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MAFS.7.G.1.1-FSA Practice

1.

Racquel drew a picture of her school. She used the scale 1 cm : 3 m. Her drawing is 61 cm

long. What is the length, in meters, of the actual school?

2.

Each solar array wing on the International Space Station measures 39 feet by 112 feet.

The scale drawing of a solar array wing shown below was made using a scale of

1 inch: 8 feet.

4.875 in.

3.

Write the ratio of the area of the wing in the drawing

(square inches) to the area of an actual solar array wing

(square feet) as a unit fraction.

Explain the relationship between your answer to Question 2 and the scale of the drawing.

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4.

A landscape designer drew a blueprint of a garden she is designing for a client. The

length of each square on her current grid is 1 centimeter (cm) and represents a length

of 10 feet (ft) in the actual garden.

Maintaining the same actual garden dimensions, redraw the blueprint so that 1 cm

represents a length of 5 ft in the actual garden.

1 cm:10 ft

5.

1 cm:5 ft

How did the new scale change the length of each side of the figure in the blueprint?

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7. G.1.2

1.

If possible, draw and label triangle ABC so that ∠ A measures 110°, ∠ B measures 30°,

and ∠ C measures 40°.

2.

Is it possible to draw another triangle so that the angle measures are the same as in the

triangle above but the lengths of the sides are different from those in the triangle above?

Explain.

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3.

If possible, draw and label triangle DEF so that side 𝐷𝐸 is 1½ inches long, side 𝐸𝐹 is

2 inches long, and the measure of the included angle, ∠ E, is 100°.

4.

Is it possible to draw another triangle so that one side is 1½ inches long, another side is 2

inches long, and the measure of the included angle is 100° while the remaining side and

angles have measures different from those of triangle DEF? Explain.

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5.

Determine if each set of lengths can be used to construct a triangle. If not, explain why not.

Side Lengths

Yes

No

A. 5 cm, 8 cm, 12 cm

☐

☐

B. 12 in., 12 in., 12 in.

☐

☐

☐

☐

C. 3 ft, 6 ft, 10 ft

Explanation

In general, what must be true of three lengths in order for them to construct a triangle?

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Neutral-Questions for this standard may

or may not allow the use of a calculator.

MAFS.7.G.1.2-FSA Practice

1.

If possible, draw and label triangle ABC so that side 𝐴𝐵 is 4 centimeters (cm) long,

side 𝐵𝐶 is 7 cm long, and side 𝐶𝐴 is 9 cm long.

2.

Is it possible to draw another triangle so that the sides are 4 cm, 7 cm, and 9 cm in length

while the angles have different measures from those of triangle ABC?

Explain.

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3.

Discuss why it is, or is not possible to create a triangle with the given side lengths.

Is it possible? Explanation:

4.

A.

10,7,2 cm

B.

3,4,5 cm

C.

8,3,11 cm

If you could change the length of the shortest side in part A, what is the maximum integer

length it could be to form a triangle? Draw a picture or diagram to explain your reasoning.

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.G.1.3

1.

2.

What two-dimensional shapes appear if you slice a cone as shown on each figure?

Write your answer in the space provided.

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3.

The figure shown to the right is a right rectangular prism.

Sketch the two-dimensional plane figure that results from making a horizontal slice, parallel to

base BCGF. Describe how the dimensions of the cross-section compare to the dimensions of

the prism.

A

E

𝐵𝐶 = 6 𝑢𝑛𝑖𝑡𝑠, 𝐶𝐺 = 10 𝑢𝑛𝑖𝑡𝑠, 𝐷𝐶 = 4 𝑢𝑛𝑖𝑡𝑠

D

H

F

B

C

G

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4.

Use the cylinder with height, h=7 units, center of base, C, and diameter, d= 4 units, to

answer the following questions:

C

Describe the two-dimensional plane figure that results from

making a horizontal slice, parallel to the base and how the

dimensions of the cross-section compare to the dimensions of

the cylinder.

Write your answer in the space provided.

·

h

d

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.G.1.3-FSA Practice

1.

Three vertical slices perpendicular to the base of the right rectangular pyramid are to be

made at the marked locations: (1) through AB, (2) through CD, and (3) through vertex E.

Based on the relative locations of the slices on the pyramid, make a reasonable sketch

of each slice. Include the appropriate notation to indicate measures of equal length.

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2.

