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CCSS.Math.Content.7.SP.C.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.
CCSS.Math.Content.7.SP.C.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 an
CCSS.Math.Content.7.SP.C.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 open-en
CCSS.Math.Content.7.SP.C.8
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
CCSS.Math.Content.7.SP.C.8a
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.
CCSS.Math.Content.7.SP.C.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 th
CCSS.Math.Content.7.SP.C.8c
Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at lea
CCSS.Math.Content.8.NS.A.1
Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventual
CCSS.Math.Content.8.NS.A.2
Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., π2). For example, by truncating the decimal expa
CCSS.Math.Content.HSG-GMD.A.2
(+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
CCSS.Math.Content.8.EE.A.1
Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.
CCSS.Math.Content.8.EE.A.2
Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots