UNIT TITLE: So you want to be all grown up... Author: Melissa Quick E-Mail Address: miss_quick@hotmail.com School: Finley Junior High, Chicago Ridge, IL School Home Page URL: http://www.crsd1275.org/

THEME : Real World Math

BROAD CONCEPT: Survival, Dedication

GRADES: 6 - 9

INTEGRATED SUBJECTS: Math, Economics, Technology, Reading, Language Arts

UNIT GOALS AND PURPOSE: Students will learn how to finance their own lives, from buying/renting a home and buying a car, to paying bills and unexpected expenses.  The students will use the internet to research their choices and budget their money to purchase a house or rent an apartment and a vehicle.  The students will be evaluated by presenting a complete budget for one month of living on their own which will be completed throughout the lesson.  This budget should be written up on Microsoft Word and presented using either KidPix or PowerPoint.  All assignments done during the overall lesson will be counted in the final project grade.

TIME FRAME: 10 - 14 days (40 minute class periods)
 
 

OBJECTIVES:

In this lesson, students will:

• identify the types of expenses that all people have in common and estimate for each accordingly
• record financial information
• complete a  job resumes
• find and budget a housing choice (finance or rent)
• find and budget transportation
• identify necessity from luxury
• determine which of 3 out of 5 stores has the better price for individual products
• determine whether unexpected events have positive or negative consequences
• write checks and fill out deposit slips
• record withdrawals and deposits in check registers
• review adding and subtracting with decimals

MATERIALS:

• General materials and equipment
  • Savings Account Cards (at least 3 of each) in the amounts of $100, $500, $1000, $2000, $5000, $10,000, $15,000, and $20,000.
  • Example Resume
  • Profession and Savings Cards (enough for class), may include:
    • Attorney, $85,000
    • Teacher, $30,000
    • Secretary, $27,000
    • Salesperson, $22,000
    • Physician, $90,000
    • Receptionist, $22,000
    • Bank Teller, $23,000
    • Nurse, $45,000
    • Construction Worker, $33,000
    • Counselor, $35,000
    • Dishwasher, $14,000
    • Custodian, $24,000
    • Accountant, $40,000
    • Computer Technician, $37,000
    • Waiter/Waitress, $22,000
    • Electrician, $33,000
    • (Adapted from Math Simulations by Teacher Created Materials, Inc.)
  • Unexpected Event Cards (may include the following):
    • You win a new car on a game show, so you sell your old one for $1500.
    • You receive a $100 reward for returning a lost wallet.
    • You earn a $1000 bonus from your boss.
    • You receive $200 for your birthday.
    • You pay the Internal Revenue Service $1300 for last year's income tax.
    • You go to the emergency room at the hospital and get stitches.  The bill is $575.
    • A plumber fixes the leaky faucet in your kitchen for $115.
    • Your mechanic charges you $480 for car repairs.
    • etc.
    • (Adapted from Math Simulations by Teacher Created Materials, Inc.)
  • **Sample Check and Deposit Slips
  • **Blank Check and Deposit Slips
  • **Check Register

              **for the above items visit EducationWorld.com or follow this hyperlink to download it: Checks and Deposits

   

• Technology tools computer with internet access, calculator

• Software Used in this Unit

Inspiration (Brainstorming Software) Microsoft Word (Word Processing Software)               Microsoft Excel (Spreadsheet Software)

KidPix (Picture Maker and Presentation Software)                       OR PowerPoint (Presentation Software)

STATE STANDARDS ADDRESSED BY THIS UNIT:

Math

• 6.B.3a  Solve practical computation problems involving whole numbers, integers and rational numbers
• 6.C.3a  Select computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions.
• 10.A.3a   Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.
• 10.B.3  Formulate questions (e.g., relation­ships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies.

English Language Arts

• 3.B.3a  Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
• 3.B.3b  Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contem­porary technology and formats suitable for submission and/or publication.
• 3.C.3b  Using available technology, produce compositions and multimedia works for specified audiences
• 3.C.4a  Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions).
• 4.B.3a  Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
• 5.A.3b  Design a project related to con­temporary issues (e.g., real-world math, career development, community service) using multiple sources
• 5.B.3a  Choose and analyze information sources for individual, academic and functional purposes.

