grade_7_mca_review_homework_2015 - Web viewGrade 7 MCA #1 Name: NUMBER AND OPERATIONS (7.1.x.x)...

Grade 7 MCA #1 Name:

NUMBER AND OPERATIONS (7.1.x.x)Directions: Define Each term with words and a picture.Integer Rational Number Irrational Number

Fraction Repeating Decimal Terminating Decimal

Vocabulary Benchmark

πwritten as a

symbol, not as “pi”terminating repeating

7.1.1.1 Know that every rational number can be written as the ratio of two integers or as a terminating or repeating decimal. Recognize that π is not rational, but that it can be approximated by

rational numbers such as 227 and 3.14.

Emerging Understanding Question Partially Proficient Question

Write each fraction as a decimal:2/3 =

1/2 =

4/9 =

3/8 =

1/6 =

Give three examples of rational numbers.

Proficient Question Exceeding Standard Question

What are the differences between rational and irrational numbers?

For more help on 7.1.1.1, GOOGLE:

Grade 7 MCA #1 part 2

NUMBER AND OPERATIONS (7.1.x.x)

terminating repeating

7.1.1.2 Understand that division of two integers will always result in a rational number. Use this information to interpret the decimal result of a division problem when using a calculator.

For example : 12530 gives 4.16666667 on a calculator. This answer is not exact. The exact answer can be expressed as

146 , which is the same as

4.16 . The calculator expression does not guarantee that the 6 is repeated, but that possibility should be anticipated.


Circle all terminating decimals.

0.5 2.75 0.3 3.416Write the fraction 141/18 as a decimal.


When you use a calculator to convert 2/3 to a decimal you divide 2 by 3. The calculator screen

reads 0.6666666667. Is this a repeating decimal, why or why not? Why is the 7 on the calculator screen?

Look at the 4 problems on the front and back of this sheet.Circle the statement that best matches your personal understanding of each benchmark

BENCHMARKDOES NOT MEET

STANDARDPARTIALLY MEETS

STANDARDMEETS

STANDARDEXCEEDS

STANDARD

7.1.1.1(front)

I do not understand this

standard

I understand some parts of this

standard

I am confident I can do problems on this standard

correctly.

I understand this standard so well I can explain it to

friends.

7.1.1.2(above)

I do not understand this

standard

I understand some parts of this

standard


correctly.


friends.



NUMBER AND OPERATIONS (7.1.x.x)Directions: Define Each term with words and a picture.Opposite Coordinate Origin

Vocabulary Benchmarkopposite,

coordinate, origin

7.1.1.3 Locate positive and negative rational numbers on a number line, understand the concept of opposites, and plot pairs of positive and negative rational numbers on a coordinate grid.


What is the opposite of each number below?

The opposite of 5 is ______.

The opposite of -8 is ______.

The opposite of -0.6 is ______.

The opposite of ½ is ______.

The opposite of -482 is ______.


Graph the fraction ¾ and its opposite on a number line.

Circle the statement that best matches your personal understanding of today’s benchmark.

BENCHMARK DOES NOT MEET STANDARD

PARTIALLY MEETS STANDARD MEETS STANDARD EXCEEDS STANDARD

7.1.1.3 I do not understand this standard

I understand some parts of this standard


correctly.


friends.



NUMBER AND OPERATIONS (7.1.x.x)Vocabulary Benchmark

Inequality7.1.1.4 Compare positive and negative rational numbers expressed in various forms using the symbols

< , > , = , ≤ , ≥ . For example : 12

< 0.36 .


Insert a symbol (<, >, =) to make a true statement.

-5 ______ 3

-15.7 ______ -12

- ½ ______ - ¾

-2 ______ ¼

Order the numbers from least to greatest.


Draw a diagram/picture that justifies that ⁻ 21

is larger

than ⁻ 43

.






I am confident I can do problems on this standard correctly.

I understand this standard so well I can explain it to friends.




inequality7.1.1.5 Recognize and generate equivalent representations of positive and negative rational numbers,

including equivalent fractions. For example : 40 120 10 3.312 36 3

.


Circle all values equivalent to -1.5.

1.5


Suzy’s sister does not understand why -0.4, -2/5 and -40% are equivalent representations. How can Suzy convince

her sister these three numbers are equivalent?











7.1.2.1 Add, subtract, multiply and divide positive and negative rational numbers that are integers, fractions and terminating decimals; use efficient and generalizable procedures, including standard

algorithms; raise positive rational numbers to whole-number exponents. For example : 24 8113

2 4

.


