Advanced Algebra w Financial Applications 2013-14 · Higher Order Questioning Remediation &...

Time Allowed: 4x4 1 week Trad 2 weeks 1st Quarter

2013-2014 Curriculum Blueprint Grade: 9-12

Course: Advanced Algebra with Financial Applications

Unit 1: Develop a Financial Plan

Instructional Focus Benchmarks

The below benchmark(s) is linked to the

CPALMS site that contains the Specifications

to include the Content limits,

Attributes/Stimulus, & additional

information.

EduSoft Mini-Assessment(s):

Date Range: Given during the instruction per

the outline in this section

Key Vocabulary: SMART Goals, Decision-making Process, Financial Planning, Needs, Wants, Short-term Goals, Long-term Goals, Income, Opportunity Costs

Learning Goal:

Students will understand & manipulate finances through the fiscal year. Objectives: Use the decision making process to create a personal financial plan.

Benchmarks/Standards

Supporting Common Core Standards

LA.1112.3.1.3 The student will pre-write by using organizational strategies & tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. LA.910.1.6.1

The student will use new vocabulary that is introduced & taught directly.

Essential Content & Understanding:

A. Use Decision Making Process

B. Identify Guidelines

1. Examine the value of having a process of planning how to use money

2. Create SMART goals

3. Analyze how money is received & used

C. Monitor/Modify a Personal Plan

1. Use the decision-making process to create a financial plan

2. Identify how to implement the plan 3. Evaluate the financial plan

Essential Questions:

How will a financial plan contribute to lifelong goal achievement?

Resources/Links:

Scope & Sequence for AAFA

Supplemental Resources:

Use Decision Making Process NEFE Unit 1 Identify Guidelines NEFE Unit 1 Monitor/Modify a Personal Plan NEFE Unit 1 Utility Expenses 10.1 Electronic Utilities 10.2 Charting A Budget 10.3 Cash Flow & Budgeting 10.4 Writing Links:

Higher Order Questioning

Remediation & Enrichment Resources

http://hsfpp.nefe.org

www.fcee.org

Time Allowed:

4x4 1 week Trad 2 week 1st Quarter



Unit 2: Develop a Financial Budget


The below benchmark(s) is linked to the CPALMS

site that contains the Specifications to include the

Content limits, Attributes/Stimulus, & additional

information.


Date Range: Given during the instruction per the

outline in this section

Key Vocabulary: Budget, Fixed Expense, Variable

Expense, Net Worth, Financial Goals, Gross Income, Net

Income

Learning Goal:

Students will understand & apply life finances & the relevance of nonmonetary income.

Objectives:

1. Create & modify a financial budget that supports your personal & financial goals. 2. Determine net worth from a list of assets & liabilities.



MA.912.F.4.1 Develop personal budgets that fit within various income brackets. MA.912.F.4.3

Calculate net worth

MACC.912.A-CED.1.2:

Create equations in two or more variables to

represent relationships between quantities;

graph equations on coordinate axes with labels

& scales.

MACC.912.A-CED.1.3:

Represent constraints by equations or

inequalities, & by systems of equations &/or

inequalities, & interpret solutions as viable or

nonviable options in a modeling context. For

example, represent inequalities describing

nutritional & cost constraints on combinations of

different foods.

MACC.912.A-CED.1.4:

Rearrange formulas to highlight a quantity of

interest, using the same reasoning as in solving

equations. For example, rearrange Ohm’s law V =

IR to highlight resistance R.

MACC.912.S-IC.2.6:

Evaluate reports based on data.

MACC.912.F-IF.3.8:

Write a function defined by an expression in

different but equivalent forms to reveal &

explain different properties of the function.

a. Use the process of factoring & completing

the square in a quadratic function to show

zeros, extreme values, & symmetry of the graph,


A. Explain Building Budgets 1. Identify & prioritize Financial goals 2. Understand what it means to budget to achieve a financial goal B. Examine Forms of Record Keeping 1. Work with a budgeting sheet 2. Compare planned expenses with actual expenses C. Propose Your Budget

1. Create & maintain a personal budget that supports your personal & financial goals

2. Modify a personal budget to accommodate changes

D. Determine net worth


A. Why is it important to have a personal budget plan? B. What is the difference between a fixed & a variable expense? C. Why is it important to be able to modify a personal budget plan? D. What is the value of knowing net worth?

Resources/Links:



Explain Building Budgets NEFE Unit 2 Julie England’s Presentation - “Welcome to the Real World.” Contact Julie to set up a day for her to come & visit your class for 45 minutes – 1 hour. Her contact information is: [email protected] or (352)343-4101 extension 2721. Examine Forms of Record Keeping NEFE Unit 2 & Excel Propose Your Budget NEFE Unit 2 Look for Employment 6.1 Pay Periods & Hourly Rates 6.2 Commissions, Royalties, & Piecework Pay 6.3 Employee Benefits 6.4 Social Security & Medicare 6.5 Net Worth – Personal Net Worth Worksheet Res Folder Writing Links:




Time Allowed:

4x4 1 week Trad 2 week 1st Quarter



Unit 2: Develop a Financial Budget

& interpret these in terms of a context.

b. Use the properties of exponents to

interpret expressions for exponential functions.

For example, identify percent rate of change in

functions.

MACC.912.F-IF.2.6:

Calculate & interpret the average rate of change

of a function (presented symbolically or as a

table) over a specified interval. Estimate the

rate of change from a graph.

