Unit 1: What Are the Odds? — Students engage in and design games of chance and analyze their odds of winning in different scenarios.
- Standards: 7.1.1 (a,b), 7.1.2 (a), 7.1.4 (a), 7.4.3 (a,b)
Unit 2: Where Does the Money Go? — Students learn how to use a spreadsheet to track their finances in a checking account, including credit card spending. They explore the relationships among balances, checks/withdrawals, deposits, credit card charges, and credit card payments. They calculate sales tax, interest charges, and discounts (including percentage and fractional discounts). They evaluate cost-comparison scenarios.
- Standards: 7.1.1 (a,b,d), 7.1.2 (b,c), 7.1.3 (a,b,c), 7.1.4 (a), 7.2.5 (b), 7.3.1 (a,b,c), 7.3.2 (a.b), 7.3.3 (a,b,c,d,e,f)
Unit 3: What’s Your Opinion? (or, …and the Survey Says…!) — Students engage in designing and administering surveys and analyzing the results numerically and graphically.
- Standards: 7.1.2 (a,b), 7.1.3 (b,c), 7.1.4 (a), 7.2.4 (c), 7.2.5 (a), 7.4.1 (a,b,c,d,e), 7.4.2 (a)
Unit 4: Where Will You Live? — Students design and build a scale model of an eco-friendly home site and calculate the associated costs.
- Standards: 7.1.1 (c,e), 7.1.2 (a,b,c), 7.1.3 (a,b), 7.1.4 (a), 7.2.1 (a,b), 7.2.2 (a,b,c), 7.2.3 (a,b), 7.2.4 (a,b,c), 7.2.5 (a,b,c)
Wondering…
- Should I switch Units 2 and 4?
- What other standards could be integrated into each unit?
- What would be the components inside of each unit?
- How much emphasis to give the “assessed locally” indicators?
- What would be good driving questions for each unit?
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