SOLVE WITHOUT USING A CALCULATOR.

⁻2 + ⁻7 = ⁻7 + 4= 9 + ⁻3 =

2 – 5 = ⁻2 – 5 = 4 - ⁻6 =

3 • ⁻6 = ⁻7 • ⁻8 = ⁻10 • 9 =

12 ÷ ⁻3 = -24 ÷ ⁻6 = ⁻18 ÷ 2 =

SOLVE WITHOUT USING A CALCULATOR.


SOLVE WITHOUT USING A CALCULATOR. SOLVE WITHOUT USING A CALCULATOR.

61

32

43

2

4332








For more help on 7.1.2.1, GOOGLE:Grade 7 MCA #4 Name:


inverse7.1.2.2 Use real-world contexts and the inverse relationship between addition and subtraction to explain why the procedures of arithmetic with negative rational numbers make sense.For example: Multiplying a distance by -1 can be thought of as representing that same distance in the opposite direction. Multiplying by -1 a second time reverses directions again, giving the distance in the original direction.


Use the model to find the solution to each number sentence. Draw a picture of your solution.

Proficient Question Exceeding Standard QuestionModel each number sentence and its solution on a number line. ⁻5 – 7 =

⁻4 • 2 =

Use the story of hot and cold cubes to describe the solution to the number sentence ⁻6 – 11 = ?








For more help on 7.1.2.2, GOOGLE:Grade 7 MCA #4 part 2

NUMBER AND OPERATIONS (7.1.x.x)Directions: Define Each term with words and a picture.Simple Interest Compound Interest Proportion


simple interest, compound

interest

7.1.2.3 Understand that calculators and other computing technologies often truncate or round numbers. (Assessed within 7.1.2.4)

7.1.2.4 Solve problems in various contexts involving calculations with positive and negative rational numbers and positive integer exponents, including computing simple and compound interest.

Emerging Understanding Question Partially Proficient QuestionEvaluate each expression:

-32= (-6)3= 54 =

Convert each percent to its decimal equivalent.

400%= 40%=

4%= 0.4%=


Circle the statement that best matches your personal understanding of today’s benchmark.BENCHMARK DOES NOT MEET


STANDARD MEETS STANDARD EXCEEDS STANDARD







proportion7.1.2.5 Use proportional reasoning to solve problems involving ratios in various contexts.For example : A recipe calls for milk, flour and sugar in a ratio of 4:6:3 (this is how recipes are often given in large institutions, such as hospitals). How much flour and milk would be needed with 1 cup of sugar?



A recipe for 4 dozen cookies uses 500 grams of flour, 450 grams of butter, and 200 grams of sugar. How much of each ingredient would be required to make 60 cookies?










# of trees =# of hours


absolute value

7.1.2.6 Demonstrate an understanding of the relationship between the absolute value of a rational number and distance on a number line. Use the symbol for absolute value.

For example : | 3| represents the distance from 3 to 0 on a number line or 3 units; the distance between 3 and 92 on the

number line is | 3 92 | or

32 .


Evaluate:


Evaluate each expression:

2 - 4ǀ⁻4 - 3ǀ + (⁻2)4

ǀ2 • (⁻2) - 3ǀ + 1









ALGEBRA (7.2.x.x)Vocabulary Benchmark

Proportional, inversely

7.2.1.1 Understand that a relationship between two variables, x and y, is proportional if it can be

expressed in the form y kx

or y kx . Distinguish proportional relationships from other relationships,

including inversely proportional relationships ( xy k orkx

y).

For example : The radius and circumference of a circle are proportional, whereas the length x and the width y of a rectangle

with area 12 are inversely proportional, since xy = 12 or equivalently,12yx

.


Circle all the equations that represent a proportional relationship.

y = 3x a = 5.3b y = 6

y = 6 + 7x x

23

= y k = 3.1 – 8x

If so, what is the equation of the relationship?


Write the rule for the table below:

X Y1 242 123 84 66 4








Grade 7 MCA #6 part 2 ALGEBRA (7.2.x.x)

Directions: Define Each term with words and a picture.Unit Rate Constant of Proportionality Slope

Vocabulary Benchmarkproportional, origin, slope, constant of

proportionality

7.2.1.2 Understand that the graph of a proportional relationship is a line through the origin whose slope is the unit rate (constant of proportionality). Know how to use graphing technology to examine what happens to a line when the unit rate is changed.Emerging Understanding Question Partially Proficient Question

This table represents a proportional relationship. What do you know about its graph?

