FIN LIT-Period 1 (Period 1) Assignments

Lori Brown
2019/2020 School Year
Description   Use this link for the class website and calendar for homework and resources.

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Assignments Week of 5-4-20 to 5-8-20

1) Last Assignment for the Year! This is an in-class assignment. It is due at the end of class. If you have worked all class period as evidence by thoughtful responses to each question and need additional time to complete all of the activities, then you may turn it in by Friday.
2) Last required Zoom class for all students taking any AP exams! That means if you did not sign up for any AP exams, then I will see you next Monday.

Classwork: Each student must complete and submit their own work for this NGPF assignment in Google Classroom. See the attached file. Make sure you follow all of the embedded links to access resources to answer questions. Finish all activities by answering in complete sentences with thoughtful responses based on evidence from the resources for an A.

Remember that each of you must submit your own document for this assignment written in your own words.


Assignments Week of 4-27-20 to 5-1-20

1) Open the Student Activity Packet.
2) Breakout Rooms: Work through the activities 1 - 8 together as a collaboration. I will join groups as a facilitator.
3) Roles:
a) Guide. Reads the instructions aloud to the group.
b) Timer. Keeps track of the time to complete each task and reports when there is one minute left for each task.
c) Recorder types the answers to the discussion prompts in the Student Activity Packet. Be sure to type the name and role of each member of the group's name on the document for grading purposes.
d) Share screen: This person must be able to share their screen with the group. They click on the links and play the videos. Be sure to select optimize for video when you are sharing your screen.
e) Trouble Shooter / Task Master. Keeps the group on task and reminds group of the responsibilities of each role. Also, communicates with Dr. Brown if there are issues or questions.
4) Lastly, be sure to submit your document with each group member's name on it at the end of class no matter how much you finished.

If you do not have 5 people in your group then the double up on roles: Timer / Task Master, Recorder, Guide / Share Screen. Only have the recorder do that one task.

Homework: Use the reference sheet in activity 9 for guidance to apply for grants and / or scholarships. There is nothing to turn in. This is your opportunity to earn money or accept the consequences of doing nothing. Remember when I said that you will have homework from this class for the rest of your life? It starts now.
Additional Resources:
Kim Stezala – (check out the “hot scholarships for the month”) “Scholarships 101”, “The Real World Guide to Getting Cash for College”, “Scholarship Success Boot Camp”
Mitigating Award Displacement –
Bigfuture.collegeboard (assistance for undocumented students) (Federal and scholarship info) Lots of info for filling out FAFSA. Look under “resources” for Spanish language webinars, brochures, information. Also look at for videos
Also check Naviance under “document library > timeline and resources”


Mastery of 7th Grade and Pre-Algebra Skills

Financial Literacy relies mainly on math skills at the 7th Grade or Pre-Algebra Level or lower grades. Since it has been awhile for you, this is a good opportunity for review or a second chance, if necessary. I have assigned these as targets for the class so that if you are having trouble with the content curriculum or complete all HSFPP assignments, then go to your Khan Academy and begin working on these curriculum. I have assigned them to you, so look around on your dashboard. I will monitor your activity to assign a grade to support your classroom grade, I will not penalize you if you are completing all of the HSFPP assignments and all of the Financial Related Khan Academy Assignments, passing all of the FIN LIT Assessments, and do not work on the 7th Grade material. I repeat. This is not additional work, but rather alternative work if you are not being successful with the other curriculum and need extra points to pass the class.


The Stock Market Game

Introduce the stock market game.
See the attached documents for details


Assignments Week of 4-20-20 to 4-24-20

1) Grades in PowerSchool: Course Syllabus and Intro to Exploding Dots (please turn in if you have not already done so) and FIN LIT Survey of Knowledge. I am posting the answers to the survey of knowledge for you to have the opportunity to learn from your mistakes. There are no corrections required. If you need extra credit, then by all means this is a great opportunity to learn and improve grades by writing corrections. Take a pic of your hand written corrections and attach to this assignment.

2) Homework due Today: Khan Academy Interest (I did not assign the videos in case you do not need to watch them to score proficient on the practice problems. However, I highly recommend them for students who score below 75% on the practice problems.) You may repeat practice problems to improve your score.

3) Homework due Next Monday 4-28-20: FIN LIT Interactive: Payback Reflection Sheet.

4) Contract Grades for this week: Participation (on topic) discussions in breakout rooms during class and thoughtful responses in complete sentences on a completed reflection sheet for an A. B work will be mostly complete demonstrating less effort in responses and not discussing topic in breakout rooms. C work is based on off topic conversations in breakout rooms and less effort on reflection or half complete documents. D work is less than half complete reflection and off topic conversations in breakout rooms. F work is not trying.


1) Attendance / Survey / Announcements
2) Review comments in stream.
3) Time for Payback. The game.
4) Breakout Rooms: Play the game once together. One person runs the game and asks the questions. Group answers honestly. You will have 10 minutes.
5) Read NYT article independently. Rate yourself. Discuss article and ratings. As a group write one WoW and one Wonder about the article. Be prepared to share out whole group.
6) Discuss Homework (FIN LIT Interactive / Reflection Sheet). Note that I have posted a Spanish version, but you will need to make a copy of this View Only document for yourself if you choose to use it.
7) Time for questions.


Assignments Week of 4-13-20 to 4-17-20

1) Come to class on time and prepared with pencil, paper, calculator.
2) Participate in Google Slide Presentation activities.
3) Submit all assigned Google Docs.
4) Complete homework in Khan Academy. There is nothing to turn in here unless you were absent.


Assignments Week of 4-6-20 to 4-10-20

1) Please post all questions about assignments in Google Classroom. Do not use email for this. If you have some other concern that is not relevant to the class, then you may still email me. Help each other on questions posted in Google Classroom. This is an opportunity for making a positive difference in a difficult situation.
2) Please read through the Zoom Etiquette document that I posted in Google Classroom. I will mute all students and disable video during instruction. I will periodically enable student videos for checks for understanding and engagement. Therefore, assume you are in a public space and being recorded the entire time of this scheduled class. Participation is a major part of the grade and therefore, disengaging will impact your grade. Read the rules. This is an opportunity for making a positive difference in a difficult situation.
3) Reminder: Office hours are from 2:00 PM to 3:00 PM Monday through Wednesday. This is an open door policy and first come, first served basis.


This week we will take a survey that would have been an EOC. Since there are no EOCs this semester, I want to use the information from this to find areas of misunderstanding in FIN LIT so that I can adjust the curriculum and we can end the year with a solid core. At the end of the survey there will be an opportunity for you to reflect on your learning and ask for what you still need to fulfill your FIN LIT goals.
There are 100 questions. Do not ask the Google. Do not ask a friend. This is not a test so thwarting my efforts will only reflect poorly on your character and not help your grade one bit. Quite the opposite.
In class, we will continue with Exploding Dots on the Islands of Insighto and Arithmos to develop a different approach to mathematics.