Sketch the two-dimensional plane figure that results from making a vertical slice,

perpendicular to base BCGF. Describe how the dimensions of the cross-section

compare to the dimensions of the prism.

A

E

𝐵𝐶 = 6 𝑢𝑛𝑖𝑡𝑠

𝐶𝐺 = 10 𝑢𝑛𝑖𝑡𝑠

𝐷𝐶 = 4 𝑢𝑛𝑖𝑡𝑠

D

H

F

B

C

G

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3.

Use the cylinder with height, h=7 units, center of base, C, and diameter, d= 4 units, to

answer the following questions:

Sketch the two-dimensional plane figure that results from

making a vertical slice, perpendicular to the base, through its

center, C. Describe how the dimensions of the cross-section

compare to the dimensions of the cylinder.

C•

h

d

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4.

How would the two-dimensional plane figure that results from making a vertical slice,

perpendicular to the base, not through the center of the base, compare to the vertical

slice created in number 3?

MAFS.7.G.2.4

1.

Use the information provided to answer Part A and Part B.

2.

A. State the formula(s) for finding the circumference of a circle.

Write each answer on a separate line.

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C

d

r

B. Explain what each symbol in the formula represents.

C. On the diagram below, draw and label the dimensions represented by the variable(s)

in the formula.

3.

The London Eye is a giant Ferris wheel on the south bank of the river Thames in London,

England. The height of the entire structure, including the support frame, is 135 meters.

The wheel has a diameter of 120 meters. Find the circumference of the wheel.

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4.

The center circle of a soccer field prohibits a defender from being near the ball at the

start or restart of a soccer game. On a professional soccer field this circle is 20 yards in

diameter. Find the area of this circle. Show work or explain how you found your answer.

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5.

The area of a circle can be divided into equal pieces called sectors that can be

rearranged to make a new shape with the same area.

As the number of sectors increases, the sectors get smaller and smaller, and the new

shape comes closer and closer to becoming a rectangle:

A. The height, h, of the rectangular shape is the same as the __?__ of the original circle.

h = _____

B. The base, b, of the rectangular shape is what fraction of the circumference, C, of the

original circle?

b = _____ × C

C. Write an equation for the area of the rectangular shape using your representations

from Parts A and B.

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MAFS.7.G.2.4-FSA Practice

The figure below is composed of eight circles, seven small circles and one large circle

containing them all. Neighboring circles only share one point, and two regions between

the smaller circles have been shaded. Each small circle has a radius of 5 cm.

1.

Calculate the area of the large circle.

2.

Calculate the area of the shaded part of the figure in Question 1.

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3.

The number can be defined as the circumference of a circle with diameter 1 (unit).

Using your knowledge about circles (that is, without measuring), complete the following

table. Explain how you know the circumferences of the different circles.

Diameter of Circle

(inches)

Circumference of Circle

(inches)

Circumference of Circle

Diameter of Circle

1

2

3

1

2

4.

Find the area and the perimeter of the figure below. The figure is composed of small

squares with a side-length of 1 unit and semicircles.

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MAFS.7.G.2.5

1

.

A. Write and solve an equation to find m∠PQT, where x = m∠PQT.

x

B. Solve your equation.

2

.

A. Refer to the figure in Question 1. Write an equation to find the m∠SQT, where x=

m∠SQT.

x

B. Solve your equation.

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3

.

Write and solve an equation to find x. Show your work.

4

.

Refer to the figure in Question 3. What is m∠KPN? Show your work.

5

.

Refer to the figure in Question 3. What is m∠MPL? Explain how you know.

Write your answer in the space provided.

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MAFS.7.G.2.5-FSA Practice

1

.

A. Write and solve an equation to find m∠1, where x = m∠1.

x

B. Solve your equation.

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2

.

Points W, X, and Y are collinear (that is, on the same line).

Write and solve an equation to find m∠WXZ.

A. Write an equation to find the m∠WXZ, where x = m∠ WXZ.

x

B. Solve your equation.

3

.

In the diagram below, ∠ABC is a straight angle. The ratio of the measure of ∠ABD to the

measure of ∠CBD is 2:3. Write and solve an equation to find m∠ABD.

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4

.

Use the diagram to answer the questions.

A. What is the measure of ∠DCE? Write and solve an equation or explain how you know.

B. Write and solve an equation to determine the measure of ∠FCE.

5

.

Refer to the figure in Question 4. Which angle has the same measure as ∠FCE? Explain

how you know.