What is the ‘unit rate’?

What is the ‘constant of proportionality’?

What is the slope?


Also, draw a line with a constant of proportionality of 25 pieces of paper per box.

Circle the statement that best matches your personal understanding of today’s benchmark.BENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS STANDARD MEETS STANDARD EXCEEDS STANDARD



I am confident I can do problems on this

standard correctly.


friends.



proportional, origin, slope

7.2.2.1 Represent proportional relationships with tables, verbal descriptions, symbols, equations and graphs; translate from one representation to another. Determine the unit rate (constant of proportionality or slope) given any of these representations.For example : Larry drives 114 miles and uses 5 gallons of gasoline. Sue drives 300 miles and uses 11.5 gallons of gasoline. Use equations and graphs to compare fuel efficiency and to determine the costs of various trips.


What is the unit rate (constant of proportionality) for each situation?

Sue drives 360 miles and uses 12 gallons of gasoline.

Henri walks 210 meters in 60 seconds.

Aleigha spent $9 on 12 cans of soup.Why did you select this graph?


Part 2: Write an equation representing how much Len spends if he pays $3.50 to rent shoes.










proportional

7.2.2.2 Solve multi-step problems involving proportional relationships in numerous contexts. (note: Contexts may include (but are not limited to) discounts, tax and percent of change))For example: Distance-time, percent increase or decrease, discounts, tips, unit pricing, lengths in similar geometric figures, and unit conversion when a conversion factor is given, including conversion between different measurement systems.Another example: How many kilometers are there in 26.2 miles?7.2.2.3 Use knowledge of proportions to assess the reasonableness of solutions. (Assessed within 7.2.2.1 and 7.2.2.2)For example : Recognize that it would be unreasonable for a cashier to request $200 if you purchase a $225 item at 25% off.


Proficient Question Exceeding Standard QuestionMs. Nur’s bill, before tax, is $50. The sales tax rate is 3%. Mrs. Nur decides to leave a 2% tip for the cashier based on the pre-tax amount. How much will the total bill be, including tax and tip?

Mr. Smith paid $36.36 for a carpet. This amount includes a tax of 10%. What was the cost of the carpet before tax?

Circle the statement that best matches your personal understanding of today’s benchmark.BENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS








inequality< less than

> greater than

7.2.2.4 Represent real-world or mathematical situations using equations and inequalities involving variables and positive and negative rational numbers. For example : "x is at least -3 and less than 5" can be

represented as 3 5x , and also on a number line. Another example: "Four-fifths is three greater than the opposite of a

number" can be represented as4 35

n , and "height no bigger than half the radius" can be represented as 2

rh.

Emerging Understanding Question Partially Proficient QuestionMatch each algebraic expression with the correct phrase underneath them.

1. _________ 2x + 52. _________ (x + 5)3. _________ 2x - 54. _________ 2(x - 5)

A. twice the sum of x and 5B. five less than the product of 2 and xC. five more than the product of 2 and xD. two times the difference of x and 5

Which of the following equations shows that 5 times x is 3 more than 2 times y?

A. 5x + 3 = 2y

B. 5x = 3 - 2y

C. x = 5(3 + 2y)

D. 5x = 3 + 2y


Why is ‘C’ the correct solution?

Shaggy earned $7.55 per hour plus an additional $100 in tips waiting tables on Saturday. He earned at least $160 in all. Write an inequality and find the minimum number of hours, to the nearest hour, Shaggy worked on Saturday.

The length of a rectangular fenced enclosure is 12 feet more than the width. If Farmer Dan has 100 feet of fencing, write an inequality to find the dimensions of the rectangle with the largest perimeter that can be created using 100 feet of fencing.










simplify

7.2.3.1 Use properties of algebra to generate equivalent numerical and algebraic expressions containing rational numbers, grouping symbols and whole number exponents. Properties of algebra include associative, commutative and distributive laws. (note: Items must not have context)

For example : Combine like terms (use the distributive law) to write 3 7 1 (3 7) 1 4 1x x x x .Emerging Understanding Question Partially Proficient Question

Give an example of each property:

Associative property:

Commutative property:

Distributive property:

Combine ‘like terms’

4x + 5x =

3x – 7x =

-2m + 5n + 9m + -7n =

9a – a =

Why is ‘A’ the correct solution (which property)?

Why are B, C & D NOT equivalent?


