Nā Ana Pili Helu - Papa 7 Kā mua

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Nā Ana Pili Helu - Papa 7

Unuhi ʻia mai CCSS

Domain | Cluster | Code | Ke Ana | CCSS |

Ratios and Proportional Relationships | Analyze proportional relationships and use them to solve realworld and mathematical problems. (1.1) | 7.RP..A.1 | Helu i ka lakio anakahi e pili i nā lakio o nā hākina, me nā lakio o ka lōʻihi, ka ʻili a me ka nui e ana ʻia ma ke anakahi like a me ke anakahi ʻokoʻa. | Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, If a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour, equivalently 2 miles per hour. |

7.RP.A.2 | Hoʻomaopopo a hōʻike i ka pilina lakio like o nā nui. a. Hoʻoholo inā he pilina lakio like o ʻelua nui, he laʻana: ma o ka hoʻāʻo ʻana no nā lakio kaulike ma ka pakuhi papa a i ʻole ma ke kākuhi ʻana i ka papa kuhikuhina a me ke kaulona ʻana inā he laina pololei ma ka piko pakuhi ka pakuhi. e. Hoʻomaopopo i ka helu paʻa o ka lakio like (ka lakio anakahi) ma ka pakuhi papa, ka pakuhi, ka haʻihelu, ke kiʻikuhi, a me ka wehewehe waha i ka pilina lakio like. i. Hōʻike i ka pilina lakio like ma ka haʻihelu. o. Wehewehe i ka manaʻo o ia mea he kiko (x,y) ma ka pakuhi o ka pilina lakio like ma ka pōʻaiapili, me ka maliu ʻana i nā kiko (0,0) a me (1, r) ʻoiai ʻo r ka lakio anakahi. | Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. | ||

7.RP.A.3 | Hoʻohana i ka pilina lakio like e hoʻomākalakala i nā polopolema/nane haʻi lakio a pākēneka no lākou nā kaʻina lehulehu. He mau laʻana: ke kuala nōhie/maʻalahi, ka ʻauhau, ke kūʻaiʻemi a me ke kūʻaihoʻonui, ka uku lawelawe a me ka uku komikina, ka uku, ka pākēneka hoʻonui a hōʻemi, ka pākēneka hewa. | Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error. | ||

Ka ʻŌnaehana Helu | Work with radicals and integer exponents (2.1) | 7.NS.A.1 | Hoʻohana a hoʻoloa i ka ʻike no ka hoʻohui ʻana a me ka hoʻolawe ʻana e hoʻohui a e hoʻolawe i nā helu rational; e hōʻike i ka hoʻonui ʻana a me ka hoʻolawe ʻana ma ke kiʻikuhi laina helu papakū a i ʻole papamoe. a. Wehewehe i ka pōʻaiapili e hui ai ʻelua nui ʻēkoʻa a loaʻa ka ʻole (0). e. Maopopo p + q he helu i kaʻawale he |q| mai p, i ka ʻaoʻao ʻiʻo a i ʻole i ka aʻoʻao ʻiʻo ʻole, aia i ka ʻiʻo o q. Hōʻike i ka huina he ʻole, ke hoʻohui i kekahi helu me kona ʻēkoʻa (ka hoʻohui huli hope). Wehewehe i nā huinanui o nā helu rational ma o ka pōʻaiapili maoli o ka nohona. i. Maopopo ka hoʻolawe ʻana i ka helu rational ma ka hoʻohui huli hope ʻana, p – q = p + (-q). Hōʻike i ke kaʻawale ma waena o ʻelua helu rational ma ka laina helu ka waiwai ʻiʻo o ko lāua koena, a hoʻohana i kēia ʻanopili ma ka pōʻaiapili maoli o ka nohona. o. Hoʻohana i ke ʻanopili o ka hana hoʻomākalakala no ke kaʻakālai i ka hoʻonui ʻana a me ka hoʻolawe ʻana i nā helu rational. | Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. |