Time Allowed:

4x4 1 week Trad 2 weeks 1st Quarter



Unit 3: Applications of Graphs



CPALMS site that contains the Specifications

to include the Content limits,

Attributes/Stimulus, & additional

information.


Date Range: Given during the instruction per

the outline in this section

Key Vocabulary: Optimization, Bar Graph, Line

Graph, Circle Graph, Stem & Leaf Plot, Box &

Whisker Plot, Ogive Graph, Histogram, Scatter

plot, Mean, Median, Mode, Range

Learning Goal:

Students will create an applicable picture of their financial losses & gains.

Objectives:

1. Graph financial applications as linear equations & inequalities. 2. Graph financial applications as system of equations & inequalities. 3. Determine & draw the appropriate statistical graph to best represent the financial situation.

4. Apply the measures of center to financial applications.



MACC.912.F-IF.2.4 For a function that models a

relationship between two quantities, interpret key

features of graphs & tables in terms of the quantities,

& sketch graphs showing key features given a verbal

description of the relationship. Key features include:

intercepts; intervals where the function is increasing,

decreasing, positive, or negative; relative maximums &

minimums; symmetries; end behavior; & periodicity.

MACC.912.F-IF.2.5: Relate the domain of a function to

its graph &, where applicable, to the quantitative

relationship it describes. For example, if the function

h(n) gives the number of person-hours it takes to

assemble n engines in a factory, then the positive

integers would be an appropriate domain for the

function.

MACC.912.F-IF.2.6:

Calculate & interpret the average rate of change of a

function (presented symbolically or as a table) over a

specified interval. Estimate the rate of change from a

graph.

MACC.912.S-ID.2.6:

Represent data on two quantitative variables on a

scatter plot, & describe how the variables are related.

a. Fit a function to the data; use functions fitted to


A. Linear Equations & Inequalities 1. Scatter Plots B. Systems of Equations C. Systems of Inequalities D. Graph Functions & Show Key Features 1. Quadratic 2. Square Root 3. Cube Root 4. Piece-wise 5. Rational 6. Exponential 7. Logarithmic E. Solving Matrices

1. Adding

2. Subtracting

3. Multiplying

4. Determinant

5. Inverse

6. Solving systems of equations


1. Compare and contrast simple and compound interest? 2. How might I represent optimization of financial situations? 3. Which statistical graph is the best representation for a particular financial situation?

Resources/Links:



Financial Algebra Book 2.1-2.8, 5.6 Linear Equations & Inequality Worksheet # 1 – 11 Res Folder Solving Linear Equations 1.3 (Holt McDougal Larson Algebra II textbook) Solve Linear Inequalities 1.6 (Holt McDougal Larson Algebra II textbook) Graph Equations of Lines 2.3 (Holt McDougal Larson Algebra II textbook) Write Equations of Lines 2.4 (Holt McDougal Larson Algebra II textbook) Systems of Equations Worksheet # 1 – 7 Res Folder Solve Linear Systems by Graphing 3.1 (Holt McDougal Larson Algebra II textbook) Solve Linear Systems Algebraically 3.2 (Holt McDougal Larson Algebra II textbook) Systems of Inequalities

Time Allowed:

4x4 1 week Trad 2 weeks 1st Quarter



Unit 3: Applications of Graphs

data to solve problems in the context of the data. Uses

given functions or choose a function suggested by the

context. Emphasize linear, quadratic, & exponential

models.

b. Informally assess the fit of a function by plotting

& analyzing residuals.

c. Fit a linear function for a scatter plot that suggests

a linear association.

MACC.912.F-IF.3.7: Graph the functions expressed

symbolically & show key features of the graph, by h&

in simple cases & using technology for more

complicated cases.

a. Graph linear & quadratic functions & show

intercepts, maxima, & minima.

b. Graph square root, cube root, & piece-wise

defined functions, including step functions & absolute

value functions.

c. Graph polynomial functions, identifying zeros

when suitable factorizations are available, & showing

end behavior.

d. Graph rational functions, identifying zeros &

asymptotes when suitable factorizations are available,

& showing end behavior.

e. Graph exponential & logarithmic functions,

showing intercepts & end behavior, & trigonometric

functions, showing period, midline, & amplitude.

MACC.912.A-REI.3.8:

Represent a system of linear equations as a single

matrix equation in a vector variable.

MACC.912.A-REI.3.9:

Find the inverse of a matrix if it exists & use it to solve

systems of linear equations (using technology for

matrices of dimension 3 × 3 or greater).

Worksheet # 8 – 20 Res Folder Graph Linear Inequalities in Two Variables 2.9 (Holt McDougal Larson Algebra II textbook) Statistical Graphs Measures of Central Tendency Applications Statistics Worksheet # 1 – 40 Res Folder Matrices Writing Links:



http://www.mtgprofessor.com http://www.webmath.com/simpinterest.html

www.education.ti.com

Time Allowed:

4x4 2.5 weeks Trad 5 weeks 2nd Quarter



Unit 4: Financial Math Models

.Instructional Focus Benchmarks


CPALMS site that contains the Specifications to

include the Content limits, Attributes/Stimulus,

& additional information.