Why is C the correct solution? Why is C the correct solution?










evaluate, substitute

7.2.3.2 Evaluate algebraic expressions containing rational numbers and whole number exponents at specified values of their variables. (note: Expressions contain no more than 3 variables)

For example : Evaluate the expression 21 (2 5)

3x

at x = 5.

7.2.3.3 Apply understanding of order of operations and grouping symbols when using calculators and other technologies. (Assessed within 7.2.3.1 and 7.2.3.2)For example : Recognize the conventions of using a caret (^ raise to a power) and asterisk (* multiply); pay careful attention to the use of nested parentheses.


SHOW YOUR WORK!

What is the value of each expression if a=⁻4, b=5, c=

34

a + b 2c

-7a ba+c

SHOW YOUR WORK!


SHOW YOUR WORK!

Evaluate: a−bc for a = ⁻12, b=⁻42 and c=6

Evaluate: p – q + r ÷ q • p for p=5, q=⁻2 & r=⁻14b. Evaluate the expression you wrote for the following values.

x = 17’

x = 15.5’

x = 78 feet







I understand this standard so well I can

standard correctly. explain it to friends.



solve

7.2.4.1 Represent relationships in various contexts with equations involving variables and positive and negative rational numbers. Use the properties of equality to solve for the value of a variable. Interpret the solution in the original context. For example : Solve for w in the equation P = 2w + 2ℓ when P = 3.5 and ℓ = 0.4.Another example : To post an Internet website, Mary must pay $300 for initial set up and a monthly fee of $12. She has $842 in savings, how long can she sustain her website?


What does an equal sign mean? 3 = 124

Solve each equation for the variable.

5x = 15 x – 7 = 19

3x + 7 = 31 Choice B is the correct solution. Why? Show your work.


Choice A is the correct solution? Why?Show your work by solving the equation.

Explain your choice:

Circle the statement that best matches your personal understanding of today’s benchmark.BENCHMARK DOES NOT MEET







correctly. friends.



equation7.2.4.2 Solve equations resulting from proportional relationships in various contexts.For example : Given the side lengths of one triangle and one side length of a second triangle that is similar to the first, find the remaining side lengths of the second triangle. Another example : Determine the price of 12 yards of ribbon if 5 yards of ribbon cost $1.85.


Solve each equation for x.

3x = 27 147 = 28x -24.2x = -484

811

= x55 54

108=135x x3=48

72

WHY IS ‘B’ THE CORRECT SOLUTION?

A map uses the scale 1.5 cm = 25 mi. Two cities are 190 miles apart. How far apart are the cities on the map?

A. 0.21 cm B. 11.4 cmC. 2,917 cm D. 6,563 cm

In a scale drawing, 12 inch represents 3 feet. If the same

scale is used, how many inches will be needed to represent 24 feet?

A. 2 inches B. 4 inchesC. 8 inches D. 12 inches


SHOW YOUR WORK! A rhinoceros beetle weights 30 grams and can carry 850 times its body weight. If a person can carry proportionally as much as the rhinoceros beetle, how much could a 60-kilogram (kg) student carry?

Benton is planting grass. Grass seed covers 250 square feet per pound of seed. How many pounds are needed to seed a lawn measuring 50 feet by 100 feet?

Circle the statement that best matches your personal understanding of today’s benchmark.BENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS


7.2.4.2 I do not understand I understand some I am confident I can do I understand this

this standard parts of this standard problems on this standard correctly.

standard so well I can explain it to friends.


GEOMETRY AND MEASUREMENT (7.3.x.x)Directions: Define each term with words and a picture. Include appropriate formulas.Radius Diameter Circumference

Vocabulary Benchmarkπ (written as a

symbol, not as “pi”)

radius, diameter,

circumference

7.3.1.1 Demonstrate an understanding of the proportional relationship between the diameter and circumference of a circle and that the unit rate (constant of proportionality) is . Calculate the circumference and area of circles and sectors of circles to solve problems in various contexts. (Note: Items may assess finding the area and arc length of a sector & Items do not assess finding the perimeter of a sector)

Emerging Understanding Question Partially Proficient QuestionWhat is the circumference of a circle if the diameter is 7 ft?

Find the area of a circle if the diameter is 8 cm.

If the circumference of a circle is 25.12 in, then what is the diameter?

Why is ‘A’ the correct solution?






standard correctly.