7.NS.A.2 | Hoʻohana a hoʻoloa i ka ʻike no ka hoʻonui ʻana a me ka puʻunaue ʻana i nā hakina e hoʻonui a puʻunaue i nā helu rational. a. Maopopo ka hoʻopili ʻia ʻana o ka hoʻonui ʻana i nā hakina a i nā helu rational ma o ka hoʻokoi ʻana i ka hoʻomau ʻia o ka hana hoʻomākalakala e hoʻokō i ke ʻanopili o ka hana hoʻomākalakala, me ke ʻanopili hoʻoili nō hoʻi, i ka loaʻa ʻana o ka hua loaʻa e laʻa me (-1)(-1) = 1 a me nā lula no ka hoʻonui ʻana i nā helu hōʻailona. Wehewehe i nā hua loaʻa o nā helu rational ma ka wehewehe ʻana i nā pōʻaiapili maoli o ka nohona. e. Maopopo ka hiki ʻana ke puʻunaue i nā helu piha, inā ʻaʻole ka helu komo he ʻole, a he helu rational nā helu puka a pau o nā helu piha (me ka ʻole o ka helu komo, he ʻole). Inā ʻo ka p a me ke q he mau helu piha, a laila –(p/q) = (- p)/q = p/(-q). Wehewehe i ka helu puka o nā helu rational ma ka wehewehe ʻana i nā pōʻaiapili maoli o ka nohona. i. Hoʻohana i nā ʻanopili o ka hana hoʻomākalakala i kaʻakālai e hoʻonui a e puʻunaue ʻana i nā helu rational. o. Hoʻololi i ka helu rational i kekimala ma ka puʻunaue lōʻihi ʻana; ʻike e pau ana ke kino kekimala o ka helu rational ma nā 0 a i ʻole e pīnaʻi ana. | Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (–1)(–1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts. b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then – (p/q) = (–p)/q = p/(–q). Interpret quotients of rational numbers by describing realworld contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats | ||

7.NS.A.3 | Hoʻomākalakala i nā polopelema/nane haʻi o ka nohona a me ka pili helu/makemakika ma nā hana hoʻomākalakala ʻehā i nā helu rational. (Hoʻomau ʻia nā lula no nā hakina a i nā hakina paʻakikī e ka helu ʻana i nā helu rational). | Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) | ||

No Ka Haʻi a me Ka Haʻihelu | Use properties of operations to generate equivalent expressions. (3.1) | 7.EE.A.1 | Hoʻohana i nā ʻanopili o ka hana hoʻomākalakala i kaʻakālai e hoʻohui, e hoʻolawe, e heluhana, a e hoʻoloa i nā haʻihelu lālani me ke kaʻilau rational. | Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. |

7.EE.A.2 | Maopopo ke kākau hou ʻana i ka haʻihelu ma kekahi ʻano hou ma ka polopolema/nane haʻi he mea e hoʻonui ʻike no ka polopolema/nane haʻi a me ka ʻike no ka pilina o ka nui. E noʻonoʻo i a + 0.05a = 1.05a, ʻo ia hoʻi, “e hoʻonui ma ka 5%” ua like me “hoʻonui ma ka 1.05.” | Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” | ||

Solve real-life and mathematical problems using numerical and algebraic expressions and equations. (3.2) | 7.EE.B.3 | Hoʻomākalakala i nā polopelema/nane haʻi o ka nohona a me ka makemakika/pili helu a o nā kaʻina hana lehulehu me nā helu ʻiʻo rational a me nā helu ʻiʻo ʻole rational ma kekahi ʻano (nā helu piha, nā hakina, a me nā kekimala), ma ka hoʻohana kūpili ʻana i nā mea hana. Hoʻohana i ke ʻanopili o ka hana hoʻomākalakala i kaʻakālai e helu i nā helu ma ma nā kino like ʻole; hakuloli/hoʻololi i ke ʻano o ka helu ke pono; a ana i ka pololei o ka haʻina ma o ka helu naʻau a me nā kaʻakālai koho. | 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 as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. | |