Using Technology

Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

N.C.T.M. STANDARDS ADDRESSED BY THIS UNIT:
 

Grade 6-8 Expectations

Number and Operations Standard

• work flexibly with fractions, decimals, and percents to solve problems;
• develop meaning for integers and represent and compare quantities with them.

Algebra Standard

• represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules;

Data Analysis and Probability Standard

• select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.

Problem Solving Standard

• build new mathematical knowledge through problem solving;
• solve problems that arise in mathematics and in other contexts;
• apply and adapt a variety of appropriate strategies to solve problems;

• monitor and reflect on the process of mathematical problem solving.

Communication Standard

• organize and consolidate their mathematical thinking through communication;
• communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
• use the language of mathematics to express mathematical ideas precisely.

Connections Standard

• recognize and use connections among mathematical ideas;
• understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
• recognize and apply mathematics in contexts outside of mathematics.

Representation Standard

• create and use representations to organize, record, and communicate mathematical ideas;

STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:

Activity 1 (Time: 1 40-minute class period) Intro: The students will use Inspiration (or another brainstorming program) to brainstorm a list of things that they think adults have to spend their money on (expenses).  The students should have several minutes to come up with ideas for their expenses.  They may work alone and share ideas with people sitting around them.  After all the students have come up with ideas, generate a class list of expenses, be sure to include housing, food, utilities, transportation, necessities, and clothing.  This list will be used to complete their final project.  Students will place these categories on a spreadsheet in Excel (or for advanced students explore how to create own).  (The Budget Gadget from www.moneyopolis.com may be used with some alterations.)  *At this time, students will pick (randomly) a "Savings Account Card" to see how much they will be allotted in their savings account (see materials list). 

Activity 2 (Time: 2 40-minute class period) Students will begin their grown up life by finding a job.  Students will use Microsoft Word to complete a resume using the Resume Wizard.  (Teachers may want to provide an example.)  After their resume is completed, they may blindly select their profession from the Profession and Salaries cards (see materials list). 

Activity 3 (Time: 1 40-minute class period) Using the information from Activity 1 and 2 (savings and salary), students will estimate their monthly living expenses using the spreadsheet started in Activity 1. 

Activity 4 (Time: 1 - 2 40-minute class period) Students will decide what kind of housing they can afford.  Teacher should lead a discussion on the advantages and disadvantages of buying or renting a house, condominium, or apartment.  Remind students that if buying, they must have a down payment and money in their savings to do this.  Then students will use realtor.com to find a home.  (Realtor.com gives an estimated payment based on 20% down payment, students can change these assumptions.)  Students will use the estimated or monthly payment for the actual payment in their budgets.  Remind students that they might want to save pictures (if available) of their homes for their final presentation.

Activity 5 (Time: 1 – 2 40-minute class period) Students will use their estimated transportation budget to purchase a vehicle.  Students will generate pros and cons for buying a new or used vehicle.  Students will use the cars.com calculator to see what price for a vehicle they can afford based on their monthly estimated budget.  Students will then use cars.com and/or carmax.com to research and price vehicles.  Students will record their choice on their budgets and for their final presentation.

Activity 6 (Time: 1 – 2 40-minute class period) Students will use their estimated food budget to shop for food for the month.  Students need to consider if any of the food budget will be set aside for dining out (fast food, restaurant, carryout, etc.)  Students will first make a list of all the food they will need for the month (be sure to discuss the benefits of healthy eating.)  Once the students have come up with a list, they will then go to peapod.com to “shop for their groceries”.  Students will print out their groceries to be turned in and to add to their presentation. 

Activity 7 (Time: 1 40-minute class period) Students will determine what is necessary for survival and what is not.  Using Inspiration, students in groups will determine all the necessities needed to live a healthy life.  When finished, the entire class will share their ideas and generate a class list for necessities.  Have students record the class list for use in Activity 8.