Assignments Week of 3-30-20 to 4-8-20 Continuous Learning Guidelines and Intro to Exploding Dots

WELCOME BACK! Many of you have already experienced the Zoom.
Check the announcement in the Google Classroom stream for the link to the Zoom Meeting to Join the Class. You will have to download the app prior to the meeting. Each class will have a unique link to follow. The meeting will require a password and that password is ATCphoenix.
This week we will focus on the new course syllabus for continuous learning for 4th quarter.
We will also play with Exploding Dots before diving into the standards. This will help us get used to the platform and work out any bugs. Exploding Dots are also a really cool math experiment to show you that not all math is writing out formulas and solving them. It will develop your problem solving part of your brain.

Pardon my Google Translate mistakes:
¡DAR UNA BUENA ACOGIDA! Muchos de ustedes ya han experimentado el Zoom.
Consulte el anuncio en la transmisión de Google Classroom para ver el enlace a Zoom Meeting para unirse a la clase. Deberá descargar la aplicación antes de la reunión. Cada clase tendrá un enlace único para seguir. La reunión requerirá una contraseña y esa contraseña es ATCphoenix.
Esta semana nos centraremos en el nuevo programa de cursos para el aprendizaje continuo para el cuarto trimestre.
También jugaremos con puntos explosivos antes de sumergirnos en los estándares. Esto nos ayudará a acostumbrarnos a la plataforma y a solucionar cualquier error. Los puntos explosivos también son un experimento matemático realmente genial para mostrarte que no todas las matemáticas están escribiendo fórmulas y resolviéndolas. Desarrollará su problema resolviendo parte de su cerebro.


Math Fact Games

I am using this assignment to see which students are checking Google Classroom and showing that they are ready, willing, and able to show up to virtual class.

This assignment requires a partner. That could be a sibling or a parent. You could also use Zoom or Google Hangouts to try it with a friend. Email me if this is an issue and I will find another activity for you.

Math Facts are really important for developing number sense. Even if you have memorized your facts there may be a few sticky ones. These games are great for getting your mind off things that are troubling you during this difficult time.
For extra credit, try one or more of these and write a meaningful comment about them. Then click done. I have posted a rubric for the scoring guide. Let me know if you have any questions.
Remember that there are always opportunities during difficult times. Here is an opportunity to earn a few points, distract a troubled mind, and develop a skill.
A few games for learning multiplication & addition facts, conceptually & visually:

How Close to 100

and Tic-Tac-Toe Products



Continuous Learning Schedule

Wait for instructions from Mr. Morgan.

Your assignment is to create your new schedule for continuous learning and submit it to me here on Google Classroom. Make sure you fill in the classes for the entire week. Let me know if you have any questions. Look at his completed example.

Wait for instructions from Mr. Morgan!
Mr. Morgan will be sending out a letter with
Master Schedule
Scheduling Template
Example of a Completed Schedule

You may ask questions in the comments.


Health Insurance


Health Insurance 3

Please make a copy of the document with your name in the title. Then answer the questions on the document and upload it to Google Classroom.


Health Insurance 2

Please make a copy of this document and put your name in the title. Then follow the activities and record your responses beneath the questions. Then upload it in Google Classroom


Mortgages 3

You will work independently for the rest of this assignment.


Understanding Taxes Module 10-14 Test


Test Corrections Understanding Taxes Modules 1-7

See the email with your scores and the note for test correction instructions to earn back up to 50% of points lost.


Test Understanding Taxes Modules 1-7

Please see me if you need to make up the test.


Understanding Taxes Module 7 Standard Deduction

Work through each of the components of the module.
Write key terms / definitions in your math journal.
Take notes on the Tax Tutorial and the Simulations.
Write a reflection about your learning from the module.


Borris is in Trouble

Use the attached form to figure out Borris's penalty for not having enough tax withheld from his paycheck.


Tax Lab Part B (Includes Module 5)

After you have completed two tax returns from the scenarios, then partner up with another team to compare your returns. If there are discrepancies, then work together to find the mistakes and come to consensus. When you are finished then work on module 5. Be sure to take notes (key terms, notes on tutorial, and reflection) in your journal to earn credit for this assignment.


IRS Form 1040 for 2019 Tax Returns

Complete the 1040 forms for two of the W-2 forms from the scenarios links. Each student must complete two different tax returns. Within your group the team must complete a tax return for all five of the scenarios. See the link below. Use the assumptions on this document to complete the table.
Open the Form 1040 and 1040-SR Instruction Booklet (PDF). See the link below.
Read and follow the instructions for each box on the 1040 form.


Understanding Taxes - Module 4: Dependents

1) Record Vocabulary in your math journal:
Citizen or Resident Test
dependency exemption
exemption amount
gross income


Understanding Taxes Module 3: Interest Income

In this lesson, you will deep dive into taxable interest income to help you complete a tax return.
1) Define key terms in your math journal: interest, tax-exempt interest, taxable interest income
2) Take notes on the tax tutorial in your math journal.
3) Complete an online Simulation 3.
4) Complete an online assessment.
4) Write a reflection in your math journal.


Understanding Taxes: Module 2 Wage and Tip Income

In this lesson, you will deep dive into the W-2 Form so that you understand what information is there to help you complete a tax return.
1) Define key terms in your math journal: wages, salary, bonuses, commissions, and tip income
2) Take notes on the tax tutorial.
3) Complete an online Simulation 2.
4) Complete an online assessment.
4) Write a reflection in your math journal.



Write a proposal to insure something that is unusual. Be sure to include all of the elements required for something to be insurable. Use the link as a resource.


Lesson 6-1 Managing Risk

Bell Ringer - Brainstorm a list of the five most popular sports in the school and community.
Small group work: students research 2 most common injuries for a particular sport using the phrase “most frequent high school [type of sport] injuries,”.
Whole Group: Survey groups and determine the most common injury. Then ask the class if any of them have experienced this type of injury
Preview the Learning Outcomes
STUDENT GUIDE Pages 3-4 SLIDES 2 – The Painful Side of Sports 3 – Preview 4 – Meet Aaron and Katie
Property Damage: STUDENT GUIDE Pages 4 SLIDE 5 – Disasters: Destructive and Expensive. Consider other costs: inconveniences that might not have indirect monetary impact such as needing alternative transportation until a damaged car is repaired or taking time off work to get to injury therapy appointments.
Disasters: Research the nature of the event and the date area that was affected estimated total losses in dollars information source.
Four Ways to Mitigate Risk: Avoid taking on the risk Reduce the possibility of risk Accept the consequences of any risk Share the risk by pooling financial resources to recover costs
Sharing the Risk Activity (Whole Group)
Activity 6.1: Teens at Risk - STUDENT GUIDE Pages 6-8 SLIDES 6 – What are the Average Costs? 7 – 4 Ways to Manage Risk
Types of Insurance: Health care (health insurance) Housing (home insurance, renter’s insurance) Employment (unemployment insurance, disability insurance) Businesses/Commerce (property insurance, general liability) Transportation (auto/motorcycle insurance)
STUDENT GUIDE Page 11 SLIDE 8 – We All Feel the Impact ACTIVITY Task: Global Consequences
SMG Teams: Make a Trade and Report
Exit Ticket.
Closing Activity - Reflection


FIN LIT E1 2019


Quizziz Financial Literacy Review

Repeat the Quizziz as many times as necessary to achieve 80% or greater accuracy. Quizziz will send you an invite to join the class. This may come in an email, through logging on to Quizziz, or Google Classroom. Quizziz did not specify where the invite would be sent. Please let me know if you do not receive this invite.


