calculators may be used.

Using 10% as a benchmark, mentally compute 5%, 10%, 15%, or 20% in a practical situation such as tips, tax and discounts.

Solve problems involving tips, tax, and discounts. Limit problems to only one percent computation per problem.





SOL 7.4Differentiated Best of Math I: ABC QuiltsGiven directions for making a quilt, students determine the amount of material needed.Differentiated Best of Math I: Dog HouseGiven a piece of plywood, students design the largest dog house possible.Differentiated Best of Math I: Greener GrassStudents determine the better buy when re-turfing a football field.Differentiated Best of Math I: Olympic Trophy DesignStudents design a trophy topped with a scaled figure of the typical middle level student.Differentiated Best of Math I: Turkey DayGiven a turkey and time to cook per pound, students determine the appropriate time to start cooking the turkey given additional parameters.

Sample Performance Tasks:“Inequality Statements”“How Many Nickels” “How Many Nickels Teacher”“Orange Fizz”Exemplars


http://www.rda.aps.edu/mathtaskbank/pdfs/instruct/6-8/i68nickl.pdf

http://www.rda.aps.edu/mathtaskbank/pdfs/tasks/6-8/t68nickl.pdf




3rd Nine Weeks

7.2 The student will describe andrepresent arithmetic andgeometric sequences usingvariable expressions.

Essential QuestionsWhen are variable expressions used?

Prerequisite/Extension SOL5.17 describe/express the relationship in a number pattern

6.17 ID/extend geometric/arithmeticsequences

Analyze arithmetic and geometric sequences to discover a variety of patterns.

Identify the common difference in an arithmetic sequence.

Identify the common ratio in a geometric sequence.

Given an arithmetic or geometric sequence, write a variable expression to describe the relationship between two consecutive terms in the sequence.

Key VocabularyArithmetic sequence, common difference, geometric sequence, common ratio

DOE Lesson Plans7.2 - Arithmetic and Geometric Sequences - Number and Number Sense



7.12 The student will representrelationships with tables, graphs,rules, and words.

Essential QuestionsWhat are the different ways to represent the relationship between two sets of numbers?

Prerequisite/Extension SOL8.14 make connections between any two representations (tables, graphs, words, rules)

Describe and represent relations and functions using tables, graphs, rules and words. Given on representation, students will be able to represent the relation in another form.

Key VocabularyTables, rules, graphs, elements, sets, equations, relation, functions, input, output, independent variable, dependent variable, ordered pairs, vertical line test, curve, coordinate plane, coordinates, x-axis, y-axis

DOE Lesson Plans7.12 - Relationships Round Robin - Patterns, Functions, and Algebra



7.8 The student, given a polygon in Identify the coordinates of the image of a Key Vocabulary


http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-12.pdf






the coordinate plane, willrepresent transformations(reflections, dilations, rotations,and translations) by graphing inthe coordinate plane.

Essential QuestionsHow does the transformation of a figure affect the size, shape and position of that figure?

Prerequisite/Extension SOL5.11 measure right/acute/obtuse/straight angles

6.11 a) ID coordinates of a point in acoordinate plane; b) graph ordered pairs in coordinate plane

8.8 a) apply transformations to planefigures; b) ID applications oftransformations

right triangle or rectangle that has been translated either vertically, horizontally, or a combination of a vertical and horizontal translation.

Identify the coordinates of the image of a right triangle or rectangle that has been rotated 90° or 180° about the origin.

Identify the coordinates of the image of a right triangle or a rectangle that has been reflected over the x- or y-axis.

Identify the coordinates of a right triangle or rectangle that has been dilated. The center of the dilation will be the origin.

Sketch the image of a right triangle or rectangle translated vertically or horizontally.

Sketch the image of a right triangle or rectangle that has been rotated 90° or 180° about the origin.

Sketch the image of a right triangle or rectangle that has been reflected over the x- or y-axis.