Write your answer in the space provided.

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MAFS.7.G.2.6

Use the information provided to answer Questions 1 and 2.

1.

What is the area, in square inches, of the triangular-shaped region that is shaded in

this figure?

2.

What is the area, in square inches, of the non-shaded region in this figure?

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3.

The length of the edge of a cube is 8.2 cm. Label an edge length on the diagram and

then find both the surface area and volume of the cube showing all work neatly and

completely. Round to the nearest hundredth if necessary.

4.

The structure shown below will be built for a carnival. The exterior surfaces

are going to be painted. What is the total area of the exterior surfaces that

need to be painted? Show all work neatly and completely.

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MAFS.7.G.2.6-FSA Practice

1.

Tyler and Samantha are building the set for a school play. The design shown below

was cut out of wood and now needs to be covered in fabric.

What is the total area of the wood that needs to be covered?

Each square in the grid has a length of one foot.

Show all work neatly and completely to justify your answer.

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2.

Andrea needs a new air conditioning system for her house. An air conditioner needs to

be big enough to cool a house, but it will wear out quickly if it is too big. Calculate the

volume of the house pictured below to help Andrea choose the right air conditioner.

V = 1/3 (LBH)

V = 1/3(30)(?)(70)

v = 8400

3.

Find the surface area of the right triangular prism. Show all work and explain how you

found your answer.

Text

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4.

15 cm

36 cm

2

Find the volume of the pentagonal prism if the area of the base is 36 square

centimeters and the height of the prism is 15 cm.

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.1.1

1.

2.

A researcher wants to determine the mean height of 12-year-old boys in the United States.

What might he do to gain the information needed to estimate the average height with

confidence?

Write your answer in the space provided.

3.

Jeremy was asked to determine the favorite sport of all seventh graders at his school. After

asking every student who entered the gym at last night’s basketball game what their

favorite sport is, Jeremy concluded that the favorite sport of seventh graders at his school

is basketball. Is Jeremy’s conclusion valid? Why or why not?

Write your answer in the space provided.

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4.

Benita and Jeff each surveyed some of the students in their eighth-grade homerooms

to determine whether chicken or hamburgers should be served at the class picnic. The

survey forms are shown below.

Benita reported that 100 percent of those in her survey wanted chicken. Jeff reported that

75 percent of those in his survey wanted hamburger.

Which survey, Benita’s or Jeff’s, would probably be better to use when making the decision

about what to serve?

5.

Explain why the survey you selected for Question 4 would be a better representation of

their homeroom.

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Neutral-Questions for this standard may

or may not allow the use of a calculator.

MAFS.7.SP.1.1-FSA Practice

1

.

Palm Middle School is thinking about changing the flavor of ice cream sold in the cafeteria

during lunch. The seventh grade student council members were asked to determine

which flavor is the most popular. Of these four sampling methods, which will be most

representative of the entire student population?

A)

B)

C)

D)

Ask only the students who currently buy ice cream during lunch.

Ask only the seventh grade students.

Ask every third student who walks into the school.

Ask every student council member.

2

.

Explain why each method in Question 2 would or would not be a good choice.

3

.

In a poll of Mr. Briggs’s math class, 67% of the students say that math is their favorite

academic subject. The editor of the school paper is in the class, and he wants to write an

article for the paper saying that math is the most popular subject at the school.

Write your answer in the space provided.

Explain why this is not a valid conclusion and suggest a way to gather better data to

determine what subject is most popular.

Write your answer in the space provided.

4

.

You and a friend decide to conduct a survey at your school to see whether students are in

favor of a new dress code policy. Your friend stands at the school entrance and asks the

opinions of the first 100 students who come to campus on Monday. You obtain a list of all

students at the school and randomly select 60 to survey.

Your friend finds 34% of his sample in favor of the new dress code policy, but you find

only 16%. Which do you believe is more likely to be representative of the school

population? Explain your choice.

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Neutral-Questions for this standard

may or may not allow the use of a

calculator.

MAFS.7.SP.1.2

1

.

A random sample of the 1,200 students at Moorsville Middle School was asked which

type of movie they prefer. The results are compiled in the table below:

Action

Comedy

Historical

Horror

Mystery

Science

Fiction

15

12

3

10

4

6

Use the data to estimate the total number of students at Moorsville Middle school who

prefer horror movies.

2

.