Stock Portfolio Presentation

Create a 5 minute Google Slide presentation of your SMG Team stock portfolio to be presented to the class on Friday.
1) Create a Google Slide presentation and share it with your SMG Team and Dr. Brown.
2) Include the name of your team on your creative intro slide.
3) Create a table of your stock portfolio similar to the Diversification Activity 2 Sheet which includes the Sector, Company Name, Ticker, Price Per Share (initial), Products and Services. Add a column for the number of shares your team owns and Risk Tolerance (High, Moderate, Low). This may need to be multiple slides if you have a large number of stocks, bonds, and mutual funds.
4) Create a slide that highlights the diversification of your portfolio.
5) Create a slide that reviews your portfolio progress to date.
6) Create a slide that outlines your next steps.
Five slides. Fifty points.


FIN LIT Feedback

Please follow the link and complete the survey about the class.


Khan Academy: Investments and Retirement

There are 15 videos for this assignment in your tasks on Khan Academy. Write a paragraph summarizing the video in your own words. You must watch the video on your account for Khan Academy to record it as complete. Be sure to explain Investment and Retirement vocabulary when introduced in the videos.


Lesson 4-4 Investment Strategy

Use the following supports to complete the Student Learning Plan:

Read the Overview and Learning Outcomes in the Student Learning Plan.

Read the Success Story: From $5K to Multi-Millionaire. Identify the strategies Ms. Schreiber used to grow her wealth during her retirement years. Use this case as an example throughout the lesson as you discuss investing strategies. Student Guide, page 29 Slides 4-5.

ACTIVITY: Success Story - From $5K to Multi-Millionaire in Student Learning Plan.

ACTIVITY: Chart - The Advantage of Starting Early, STUDENT GUIDE, Page 39, Slide 6 – Build Wealth… Step 1, Slide 7 – Build Wealth…Step 2

ACTIVITY: Activity 4.8: Dollar Cost Averaging, STUDENT GUIDE Pages 36-37, SLIDES 8 – Oracle of Omaha, 9 – Build Wealth…, Step 3, 10 – Dollar Cost Average

ACTIVITY Info Sheet: Regulation Agencies, STUDENT GUIDE Pages 1-40 SLIDES 11 – 7, Paths to Pure Trouble, 12 – Rights and Responsibilities of Investing, 13 – Who’s Got Your Back

ACTIVITIES Challenge 4-B Set My SMART Investing Goals Challenge 1-A: My SMART Goals, STUDENT GUIDE Page 38, 40 SLIDE 14 - Challenge


Lesson 4-3 Choosing Investments

Follow along with the Student Learning Guide, pages 16-30 to complete the Student Learning Plan.
Slide / Student Guide:
Slide 2 - page 20
Slide 3 - preview learning outcomes
Slide 4 - Justin's Investors, pages 16-17
Slide 5-7 Risk Meter, The Language of Investing, Investing FAQs, pages 17-26 Activity Task: Investment FAQ
Slide 8 - Take the Risk, pages 28-29 Activity 4.7
Slide 9 - Diversity to Tame the Risk pages, 29-30
Take the Risk Tolerance Quiz


Lesson 4-2 How Investing Works

1) Do Now: Answer this in your math journal. Do you remember what it cost to buy a candy bar, a vending machine beverage, or a movie ticket five years ago? Do you think you’ll need more or less money to buy “stuff” in the future? Module 4 Student Guide Student Learning Plan SLIDES 2 – It costs how much? 3 - Preview. Read overview and Learning Outcomes.
2) If you were to ask for a raise, what is a reasonable amount to request? Find out how inflation impacts your spending power and how your income fits into the equation. STUDENT GUIDE Pages 12-16 SLIDES 4 – Inflation 5 – Time Value of Money 6 – Pay Raise for Whitney 7 – Pay Raise for Derrick. Read When a Dollar is Not a Dollar section on page 13 or explain the concept of time value of money (TVM). Money saved in a glass jar at home over several years isn’t earning any interest or “growing” at all so it will have less value over time. Due to inflation and rising costs, the money saved in the jar won’t buy as much “stuff” later. One way to fight against this is to save or invest money in a way that has the potential for the money to gain in value at the same rate or higher than the rate of inflation.
3) Do a quick Internet search to get several samples of current APY rates on savings accounts and CDs.) Note that when rates are lower than the inflation rate, the value of the savings fund is losing value compared to the rate of inflation. When inflation is higher than the interest rate earned on savings, the savings is losing spending power in spite of earning interest. Likewise, when a person’s pay is not increasing at least at the same rate as inflation, that person won’t be able to buy as much later because things will cost more. Record your findings in your math journal.
4)  [Slide 6] Is Whitney’s wage increase sufficient to keep up with inflation? What is the minimum increase per hour she needs to at least
match the average annual rate of inflation of three percent? [Slide 7] Justin’s older brother wants to ask his supervisor for a
raise. What is the minimum amount he should request to keep up with the average annual rate of inflation?
5) Complete Activity 4.4: Getting a Late Start to compare the difference between investing earlier to waiting until later. Predict the potential value of your change stash ten years from now if you were to invest that amount, earning an annual average of seven percent return. STUDENT GUIDE Pages 14-15 SLIDE 8 – Invest Now or Later? Another way to keep up with inflation is to invest money in ways that have the potential to earn more money at a rate that is higher than inflation. [Slide 8] Read about Whitney’s “what if” scenario (The Power of Now on page 14) as you study the Advantage of Starting Early chart* on page 15.
6) Think about companies you would like to own—as a shareholder. Complete Activity 4.5: Own a Piece of the Business as you learn about stock investments. STUDENT GUIDE Pages 16-22 SLIDES 9 – Reasons to Invest 10-11 – Stock Talk 12 – How To Buy Stock New York Stock Exchange website, NASDAQ website, See the links below to information about how the stock market works and how to read a ticker.