Grade 7 MCA #10 part 2 GEOMETRY AND MEASUREMENT (7.3.x.x)

Directions: Define each term with words and a picture. Include appropriate formulas.Cylinder Lateral surface area Area of Base

Vocabulary Benchmarkradius,diameter, circumference,

cylinder,lateral area

7.3.1.2 Calculate the volume and surface area of cylinders and justify the formulas used. (Note: units must be consistent throughout an item; conversions are not allowed)For example : Justify the formula for the surface area of a cylinder by decomposing the surface into two circles and a rectangle.

Emerging Understanding Question Partially Proficient QuestionFind the volume and lateral surface area of the cylinder below.

Why is ‘C’ the correct solution?Show your work.

Proficient Question Exceeding Standard QuestionThe volume of a cylinder with a height of10 inches is 4710 cubic inches. Find thelateral surface area. Use 3.14 for pi.





correctly.


friends.


GEOMETRY AND MEASUREMENT (7.3.x.x)Directions: Define Each term with words and a picture.Similar Corresponding Scale factor

Vocabulary BenchmarkAllowable notation: ~ (similar), ≅ (congruent), FG (segment FG), FG

(length of segment FG)similar, corresponding, scale factor

7.3.2.1 Describe the properties of similarity, compare geometric figures for similarity, and determine scale factors.For example : Corresponding angles in similar geometric figures have the same measure.

Emerging Understanding Question Partially Proficient QuestionEach set of shapes is similar. What is the scale factor?

fixProficient Question Exceeding Standard Question

Drawings 2 and 3 are scale drawings of Drawing 1. The scale factor from Drawing 1 to Drawing 2 is 75% and the scale factor from Drawing 2 to Drawing 3 is 50%. Find the Scale factor from Drawing 1 to Drawing 3.

Circle the statement that best matches your personal understanding of today’s benchmarkBENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS STANDARD MEETS STANDARD EXCEEDS STANDARD







Allowable notation: ~ (similar),≅ (congruent), FG (segment FG), FG (length of segment FG)

similar, corresponding, scale factor

7.3.2.2 Apply scale factors, length ratios and area ratios to determine side lengths and areas of similar geometric figures. For example : If two similar rectangles have heights of 3 and 5,

and the first rectangle has a base of length 7, the base of the second rectangle has length 353 .

Emerging Understanding Question Partially Proficient QuestionSolve for x.

Why is ‘B’ the correct solution?


The sun creates a shadow of a tree and a 5-foot boy creating similar triangles. What is the height of the tree?

Circle the statement that best matches your personal understanding of today’s benchmark.BENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS MEETS STANDARD EXCEEDS STANDARD

STANDARD




correctly.


friends.

Grade 7 MCA #12 Name:GEOMETRY AND MEASUREMENT (7.3.x.x)

Directions: Define Each term with words and a picture.Scale Drawing Conversion

Vocabulary Benchmarksimilar,

corresponding, scale drawing,

conversion

7.3.2.3 Use proportions and ratios to solve problems involving scale drawings and conversions of measurement units. (Note: Conversions are limited to no more than 2 per item) For example : 1 square foot

equals 144 square inches. Another example: In a map where 1 inch represents 50 miles, 12 inch represents 25 miles.

Emerging Understanding Question Partially Proficient QuestionOn a scale drawing, 3 inches represents 24 feet. How tall is a building that is 5 inches high?

(a) 20 feet

(b) 30 feet

(c) 40 feet

(d) 50 feet


A square has an area of 19. If the side length is increased by a factor of 5, what is the new area of the square?

A square has an area of 22. If the side length is increased by a factor of 2, what is the new area of the square?


BENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS STANDARD MEETS STANDARD EXCEEDS STANDARD

7.3.11 I do not understand this standard





Vocabulary BenchmarkAllowable translation

notation: J and J’ (labels for points before

and after transformation) (x,y) (x + 3, y – 2)

7.3.2.4 Graph and describe translations and reflections of figures on a coordinate grid and determine the coordinates of the vertices of the figure after the transformation. (Note: Images may be reflected over vertical lines, horizontal lines and the lines y=x and y=–x)For example : The point (1, 2) moves to (-1, 2) after reflection about the y-axis.


