1. Math of Games Unit Portfolio Presentation Charles Jenkins

2. Unit Summary Students will look at everyday games we play to learn about probability. We will look at these games to figure what probability is and how we figure out the probability of certain events. Students will work in groups to determine the probability involved in a game of their chose. Then, for their final project, each group will create their own game and present to the class, the game and the probability involved in their game.

3. Target Content Standards 1.0Students know the definition of the notion of independent events and can use the rules for addition, multiplication, and complementation to solve probabilities of particular events in finite sample spaces 2.0Students know the definition of conditional probability and use t to solve for probabilities in finite sample spaces. 3.0Students demonstrate an understanding of the notion of discrete random variables by using them to solve for the probabilities of outcomes, such as the probability of the occurrence of five heads in 14 coin tosses.

4. Unit Objectives During this unit, I want my students to: Understand probability Understand how to determine probability Understand the tools used in determining probability See how probability is used in our favorite games During this unit, I would like to: Introduce new methods (and determine their effectiveness) in teaching probability

5. Curriculum-Framing Questions Essential Question Are the games we play fair? Unit Questions How can we measure what fair is? What does it mean to be fair? Content Questions What is probability? What is an event? How do you determine probability?

6. Gauging Student Needs Assessment Think-Pair-Share Ask students a few questions for them answer in pairs Pairs will then present their answers to the class Brainstorming Questions I will follow of the Think-Pair-Share time with a few Brainstorming questions Goals The Think-Pair-Share results will act as an indicator to gauge the prior knowledge of probability. The purpose of the follow-up Brainstorming Questions is to dig a little deeper and give them much more difficult problems to determine prior knowledge of probability as well as prior knowledge of problem solving techniques.

7. Why Projects? Project-based learning is a student-centered, instructional model. This unit project is a central themed plan than will promote critical thinking of the probability in everyday games. It will encourage active inquiry and higher-level thinking. By presenting probability in a fun way, using fun examples, this unit project will increase attendance, as well as increase student confidence in solving probability and encourage a positive attitude. Students will take responsibility for their own work and for their own knowledge. The students will be presented with opportunities for complex skills, problem solving, collaborating, and communicating. These opportunities will come in the form of several different teaching strategies to more effectively engage all of the students in the learning process.

8. Project Summary I'm very excited about the direction my unit plan is going. I think it can be a lot of fun while at the same time explaining a difficult topic. I see it breaking down into 3 main steps: 1)Giving examples of probability in popular games 2)Letting the students pick a favorite game and explaining the probability involved 3)Letting the students create their own game and again explain the probability involved.

9. Thanks!