Module 3 Assessment

Step 1) Create a 3x5 card of important information from your student learning plans from Lessons 3-1 through 3-5. Be sure to pay attention to the learning outcomes. You will be allowed to use this card during your assessment on Thursday, October 24th.
Step 2) Study for the assessment making sure you are able to do any calculations on any of the lessons. Review vocabulary terms.
Step 3) Take the assessment on Thursday, October 24th. Staple your 3x5 card to your test. You will get a grade for each.
Step 4) Complete test corrections using complete sentences to restate the question with the correct answer. This helps make that connection in your brain. For problems that require calculations, state your mistake and show the correct workings for the problem. Do all of this on a separate sheet of paper, staple to your test, and resubmit for a grade.


Lesson 4-1

Do Now
What does it mean to you to be “wealthy”? Complete Activity 4.1: What is Wealthy to write your definition of “wealth.”
1) Read the Lesson Overview and the Learning Outomes. STUDENT GUIDE Pages 3-5. SLIDES 2 – What Does it Mean to be Wealthy? 3 – Preview 4 – Meet Whitney and Justin
2) Activity 4.1: What is Wealthy?
3) Read about Whitney and Justin as the young people featured in the Student Guide. Follow Whitney and Justin as they make decisions about their careers and training.
4) What do you know about saving and investing? Identify what it takes to build wealth.
5) Create a Venn Diagram og Savings v Investing in your math journal. STUDENT GUIDE Pages 5-6. SLIDES 5 – Save vs. Invest 6-10 – 5 Millionaire Myths 11 – 3 Ways to Build Wealth
6) Analyze your current ability to save and invest. STUDENT GUIDE Pages 6-7 SLIDES 12– Sources of Income for Teens 13 – Windfalls. ACTIVITY Activity 4.2: My Windfalls. Windfalls are unexpected chunks of money that can be used to kick start or boost savings.
7) Find out how to put your money to work for you with compound interest. Do the math to see how compound interest works. STUDENT GUIDE Pages 9-11, SLIDES 14 – Savers are Related to Borrowers 15 – Simple Interest 16 – You’re your Money the Compound Interest Way 17 – Watch it Grow ACTIVITY Activity 4.3: More Money. When someone puts money into a savings account at a bank or credit union, that amount is pooled with other savings account funds. Rather than keep all of the saved money stored away, the banks and credit unions loan some of that money to people who need to borrow. As learned in Module 2: Borrowing, the borrowers pay interest to use the borrowed money. Some of that loan interest is then shared with the people who deposited the savings funds. In essence, putting money into an interest-bearing savings account is a way to “put the money to work” because it is earning interest. In contrast, money that is saved in a piggy bank on a dresser won’t earn interest. However, with such low interest rates, you won’t be earning much these days and might consider how you can invest in yourself.
8) Explore interest earning savings options. Which options match your situation and financial goals? STUDENT GUIDE Pages 7-8 . SLIDE 18 –Interest-Earning Savings Options. Answer the following questions in your math journal:  Which options earn interest?  Which tend to earn higher interest rates?  Which accounts allow a depositor to occasionally withdraw funds?  Where can a person open a savings account within a 5-mile radius of this location?
9) Reflect in your math journal: pick one of the following statements and write a one-paragraph response that explains what it means.  Wealth is not what you make—it’s what you keep.  Wealth is what you accumulate—not what you make.


Reassigned Khan Academy Taxes

Only a few of you have completed these assignments on Khan Academy. Check to see that you have completed all 15 videos assigned and recorded a brief summary for each in your math journal for 4 pts each. I will grade your journal when I return. See your dashboard on Khan Academy for details.


Earning Power Lesson 3-5 Plan for Change

Open the Student Guide from a previous Module 3 Lesson.
1) Create a new entry in your journal for this assignment.
2) Brainstorm a list of challenges teens face when it comes to predicting income and record in your journal.
3) [Slide 2] The reality that there will be “dry times” when you are either not earning income or earning less than expected to meet your payment obligations and savings goals. As adults, you will encounter similar dips in income due to seasonal work, change in business decisions, and personal choices.
4) [Slide 3] Preview the learning outcomes in the Student Learning Plan. By the end of this lesson, you should be able to outline strategies to cope in times of irregular income.
5) How do you think the Chinese proverb “Dig the well before you are thirsty” applies to a person’s work status and income? Generate a list of strategies to cope with dips in your income. Discuss at your table and record this in your journal.
6) [Slide 4] Student Guide page 38. Interpret how this applies to a person’s work status and income, particularly when their work situation changes or income source is interrupted. Read the first Success Story: From Homeless to Hair Care Billionaire. Identify strategies Mr. DeJoria used to cope with low income and changes in work status and record this in your journal.
7) [Slide 5 heading] Although teens might not yet be experienced or confident money managers, they are already developing skills to cope with irregular income sources. Similar coping skills can be applied later when you are between jobs as adults. Discuss at your table advice or lessons you have learned to deal with irregular income. As ideas are presented, explain how these strategies might be applied to situations you will run into as adults. [Slide 5] Fill in gaps by presenting offensive strategies to prepare for dips in income.
8) Complete Activity 3.13: Downsizing My Financial Plan. Adjust your spending plans for a “what if” situation that may cause you to have a drop in income (i.e. leave a job, work fewer hours).
9) Re-read story on page 37. What advice would you give Tom in this time of misfortune? Review strategies to deal with downtimes from Slide 6, the Ready, Set, Promotion list on page 35; and/or the Preemptive Strikes for Down Times on page 37.
10) Estimate the income you received from various sources over the past 12 months. Calculate how much this averaged per month if you had spread out that amount evenly over the 12 months. This strategy can be used to establish a guide for what they have available each month to spend and save and record this in your journal.
11) Use Slide 7 See the slide notes for more details. Explore the unemployment link. Record in your journal how to apply for unemployment. Slide 9 includes more detailed notes about strategies to explain gaps in employment.
12) The best offense to having a steady flow of income is to be employable. Compare your skills with what employers want. How can you develop work skills when you are not employed? Complete Challenge 3-C: My Accomplishments to create or update a list of your accomplishments, skills, training, and certification. Be sure to include any details such as dates, places, and title. If you have a resume, update your resume with any new information. 10 – 7 Super Skills for Any Career 11 – Jumpstart the Journey 12 – Internships and Volunteer Experiences 13 – Reflection 14 – Challenge 3-C
13) One way people deal with job loss is to go into business for themselves. This can also be a great strategy for gaining work experience if you are unable to find a job working for someone else. Find out if you have what it takes to be an entrepreneur. Complete the Work for Myself task to think about skills you may have to work for yourself.