Key Vocabulary: Checks, Deposits, Debit, Credit,

Checking Account, Savings Account, Reconcile

Statements, Present Value, Future Value, Rule of 72,

Saving, Investing, Simple Interest, Compound

Interest, Linear Growth, Exponential Growth,

Growth Factor, Recursive, Iterative, Exponential

Decay, Decay Factor, Natural Base e, Logarithm,

Common Logarithm, Natural Logarithm,

Logarithmic Equation, Logarithmic Function

Learning Goal:

Students will be introduced to and understand financial institution functions & be able to extrapolate data based on these functions.

Objectives:

1. Understand the services offered by financial institutions 2. Write checks, deposit slips, & reconcile bank statements 3. Utilize formulas to determine the present & future value of money 4. Solve simple & compound interest problems

5. Determine how simple interest relates to linear growth & how compound interest relates to exponential growth 6. Use recursive & iterative models to solve finance problems



MA.912.F.4.2-Explain cash management strategies including debit accounts, checking accounts, & savings accounts.

MA.912.F.2.2-Calculate the present value of a certain amount of money for a given length of time in the future with & without technology.

MA.912.F.2.1-Calculate the future value of a given amount of money with & without technology

MA.912.F.1.1-Explain the difference between simple & compound interest

MA.912.F.1.2-Solve problems involving compound interest.

MA.912.F.1.4-Demonstrate the relationship between compound interest & exponential growth.

MA.912.F.1.3-Demonstrate the relationship between simple interest & linear growth

MACC.912.A-CED.1.1: Create equations & inequalities in one variable & use them to solve problems. Include equations arising

from linear & quadratic functions, & simple

rational & exponential functions.


A. Checking Accounts 1. Write checks 2. Write deposits 3. Reconcile statements 4. Understand the responsibility of having a

checking account B. Debit Cards

1. Describe what a debit card is & how it works

2. Explain the features of automated financial services

C. Savings Accounts

1. Explain how a savings account works D. Examine the Various Types of Financial Service Providers E. List Factors to Consider When Shopping for Bank Services F. Calculate Present Value of Money

1 Understanding the concept of present value

2. Find the present value of money using the appropriate formula

G. Calculate Future Value of Money

1 Understand the concept of future value of


A. What information is needed in order to maintain a checking account?

B. Why use a debit card instead of a check?

C. Why do I need to put any money in a savings account instead of just hiding it in my room?

D. Does it really matter which bank I use?

E. What does it mean to find the present value of money?

F. Why do I need to know how to find the future value of money?

G. Why can’t all interest problems be calculated using simple interest?

H. How can compound interest change my rate of return?

Resources/Links:



Financial Math Models NEFE – Unit 3 Checking Accounts NEFE – Unit 5

Checking Accounts 3.1 Reconcile A Bank Statement 3.2 Debit Cards NEFE – Unit 5

Savings Accounts 3.3

Examine the Various Types of Financial Service

Time Allowed:

4x4 2.5 weeks Trad 5 weeks 2nd Quarter



Unit 4: Financial Math Models

MACC.912.F-BF.1.1: Write a function that describes a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

b. Combine standard function types using arithmetic operations. For

example, build a function that

models the temperature of a cooling

body by adding a constant function

to a decaying exponential, & relate

these functions to the model. Compose functions. For example, if T(y) is the

temperature in the atmosphere as a function

of height, & h(t) is the height of a weather

balloon as a function of time, then T(h(t)) is

the temperature at the location of the

weather balloon as a function of time.

MACC.912.F-BF.1.2:

Write arithmetic & geometric sequences both recursively & with an explicit formula, use them to model situations, & translate between the two forms

MACC.912.A-SSE.1.1:

Interpret expressions that represent a

quantity in terms of its context.

a. Interpret parts of an expression, such as

terms, factors, & coefficients.

b. Interpret complicated expressions by

viewing one or more of their parts as a

single entity. For example, interpret as the

product of P & a factor not depending on P.

money 2 Use the Rule of 72 3 Differentiate between saving & investing 4 Recommend ways to integrate savings &

investing strategies into financial planning 5 Compare the relationship between risks &

returns related to savings & investments 6 Find the future value of money using the

appropriate formula H. Simple Interest

1 Compare & contrast the difference between simple interest & compound interest

I. Compound Interest

1. Exponential growth a. Solve compound interest using a formula b. Solve applications of exponential growth

& decay in real world problems

2. Logarithmic applications a. Evaluate logarithmic expressions b. Write logarithmic equations in

exponential form c. Use properties of logarithms to exp& &

vice versa d. Use logarithms to solve exponential

equations e. Solve equations using natural logarithms f. Solve financial applications using

logarithmic functions

3. Graphical representations a. Demonstrate the relationship of simple

interest to linear growth b. Explain why the graph for compound

interest is a curve c. Graph exponential models d. Graph logarithmic functions

Providers

List Factors to Consider When Shopping for Bank Services

Calculate Present Value 3.8

Cash or Annuity Lesson 11 Pg. 209-216 (Mathematics & Economics, Connections for Life Textbook) Visual 11.2 Time Value of Money: Computing Present Value Pg. 217 (Mathematics & Economics, Connections for Life Textbook) Calculate Future Value 3.7

Visual 11.3 The Future Value of an Annuity Pg. 218

(Mathematics & Economics, Connections for Life) Activity 11.1 The Lottery Jackpot: Cash or Annuity Pg. 219-220

(Mathematics & Economics, Connections for Life Textbook) Activity 11.2 The $100,000 Habitat Pg. 221 (Mathematics & Economics, Connections for Life Textbook) Activity 11.3 Pg.222 (Mathematics & Economics, Connections for Life Textbook)

Simple Interest 3.3

Compound Interest 3.4-3.6

Exponential Growth 7.1-7.6 (Holt McDougal Larson Algebra II textbook) Graphical Representations – taught throughout unit

Writing Links:



http://hsfpp.nefe.org http://www.mtgprofessor.com

www.h&sonbanking.org

www.Bankrate.com

www.webmath.com/simpleinterest.html

www.education.ti.com

Time Allowed:

4x4 2 weeks Trad 4 weeks 2nd Quarter



Unit 5: Credit





information.




