Differentiated CCSS Progress Monitoring Template - 7th Grade SP
Creating to the Core
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Grade Levels
7th, Homeschool
Subjects
Resource Type
Standards
CCSS7.SP.A.1
CCSS7.SP.A.2
CCSS7.SP.B.3
CCSS7.SP.B.4
CCSS7.SP.C.5
Formats Included
- XLSX
Pages
8 pages
Creating to the Core
11 Followers
Description
This document contains record keeping templates for each Statistics and Probability CCSS standard at the seventh grade level. It connects standards for remediation and standards for acceleration that align with the focus standard, therefore allowing teachers to track student progress along a logical continuum. This tool can be used for differentiation, RTI goal setting, and daily progress-monitoring.
On each page, the bolded standard is the focus standard - the one that you are currently teaching and assessing at grade level. Standards to the left are the preceding skills necessary in order to master the bolded skill. Those standards can be used to set intervention goals and inform specialized instruction. The standards on the right are for acceleration -- they are the next steps for students who have shown mastery of the bolded standard. This progression crosses grade levels and content strands as necessary.
Please take the time to look at our preview, which will give you a sense (through the sample provided) of one way to use this helpful tool.
On each page, the bolded standard is the focus standard - the one that you are currently teaching and assessing at grade level. Standards to the left are the preceding skills necessary in order to master the bolded skill. Those standards can be used to set intervention goals and inform specialized instruction. The standards on the right are for acceleration -- they are the next steps for students who have shown mastery of the bolded standard. This progression crosses grade levels and content strands as necessary.
Please take the time to look at our preview, which will give you a sense (through the sample provided) of one way to use this helpful tool.
Total Pages
8 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS7.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.
CCSS7.SP.A.2
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.
CCSS7.SP.B.3
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
CCSS7.SP.B.4
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
CCSS7.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.
Reviews
Questions & Answers
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