Sketch the image of a dilation of a right triangle or rectangle limited to a scale

factor of , , 2, 3 or 4

Polygon, vertical, horizontal, coordinates, transformations, reflections, dilations, rotations, translations, coordinate plane, turn, fixed point, center of rotation, slide, multiplicative factor, image, preimage, x-axis, y-axis

DOE Lesson Plans7.8 - Rotation - Geometry7.8 - Dilation - Geometry7.8 - Translation and Reflection - Geometry



7.7 The student will compareand contrast the followingquadrilaterals based onproperties: parallelogram,rectangle, square, rhombus,

Compare and contrast attributes of the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid.

Identify the classification(s) to which a

Key VocabularyQuadrilaterals, trapezoid, isosceles trapezoid, parallelogram, rectangle, square, rhombus, parallel, congruent, right angle, plane figures, similar, similar figures,






and trapezoid.

7.6 The student will determinewhether plane figures –quadrilaterals and triangles –are similar and writeproportions to express therelationships betweencorresponding sides of similarfigures.

Essential Questions

Why can some quadrilaterals be classified in more than one category?

How do polygons that are similar compare to polygons that are congruent?

Prerequisite/Extension SOL5.12 a) classify angles asright/acute/obtuse/straight; b) triangles asright/acute/obtuse/equilateral/scalene/isosceles5.13 a) using plane figures will developdefinitions of plane figures; b)investigate/describe results ofcombining/subdividing plane figures

6.2 frac/dec/% a) describe as ratios; b) ID‐from representation; c) equivrelationships;6.12 determine congruence ofsegments/angles/polygons6.13 ID/describe properties ofquadrilaterals

quadrilateral belongs, using deductive reasoning and inference.

Identify corresponding sides and corresponding and congruent angles of similar figures using the traditional notation of curved lines for the angles.

Write proportions to express the relationships between the lengths of corresponding sides of similar figures.

Determine if quadrilaterals or triangles are similar by examining congruence of corresponding angles and proportionality of corresponding sides.

Given two similar figures, write similarity statements using symbols such as

, A corresponds to D, and corresponds to .

corresponding sides, corresponding angles, congruent angles, line segments

DOE Lesson Plans7.7 - Quadrilateral Sort - Geometry7.6 - Similar Figures - Measurement

Textbook ResourcesPH Course 2: Chapter 7 and 8






8.6 a) verify/describe relationships amongvertical/adjacent/supplementary/complementary angles; b) measure angles < 360°8.10 a) verify the Pythagorean Theorem; b)apply the Pythagorean Theorem7.5 The student will a) describe volume and surface area of cylinders; b) solve practical problems involving the volume and surface area of rectangular prisms and cylinders; and c) describe how changing one measured attribute of a rectangular prism affects its volume and surface area.

Essential QuestionsHow are volume and surface area related?How does the volume of a rectangular prism change when one of the attributes is increased?

Prerequisite/Extension SOL5.8 a) find perimeter/area/volume; b)differentiate among perimeter/area/volume, ID which measure is appropriate; c) ID equiv measurements within metric system; d) estimate/measure U.S. Cust/metric; e) choose appropriate unit of measure w/ U.S. Cust/metric

6.9 make ballpark comparisons betweenU.S. Cust/metric system

8.7 a) investigate/solve practical problemsinvolving volume/surface area of prisms,cylinders, cones, pyramids; b) describe how

Determine if a practical problem involving a rectangular prism or cylinder represents the application of volume or surface area.

Find the surface area of a rectangular prism.

Solve practical problems that require finding the surface area of a rectangular prism.

Find the surface area of a cylinder.

Solve practical problems that require finding the surface area of a cylinder.

Find the volume of a rectangular prism.

Solve practical problems that require finding the volume of a rectangular prism.

Find the volume of a cylinder.

Solve practical problems that require finding the volume of a cylinder.

Describe how the volume of a rectangular prism is affected when one measured attribute is multiplied by a scale factor. Problems will be limited to changing attributes by scale factors only.