Key Vocabulary: Application, Credit Worthiness,

Credit History, Finance Charges, Interest Rate, Annual

Percentage Rate, Down Payment, Deferred Payment,

Bankruptcy

Learning Goal:

Students will understand the many forms of credit & extrapolate data biased on those credit functions.

Objectives:

1. Discover the financial obligations of using a credit card. 2. Determine the finance charges & total amount due for credit cards. 3. Analyze the total costs for a car loan & installment loans using a formula. 4. Determine which deferred payment is really the most economical with different terms.

5. Establish a plan to pay off debt.



MA.912.F.3.1-Compare the advantages & disadvantages of using cash versus a credit card MA.912.F.4.2-Explain cash management strategies including debit accounts, checking accounts, & savings accounts. MA.912.F.3.2-Analyze credit scores & reports. MA.912.F.3.3-Calculate the finance charges & total amount due on a credit card bill. MA.912.F.3.17-Compare interest rate calculations & annual percentage rate calculations to distinguish between the two rates. MA.912.F.3.6-Calculate total cost of purchasing consumer durables over time given different down payments, financing options, & fees. MA.912.F.3.4-Compare the advantages & disadvantages of deferred payments. MA.912.F.3.5-Calculate deferred payments. MA.912.F.4.4-Establish a plan to pay off debt. MACC.912.F-BF.2.5:

Understand the inverse relationship between

exponents & logarithms & use this relationship

to solve problems involving logarithms &

exponents.

MACC.912.F-LE.1.4:

For exponential models, express as a logarithm the solution to = d where a, c, & d are numbers & the base b is 2, 10, or e; evaluate the logarithm


A. Loans 1. Read monthly payments from a table 2. Compute monthly payments from a

formula 3. Compute finance charges on loans

B. Loan Calculators & Regressions 1. Calculate the present value of a single

deposit investments 2. Calculate the present value of a periodic

deposit investments B. Pros/Cons of Using Cash C. Pros/Cons of Credit

1. List three types of credit card accounts & explain the uses & payment methods of each

2. Understand how to shop for a credit card

D. Analyze Credit Scores 1. Outline the process of applying for

credit 2. Understand credit worthiness 3. Explain what a credit history is & why

it is important 4. Explain the differences in scores for

the three main credit reporting agencies

5. Explain how to manage credit responsibly

E. Calculate Finance Charges 1. Read & interpret a credit card

statement


A. Why shouldn’t a person have as many credit cards as they want? C. Will my credit score be good if I have never bought anything on credit before? D. Why shouldn’t I just pay the minimum balance due on my credit card bill each month? E. Is the total price you will end up paying for your car really worth it? F. If the only way I can afford to buy big items is through a loan how can I pay the loan off the fastest? G. Is it really a good deal to buy now & pay later? H. What does it really hurt if I get into debt & just declare bankruptcy to wipe my record clean?

Resources/Links:



Credit NEFE – Unit 4 Pros/Cons of Credit 1. Julie England’s Presentation “My Pizza Costs WHAT???” Contact Julie to set up a day for her to come & visit your class for 45 minutes – 1 hour. Her contact information is: [email protected] or (352)343-4101 extension 2721 Credit Abuse Resistance Education JalaCare – Powerpoint Resource Folder

Time Allowed:

4x4 2 weeks Trad 4 weeks 2nd Quarter



Unit 5: Credit

using technology. MACC.912.S-ID.2.6:

Represent data on two quantitative variables on

a scatter plot, & describe how the variables are

related.

a. Fit a function to the data; use functions

fitted to data to solve problems in the context of

the data. Uses given functions or choose a

function suggested by the context. Emphasize

linear, quadratic, & exponential models.

b. Informally assess the fit of a function by

plotting & analyzing residuals.

c. Fit a linear function for a scatter plot that

suggests a linear association.

MACC.912.A-SSE.1.1:

Interpret expressions that represent a quantity

in terms of its context.




viewing one or more of their parts as a single

entity. For example, interpret as the product of P

& a factor not depending on P.

2. Calculate finance charges & total amount due

3. Compare interest rate calculations & annual percentage rate calculations to distinguish between the two rates

4. Understand how to handle billing errors

F. Calculate Costs for Car Loan 1. Given a budget, decide how much you

can afford to pay for a car 2. Given a budget, decide how much

money can safely be spent each month to operate a car

3. Calculate the total costs for various car loans

G. Calculate Total Cost Over Time for Installment Loans (Furniture)

1. Use different down payments 2. Use different financing options 3. Use different fees

H. Compute Deferred Payments for Various Payment Options I. Plan to Pay Off Debt

1. Describe some of the ways you can get in trouble using credit

2. Explain the first steps to take if you can’t pay your bills on time

3. Explore the consequences of excessive debt

4. Determine a safe debt load 5. Understand the disadvantages of

bankruptcy as a solution to debt.