Earning Power Lesson 3-4 Lifestyle

Complete the Do Now on the boards.
[Slide 3] Transition into the lesson preview, noting the Learning
Outcomes in the Student Learning Plan. The general characteristics of the population are always changing in subtle ways. Learn about these changes to gain insight on the types of businesses and careers that will be hot down the road.
[Slides 4-5] By paying attention to population and workplace trends, an individual has the opportunity to increase odds in landing a job and earning income that will support their desired lifestyle. As an example, someone with a dream of working as a golf pro will need to consider not only the demand for workers in this position but also geographic factors. After all, a golf pro who lives in northern Minnesota won’t work many hours on a golf course during the winter months.
STUDENT GUIDE Pages 30-32 SLIDE 6 - Living Your Dream ACTIVITIES Activity 3.11: My Values at Work Task: Work Setting Preferences
So, where DO you want to live?Complete the Should I Stay or Go task to compare two places where you might want to live. SLIDE 7 – Stay or Go? ACTIVITY Task: Should I Stay or Go?
[Slide 8] Daydream about your life ten years from now. Visualize all of the details: your family, your home,your career and your neighborhood. Complete the My Future Life task.
STUDENT GUIDE Page 39 SLIDE 9 – Challenge Write goals to get started on achieving the career and lifestyle you want as you complete Challenge 3-D: Planning for My Career.
Select two possible cities where you’d like to live in ten years. Ask your teacher for the Tale of Two Cities
task to compare the benefits and costs about the cities. Go to to compare cities (
Take the Reality Check Challenge. Access the Reality Check online budget tool at theJump$tart Coalition website, The results will give you a general idea of how much income you will need to support the lifestyle you choose for the simulation.


Pop Quiz Common Abbreviations for Paystubs

Step 1: Follow the Google Form Quiz Link. Name the abbreviations and write a definition for those that request you to define.
Step 2: Go to assignment Gross v Net in Google Class and check your responses.
Step 3: For each abbreviation you answered incorrectly, write quiz corrections in your math journal. Be sure to title this page so that I may give you credit for your work.


Lesson 3-3 Pay and Taxes

[Slide 2-3] Before starting Activity 3.8, calculate how much Kevin earned and compare your answer with a neighbor. Will he receive all of that money when he cashes his paycheck? Why? complete Activity 3.8: Check it Out. STUDENT GUIDE Page 24 Note that although Kevin is required to pay income taxes on earnings, he does have some control in deciding how much he receives in net pay. Preview the Learning Outcomes in the Student Learning Plan.

Begin a discussion about income tax deductions. Share what you know about the types of income taxes paid by workers and why workers pay taxes. Use Slide 4 and page 21 to review the types of income taxes.

Slide 5 Differentiate between income taxes and FICA contributions. You are already saving for your retirement when you have Social Security and Medicare contributions deducted from your paychecks. This money is pooled in a fund to distribute to eligible retirees, survivors of workers who have died, and people who are disabled. Employers add to the pool by matching employee contributions. Retirement benefits are based on the average indexed monthly earnings during a worker’s 35 years of highest earnings before age 62. So, it pays to stay in the workforce and increase earnings over time. Additional information is available at See the information sheet provided to explain how Social Security benefits are figured.

“How do we pay income taxes?” How does withholding give your the option of how you pay your taxes? See link to government website that explains this.

SLIDES 6 – Financial Decisions When Starting a Job 7 – W-4 Withholding Certificate 8 – Youth Work Permits Find out the financial decisions you need to address when starting a new job. Make one of your first adult financial decisions when you fill out an IRS Form W-4.

Deciding what to claim for allowances is a financial decision you will make every time you fill out a W-4 form. What you record in lines 3, 5, 6, and 7 will impact the amount of federal income tax that is deducted from your gross pay. Complete Activity 3.7: Get the W-4 Right.
Note: IRS Form W-4 (2015) is provided for reference. Ideally, a worker should claim withholding allowances in such a way that a sufficient amount of taxes should be withheld throughout the year to avoid the need to come up with a big chunk of money to pay additional income taxes owed at the end of the year. Reversely, there should not be too much withheld so a large refund is received when filing taxes—this is money a person could have had in hand for saving, investing, or spending rather than having it held by the government during the year.

Most people who are single and have no children will claim either “0,” “1,” or “2” allowances on their W-4 form. With a higher number of allowances claimed, a lower amount of income taxes will be withheld from paychecks. Someone who expects to not owe any income tax, such as a student who works short-term in the summer, might claim “exempt” on the W-4 Certificate to increase the net pay received each paycheck rather than wait for a tax refund at the end of the year. However, an employee needs to make sure to have enough money to cover any taxes owed when taxes are due on April 15. The most convenient way to plan for tax payments is to pay a little at a time from each paycheck rather than all at once at the end of the year.

Congratulations! You are now earning $30,000 a year. Calculate your net, or take home pay. [Slide 9] Preview the directions for each situation and complete Figure the Net Pay task. How are the scenario different, specifically the tax liability, net pay, and retirement fund contributions? What do you think is a good course of action when you receive a raise or bonus “windfall?” Having a plan in advance can help you be in control with how your money is used.

Complete Challenge Assignment 3-B: Thumbs Up or Thumbs Down? to identify potential job options and payroll options that match your preferences. STUDENT GUIDE Page 29 SLIDE 10 - Challenge

Reflect on what you might record on an IRS W-4 Certificate in the future when you have a full-time job, if you are married and yoru spouse works full time, and if you have children.


Gross Pay v Net Pay

1.Vocabulary: Go to the two websites and review the vocabulary. Record in your journal any terms that you are not familiar with along with definitions. Students will be able to recall words for test [I will be allowing a 3 x 5 reference sheet].
2. Follow the instructions on the Google Sheet and record your responses in your journal.


Lesson 3-2 Job Benefits and Costs

[Slide 2] In your journal, write about jobs that you have had and currently have. Why did you take those particular jobs? Those specific employers?
[Slide 3] Read the Overview and Learning Outcomes
[Slide 4] Read about Nicholas's two summer job options. Discuss at your table what you recommend that Nicholas decide and why. Complete Which Summer Job? task. Be prepared to share out to the class.
[Slide 5] Review typical types of employee benefits and how they add value to the work pay. What has been your experience? Task: Benefits Analysis. Student Guide pages 25-27.
Activity 3.9 Compare Employee Benefits (use a calculator) Complete the Benefits Analysis Task.
What is inconvenient about working? These are examples of costs related to the job. How is it different for different types of jobs?
We will do the Hidden Costs of Employment as a group activity. Be prepared to present to the class a brainstorm list of the costs for your assigned job whether it is described or inferred from the reading passage.
[Slide 6] Complete Activity 3.10 The Costs of Working Student Guide page 29.
Complete the Work Settings Preferences Task Student Guide pages 25-30
To be continued Friday...