Describe how the surface area of a rectangular prism is affected when one measured attribute is multiplied by a scale

Key VocabularyArea, surface area, volume, rectangular prism, cylinder, net, scale factor

DOE Lesson Plans7.5 - Surface Area and Volume of a Cylinder - Measurement7.5 - Volume of a Rectangular Prism - Measurement7.5 - Surface Area of a Rectangular Prism - Measurement7.5 - Attributes of a Rectangular Prism - Measurement

Textbook ResourcesPH Course 2: Chapter 8PH Course 3: Chapter 8





http://www.doe.virginia.gov/testing/solsearch/sol/math/7/mess_7-5b_2.pdf







changes in measured attribute affectsvolume/surface area

factor. Problems will be limited to changing attributes by scale factors only



SOL 7.2Differentiated Best of Math, 6-8: Building Block DilemmaGiven the first three block towers, students determine the number of blocks needed for any number of tower.

SOL 7.12Differentiated Best of Math I: BridgesStudents are given the first 3 bridge designs, and determine the 10th bridge design, noticing patterns and making generalizations.Differentiated Best of Math I: Euler's DilemmaStudents investigate Euler's rule for classifying figures.Differentiated Best of Math I: Runners' DilemmaTwo friends are running at different speeds. Students determine when one will catch up with the other.Differentiated Best of Math I: Swinging TimeStudents conduct an investigation to determine the slowest beat that could be produced by a metronome made with 60 centimeters of string.

Sample Performance Tasks:Exemplars “Display Dilemma”“Boxing Bracelets”



4th Nine Weeks

7.9 The student will investigateand describe the differencebetween the experimentalprobability and theoreticalprobability of an event.

7.10 The student will determine the probability of compound events, using the Fundamental (Basic) Counting Principle

Essential QuestionsWhat is the difference between the theoretical and experimental probability of an event? What is the Fundamental (Basic) Counting Principle? What is the role of the

Fundamental (Basic) Counting Principle in determining the probability of compound events?

Prerequisite/Extension SOL5.14 make predictions/determineprobability by constructing a samplespace

6.16 a) compare/contrast dep/indep events; b) determine probabilities for dep/indep events

8.12 determine probability of

Determine the theoretical probability of an event.

Determine the experimental probability of an event.

Describe changes in the experimental probability as the number of trials increases.

Investigate and describe the difference between the probability of an event found through experiment or simulation versus the theoretical probability of that same event.

Compute the number of possible outcomes by using the Fundamental (Basic) Counting Principle.

Determine the probability of a compound event containing no more than 2 events.

Key VocabularyTheoretical probability, experimental probability, event, trials, favorable outcomes, possible outcomes, Fundamental Counting Principle, tree diagram, compound event

DOE Lesson Plans7.9 - What Are the Chances? - Probability and Statistics7.10 - The Real Meal Deal - Probability and Statistics


Resources/LessonsIn folder






indep/dep events with and without replacement7.11 The student, given data in apractical situation, will a)construct and analyzehistograms; and b)compare and contrasthistograms with other types ofgraphs presenting informationfrom the same data set

Essential QuestionsWhat types of data are most appropriate to display in a histogram?

Prerequisite/Extension SOL5.15 collect/organize/interpret data, using stem and leaf plots/line graphs‐ ‐

6.14 a) construct circle graphs; b) drawconclusions/make predictions, using circle graphs; c) compare/contrast graphs

8.13 a) make comparisons/predictions/inferences, using information displayed in graphs; b)construct/analyze scatterplots

Collect, analyze, display, and interpret a data set using histograms. For collection and display of raw data, limit the data to 20 items.

Determine patterns and relationships within data sets (e.g., trends).

Make inferences, conjectures, and predictions based on analysis of a set of data.

Compare and contrast histograms with line plots, circle graphs, and stem-and-leaf plots presenting information from the same data set.

Key VocabularyHistogram, bar graph, line plots, circle graphs, stem-and-leaf plots, frequency, frequency distribution

DOE Lesson Plans7.11 - Numbers in a Name - Probability and Statistics


Resources/LessonsIn folder


SOL 7.11Best of Secondary Math: Barnie's Backpack BusinessStudents conduct a survey to identify the most desirable characteristics of a backpack.



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