Probability
7th Grade


Alabama Course of Study Standards:
13

Use a number from 0 to 1 to represent the probability of a chance event occurring, explaining that larger numbers
indicate greater likelihood of the event occurring, while a number near zero indicates an unlikely event. 
Arkansas Academic Standards:
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
 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

Common Core State Standards:
Math.7.SP.5 or 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. 
Georgia Standards of Excellence (GSE):
7.PR.6.1

Represent the probability of a chance event as a number between 0 and 1 that expresses the likelihood of the event occurring. Describe that 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. 
North Carolina  Standard Course of Study:
7.SP.5

Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. 
Alabama Course of Study Standards:
15

Approximate the probability of an event using data generated by a simulation (experimental probability) and
compare it to the theoretical probability. Observe the relative frequency of an event over the long run, using simulation or technology, and use those
results to predict approximate relative frequency.

Arkansas Academic Standards:
7.SP.C.6

 Collect data to approximate the probability of a chance event
 Observe its longrun relative frequency
 Predict the approximate relative frequency given the probability
For example: When rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
Note: Emphasis should be given to the relationship between experimental and theoretical probability.

Common Core State Standards:
Math.7.SP.6 or 7.SP.C.6

Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 
Georgia Standards of Excellence (GSE):
7.PR.6.2

Approximate the probability of a chance event by collecting data on an event and observing its longrun relative frequency will approach the theoretical probability. 
North Carolina  Standard Course of Study:
7.SP.6

Collect data to calculate the experimental probability of a chance event, observing its longrun relative frequency. Use this experimental probability to predict the approximate relative frequency. 
Wisconsin Academic Standards:
7.SP.C.6

Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its longrun relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. 
Alabama Course of Study Standards:
14.a

Collect and use data to predict probabilities of events. 
Arkansas Academic Standards:
7.SP.C.7.A

Develop a uniform probability model, assigning equal probability to all outcomes, and use the model to determine probabilities of events (e.g., If a student is selected at random from a class of 6 girls and 4 boys, the probability that Jane will be selected is .10 and the probability that a girl will be selected is .60.) 
Arizona Academic Standards:
7.SP.C.7a
Common Core State Standards:
Math.7.SP.7a or 7.SP.C.7.A
Kentucky Academic Standards (KAS):
7.SP.7.a
Mississippi College and CareerReadiness Standards:
7.SP.7a

Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 
Georgia Standards of Excellence (GSE):
7.PR.6.4

Develop a uniform probability model by assigning equal probability to all outcomes and use the model to determine probabilities of events. 
North Carolina  Standard Course of Study:
7.SP.7.a

Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine
probabilities of events. 
Wisconsin Academic Standards:
7.SP.C.7.a

Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. 
Alabama Course of Study Standards:
14.b

Compare probabilities from a model to observed frequencies, explaining possible sources of discrepancy. 
Arkansas Academic Standards:
7.SP.C.7.B

Develop a probability model, which may not be uniform, by observing frequencies in data generated from a chance process (e.g., Find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land openend down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?) 
Arizona Academic Standards:
7.SP.C.7b
Common Core State Standards:
Math.7.SP.7b or 7.SP.C.7.B
Kentucky Academic Standards (KAS):
7.SP.7.b
Mississippi College and CareerReadiness Standards:
7.SP.7b

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land openend down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? 
Georgia Standards of Excellence (GSE):
7.PR.6.5

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. 
North Carolina  Standard Course of Study:
7.SP.7.b

Develop a probability model (which may not be uniform) by repeatedly performing a chance process and observing
frequencies in the data generated. 
Wisconsin Academic Standards:
7.SP.C.7.b

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land openend down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies 
Alabama Course of Study Standards:
16.a

Represent sample spaces for compound events using methods such as organized lists, tables, and tree diagrams,
and determine the probability of an event by finding the fraction of outcomes in the sample space for which the
compound event occurred. 
Arkansas Academic Standards:
7.SP.C.8.A

Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs 
Common Core State Standards:
Math.7.SP.8a or 7.SP.C.8.A
Kentucky Academic Standards (KAS):
7.SP.8.a
Mississippi College and CareerReadiness Standards:
7.SP.8a
North Carolina  Standard Course of Study:
7.SP.8.a
New York State Next Generation Learning Standards:
7.SP.8.a

Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. 
Alabama Course of Study Standards:
16.b

Design and use a simulation to generate frequencies for compound events. 
Arkansas Academic Standards:
7.SP.C.8.B

Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams 
Common Core State Standards:
Math.7.SP.8b or 7.SP.C.8.B
Kentucky Academic Standards (KAS):
7.SP.8.b
Mississippi College and CareerReadiness Standards:
7.SP.8b

Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. 
North Carolina  Standard Course of Study:
7.SP.8.b

For an event described in everyday language, identify the outcomes in the sample space which compose the event, when
the sample space is represented using organized lists, tables, and tree diagrams. 
New York State Next Generation Learning Standards:
7.SP.8.b

Represent sample spaces for compound events using methods such as organized lists, sample space tables, and tree diagrams. For an event described in everyday language, identify the outcomes in the sample space
which compose the event. e.g., "rolling double sixes" 
Tennessee Academic Standards:
7.SP.C.8.a

Give quantitative measures of center (median and/or mean) and variability (range and/or interquartile range), as well as describe any overall pattern and any striking deviations from the overall pattern with reference to the
context in which the data were gathered. 
Pennsylvania Core Standards:
CC.2.4.7.B.3

Investigate chance processes and develop, use, and evaluate probability models. 
Pennsylvania Core Standards:
M07.DS.3.1.1

Predict or determine whether some outcomes are certain, more likely, less likely, equally likely, or impossible (i.e., 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) 
Pennsylvania Core Standards:
M07.DS.3.2.1

Determine the probability of a chance event given relative frequency. Predict the approximate relative frequency given the probability 
Pennsylvania Core Standards:
M07.DS.3.2.2

Find the probability of a simple event, including the probability of a simple event not occurring. 
Pennsylvania Core Standards:
M07.DS.3.2.3

Find probabilities of independent compound events using organized lists, tables, tree diagrams, and simulation 
Georgia Standards of Excellence (GSE):
7.PR.6.1

Represent the probability of a chance event as a number between 0 and 1 that expresses the likelihood of the event occurring. Describe that 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. 
Georgia Standards of Excellence (GSE):
7.PR.6.2

Approximate the probability of a chance event by collecting data on an event and observing its longrun relative frequency will approach the theoretical probability. 
Georgia Standards of Excellence (GSE):
7.PR.6.3

Develop a probability model and use it to find
probabilities of simple events. Compare
experimental and theoretical probabilities of
events. If the probabilities are not close,
explain possible sources of the discrepancy. 
Georgia Standards of Excellence (GSE):
7.PR.6.4

Develop a uniform probability model by
assigning equal probability to all outcomes and
use the model to determine probabilities of
events. 
Georgia Standards of Excellence (GSE):
7.PR.6.5

Develop a probability model (which may not
be uniform) by observing frequencies in data
generated from a chance process.

Georgia Standards of Excellence (GSE):
7.PR.6.6

Use appropriate graphical displays and
numerical summaries from data distributions
with categorical or quantitative (numerical)
variables as probability models to draw informal inferences about two samples or
populations. 