Making it Work Together: Money and Roommates

1) Record in your notebooks a time when you made a
purchase with someone else. For example, have you ever pooled money
with siblings to buy your parents a gift, or pitched in with friends to buy a
pizza? Consider how you decided who would contribute what,
and if any problems arose in making those decisions.
2) Read the article, "The More the Merrier" while keeping the concept of
financial partnerships in mind.
4) Next, analyze the article and discuss the differences
between the two financial partnerships portrayed. Why did the second
story have a stronger partnership than the first story? What factors
were different between the two scenarios? What are the most important
elements to consider before creating a financial partnership with a
roommate someday?
5) Financial Feuds: Making Peace with Roommates. Students will be partnered with other students at different tables for this activity. Each group will be assigned one scenario to discuss and create solutions on the boards. Then they may discuss other scenarios. Each group will present their solution and take questions from the class. Ask students why
some solutions are better than others. For example, why is sitting down and
talking to your roommate a better approach than ignoring the problem?
6) Finally, reflect in your notebooks about how you will approach
the relationship with their first roommates. What will they consider before
choosing a roommate and what will they do to make the partnership strong?
How will they handle problems that may arise?


Investing Lesson 3-1 Invest in Yourself

Remember that the thoughtfulness will show through with the detail in your responses and be reflected in your grade.
Read the Overview and Learning Outcomes.
Follow the tasks using the Slide, Student Guide, and Student Learning Plan combinations:
Task 1 Slide 2 Complete this in your journal.
Task 2, Slides 3-4, Student Guide pages 3-9. Student Learning Plan - this is not the first page so look for What is it Worth to be in Class? Complete Activity 3.1 What do You Think?, Activity 3.2: My Interests, Activity 3.4 My Investment in Me, and Activity 3.3:Worth Checking Out.
Task 3, Slide 5, Student Guide pages 5-7, Student Learning Plan - Advice for Kevin (Slide 7) and Building a Path to My Career [Use Naviance to look up information and complete the table] Then complete Compare Options.
Task 4 Slides 6-9, Student Guide pages 11-19, Use information from Building a Path to My Career to complete Activity 3.5 What is the Cost? [Get data from Naviance for the actual colleges you are applying for and select add transcripts for Captain Naviance] and Activity 3.6
Reflect on the following in your journal:
1) What are the three greatest challenges I will face when preparing for my career?
2) What are the greatest opportunities I might encounter while preparing for my career?
3) Research the two current fastest growing industries. How can you apply your chosen career options to each growing industry?


Borrowing Lesson 2-5 Identity Fraud

1) Watch the video. Consider the source.
2) Read through the guide and follow the power point. I will put the corresponding pages on the board.
3) Remember to complete a reflection in your math journal.
4) On a separate sheet of paper:
Write a summary of the process of freezing credit and the process of a temporary lift and why you would want to take these actions. Use the Clark Howard website to gather information to answer that question.
5) Find one other useful tip or advice from the Clark Howard Site and Post a Comment to this assignment here.


Borrowing Lesson 2-4 Credit Rights and Responsibilities

Please open the guide and powerpoint. I will direct you this morning.


Borrowing Lesson 2-3 Credit Rating

Borrowing Lesson 2-3 Credit Rating

Read Lesson Overview and Learning Outcomes
Read the Learning Tasks so that you will know what to do. Add the first Taking Home activity. Answer all of the questions.
Slide 2: Borrowing Cards Activity -Complete this activity with your entire table.
[Slide 3] You will learn about strategies to start on the path to establishing a good credit rating. By the end of this lesson, you should be able to outline the actions you will take to make a good impression on creditors. What information would you want to know if you were to loan money to someone?
[Slide 4] Read about Mariah and her mother at the community bank, pages 23-24 in your student guide. See the sample credit application to practice filling out a sample application form as though you were Mariah’s mother while you click through Slide 4 to see what information is typically collected when requesting a cash loan, applying for a credit card, or signing up for electrical service.
― Current address and phone number: Be consistent and use your legal name that you also use in a formal signature.
― Date of birth and Social Security number: This information helps to differentiate you from other people by the same name. Your Social Security number is unique to only you and should only be shared for official business as required.
― Current employer: You need to show evidence that you will be taking in money to repay what you borrowed. Some lenders might also ask how long you have been employed and type of job. For large loan amounts, don’t be surprised if the lender contacts your employer to confirm that you have provided truthful information.
― Monthly income: In this case, provide the gross income. The employer will want assurance that you make enough money to cover your monthly expenses and repay the amount you owe.
― Bank name and account number: You may have heard someone say that you need to have money to borrow money. Showing that you have a savings fund safely stored in a bank will inform the lender that you have some cash on hand to repay the loan if needed; you are not relying completely on future earnings you haven’t yet received.
― Monthly rent or mortgage payment: This is typically the largest monthly expense for a household. Obviously the lender wants to ensure that your monthly paycheck will cover your housing costs with something left over for the loan payment each month.
Compare the responses for Ms. Anderson’s situation to your own if you were to answer now as a teenager or a few years from now as a young adult.
[Slide 5] Student Guide pages 24-26. At your tables, Read the Applications for Review. Assign a recorder to take notes for the group, and identify the reporter who will report results out to the whole class. Read the scenario then get started on the following actions:
Establish criteria for approving (or denying) a credit application.
Decide whether to approve or deny each of the applications. Note the 5 C’s of Credit information (Student Guide pages 24-25) can be used to establish the evaluation criteria. When you report your decisions, include this terminology when sharing the rational for your decisions.
Complete Activity 2.8: Put Your Best Foot Forward.
Whole Class: Two students will take notes on the board as students shout out types of rating systems they know of that are used to rate or rank either individual progress or comparisons with other individuals or groups. Be prepared to give your opinions on why these lists and rating systems exist.
[Slide 6] Credit Reporting. Credit-reporting companies collect data about how individuals use credit, and this information is used to rate borrowers. (Student Guide, pages 26-27) The information in a credit report is used to calculate a credit score on a particular date. The lender uses the score to predict if someone will repay what was borrowed and repay on time. In essence, the lender is using the information available to speculate if someone is a high, medium, or low risk. A low score might be the reason an application is denied or allowed a low credit limit to start out. Someone with a high score will most likely have lower interest rates or higher credit limits than someone with an average or low score. Think of other types of rating systems that are used to compare things, like restaurants, for example.
[Slide 7] Three U.S. credit-reporting agencies keep track of how individuals use credit. This information, in turn, is shared with businesses that request information about a person’s credit history. A business should have a credible reason to investigate someone’s creditworthiness. For example, an auto dealer will request a credit report when someone applies for an auto loan to buy a car. Or a landlord might look at a credit report before deciding whether or not to rent out an apartment to someone. (Student Guide pages 27, 30) You can view what is in your credit reports. Each of the credit-reporting agencies provides a free report once a year. Check your reports at least once a year when you are an adult to ensure the information is accurate and confirm that no one else is using their identity to access credit. You can also freeze your credit to protect yourself. I will talk about this in class.
Give examples of how you might soon use credit. You cannot enter into a credit contract on your own until you are adults. (This is covered in more detail in Lesson 2-4.) Someone under age 21 who applies for a credit card must show proof of income or have a cosigner to be considered to receive a credit card.
[Slide 8] What do you think someone without a credit report can do to make a good impression the first few times they apply to use credit? In the slide look for actions a teen might use to be positioned for the first credit request experience. As a minor, a teen won’t have any credit history to report. If you have no history, a lender might request that someone with an acceptable history cosign on the loan.
[Slide 9] Begin to plan out actions you can take prior to turning 18 and as a young adult so they make a good impression on a creditor.
Complete Challenge 2-B: Building Creditworthiness to devise a plan to start now to establish good credit habits. Write this plan down in your math journal.