Analyze Credit Scores Calculate Finance Charges for Credit Cards Loans 4.2 Loans Calculations & Regression 4.3 Credit Cards 4.4 Credit Card Statements 4.5 Average Daily Balance 4.6 Calculate Costs for Car Loan Practical Money Skills Lesson 9 Cars Res Folder Calculate Installment Loan Res Folder Compute Deferred Payment Res Folder Plan to Pay off Debt

1. Describe some of the ways you can get in trouble using credit

2. Explain the first steps to take if you can’t pay your bills on time

3. Explore the consequences of excessive debt

4. Determine a safe debt load 5. Understand the disadvantages of

bankruptcy as a solution to debt. Writing Links:




www.federalreserve.gov www.escapefromknab.com

Time Allowed:

4x4 1.5 weeks Trad 3 weeks 3rd Quarter



Unit 6: Investments





information.




Key Vocabulary: Currency, Current Exchange

Rates, Common Stock, Preferred Stocks, Bonds,

Diversification, Dividends

Learning Goal:

Students will understand the stock market & investment banking through practical applications of investments.

Objectives:

1. Convert from one form of currency to another using exchange rate. 2. Compare & contrast income from various stock options. 3. Analyze diversifications in investments. 4. Determine gains & losses based on stock ownership.



MA.912.F.4.10-Analyze diversification in investments. MA.912.F.4.11-Purchase stock with a set amount of money, & follow the process through gains, losses, & selling. MA.912.F.4.12-Compare & contrast income from purchase of common stock, preferred stock, & bonds. MA.912.F.4.13-Given current exchange rates be able to convert from one form of currency to another.


A. Common Stocks 1. Purchase stock with a set amount of

money & follow the process through gains, losses, & selling

B. Preferred Stocks 1. Understand the difference for

dividends & selling preferred stock versus common stock

C. Bonds 1. Understand the difference with

interest rates D. Current Exchange Rates E. Analyze Diversification

1. Understand the relationship between risk & reward

2. Understand the advantages & disadvantages of different investment options


A. Which investment option runs the greatest risk of losing money? How about making money? D. How do you determine how many American dollars something will cost in a foreign country?

Resources/Links:



Common Stocks 1.2 – 1.9 Stock Market Game www.stockmarketgame.org Preferred Stocks 1.9 Bonds Building Your Future: Bonds Independent Practice Handout Res Folder Current Exchange Rates (Wrksht) Res Folder Analyze Diversification Assignment 3-2: Which Is the Best Deal? NEFE – Unit 3 Assignment 3-3: My Investing Options NEFE – Unit 3 Assignment 3-4: My Risks & Rewards NEFE – Unit 3 Assessment 3-1: My Investing Plan NEFE – Unit 3 Writing Links:


Time Allowed:




Unit 6: Investments


http://hsfpp.nefe.org www.fcee.org/classroom-resources/stock-markets-investing/ www.stockmarketgame.org www.fcee.org/classroom-resources/stock-

markets-investing/

www.escapefromknab.com

Time Allowed:

4x4 2 weeks Trad 4 weeks 3rd Quarter



Unit 7: Income Taxes





information.




Key Vocabulary: Federal Personal Income Tax, FICA, Social Security, Medicare, State Tax, Exemption, Deduction, Tax Table

Learning Goal:

Students will understand & apply relevant governmental tax policies.

Objectives:

1. Complete tax employment forms. 2. Use tax tables to calculate & complete 1040 tax forms.



MA.912.F.4.5-Develop & apply a variety of strategies to use tax tables, & to determine, calculate, & complete yearly federal income tax. MACC.912.F-IF.2.6:

Calculate & interpret the average rate of

change of a function (presented symbolically

or as a table) over a specified interval.

Estimate the rate of change from a graph.


A. Taxpayer Responsibilities 1. Identify the programs supported by

the federal personal income tax 2. Identify the two types of FICA payroll

taxes a. Social Security b. Medicare

B. Complete Form W-4 C. Complete Form W-2 D. Using Tax Tables

1. Read a tax table 2. Apply a tax table to a scenario

E. Calculate & complete Form 1040EZ 1. Determine if a Form 1040EZ is

appropriate. 2. Complete a Form1040EZ

F. Calculate & complete Form 1040A 1. Determine if a Form1040A is

appropriate 2. Complete Form 1040A

G. Calculate & complete Form 1040 1. Determine if a Form 1040 is

appropriate 2. Complete a Form 1040


A. What is a taxpayer responsibility? A 1. What are payroll taxes? B. What employment forms are tax related? D. What is a tax table? E. What is a Form 1040EZ & who would use it? F. What is a Form 1040A & who would use it? G. What is a Form 1040 & who would use it?