7.EE.B.4 | Hoʻohana i nā hualau e hōʻike i ka nui ma nā polopolema/nane haʻi o ka nohona a i ʻole ka pili helu/makemakika, a kūkulu i ka haʻihelu nōhihi/maʻalahi a me ka haʻihelu kaulike ʻole e hoʻomākalakala polopolema/nane haʻi ma o ka noʻonoʻo kūpili ʻana i ka nui. a. Hoʻomākalakala i nā polopelema huaʻōlelo/moʻolelo nane e loaʻa ka haʻihelu o ke ʻano px + q = r a me p(x + q) = r, ʻoiai p, q, a me r nā helu rational kikoʻī/pilikahi. ʻEleu ka hoʻomākalakala ʻana i kēia ʻano haʻihelu. Hoʻohālikelike i ka hāʻina hōʻailona helu me ka haʻihelu huina helu, me ka hoʻomaopopo ʻana i ke kaʻina hana o ka hana hoʻomākalakala no nā mea ʻelua. He laʻana: He 54 knm. ke anapuni o ka huinahā lōʻihi. He 6 knm. kona lōʻihi. ʻEhia kenimika kona ākea? e. Hoʻomākalakala i nā polopolema huaʻōlelo/moʻolelo nane e loaʻa ka haʻihelu kaulike ʻole o ke ʻano px + q > r a i ʻole px + q < r, ʻoiai p, q, a me r nā helu rational kikoʻī/pilikahi. Kākuhi i ka ʻōpaʻa/hui haʻina o ia kaulike ʻole a wehewehe ma ka pōʻaiapili o ka polopolema/moʻolelo nane. He laʻana: Uku ʻia ʻoe he $50 kālā o ka pule a me $3 kālā o kēlā me kēia kūʻai ʻana aku i kāu ʻoihana he kālepa. I kēia pule, makemake ʻoe i ka uku he $100. E haku ʻoe i haʻihelu kaulike ʻole no ke kūʻai ʻana aku e pono ai, a e wehewehe mai i nā haʻina | Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width? b. Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions. | ||

Ke Anahonua | Draw, construct, and describe geometrical figures and describe the relationships between them. (4.1) | 7.G.A.1 | Hoʻomākalakala i nā polopolema/nane haʻi me nā kiʻi kaha pālākiō o nā kinona, me ka helu ʻana i ka lōʻihi a me ka ʻili mai ke kiʻi pālākiō mai a e hoʻolaupaʻi i ke kiʻi kaha ma kekahi pālākiō ʻē aʻe. | Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |

7.G.A.2 | Kaha i kiʻi (me ka lima, ka lula, ke ana huina, a me ka ʻenehana) i nā kīnona me kekahi mau lula. Kālele ma ke kūkulu ʻana i nā huina kolu mai ʻekolu huina a i ʻole ʻekolu ʻaoʻao, me ka makaʻala ʻana i ka loaʻa o nā huina kolu kūikawā, he ʻoi aku o hoʻokahi huinakolu, a i ʻole ka huinakolu ʻole. | Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. | ||

7.G.A.3 | Wehewehe i nā kinona papa i loaʻa i ka ʻoki ʻia ʻana o ke kīnona paʻa, e laʻa me nā māhele papa o ka ʻōpaka huinhāloa kūpono a me ka pelamika huinahā ʻākau. | Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids. | ||

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. (4.2) | 7.G.B.4 | ʻIke i ka haʻilula no ka ʻili a me ke anapuni o ka pōʻai a hoʻohana e hoʻomākalakala polopolema/nane haʻi; hāʻawi i ka molekumu o ka pilina o ke anapuni a me ka ʻili o ka pōʻai. | Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. | |

7.G.B.5 | Hoʻohana i nā mea ʻoiaʻiʻo no nā huina hoʻopiha kaha, hoʻopiha kūpono, papakū, a pili ma ka polopolema/nane haʻi me nā kaʻina lehulehu no ke kākau ʻana a me ka hoʻomākalakala ʻana i ka haʻihelu nōhihi/maʻalahi no ka huina i ʻike ʻole ʻia ma kekahi kinona. | Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure. | ||

