ALEX Lesson Plan

     

How Much Money Can I Make?

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  This lesson provided by:  
Author:Jeremy King
System: Baldwin County
School: Foley Middle School
  General Lesson Information  
Lesson Plan ID: 8043

Title:

How Much Money Can I Make?

Overview/Annotation:

This lesson is a technology-based activity in which students will research two careers they are possibly interested in pursuing. They will convert the average yearly salary of each career into an hourly wage and record their findings in a spreadsheet. They will calculate their weekly gross and net pay for each career choice.

 Associated Standards and Objectives 
Content Standard(s):
Technology Education
TC2 (2009)
Grade: 6-8
5 ) Use basic features of word processing, spreadsheets, databases, and presentation software.

Examples: word processing—reports, letters, brochures

-  spreadsheets—discovering patterns, tracking spending, creating budgets

-  databases—contact list of addresses and telephone numbers

-  presentation software—slideshow

Technology Education
TC2 (2009)
Grade: 6-8
6 ) Select specific digital tools for completing curriculum-related tasks.

Examples: spreadsheet for budgets, word processing software for essays, probes for data collection

Technology Education
TC2 (2009)
Grade: 6-8
7 ) Demonstrate correct keyboarding techniques.

Technology Education
TC2 (2009)
Grade: 6-8
9 ) Practice responsible and legal use of technology systems and digital content.

Examples: avoiding plagiarism; complying with acceptable-use policies, copyright laws, and fair use standards; recognizing secure Web sites

•  Identifying examples of computer crime and related penalties
Examples: computer crime—phishing, spoofing, virus and worm dissemination, cyberbullying

-  penalties—fines, incarceration

•  Citing sources of digital content
Technology Education
TC2 (2009)
Grade: 6-8
11 ) Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.

Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases

-  collecting—probeware, graphing calculators

-  organizing—graphic organizers, spreadsheets

-  evaluating—reviewing publication dates, determining credibility

-  synthesizing—word processing software, concept-mapping software

Technology Education
TC2 (2009)
Grade: 6-8
13 ) Use digital tools to formulate solutions to authentic problems.

Examples: electronic graphing tools, probes, spreadsheets

Mathematics
MA2015 (2015)
Grade: 6
5 ) Fluently divide multi-digit numbers using the standard algorithm. [6-NS2]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given a context which calls for the division of two whole numbers,
  • Choose the most appropriate strategy for computing the answer,
  • Produce accurate results using the standard algorithm when appropriate.
Teacher Vocabulary:
  • Standard algorithm (long division)
Knowledge:
Students know:
  • Strategies for computing answers to division problems, including the standard division algorithm.
Skills:
Students are able to:
  • Strategically choose and apply appropriate strategies for dividing,
  • Accurately find quotients using the standard division algorithm.
Understanding:
Students understand that:
  • Mathematical problems can be solved using a variety of strategies, models, and representations,
  • Efficient application of computation strategies is based on the numbers and operations in the problems,
  • The steps used in the standard algorithms for division can be justified by using properties of operations and understanding of place value,
  • Among all techniques and algorithms that may be chosen for accurately performing multi-digit computations, some procedures have been chosen with which all should be fluent for efficiency, communication, and use in other mathematics situations.
AMSTI Resources:
Other Units
Bits and Pieces I
Inv. 1: Decimals-More or Less!
Bits and Pieces III
Inv. 3: The Decimal DivideShapes and Designs
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 6.5.1: Define factors and multiples.
M. 6.5.2: Discuss the steps for solving a division problem.
M. 6.5.3: Recognize division and multiplication as inverse operations.
M. 6.5.4: Recall basic division and multiplication facts.
Mathematics
MA2015 (2015)
Grade: 6
6 ) Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. [6-NS3]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given a context which calls for complex computation involving multi-digit decimals,
  • Choose the most appropriate strategy for computing the answer,
  • Produce accurate results efficiently using the standard algorithm for each operation when appropriate.
Teacher Vocabulary:
  • Standard algorithms (addition, subtraction, multiplication, and division)
Knowledge:
Students know:
  • Place value conventions (i.e., a digit in one place represents 10 times as much as it would represent in the place to its right and 1/10 of what it represents in the place to its left),
  • Strategies for computing answers to complex addition, subtraction, multiplication, and division problems involving multi-digit decimals, including the standard algorithm for each operation.
Skills:
Students are able to:
  • Strategically choose and apply appropriate computation strategies,
  • Accurately find sums, differences, products, and quotients using the standard algorithms for each operation.
Understanding:
Students understand that:
  • Place value patterns and values continue to the right of the decimal point and allow the standard algorithm for addition and subtraction to be applied in the same manner as with whole numbers,
  • Mathematical problems can be solved using a variety of strategies, models, and representations,
  • Efficient application of computation strategies is based on the numbers and operations in the problem,
  • The steps used in the standard algorithms for the four operations can be justified by using properties of operations and understanding of place value,
  • Among all techniques and algorithms that may be chosen for accurately performing multi-digit computations, some procedures have been chosen with which all should be fluent for efficiency, communication, and use in other mathematics situations.
AMSTI Resources:
Other Units
Bits and Pieces II
Inv. 2: ACE 51
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 6.6.1: Solve division problems involving multi-digit whole numbers and decimal numbers.
M. 6.6.2: Solve multiplication problems involving multi-digit whole numbers and decimal numbers.
M. 6.6.3: Recall basic multiplication and division facts.
M. 6.6.4: Solve addition and subtraction of multi-digit decimal numbers (emphasis on alignment)
M. 6.6.5: Solve addition and subtraction of multi-digit whole numbers.
M. 6.6.6: Recognize place value of whole numbers and decimals.
M. 6.6.7: Demonstrate addition, subtraction, multiplication, and division of whole numbers and decimals using manipulatives.
Mathematics
MA2015 (2015)
Grade: 7
1 ) Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. [7-RP1]


Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given ratios of fraction to fractions in contextual situations,
  • Calculate the equivalent unit rate and justify the unit rate within the given context.
Teacher Vocabulary:
  • Unit rate
  • Ratio
Knowledge:
Students know:
  • Techniques for producing ratios equivalent to given ratios, including finding unit rates.
Skills:
Students are able to:
  • Determine equivalent ratios (including unit rates) for ratios consisting of fractions.
Understanding:
Students understand that:
  • Unit rates are used to clearly communicate rates in contextual situations and allow for clearer comparisons.
AMSTI Resources:
Other Units
CC Transition Kit
Inv. 1: Graphing Proportions
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 7.1.1: Define unit rate, proportions, area, length, and ratio.
M. 7.1.2: Recall how to find unit rates using ratios.
M. 7.1.3: Recall the steps used to solve division of fraction problems.
M. 7.1.4: Discuss the measure of centering of ratios.
Mathematics
MA2015 (2015)
Grade: 7
2 ) Recognize and represent proportional relationships between quantities. [7-RP2]

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [7-RP2a]

b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [7-RP2b]

c. Represent proportional relationships by equations. [7-RP2c]

Example: If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.

d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. [7-RP2d]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
  • Justify relationships as proportional and identify the constant of proportionality using graphs, tables, equivalent ratios, and equations,
  • Explain the relationships between representations of proportions and extend that relationship into a rule (equation).

Given the graph of a proportional relationship in a contextual situation, (i.e. buying CDs of equal price),
  • Explain the association between the unit rate and any point on the line, (i.e. "If I paid $3/CD, then point (5, 15) means that I can buy 5 CDs for $15").
Teacher Vocabulary:
  • Unit rate
  • Proportional relationships
Knowledge:
Students know:
  • Characteristics of graphs, tables, and equations that define proportional situations,
  • Relationships between graphs, tables, and equations in proportional situations,
  • The role of unit rate in a graph of a proportional relationship.
Skills:
Students are able to:
  • Produce graphs, tables, and the related equations,
  • Communicate the relationships between graphs, tables, and equations in order to justify relationships as proportional.
Understanding:
Students understand that:
  • The constant of proportionality (unit rate) in a relationship communicates the rate of change for one variable with respect to the other, regardless of how the proportional relationship is represented.
AMSTI Resources:
Year Two Units
Comparing and Scaling
Inv. 1: Making Comparisons, Inv. 2: Comparing Ratios, Percents, and Fractions, Inv. 3: Comparing and Scaling Rates, Inv. 4: Making Sense of
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 7.2.1: Define proportions and proportional relationships.
M. 7.2.2: Demonstrate how to write ratios as a fraction. a. Objectives:
M. 7.2a.1: Define equivalent ratios and origin.
M. 7.2a.2: Locate the origin on a coordinate plane.
M. 7.2a.3 Show how to graph on Cartesian plane.
M. 7.2a.4: Determine if the graph is a straight line through the origin.
M. 7.2a.4: Use a table or graph to determine whether two quantities are proportional. b. Objectives:

M. 7.2b.1: Define a constant and equations.
M. 7.2b.2: Create a table from a verbal description, diagram, or a graph.
M. 7.2b.3: Identify numeric patterns and finding the rule for that pattern.
M. 7.2b.4: Recall how to find unit rate. c. Objectives:
M. 7.2c.1: Recall how to write equations to represent a proportional relationship.
M. 7.2c.2: Discuss the use of variables. d. Objectives:
M. 7.2d.1: Define ordered pairs.
M. 7.2d.2: Show how to plot points on a Cartesian plane.
M. 7.2d.3: Locate the origin on the coordinate plane.
M. 7.2d.4: Discuss the measure of centering of ratios and unit rates.
Mathematics
MA2015 (2015)
Grade: 7
3 ) Use proportional relationships to solve multistep ratio and percent problems. [7-RP3]

Examples: Sample problems may involve simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given multi-step problems involving contexts with ratios and percents,
  • Solve and justify solutions using a variety of representations and solution paths.
Knowledge:
Students know:
  • Techniques for representing mathematical contexts that include percents and ratios,
  • Techniques for producing ratios equivalent to given ratios, including finding unit rates.
Skills:
Students are able to:
  • Strategically choose and apply representations that aid in solutions of percent and ratio problems,
  • Solve and interpret the solutions.
Understanding:
Students understand that:
  • Patterns and relationships in mathematical contexts can be represented in a variety of ways in order to solve problems, including that a variety of representations of ratio and percent can be used to solve and interpret mathematical contexts.
AMSTI Resources:
Year Two Units
Comparing and Scaling
Inv. 3, Inv. 4
Moving Straight Ahead
Inv. 1: Walking Rates, Inv. 2: Exploring Linear, Inv. 3: Solving Equations, Inv. 4: Exploring Slope
Other Units
Variables and Patterns
Inv. 1: Variables, Tables, and Coordinate Graphs, Inv. 2: Analyzing Graphs
Stretching and Shrinking
Inv. 3: Rules and Equations, Inv. 4: ACE 13, Inv. 4: Similarity and Ratios, Inv. 5: Using Similar Triangles
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 7.3.1: Define interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.
M. 7.3.2: Apply definitions to context in real world problems.
M. 7.3.3: Discuss definitions using real world examples.
M. 7.3.4: Solve proportional problems.
M. 7.3.5: Recall how to find percent and ratios.
M. 7.3.6: Recall steps for solving multi-step problems.
Mathematics
MA2015 (2015)
Grade: 7
4 ) Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. [7-NS1]

a. Describe situations in which opposite quantities combine to make 0. [7-NS1a]

Example: A hydrogen atom has 0 charge because its two constituents are oppositely charged.

b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. [7-NS1b]

c. Understand subtraction of rational numbers as adding the additive inverse, p - q = p + (-q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. [7-NS1c]

d. Apply properties of operations as strategies to add and subtract rational numbers. [7-NS1d]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
  • Describe situations that illustrate the additive inverse property as adding opposites to equal zero.