Resources/Links:



Taxpayer Responsibilities IRS Understanding Taxes Program: http://www.irs.gov/app/underst&ingtaxes/index.jsp Form W-4 http://www.irs.gov/pub/irs-pdf/fw4.pdf Form W-2 Income Statements 7.3 Form W-2 http://www.irs.gov/pub/irs-pdf/fw2.pdf Using Tax Tables Tax Tables, Worksheets, & Schedules 7.1 Modeling Tax Schedules 7.2 Calculate & Complete Form 1040EZ Forms 1040EZ & 1040A 7.4 Form 1040EZ http://www.irs.gov/pub/irs-pdf/i1040ez.pdf Instructions for 1040EZ http://www.irs.gov/pub/irs-pdf/i1040ez.pdf Calculate & Complete Form 1040A Forms 1040EZ & 1040A 7.4 Form 1040A http://www.irs.gov/pub/irs-pdf/i1040a.pdf

Time Allowed:

4x4 2 weeks Trad 4 weeks 3rd Quarter



Unit 7: Income Taxes

Instructions for 1040A http://www.irs.gov/pub/irs-pdf/i1040a.pdf Calculate & Complete Form 1040 Form 1040 & Schedules A & B 7.5 Form 1040 http://www.irs.gov/pub/irs-pdf/i1040.pdf Instructions for 1040 http://www.irs.gov/pub/irs-pdf/i1040.pdf Writing Links:



http://www.irs.gov/app/underst&ingTaxes/index.jsp

Time Allowed:




Unit 8: Insurance



CPALMS site that contains the

Specifications to include the Content

limits, Attributes/Stimulus, & additional

information.


Date Range: Given during the instruction

per the outline in this section

Key Vocabulary: Insurance, risk,

deductible, liability, premium, claim,

comprehensive, collision, negligent,

dependents, term insurance, whole life

insurance, accidental death insurance

Learning Goal:

Students will value & apply insurance based on net worth.

Objectives:

Given data, calculate the cost of various insurance policies.



MA.912.F.4.6-Compare different insurance options & fees. MA.912.F.4.7-Compare & contrast the role of insurance as a device to mitigate risk & calculate expenses of various options. MACC.912.S-MD.2.5: Weigh the possible outcomes of a decision by assigning probabilities

to payoff values & finding expected values.

a. Find the expected payoff for a game of chance. For example, find

the expected winnings from a state lottery ticket or a game at a fast-

food restaurant.

b. Evaluate & compare strategies on the basis of expected values.

For example, compare a high-deductible versus a low-deductible

automobile insurance policy using various, but reasonable, chances of

having a minor or a major accident.

MACC.912.S-ID.2.6:

Represent data on two quantitative variables on a scatter plot, &

describe how the variables are related.

a. Fit a function to the data; use functions fitted to data to solve

problems in the context of the data. Use given functions or choose a

function suggested by the context. Emphasize linear, quadratic, &

exponential models.

b. Informally assess the fit of a function by plotting & analyzing

residuals.

c. Fit a linear function for a scatter plot that suggests a linear

association.

MACC.912.A-SSE.1.1:

Interpret expressions that represent a quantity in terms of its context.

a. Interpret parts of an expression, such as terms, factors, &

coefficients.

b. Interpret complicated expressions by viewing one or more of

their parts as a single entity. For example, interpret as the product of P

& a factor not depending on P.


A. Insurance as a Devise to Mitigate Risk?

1. Identify ways to reduce & manage risk

2. List various reasons why you need insurance

3. Determine how insurance fits your financial plan

B. Auto Insurance C. Health Insurance D. Life Insurance E. Homeowners’ Insurance


A. Why bother paying for insurance? B. What fees & payouts do I need to understand on different insurance policies?

Resources/Links:



Insurance as a Device to Mitigate Risk? NEFE – Unit 6 Auto Insurance NEFE – Unit 6 Automobile Insurance 5.4 Linear Automobile Depreciation 5.5 Health Insurance 1. Griffith Foundation Health Insurance Unit/IEI Resource Folder 2. Don’t Risk It Lesson Plan Health Insurance Resource Folder Life Insurance 9.4 Homeowners’ Insurance Griffith Foundation Homeowners Insurance Unit/IEI Resource Folder Writing Links:



http://hsfpp.nefe.org http://insurance.mo.gov www.griffithfoundation.org/k-12/curriculum-online/ www.escapefromknab.com

Time Allowed:

4x4 1 week Trad 2 weeks 4th Quarter



Unit 9: Retirement





information.




Key Vocabulary: ROTH Account, 401K Account, Annuities

Learning Goal:

Students will discover & relate various retirement plans based on income.

Objectives:

1. Understand the relationship between career choice & earning potential by identifying factors that affect future earnings. 2. Calculate potential savings through different retirement options based on account conditions.



MA.912.F.4.8-Collect, organize, & interpret data to determine an effective retirement savings plan to meet personal financial goals. MA.912.F.4.9-Calculate, compare, & contrast different types of retirement plans, including IRAs, ROTH accounts, & annuities.


A. Connecting Career to Earning Potential 1. Compare/contrast education &

earning potential 2. Determine how employment benefits

enhance earning potential 3. Identify factors that affect earning

potential & financial planning 4. Look ahead for your financial future

B. ROTH Accounts 1. What makes these different? 2. Calculate different retirement options

within this category. C. 401K Accounts

1. What makes these different? 2. Calculate different retirement options

within this category. D. Annuities

1. What makes these different? 2. Calculate different retirement options

within this category.


A. Why worry about saving for retirement when you are starting out in the career world? B. Which plan should I sign up for at my new job & why?

Resources/Links:



Connecting Career to Earning Potential NEFE – Unit 7 ROTH Accounts 9.1 401K Accounts 9.1 Annuities 9.3 Writing Links:




Time Allowed:

4x4 3 weeks Trad 6 weeks 4th Quarter



Unit 10: Mortgages



site that contains the Specifications to include

the Content limits, Attributes/Stimulus, &

additional information.