7.G.B.6 | Hoʻomākalakala i nā polopolema/nane haʻi o ka nohona a me ka pili helu/makemakika no ka ʻili, ka pihanahaka a me ka ʻili alo o nā kinona papa a me nā kinona paʻa e loaʻa ai ka huina kolu, ka huinahā, ka huinalehulehu, ka paʻaʻiliono, a me ka ʻōpaka kūpono. | Solve real-world and mathematical problems involving area, volume and surface area of two- and three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. | ||

Ka ʻIke Pili Helu a me Ka Pāhiki | Use random sampling to draw inferences about a population. (5.1) | 7.SP.A.1 | Kaha i nā kiko, ā kaha, nā ʻāpana kaha, nā kukna, nā huina (kūpono, ʻoi, peleleu) a me nā kaha kūpono a me nā kaha moe like. A hoʻomaopopo i ia mau mea ma nā kinona papa. | 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. |

7.SP.A.2 | Hoʻohana i ka ʻikepili/ʻike o ka hāpana pono koho/ʻohi kaulele e kuhi e pili ana i kekahi heluna kānaka nona ka hiʻohiʻona hoihoi i maopopo ʻole. Hoʻopuka i nā hāpana lehulehu (a i ʻole nā hāpana hakupuni) o ka nui like e ana i ka ʻokoʻa o nā kuhi a i ʻole nā koho. He laʻana: e koho i ka ʻawelika o ka lōʻihi huaʻōlelo o kekahi puke ma nānā ʻana i ka hāpana pono koho/ʻohi kaulele o nā huaʻōlelo o ka puke; kuhi/wānana i ka lanakila o ke koho pāloka kula ma ka nānā ʻana i ka ʻikepili/ʻike o ke anamanaʻo hāpana pono koho/ʻohi kaulele. Ana i ke kau hewa o ia koho a i ʻole wānana. | 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. | ||

Draw informal comparative inferences about two populations. (5.2) | 7.SP.B.3 | Ana mōhalu i ka nui o ka ʻunuʻunu ʻana ma ka nānā ʻana i ʻelua hoʻoili helu ʻikepili/ʻike me nā kumuloli i like, a me ke ana ʻana i ke kaʻawale o nā kikowaena ma o ka hōʻike ʻana ma ke ʻano he helu māhua o ka ana kumuloli. He laʻana: He 10 knm ʻoi aʻe ka ʻawelika o ke kiʻekiʻena o nā ʻālapa ma ke kime pōhinaʻi ma mua o nā ʻālapa ma ke kime pōwāwae, ma kahi o ka pālua ke kumuloli (ka haiahū ʻawelika holoʻokoʻa) ma kekahi kime; ma ka pakuhi kiko, ahuwale ke kaʻawale o ʻelua hoʻoili o ke kiʻekiʻena. | 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. | |

7.SP.B.4 | Hoʻohana i ke ana kikowaena a me ke ana kumuloli no ka ʻikepili helu o ka hāpana pono koho/ʻohi kaulele e kuhi hoʻohālike no ʻelua heluna kānaka. He laʻana: e hoʻoholo inā ʻoi aku ka lōʻihi o nā huaʻōlelo ma ka mokuna o ka puke ʻepekema no pae papa 7 ma mua o nā huaʻōlelo ma ka mokuna o ka puke ʻepekema no ka pae papa 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. | ||

## Investigate chance processes and develop, use, and evaluate probability models.(5.3) | 7.SP.C.5 | Maopopo ka pāhiki o ka hanana papaha he helu ma waena o ka 0 a me ka 1 e hōʻike ana i ka nui papaha o ke kupu ʻana o ia hanana. ʻO nā helu nui aʻe ka hōʻailona o ka papaha nui aʻe. Inā kokoke ka pahiki i ka 0, ʻaʻole paha e kupu ana, a inā kokoke ka papaha i ka ½, ʻaʻohe kupu a i ʻole he kupu paha, a inā nō kokoke ka papaha i ka 1, e kupu ana paha. | 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.C.6 | Koho i ke kokekau i ka pāhiki o ka hanana papaha ma o ka ʻohi ʻana i ka ʻikepili/ʻike o ke kaʻina hana papaha nāna e hoʻopuka i ia hanana a ma o ke kaulona i kona alapine i ka wā lōʻihi, a wānana/kuhi i ke alapine pili i ia pāhiki. He laʻana: I ka lūlū ʻia ʻana o ka una he 600 manawa, wānana/kuhi i ka loaʻa ʻana o ka 3 a me ka 6 ma kahi o 200 manawa, akā ʻaʻole naʻe he 200 manawa kikoʻī/pilikahi. | 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. 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. | ||