Borrowing Lesson 2-2 Credit Costs

Borrowing: Lesson 2-2 Credit Costs

What are the real costs of using credit?
You will need:
Module 2 Student Guide (pages 9-15) PowerPoint Presentation 2-2 Student Learning Plan 2-2
1. Do Now -
2. Read about Jesse’s laptop deal. (Student Guide, page 12). [Slide 2]
3. Task: Pick an Option. Read through each purchasing opportunity and, based on a quick analysis or gut hunch, select what you think would be the better borrowing option. Only do a quick response to fill in the left column. You will fill in the remaining columns later in the lesson.
4. Review the lesson Overview and Learning Outcomes in the Student Learning Plan with Slide 3. Many salespeople hope that consumers will make purchasing and financing decisions based on whether something seems like a deal, rather than doing the math to see if it really is or not.
5. EXTENSION: Find examples online of sales flyers, brochures, or ads designed to get consumers to buy a big ticket item without thinking about the real cost of the item once it is financed. Examine the advertising and sales techniques used. Discuss the psychology of advertising. [Slide 3]
6. [Slide 4] Define Credit, Principal and Interest in your math journal. Borrowing money comes with a price. A lender is willing to extend credit because it can be profitable if the amount is repaid with interest. When deciding if using credit is worthwhile, the borrower needs to take into consideration all costs of credit and how repayment will impact the ability to meet other spending obligations.
7. See Student Guide pages 9-10.
8. [Slide 5] See how borrowing adds costs to a purchase by reading about the experience of Jesse’s brother. Show your workings for this calculation at the bottom of the page for Activity 2.3 and answer the question. Interest is the main cost involved with borrowing. Payments made to repay borrowed amounts will vary depending on how the interest is calculated. This will vary due to the rate of interest, the amount borrowed, and how often interest is calculated.
9. [Slide 6] See how interest is calculated using the simple interest formula and example.
10. Activity 2.3 Write the substitution of P, R, and T to calculate I in the simple interest formula in the table for Activity 2.3. Then use a calculator to compute the interest and total amount to be paid.
11. [Slide 7] Lenders actually use a more complex formula to calculate the average monthly payments due on loans. As the principal is paid off on a loan, interest is recalculated on the adjusted lower principal balance. Because this would be cumbersome for someone to recalculate every time a payment is due, the Amortization Calculation Formula is used to figure out the average monthly payment over the term of the loan. Knowing an average amount to be paid each month is helpful when planning a monthly spending plan or budget. Define amortization in your math journal.
12. [Slide 8] See how much of a monthly payment is applied to interest and to the principal each month using the amortization calculations. (Student Guide, page 11). Calculate the monthly amounts owed for changes in Activity 2.4: What is the Average Payment? using the amortization calculation formula (either by hand or using a financial calculator).
13. [Slide 9] Add credit terminology to your math journal.
14. [Slide 10] Review types of credit options and how payments may differ with related costs.
15. [Slides 11-12] Notice how credit can get expensive when someone encounters a high interest rate or chooses to make minimal payments. What is the long-term impact of compound interest when minimum payments are made? Note that each month a credit card balance is unpaid, interest is calculated on the new amount owed which includes the original amount that was borrowed and also the amount of interest that was applied to any previously unpaid balances (aka compounding).
16. Go back to the Pick an Option task that was used earlier in the lesson. Calculate the monthly payment amount, the total amount that will be paid and the total finance charges.
17. Write a reflection in your math journal summarizing your learning about the costs of credit.


Borrowing: Lesson 2-1 Using Credit

When I was your age I thought of credit just as credit cards and the ability to have what I want now and pay for it later. My first purchase on credit was a layaway plan at a clothing store for a winter white wool coat. I didn’t get to take the coat home, but no one else could buy it. I felt pretty grown up when I took the coat home.
Now when I think of credit, I think of my credit score and borrowing power for major purchases at lowest possible interest rates. What I learned was that how I used my credit cards and small loans grew my borrowing power .
For today’s lesson, you will be introduced to the concept of credit.
You will need:
Module 2 Student Guide (pages 3-8, 18-19) PowerPoint Presentation 2-1 Student Learning Plan 2-1
1. Do Now - What do you think are good reasons to borrow money? Participate in a discussion to evaluate situations that involve borrowing money. I wonder how your family values factor into your current view of credit?
2. First read and respond individually to the What Do YOU Think? questions (Student Guide, page 4). Then discuss at your table. Remember to respect others' opinions
3. Review the lesson Overview and Learning Outcomes in the Student Learning Plan with Slide 3.
4. Get to know Mariah and Jesse in Slide 4 and read about them in your Student Guide, page 3.
5. Evaluate your borrowing habits by completing Activity 2.1: Borrowing Fitness Test. Use Student Guide, page 6 and Slide 5.
6. How are you already establishing a reputation with peers, family, and teachers that might reflect on your future borrowing habits as an adult? Think Pair Share.
7. Give examples of ways people use credit. How can credit potentially contribute to economic growth? (Student Guide, page 8). Businesses often borrow money to start businesses, expand operations, or develop new products or services. See Slide 6.
8. See Slide 7 for ways that individuals use credit to buy now and pay later for things they need and want (Student Guide, pages 18-19).
9. Read Reap the Rewards to explore reasons why individuals borrow money rather than pay cash for purchases (Student Guide, page 7). Complete Activity 2.2: What is the Reason? Compare your responses with another table. A person’s reason to borrow might seem acceptable at the time, but the borrower must take into consideration how future spending options will be limited by each borrowing decision. In essence, each decision to borrow money in the present reduces the amount of funds someone has available for later purchases.
10. Slide 8. Money that needs to be repaid is something to include in a spending plan. This will require adjusting allocations for other expenses. How might Jesse adjust his spending plan when he has to make $200 monthly payments for a truck loan without increasing the total expense amount?
11. I was using Priceline last week to book a hotel for Indianapolis. My daughter’s new job is in Indy, but she currently lives in Chicago which is a three hour drive. We wanted a break from dealing with cancer while we waited for another appointment with the oncologist. So I thought I had a good deal, but somehow got redirected to and was rushing and didn’t pay attention. I ended up putting an extra $150 on my credit card which I later regretted because I was rushing. Lesson learned. At your table, share stories of times when you didn’t wait to make a purchase and got burned or did wait to make a purchase and were rewarded.
12. Slide 9: Note the difference between instant gratification (an unwillingness to give up something now in return for something later) and delayed gratification (A willingness to give up something now in return for something later). How does having a credit card impact your ability to delay gratification?
13. Mariah’s mom doesn’t think that Mariah should have a credit card. Role play a conversation between Mariah and her mother about the reasons to get or not get a card with a partner at your table. Is additional information needed to help you make a case for or against getting a credit card? You will learn more in future lessons about the pros and cons of using credit.
13. In your Math Journal, write a reflection about credit that includes an analogy. You might try using a car. NOTE: An analogy is a comparison of similarities of features or aspects between two things that might otherwise be considered dissimilar. Analogies can be an effective way to clarify an abstract idea. In the car example: “Both are tools that can get you to a goal,” or “Both need an annual inspection to make sure it works for you.” List out what you know about credit to start the brainstorm.
14. Extend: Find a news story that relates to the risks or rewards of borrowing. Summarize two or three new things that you learned from the story. Include this in your Math Journal reflection.