Key Vocabulary: brokerage fee, origination fee,

discount points, document stamps, prorated

expenses, settlement costs, fixed rate,

adjustable rate mortgages, balloon mortgage,

APR

Learning Goal:

Students will discover & apply fiscal mortgages & mortgage responsibilities.

Objectives:

1. Utilize formulas to calculate mortgages & closing cost fees. 2. Compare & contrast different types of mortgages based on interest rates, monthly payments, & final costs.



MA.912.F.3.7-Calculate the following fees associated with a mortgage:

1. discount points 2. origination fee 3. maximum brokerage fee on a net or

gross loan 4. documentary stamps 5. prorated expenses (interest, county

&/or city property taxes, & mortgage on an assumed mortgage)

MA.912.F.3.9-Calculate the total amount to be paid over the life of a fixed rate loan MA.912.F.3.13-Calculate the total amount paid for the life of a loan for a house including the down payment, points, fees, & interest. MA.912.F.3.10-Calculate the effects on the monthly payment in the change of interest rate based on an adjustable rate mortgage. MA.912.F.3.11-Calculate the final pay out amount for a balloon mortgage MA.912.F.3.14-Compare the total cost for a set purchase price using a fixed rate, adjustable rate, & a balloon mortgage MA.912.F.3.12-Compare the cost of paying a higher interest rate & lower points versus a lower interest rate & more points. MA.912.F.3.17-Compare interest rate calculations & annual percentage rate calculations to distinguish between the two rates. MACC.912.S-MD.2.5: Weigh the possible outcomes of a decision by


A. Calculate Fees

1. Introduce Mortgage Settlement Costs

2. Calculate Settlement Costs

a. Discount points

b. Origination fee

c. Maximum brokerage fee on net or

gross loan

d. Documentary stamps

e. Prorated Expenses

3. Use Settlement Forms

B. Calculate Fixed Rate Mortgages

1. Introduce Fixed Rate Mortgages

2. Calculate Fixed Rate Mortgages

C. Calculate Adjustable Rate Mortgages (ARM)

1. Introduce ARMs

2. Calculate ARMs

D. Calculate Balloon Mortgages

1. Introduce Balloon Mortgages

Calculate Balloon Mortgages

E. Compare Mortgages

1. Fixed Rate to ARM

2. Fixed Rate to Balloon

3. ARM to Balloon

F. Compare Interest Rates & Points

G. Compare Interest Rate Calculations v. APR


A. What effect do closing costs have on the total amount paid?

B. Which mortgage type works best?

Resources/Links:

Scope & Sequence for AAFA Supplemental Resources:

Mortgages 8.1, 8.3 – 8.5 A. Calculate Fees Mortgage Closing Costs problems Res Folder Mortgage Settlement Cost Worksheet, Federal Reserve Board Res Folder Settlement Statement, US Department of Housing & Urban Development Res Folder B. Calculate Fixed Rate Mortgage Mortgage Fixed Rate problems Res Folder Fixed Rate Mortgage & Closing Cost problems Res Folder C. Calculate Adjustable Rate Mortgages Adjustable Rate Mortgages problems Res Folder D. Calculate Balloon Mortgages Balloon Mortgage problems Res Folder Compare Mortgages Mortgage Loan Comparison problems Res Folder Interest Rates & Points Comparing Points & Interest Rates Res Folder How do Mortgage Points Work? www.homebuyinginstitute.com Compare Interest Rate Calculations v. Annual Percentage Rate

Time Allowed:




Unit 10: Mortgages

assigning probabilities to payoff values &

finding expected values.

a. Find the expected payoff for a game of

chance. For example, find the expected winnings

from a state lottery ticket or a game at a fast-

food restaurant.

b. Evaluate & compare strategies on the

basis of expected values. For example, compare

a high-deductible versus a low-deductible

automobile insurance policy using various, but

reasonable, chances of having a minor or a

major accident.

MACC.912.S-ID.2.6:

Represent data on two quantitative variables

on a scatter plot, & describe how the variables

are related.

a. Fit a function to the data; use functions

fitted to data to solve problems in the context

of the data. Use given functions or choose a

function suggested by the context. Emphasize

linear, quadratic, & exponential models.

b. Informally assess the fit of a function by

plotting & analyzing residuals.

c. Fit a linear function for a scatter plot that

suggests a linear association.

MACC.912.A-SSE.2.4:

Derive the formula for the sum of a finite

geometric series (when the common ratio is

not 1), & use the formula to solve problems.

For example, calculate mortgage payments.

MACC.912.F-BF.1.1: Write a function that describes a relationship between two quantities.

a. Determine an explicit expression, a recursive process, or steps for calculation from a context.

b. Combine standard function types using arithmetic operations. For

Writing Links:



www.homebuyinginstitute.com www.federalreserve.gov/pubs/settlement/default.htm

www.hud.gov www.escapefromknab.com

Time Allowed:




Unit 10: Mortgages

example, build a function that models

the temperature of a cooling body by

adding a constant function to a

decaying exponential, & relate these

functions to the model. Compose functions. For example, if T(y) is the

temperature in the atmosphere as a function of

height, & h(t) is the height of a weather balloon

as a function of time, then T(h(t)) is the

temperature at the location of the weather

balloon as a function of time.

MACC.912.F-BF.1.2:

Write arithmetic & geometric sequences both

recursively & with an explicit formula, use

them to model situations, & translate between

the two forms

MACC.912.A-SSE.1.1:

Interpret expressions that represent a

quantity in terms of its context.




viewing one or more of their parts as a single

entity. For example, interpret as the product of

P & a factor not depending on P.