Suppose another random sample of students were drawn for Question 1. Would you

expect the results to be the same? Explain why or why not.

Write your answer in the space provided.

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Use the following data for Questions 3, 4, and 5.

Any guest who makes an estimate that is within 9 percentage points of the true

percentage of red marbles in the jar wins a prize, so any estimate from 24.6% to 42.6%

will be considered a winner. To help with the estimating, a guest is allowed to take a

random sample of 16 marbles from the jar in order to come up with an estimate. (Note:

When this occurs, the marbles are then returned to the jar after counting.)

One of the hotel employees who does not know that the true percentage of red marbles in

the jar is 33.6% is asked to record the results of the first 100 random samples. A table

and dot plot of the results appears below.

For example, 15 of the random samples had exactly 25.00% red marbles; only 2 of the

random samples had exactly 62.50% red marbles, and so on.

3

.

A. Assume that each of the 100 guests who took a random sample used their random

sample’s red marble percentage to estimate the whole jar’s red marble percentage.

Based on the table above, how many of these guests would be “winners”?

B. How many of the 100 guests obtained a sample that was more than half red marbles?

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4

.

Should we be concerned that none of the samples had a red marble percentage of

exactly 33.6% even though that value is the true red marble percentage for the whole

jar?

Explain briefly why a guest can’t obtain a sample red marble percentage of 33.6% for a

random sample size of 16.

5

.

Recall that the hotel employee who made the table and dot plot above didn’t know that

the real percentage of red marbles in the entire jar was 33.6%. If another person thought

that half of the marbles in the jar were red, explain briefly how the hotel employee could

use the dot plot and table results to challenge this person’s claim.

Specifically, what aspects of the table and dot plot would encourage the employee to

challenge the claim?

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Neutral-Questions for this standard

may or may not allow the use of a

calculator.

MAFS.7.SP.1.2-FSA Practice

1. Mr. Mann, principal at Franklin High School, wondered if the students at his school would

prefer longer school days for four days a week or shorter school days for five days a

week. The total number of hours spent in school would be the same in either scenario.

Out of the 2,600 students enrolled in Franklin High School, Mr. Mann randomly

interviewed 50 students from three different grade levels. The results are compiled in the

chart below:

Groups

Longer days,

4 days a

week

Shorter

days, 5 days

a week

10th grade

32

18

11th grade

26

24

12th grade

34

16

Estimate the number of students out of the whole school who prefer longer days, four

days a week.

2. What might be done to increase the confidence in the estimate for Question 1?

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3. Amanda asked a random sample of 40 students from her school to identify their birth

month. There are 300 students in her school. Amanda’s data is shown in this table.

Which of these statements is best supported by the data?

I. Exactly 25% of the students in Amanda’s school have April as their birth month.

II. There are no students in Amanda’s school that have a February birth month.

III. There are probably more students at Amanda’s school with an April birth month than

a July birth month.

IV. There are probably more students at Amanda’s school with a July birth month than a

June birth month.

4. Explain why the statement you chose is best supported by the data.

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.2.3

1.

Data on the number of hours per week of television viewing was collected on a sample of

Americans. The graphs below summarize this data for two age groups.

Hours Watching

50-64 Year12-17 Year-

What is the median number of hours of television viewing per week for each age group?

12-17 age group median ________

2.

Refer to the box plot in Question 1. What is the interquartile range for each age group?

12-17 age group interquartile range_____

3.

50-64 age group median________

50-64 age group interquartile range _____

Refer to the box plot in Question 1. Describe the difference between the medians as a multiple of

the interquartile range.

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Neutral-Questions for this standard may

or may not allow the use of a calculator.

MAFS.7.SP.2.3-FSA Practice

1.

Students in a random sample of 57 students were asked to measure their hand-spans

(distance from outside of thumb to outside of little finger when the hand is stretched out

as far as possible). The graphs below show the results for the males and females.

Based on this data, do you think there is a difference between the population’s mean

hand-span for males and the population’s mean hand-span for females?

Justify your answer.

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2.

The bo plo

ho n compare Angela

ac m ale o Carl

ac m ale

over a one-month period. Use the box plots shown to answer Questions 2-5.

Who would you say was a more successful salesperson and why?

3.

What is the difference in their median sales?

4.

How much higher was Carl’s maximum than Angela’s maximum?

5.

Who had a greater range (or variation) in their sales?

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.2.4

1.

2.