Money Management: Lesson 1-5 Cash Flow

You will need
Module 1 Student Guide (pages 31-40)
Student Learning Plan 1-5
Powerpoint Presentation 1--5
Read the Overview and Learning Outcomes. Keep these in mind as you complete the activities.
Read the money flow letter. Imagine a pitcher of water filling a cup when money is added and pouring money out when it is subtracted.
Discuss with your table how the water represents cash flow.
1. Complete Activity 1.9: My Income Options to brainstorm ways to increase your cash flow. STUDENT GUIDE
Pages 32-34 SLIDES 3 – 4. Get ideas from your table. Ask Mr. Alexander for ideas.
2.Michael has a spending leak—he gets a parking ticket at school at least once a month. What are your spending leaks? STUDENT GUIDE Pages 35-37 SLIDES 5 – 6 Get ideas from other tables. Read Common Money Leaks.
3. Read pages 36-37 and discuss 7 Ways to Strike Back with strategies to make money go further.
4. Complete Activity 1.10: My Spending Leaks to consider how you can change your habits. STUDENT GUIDE
Pages 35-37, 40 SLIDES 7 - 9
5. Review the Stop Drop and Think Before You Buy test questions in the Appendix on page 40. Use the questions when you are considering a purchase, particularly for something that is pricey. Try the 24-Hour Rule when an item turns out to cost more than expected. Hold off for a day on making the purchase to think about whether the purchase is a good decision and if it fits into your spending plan.
6. The older you get, the more you become financially responsible for life’s little surprises. Create “Green Reaper” playing cards—cards that identify accidents and costs. Considering my daughter is only 29 and having to deal with unplanned expenses in her life, I don't think it is too soon to be thinking about how you might handle major change. What if... the economy changes? Unexpected pregnancy? Brainstorm unexpected events that affect your finances and talk about how you might plan ahead or changes that you could make.
7. Reflection (Math journal) How do you spend your money? Using your spending log from Lesson 1-1 (Further Study), create categories of
expenses, and calculate the percent you spend on each category. How well do your current spending habits
represent your financial goals?
Use this information to create a pie chart that represents how you spend your money. Answer the following
questions: What do you think will happen to your pie chart in ten years if you don’t create a spending plan? What
do you think will happen to your pie chart if you DO create a plan?


Money Management: Spending Plan Lesson 1-4

Materials you will need:
 Module 1 Student Guide (pages 22-31)
 PowerPoint Presentation 1-4
 Student Learning Plan 1-4
1) Be sure to create a spending plan for Maya using all of her details.
2) Here is a refresher for percentages from Khan Academy. You will be required to calculate percents on the EOC.
3) Then go to the link for Jump Start and complete a reality check. Post a review of the Jump Start Reality Check site in the comments section of this assignment.
4) In your math journal, create an entry in your TOC called Spending Plan. Reflect on your thoughts about the Jump Start Reality Check writing at least one paragraph. Jot down any questions that may arise. Note any concerns that you have about meeting your financial needs. While I will grade your journal, remember that this journal is for you and the activity is spending time on you and your needs. I believe you are worth much more than a fill in the blank.


Money Management: Lesson 1-3 Decisions

Student Guide for Module 1, pages 19-21 are used for this lesson. Read them and complete the activities in your Student Learning Plan.


Money Management: Lesson 1-2 Goals

Lesson 1-2 focuses on goals related to money management. Use the student guide to navigate the Student Learning Plan Handout I gave you in class.


How To: Khan Academy / College Board

We will watch and discuss these videos in class. Then login to your email and accept invitation to the class. Login to Khan Academy and make sure you have connected to the College Board and are able to do SAT practice. I will have to see what information I can view from my teacher dashboard. The object is to finish classwork and use time to practice for SAT.
Read about it in the article about the effectiveness of using Khan Academy



Use this code to add the Google Class for access to assignment.



Use this code to add the Google Class for access to assignment. kapw6i
Web-quest: Go to each of these sites and summarize the purpose of the site and include one example from each.
 FBI, “Identify Fraud,“
 “Credit Card Fraud,” FBI Internet Crime Complaint Center,
 Federal Trade Commission’s Identify Fraud site,
 Identity Theft Resource Center,
 Identity Theft Teen Space,
 Child Identity Theft: New Evidence Indicates Identity Thieves are
Targeting Children for Unused Social Security Numbers, Richard
Power, Carnegie Mellon, 2011
 2011 Child Identity Fraud Study, ID: Analytics whitepaper


Money Management: Lesson 1-1 Money Habits

We will use class time to work on this assignment. I have already given you the handout which is labeled "Student Learning Plan." The plan has an overview and your learning outcomes. It also has several activities that are designed to be a visual organizer and work with the Student Guide, the Teacher Power Point, and the Teacher Guide. In order to complete this in a meaningful way, it is important that you use all of the resources together. This is exactly why I am designating class time for us to work through the activities together.
Attached you will find electronic versions of the two student resources. However, I will print out a copy of the Learning Plan and you will only need to print it for yourself in the event that you lose your copy or are out of class and need a make-up assignment.
Grading will be on a 4 point system, where 4 = A, 3 = B, 2 = c, and 1 = D
Grading criteria will be based on completeness, reflective and genuine responses, clearly communicated responses, responses that make sense, elegant and simple responses, and responses that get us closer to the heart of the matter. I will provide examples of A work for students to improve their grades.c
Students will have the opportunity to revise graded work to improve their grade on the condition that the revision is on a separate sheet of paper and that both the original and the revised versions are submitted within a reasonable amount of time and we will have a conversation to determine that number of days.
If the assignment is not completed in class, then it becomes homework.