Define ‘translation’:

Define ‘reflection’:


Translate ABCD using the rule (x, y) (x + 3, y – 5)What are the coordinates of :

A’ B’ C’ D’







DATA ANALYSIS AND PROBAILITY (7.4.x.x)Vocabulary Benchmark

stem-and-leaf plot

7.4.1.1 Design simple experiments and collect data. Determine mean, median and range for quantitative data and from data represented in a display. Use these quantities to draw conclusions about the data, compare different data sets, and make predictions. (Note: Data displays are limited to no more than 10 categories & Data displays from previous grades may be used) For example : By looking at data from the past, Sandy calculated that the mean gas mileage for her car was 28 miles per gallon. She expects to travel 400 miles during the next week. Predict the approximate number of gallons that she will use.



A packing company mailed six packages with a mean weight of 4.8 pounds. Suppose the mean weight of five of these packages is 5.1 pounds. What is the weight of the sixth package?

A.4.95 B. 5.1 C. 3.3 D. 4.85

Compare the 2 data sets using statistics.

Circle the statement that best matches your personal understanding of today’s benchmarKBENCHMARK DOES NOT MEET STANDARD PARTIALLY MEETS STANDARD MEETS STANDARD EXCEEDS STANDARD





Grade 7 MCA #13 part 2 DATA ANALYSIS AND PROBAILITY (7.4.x.x)


7.4.1.2 Describe the impact that inserting or deleting a data point has on the mean and the median of a data set. Know how to create data displays using a spreadsheet to examine this impact. (Note: Data sets are limited to no more than 10 data points)


Determine the mean & median for the following data.12, 13, 32, 34, 45, 51, 56, 89

Determine the mean & median for the following data.12, 13, 32, 34, 45, 51, 56, 89, 678

Examine the two sets of data. One of the sets has an outlier. Identify it.

How does the outlier impact the mean?

How does the outlier impact the median?

Proficient Question Exceeding Standard Question10 student’s math quiz scores are recorded below. What is the difference between the mean score of all students & the mean score of the data set without the outlier?






Grade 7 MCA #14 Name:DATA ANALYSIS AND PROBAILITY (7.4.x.x)


circle graph, histogram,

frequency table

7.4.2.1 Use reasoning with proportions to display and interpret data in circle graphs (pie charts) and histograms. Choose the appropriate data display and know how to create the display using a spreadsheet or other graphing technology. (Note: Data sets are limited to no more than 10 data points)



Explain your choice.

How much time does a student spend doing homework each week?

In one day, how many more minutes does a student watch TV than do homework?








WATCHING TV13%

SOCIALIZING13%

SCHOOL25%

SLEEPING33%

HOMEWORK8%

EATING8%

How Students Spend Their Time

7.4.3.1 Use random numbers generated by a calculator or a spreadsheet or taken from a table to simulate situations involving randomness, make a histogram to display the results, and compare the results to known probabilities. (NOT ASSESSED IN MCA)

7.4.3.2 Calculate probability as a fraction of sample space or as a fraction of area. Express probabilities as percents, decimals & fractions. For example : Determine probabilities for different outcomes in game spinners by finding fractions of the area of the spinner.


Proficient Question Exceeding Standard QuestionA game with 2 spinners is won by spinning a blue on Spinner A and a green on Spinner B. If a player spins both spinners 384 times, how many times would you expect them to win?








red

green

blue green

redyellow

blue

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=QyUv3gbqGoxxnM&tbnid=lyIIC32KAELj4M:&ved=0CAUQjRw&url=http://www.freelearningchannel.com/l/Content/Materials/Mathematics/Math_Grade_7/textbooks/CK12_Math_Grade_7/html/12/8.html&ei=vCRcU6X0NaemygHR_YGQCw&bvm=bv.65397613,d.aWw&psig=AFQjCNE5U-nMbIHsJoIm_w67_G7aHgkAJA&ust=1398633988729709

7.4.3.3 Use proportional reasoning to draw conclusions about and predict relative frequencies of outcomes based on probabilities. For example : When rolling a number cube 600 times, one would predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.



If a pair of dice are rolled 702 times, how many times would you expect to roll a multiple of 4?






4/64/7

4/84/9 Lab to use calculator4/10

4/134/144/154/164/17

4/204/21 Field Trip4/224/23 Cheat Sheet4/24 Unit 5 Test

4/27 Scratch Paper HW4/28 4/294/30 Ms. Van absent – Last Minute Hints5/1 Sleep/Drink Water/Relax

grade_7_mca_review_homework_2015 - Web viewGrade 7 MCA #1 Name: NUMBER AND OPERATIONS (7.1.x.x)...

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Transcript of grade_7_mca_review_homework_2015 - Web viewGrade 7 MCA #1 Name: NUMBER AND OPERATIONS (7.1.x.x)...