In a local park, Jeremy collected data on the heights of two types of trees by measuring the

heights of randomly selected trees of these types: Tree Type A and Tree Type B. He

displayed each distribution of sample heights in the following box plots:

Tree Type

Tree Type A

Tree Type B

Compare the two distributions. What inferences can you draw about the heights of the two

types of trees?

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3.

Peter is comparing the lengths of words in a seventh grade geometry book to the

lengths of words in a tenth grade geometry book for a statistics project. He plotted the

length of 300 randomly selected words from each book and calculated the mean and

the mean absolute deviation (MAD) for each set of data.

Use the mean and the MAD to compare the two distributions. What inferences can you

draw about the lengths of words in the two textbooks?

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Neutral-Questions for this standard may

or may not allow the use of a calculator.

MAFS.7.SP.2.4-FSA Practice

1.

Mr. O is teaching a class that students can access in person or online. Mr. O is curious

about how much time his online students spend on his class compared to his in-person

students. Mr. O randomly selects 10 in-person students and 10 online students and

asks them to record all the time that they spend on his class for one week, yielding the

results below.

Based on the center and variability of each distribution, what inferences can you draw

about the two populations?

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2.

Mr. P is a sales executive who is curious about the effectiveness of calling and emailing

for acquiring new customers. Mr. P randomly selects two groups of 10 salespeople. For

one week, he has the first group do only emailing, and he has the second group do only

calling. Each salesperson records the number of new customers they have signed up,

yielding the results below.

Based on the center and variability of each distribution, what inferences can you draw

about the two populations?

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.3.5

1.

Which of the following numbers could represent the probability of an event? For each,

explain why or why not.

Probability of

an Event?

2.

A.

-1

B.

4.2

C.

0.6

D.

0.888

E.

0

F.

0.39

G.

-0.5

Yes

No

Explanation

What does each probability mean about the likelihood of an event occurring?

Is the event likely, unlikely, or neither likely nor unlikely?

A. 1

B.

1

100

C. 0

D.

1

E.

9

2

10

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3.

4.

5.

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.3.5-FSA Practice

In each scenario for Questions 1-3, a probability is given. Describe each event as likely,

unlikely, or neither likely nor unlikely. Explain your choice of description.

1.

The probability of a hurricane being within 100 miles of a location in two days is 40%.

2.

The probability of a thunderstorm being located within 5 miles of your house sometime

9

tomorrow is 10.

3.

The probability of a given baseball player getting at least three hits in the game today is

0.08.

4.

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5.

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.3.6

1.

2.

For the past three months, Sydney recorded the number of eggs that her hen laid each

week. The results are as follows: 4, 3, 5, 4, 6, 4, 5, 4, 3, 5, 7, and 6.

Approximate the probability that the hen will lay exactly five eggs next week.

3.

4.

Refer to Question 2. Approximate the probability that the hen will lay four or fewer eggs the

next week.

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5.

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Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.3.6-FSA Practice

1.

A bag contains green marbles and purple marbles. If a marble is randomly selected from

the bag, the probability that it is green is 0.6 and the probability that it is purple is 0.4.

Dylan draws a marble from the bag, notes its color, and returns it to the bag. He does

this 50 times.

How many times would you expect Dylan to draw a green marble?

2.

Refer to Question 1. Is it possible for Dylan to draw a green marble exactly five times?

Explain your reasoning.

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3.

Olivia rolled two number cubes with sides numbered one through six. The sum of the

two numbers she rolled was eight, and the probability of getting a sum of eight is 3 .

The probability of getting other possible sums when two number cubes are rolled is

given in the table.

Estimate the number of times that the sum will be 10 if the two number cubes are rolled

600 times. Show work and explain.

Sum

Probability

1

2

36

1

3

18

1

4

12

1

5

9

5

6

36

1

7

6

5

8

36

1

9

9

1

10

12

1

11

18

1

12

36

4.

Refer to Question 3. If Olivia rolls the number cubes 600 times, do you think she will get

exactly the number you calculated? Why or why not?

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MAFS.7.SP.3.7

Neutral-Questions for this standard

may or may not allow the use of a

calculator.

1.

2.

Susan put blue tiles, green tiles, and yellow tiles into a bag. All the tiles are the same size

and shape. Susan will select one tile from the bag without looking, record its color, and

then put the tile back into the bag. She will repeat this experiment 240 times. Based on

the number of tiles of each color in the bag, Susan predicted the results shown in the

frequency table below.

