Teacher Resources
Standards
The following content standards align to the lessons in this module.
Fan Appreciation Night, Part 1
Key Common Core State Standards:
S.CP.1: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
S.CP.2: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
Supporting Common Core State Standards:
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. 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.
7.SP.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.
7.SP.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
- Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
- Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
7.SP.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
- 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.
- 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.
- Design and use a simulation to generate frequencies for compound events.
8.SP.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
Standards for Mathematical Practices:
MP.1: Make sense of problems and persevere in solving them.
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.5: Use appropriate tools strategically.
MP.6: Attend to precision.
MP.7: Look for and make use of structure.
Fan Appreciation Night, Part 2
Key Common Core State Standards:
S.CP.1: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
S.CP.2: Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
S.CP.7: Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.
Supporting Common Core State Standards:
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. 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.
7.SP.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.
7.SP.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
- Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
- Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
7.SP.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
- 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.
- 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.
- Design and use a simulation to generate frequencies for compound events.
Standards for Mathematical Practices:
MP.1: Make sense of problems and persevere in solving them.
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.5: Use appropriate tools strategically.
MP.6: Attend to precision.
MP.7: Look for and make use of structure.
Fan Appreciation Night, Part 3
Key Common Core State Standards:
S.CP.4: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
Supporting Common Core State Standards:
8.SP.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
Standards for Mathematical Practices:
MP.1: Make sense of problems and persevere in solving them.
MP.2: Reason abstractly and quantitatively.
MP.3: Construct viable arguments and critique the reasoning of others.
MP.5: Use appropriate tools strategically.
MP.6: Attend to precision.
MP.7: Look for and make use of structure.
Maryland Technology Literacy Standards for Students
Student modules support learning in Standards 1.0 – 6.0 of the Maryland Technology Literacy Standards for Students. For more information on the standards go to the following page:
> Maryland Technology Literacy Standards for Students 
