THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF STATE FARM AND THE COUNCIL FOR ECONOMIC EDUCATION.
BRAIN TEASER
Mom gave me one dollar bill and 7 coins for taking out the trash this week. I want to download a new game that costs $1.99. Do I have enough money?• All of the coins are silver.• Three of the coins are the same.• There are 2 of the largest coins.• The coin least in value has a partner.• No coin has a value greater than one-
fourth of a dollar.
WHAT DO NEED TO KNOW?
• Recognition of coins
• Knowledge of value of coins
• Ability to determine value of collection of coins
• Comparison of values (price and collective value)
• Understanding of saving in order to purchase desired goods
WHY TEACH MATH AND ECONOMICS TOGETHER?
Provides a context for learning mathematics
• Represent relationships• Solve problems• Communicate ideas effectively
Helps illustrate the power of mathematics in our world
MATH CONTENT
• Develop fluency in adding, subtracting, multiplying, and dividing
• Develop and use estimation strategies with whole numbers
• Develop and use estimation strategies for computation involving fractions and decimals
• Underlying processes (problem solving)
OBJECTIVES
1.Practice estimation skills.
2.Design a budget that meets expected criteria.
3.Practice basic operations in calculating expenses.
4.Identify the benefits and costs of alternatives.
5.Use whole number operations to set up a budget.
Visual 4.1Visuals/Activities 4.2,
4.3, 4.4
MATERIALS:
Scissors Blank transparencies and overhead markers
http://mathand econ.ncee.net/35/lesson4
MATH CONTENT
• Understand measurable attributes of objects and the units, systems, and processes of measurement, specifically time
• Create and use representations to organize, record, and communicate mathematical ideas (tables and graphs)
• Recognize and apply mathematics in contexts outside of mathematics
OBJECTIVES
1.Read information on a table
2.Create a pie graph using information from a table
3.Make simple conversions between minutes, hours, and days
4.Give an example of an opportunity cost after making a choice
Visuals 9.1 and 9.2 Activities 9.1 and 9.2
MATERIALS:
Colored pencils or markers in orange, yellow, brown,Pink, green, red, blue, purple, and black
http://mathandecon.ncee.net/35/lesson9
ALTERNATIVES
• 60-minute gym class
• 30 minutes in the computer lab
• 30-minute music lesson
• 30-minute art lesson
• 30-minute library book check-out period
• 30-minute pleasure reading of the students’ choice
ALTERNATIVES
• 60-minute gym class
• 30 minutes in the computer lab
• 30-minute music lesson
• 30-minute art lesson
• 30-minute library book check-out period
• 30-minute pleasure reading of the students’ choice