Predicted Results

Color of Tile

Frequency

blue

120

green

40

yellow

A total of 12 tiles are in the bag.

Based on the table, what is the best prediction for the number of times Susan will select

a yellow tile from the bag? Show or explain how you got your answer.

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3.

Refer to Question 2. Based on the table, determine the number of blue tiles, the

number of green tiles, and the number of yellow tiles that are in Susan’s bag. Show

or explain how you got each of your answers.

4.

Use the seating chart for Mr. Elroy’s Computer Science class (shown below) to answer

the questions.

Josh

Jenny

Brian

Judy

Betty

Hub A

Hub B

Jane

John

Bruno

Beth

Barb

James

Bret

Sally

Anne

Sean

Steve

Abby

Hub C

Hub D

Scott

Shane

Shelly

Ariel

Adam

Aaron

Art

Suppose one of the computers was delivered with a defective monitor. What is the

probability that Sally was assigned that computer with the defective monitor?

P a g e | 121

5.

Refer to Question 4. What is the probability that a boy in Hub A was assigned the

defective monitor?

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MAFS.7.SP.3.7-FSA Practice

1.

Neutral-Questions for this

standard may or may not allow

the use of a calculator.

Each week, Mrs. Stafford picks a runner from her homeroom to run errands. In

order to remain unbiased in her selection, she flips a coin to determine if the

runner will be a boy or a girl. She assigns heads to girls and tails to boys.

Based on this procedure, what is the probability of selecting a boy? Explain how

you determined this probability.

2.

Suppose after 20 weeks, Mrs. Stafford has tossed tails 16 times. Based on this

observed frequency, what is the probability that a boy will be selected next week?

3.

Why might the two probabilities you calculated be different? Explain.

P a g e | 123

4.

Mr. Stokes placed five marbles in a bag. He asked a student in his Statistics class

to randomly select a marble, note its color, and return it to the bag.

This trial was repeated 150 times.

Color

Frequency

blue

29

yellow

57

green

34

red

30

purple

0

Probability

The outcomes of the experiment are recorded in the table. Determine the probability

of each outcome based on the experiment and enter it in the table.

5.

Based on the observed frequencies, does each outcome appear to be equally likely?

If not, explain the possible causes of the different probabilities.

P a g e | 124

Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.3.8

1. A model of car is available in four colors (black, blue, silver, and white) and three body

styles (coupe, sedan, and wagon). Also, there are two engines from which to choose

(six-cylinder, called a V6, and four-cylinder, called an I4). The possible combinations

are shown in the tree diagram below.

Coupe

V6

A. If options are selected at random, what is the

probability that the car will be a V6 wagon?

I4

Black

Sedan

V6

I4

Wagon

V6

I4

Coupe

V6

I4

Blue

Sedan

V6

I4

Wagon

V6

I4

Coupe

V6

I4

Silver

Sedan

V6

I4

Wagon

V6

I4

Coupe

V6

I4

White

Sedan

V6

I4

Wagon

V6

I4

B. Explain how you used the sample space to

find your answer.

P a g e | 125

2. Tom bought a new cell phone. He wants to use a three-digit code to keep his phone

locked. He decides to use the digits 1, 2, 3 and will randomly choose how to order

the digits.

Each digit can be used more than once.

A. Make an organized list to show all possible number combinations for Tom’s code.

B. How many combinations contain a repeated digit?

P a g e | 126

3.

4.

P a g e | 127

Neutral-Questions for this standard may or

may not allow the use of a calculator.

MAFS.7.SP.3.8-FSA Practice

1. Matt has the following clothes for work:

Two solid-colored pairs of work pants: brown and navy blue.

Four solid-colored shirts: white, green, orange, and yellow.

Two ties: red and purple.

A. Draw a tree diagram to display all possible combinations of pants, shirts, and ties.

You may use letters to represent the colors (e.g., use G for green).

B. What is the probability that Matt’s outfit for work will include an orange shirt for the day?

2. A. How many different outcomes are represented in your tree diagram for #1?

B. If the three primary colors are red, yellow, and blue, how many outcomes in #1 contain at

least one primary color?

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3.

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4.

5. An animal shelter estimates that 1 of the cats it takes in have orange coats. Design a simulation

that would help answer the following question:

What is the probability that none of the next four cats the shelter takes in will have orange coats?

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