## Social Studies

## Mathematics

### STATISTICS

**CCSS.Math.Content.7.SP.C.5** – Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

**CCSS.Math.Content.7.SP.C.6** – Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

- Probability and fruit – Students each come to the front of the class and pull a piece of fruit from the basket, writing down the probability of their selecting the type they obtained. The class data is used to create a table and compare the obtained probabilities to actual distribution of fruit in the basket.

CCSS.MATH.CONTENT.7.RP.A.1 **Compute unit rates, including those that involve complex fractions, with like or different units.**

**CCSS.MATH.CONTENT.7.RP.A.2.B **– Ratios & Proportional Relationships: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

- Reading & comparing bar graphs – This activity is for Grades 6-7 and will introduce students to reading and comparing bar graphs with proportional relationships.

**CCSS.MATH.CONTENT.7.RP.A.2.C**. Represent proportional relationships by equations

- Rates, ratios and proportions, with fractions – Students watch a 4-minute video giving examples of finding unit rates by simplifying fractions. They solve a problem together as a class and are given a short lecture on solving rate problems with complex fractions. Problems provided can be worked by students individually or done together in class.
- Computing rates and distance – students are given definitions of ratio and rate and examples of computing rate and distance. Students complete a short assignment using animals observed outdoors as the data for computing ratio, rate and proportion. An alternative assignment is given for students learning at home or otherwise requiring modification. The lesson concludes with game play.

**CCSS.MATH.CONTENT.7.SP.A.1** – Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

- Distributions and Mayan Trading – The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable.

### ALGEBRA

**CCSS.Math.Content.7.EE.B.3** – Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.

- Time Rate Distance Problems – In all of these problems, students solve for distance. in Time, Rate, and Distance problems.
- Rational numbers, adding and subtracting decimals – Students watch two videos explaining decimal and fraction equivalence. They are then presented with a brief reminder of natural, integer and rational numbers. A slide presentation discusses adding and subtracting decimals. The lesson ends with teacher and student-generated practice problems

#### Also, search the mathematics video catalog for additional resources.

## Social Studies

**Minnesota State Standard – History Sub-strand 4, Standard 15** “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”

Distributions and Mayan Trading – The concept of distributions is introduced in the context of trading, explaining why some objects are more valuable.