MACC.K12.MP.1.1: Make sense of problems & persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem & looking for entry points to its solution. They analyze givens, constraints, relationships, & goals. They make conjectures about the form & meaning of the solution & plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, & try special cases & simpler forms of the original problem in order to gain insight into its solution. They monitor & evaluate their progress & change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, & graphs or draw diagrams of important features & relationships, graph data, & search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize & solve a problem. Mathematically proficient students check their answers to problems using a different method, & they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems & identify correspondences between different approaches. MACC.K12.MP.2.1: Reason abstractly & quantitatively.

Mathematically proficient students make sense of quantities & their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative

relationships: the ability to decontextualize—to abstract a given situation & represent it symbolically & manipulate the representing symbols as if they have a life of their own, without necessarily

attending to their referents—& the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning

entails habits of creating a coherent representation of the problem at h&; considering the units involved; attending to the meaning of quantities, not just how to compute them; & knowing & flexibly

using different properties of operations & objects.

MACC.K12.MP.3.1: Construct viable arguments & critique the reasoning of others.

Mathematically proficient students understand & use stated assumptions, definitions, & previously established results in constructing arguments. They make conjectures & build a logical

progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, & can recognize & use counterexamples. They justify their

conclusions, communicate them to others, & respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the

data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, &—if there is a

flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, & actions. Such arguments can make sense & be

correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read

the arguments of others, decide whether they make sense, & ask useful questions to clarify or improve the arguments.

MACC.K12.MP.4.1: Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, & the workplace. In early grades, this might be as simple as writing an

addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student

might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are

comfortable making assumptions & approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical

situation & map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts & formulas. They can analyze those relationships mathematically to draw conclusions. They

routinely interpret their mathematical results in the context of the situation & reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

MACC.K12.MP.5.1: Use appropriate tools strategically.


Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil & paper, concrete models, a ruler, a protractor, a calculator, a

spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make

sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained & their limitations. For example, mathematically proficient high school students analyze

graphs of functions & solutions generated using a graphing calculator. They detect possible errors by strategically using estimation & other mathematical knowledge. When making mathematical

models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, & compare predictions with data. Mathematically proficient students at

various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, & use them to pose or solve problems. They are able to use

technological tools to explore & deepen their understanding of concepts.

MACC.K12.MP.6.1: Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others & in their own reasoning. They state the meaning of the

symbols they choose, including using the equal sign consistently & appropriately. They are careful about specifying units of measure, & labeling axes to clarify the correspondence with quantities in

a problem. They calculate accurately & efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully

formulated explanations to each other. By the time they reach high school they have learned to examine claims & make explicit use of definitions.

MACC.K12.MP.7.1: Look for & make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three & seven more is the same amount as seven & three more, or

they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the

distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 & the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure & can use the

strategy of drawing an auxiliary line for solving problems. They also can step back for an overview & shift perspective. They can see complicated things, such as some algebraic expressions, as single

objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square & use that to realize that its value cannot be more than 5 for any

real numbers x & y.

MACC.K12.MP.8.1: Look for & express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, & look both for general methods & for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they

are repeating the same calculations over & over again, & conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the

line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when exp&ing (x – 1)(x + 1), (x – 1)(x² + x + 1),

& (x – 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the

process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

LACC.910.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LACC.910.RST.2.4: Determine the meaning of symbols, key terms, & other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts & topics.


LACC.910.RST.3.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) & translate information expressed visually or mathematically (e.g., in an equation)

into words.

LACC.910.SL.1.1:

Initiate & participate effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grades 9–10 topics, texts, & issues, building on others’ ideas &

expressing their own clearly & persuasively.

a. Come to discussions prepared, having read & researched material under study; explicitly draw on that preparation by referring to evidence from texts & other research on the topic or

issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions & decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals & deadlines, &

individual roles as needed.

c. Propel conversations by posing & responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; & clarify,

verify, or challenge ideas & conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement & disagreement, &, when warranted, qualify or justify their own views & underst&ing & make new

connections in light of the evidence & reasoning presented.

LACC.910.SL.1.2:

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility & accuracy of each source.

LACC.910.SL.1.3:

Evaluate a speaker’s point of view, reasoning, & use of evidence & rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

LACC.910.SL.2.4:

Present information, findings, & supporting evidence clearly, concisely, & logically such that listeners can follow the line of reasoning & the organization, development, substance, & style are

appropriate to purpose, audience, & task.

LACC.910.WHST.1.1:

Write arguments focused on discipline-specific content.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, & create an organization that establishes clear relationships among the claim(s), counterclaims,

reasons, & evidence.

b. Develop claim(s) & counterclaims fairly, supplying data & evidence for each while pointing out the strengths & limitations of both claim(s) & counterclaims in a discipline-appropriate


form & in a manner that anticipates the audience’s knowledge level & concerns.

c. Use words, phrases, & clauses to link the major sections of the text, create cohesion, & clarify the relationships between claim(s) & reasons, between reasons & evidence, & between

claim(s) & counterclaims.

d. Establish & maintain a formal style & objective tone while attending to the norms & conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

LACC.910.WHST.2.4:

Produce clear & coherent writing in which the development, organization, & style are appropriate to task, purpose, & audience.

LACC.910.WHST.3.9:

Draw evidence from informational texts to support analysis, reflection, & research.

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