Activity 8 (Time: 1 – 2 40-minute class period) Using the class list of necessities, students will explore the value of comparison-shopping.  Students will “shop” for the necessities that were generated by the class.  Students will use three of the following stores websites during their comparison: Kmart, Target, Wal-Mart, CVS, or Walgreens.  Remind the students that not all of their items will be found at all of the stores.  Using this table in Microsoft Word:

	Kmart	Target	Wal-Mart	CVS	Walgreens
Item 1
Item 2
Item 3
Item 4
Etc.

students will record their findings and indicate which is the better buy.

Activity 9 (Time: 1 40-minute class period) In this activity, students will learn that not every expense you can plan for.  Students will pick to random “Unexpected Events” cards and analyze how this will negatively or positively affect their budget.  They will write a paragraph on each event making sure to answer the following questions: Is this a positive or negative event?  How does it influence your budget?  Do you think you can financially handle this event?  How does this make you feel?

Activity 10 (Time: 1 40-minute class period) Have the class brainstorm ideas on what they might write a check for.  Since most people use checks to pay bills have students practice writing checks for their bills with the sample.  Students will record their checks in the register.  After they have finished, discuss how many people personalize their checks with different designs.  The students may visit  checksunlimited.com to explore the different kinds of checks.  Students, if they wish, using a blank sample check or one they make on their own, can design their own check and submitted it for extra credit.

SHARE YOUR IDEAS:

Along with all of the items done during the ten lessons, the students will create a KidPix or PowerPoint presentation of their budget.  This presentation must be done in a GRAPHIC representation.  Each slide will represent a different aspect of their budget.  Extra points will be awarded for creativity.

Can you be all grown up? (“So you want to be all grown up…” grading rubric)

Name______________________________________

• Brainstorming Activity – Self (4 points)
• Brainstorming Activity – Group (6 points)
• Resume (10 points) – points will be deducted for spelling and grammar
• Estimated Budget (6 points) – points will be deducted for unrealistic (mathematically impossible) budgets (example: You only earn $20,000 yearly and you have estimated your housing expense to be $2,000.)
• Grocery List (4 points) – points will be deducted for getting all/mostly junk food lists
• Group Necessitates Brainstorming Activity – (5 points)
• Comparison Shopping Activity – Table (5 points)
• Unexpected Events Paragraph – 2 events (10 points each) – Is this a positive or negative event?  How does it influence your budget?  Do you think you can financially handle this event?  How does this make you feel?  (points will be deducted for spelling and grammar)
• Checks, Deposits, and Register (5 points)
• Check Decorating – (5 extra credit points)
• Presentation on Budget – 7 sllides minimum (10 points for each slide for a total of 70 points) Each slide must be mathematically and grammatically correct.  You MUST include these slides:
  • Job – What is your profession?  How much do you make?  Is this enough?  Savings?
  • Estimated Budget—Include all expenses
  • Housing – What kind of home do you have?  What does it cost you each month?
  • Transportation – What kind of vehicle do you have?  What does it cost you each month?
  • Food – What kind of food did you buy?  How much did you spend?  Do you eat too much?
  • Who has the better buy?  – From your research and comparison-shopping, which store has the better buys?  Why?
  • What happened to you? – Explanation of unexpected events and how you will deal with them?

TOTAL POSSIBLE POINTS: 135

STUDENT AND TEACHER ROLES: Students will explore the real world math of finance.  Through their explorations, they will learn just what it is like to be an adult and have real expenses.  Students will explore housing, clothing, and decide what is a necessity versus a need.  The teacher will facilitate the exploration and assist when needed.
 
 

ADDITIONAL REFERENCE PRINT RESOURCES STUDENTS MAY USE :

For additional listings of housing and transportation options:

• The Chicago Tribune
• The SunTimes
• The Daily Southtown

Mathematics: Applications and Connections Glencoe Mathematics

Weekly Ad Circular

Real-World Math for Hands-On-Fun! (Williamson Kids Can! Series) by Cindy A. Littlefield, Michael Kline (Illustrator), Cynthia Littlefield
 
 

THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:

Math Simulations by Teacher Created Materials, Inc.

Real-World Math by Teacher Created Materials, Inc.

Math Investigations: Using Logical-Thinking and Problem-Solving Skills by Teacher Created Materials, Inc.

Math for the Real World (Middle School Teacher Resource Book) by Jerry Aten
 

FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES:  (minimum 6 sites)

RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES: (minimum 6 sites)