Angela

=**Welcome to Angela Johnson's Unit Showcase!**=

__Unit Summary__
To learn about probability and fairness, students participate in several chance activities and examine a few games for fairness. Student groups become game designers who are asked to design a fair game for a toy company describing the rules for play and explaining mathematically why the game is fair. Finally, groups present their game to a fictional toy company’s board of directors convincing them to sell their game.

__Curriculum Framing Questions__
Is life fair? Explain how to determine the likelihood of everyday events. How are ratios, proportions, and percents related? Where do you see ratios, proportions, and percents in everyday life? (i.e., batting averages, size versus cost, commissions and discounts) What is probability? How do you measure the likelihood of an event? How do you determine and represent probable outcomes? What is the difference between experimental and theoretical probability? Write the following ratio as a fraction in simplest form: 36 to 48. A student converts 10 million people/state to 50 million people/city. Use dimensional analysis to explain why the student’s result is not reasonable. A student is chosen at random from a class of 10 boys and 15 girls. What are the odds in favor of a boy being chosen?
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__Supporting Documents__
Unit plan: //"Wow! Excellent!"// -Kevin Kim

Project Brochure:

Unit Plan Checklist:

Implementation Plan:

Unit 6 Presentation to Students:

Student Sample Project:

Rubric:

Student Checklist:

Student Self-Reflection Sheet:

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