7.SP.C.7 | Kūkulu i ke kumu alakaʻi pāhiki a hoʻohana i ia mea no ka huli ʻana a me ka loaʻa ʻana o ka pāhiki o ka hanana. Hoʻohālikelike i nā pahiki o ke kumu alakaʻi a me nā alapine i ʻike maka ʻia; inā ʻaʻole launa nā pāhiki, wehewehe i ke kumu o ka launa ʻole. a. Kūkulu i ke kumu alakaʻi pāhiki makalike ma ka hoʻolilo ʻana i ka pahiki kaulike i nā hopena a pau, a hoʻohana i ia kumu alakaʻi e hoʻoholo i ka pāhiki o nā hanana. He laʻana: Inā pono koho/ʻohi kaulele wale ʻia ka haumana o kekahi papa, e huli a loaʻa ka pāhiki e koho ʻia ana ʻo Lani a e koho ʻia ana kekahi kaikamahine. e. Kūkulu i ke kumu alakaʻi pāhiki (ʻaʻole paha he makalike) ma ka nānā ʻana i nā alapine ma ka ʻikepili/ʻike i hoʻokumu ʻia e ke kaʻina hana papaha. He laʻana: e huli i ka pāhiki kokekau o ke kuʻu ʻana o ke kenikeni i hoʻohuli ʻia me ke poʻo i luna a i ʻole ke kuʻu ʻana o ke kīʻaha pepa me kona puka i lalo. Ua kaulike anei nā hopena o ka hoʻohuli kenikeni i ka papaha ke kālele ʻia nā alapine i nānā ʻia? | 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. 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. 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 open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? | ||

7.SP.C.8 | Huli i ka pāhiki o nā hanana ʻano hui me ka hoʻohana ʻana i nā papa helu hoʻonohonoho pono ʻia, nā pakuhi papa, nā kiʻikuhi kumu lāʻau, a me ka hoʻomeamea ʻana. a. Maopopo ka pāhiki o ka hanana ʻano hui, e like me ka nā hanana nōhie/maʻalahi, he hakina ia o nā hopena i kahi hāpana o ke kupu ʻana o nā hanana ʻano hui a pau. e. Hōʻike i kahi hāpana o nā hanana ʻano hui ma ka papa helu hoʻonohonoho pono ʻia, nā pakuhi papa, a me nā kiʻikuhi kumu lāʻau. No ka hanana e wehewehe ʻia ma ka ʻōlelo maʻa mau (e laʻa, "ka lūlū ʻana i nā ʻeono pālua"), hoʻomaopopo i nā hopena i kahi hāpana e hoʻokupu ai i ka hanana. i. Haku/Hakulau a hoʻohana i ka hoʻomeamea e hoʻoulu i ke alapine o nā hanana ʻano hui. He laʻana, hoʻohana i nā kikohoʻe pono koho/ʻohi kaulele ma ke ʻano he mea hana hoʻomeamea e pane kokekau i ka nīnau: Inā he 40% heluna kānaka o ke ʻano koko A, he aha ka pāhiki e pono ana he ʻehā kānaka ma ka liʻiliʻi e loaʻa hoʻokahi kānaka o ke ʻano koko A? | Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 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. b. 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. c. 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 least 4 donors to find one with type A blood? |

Nā Ana Kā Mua - Papa 7 Pili Helu

M. Peters

ʻOkakopa 2013