Given contextual or mathematical problems involving both positive and negative rational numbers,
  • Find and justify sums and differences of rational numbers through connections to a variety of representations (including distance on a number line) used for addition and subtraction of whole numbers and fractions.
Teacher Vocabulary:
  • Absolute value
  • Rational number
  • Additive inverse
  • Properties of operations (Table 3)
Knowledge:
Students know:
  • Strategies for modeling addition and subtraction of rational numbers (e.g. two-color chips and charge models for integers, distance on a number line),
  • Characteristics of addition and subtraction problems (Table 1).
Skills:
Students are able to:
  • Strategically choose and apply appropriate representations for operations and rational numbers in contexts in order to solve problems,
  • Use logical reasoning to communicate and interpret solutions and solution paths for problems involving rational numbers.
Understanding:
Students understand that:
  • Finding sums and differences of rational numbers (negative and positive) involves determining direction and distance on the number line,
  • Visual and concrete models help make sense of abstract mathematical representations of numbers and computations.
AMSTI Resources:
Year One Units
Accentuate the Negative
Inv. 2: Adding and Subtracting Integers, Inv. 4: Properties of Operations, Inv. 1: Extending the Number System
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 7.4.1: Define rational numbers, horizontal, and vertical.
M. 7.4.2: Recall how to extend a horizontal number line.
M. 7.4.3: Recall how to extend a vertical number line.
M. 7.4.4: Demonstrate addition and subtraction of whole numbers using a horizontal or vertical number line.
M. 7.4.5: Give examples of rational numbers.
a.
Objectives:
M. 7.4a.1: Explain the measure of centering of 0 in representing positive and negative quantities.
M. 7.4a.2: Locate positive and negative numbers on a number line.
M. 7.4a.3: Recall properties of addition and subtraction.
b.
Objectives:
M. 7.4b.1: Define absolute value and additive inverse.
M. 7.4b.2: Model addition and subtraction using manipulatives.
M. 7.4b.3: Show addition and subtraction using a number line.
c.
Objectives:
M. 7.4c.1: Define absolute value and additive inverse.
M. 7.4c.2: Show subtraction as the additive inverse.
M. 7.4c.3: Give examples of the opposite of a given number.
M. 7.4c.4: Show addition and subtraction using a number line.
d.
Objectives:
M. 7.4d.1: Discuss various strategies for solving real-world and mathematical problems.
M. 7.4d.2: Identify properties of operations for addition and subtraction.
M. 7.4d.3: Recall the steps for solving addition and subtraction of rational numbers.
Mathematics
MA2015 (2015)
Grade: 7
6 ) Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) [7-NS3]

Insight Unpacked Content
Column Definitions

Evidence of Student Attainment:
Students:
Given a variety of word problems involving all four operations on rational numbers, involving a variety of complexities, (e.g.. mixed numbers, complex fractions, location of the unknown, etc.),
  • Explain and justify solutions using a variety of representations including equations.
Teacher Vocabulary:
  • Complex fraction
Knowledge:
Students know:
  • Characteristics of multiplication, division, addition, and subtraction contexts,
  • Techniques for performing all four operations on rational numbers.
Skills:
Students are able to:
  • Interpret mathematical contexts (involving addition, subtraction, multiplication, and division of rational numbers) and represent quantities and operations physically, pictorially, or symbolically,
  • Strategically use a variety of representations to solve addition, subtraction, multiplication, and division word problems,
  • Explain connections between physical/pictorial representations of mathematical contexts and the related equations.
Understanding:
Students understand that:
  • Finding sums, differences, products, and quotients of rational numbers (negative and positive) follow logically from patterns established with operations on whole numbers and fractions.
AMSTI Resources:
Year One Units
Accentuate the Negative
Inv. 1: Extending the Number System, Inv. 2: Adding and Subtracting Integers, Inv. 3: Multiplying and Dividing Integers, Inv. 4: Properties of Operations
Year Two Units
Moving Straight Ahead
Inv. 1: Walking Rates, Inv. 2: Exploring Linear Functions With Graphs and Tables, Inv. 3: Solving Equations, Inv. 4: Exploring Slope
Other Units
Variables and Patterns
Inv. 2: Analyzing Graphs and Tables, Inv. 3: Rules and Equations, Inv. 4: Calculator Tables and Graphs, Inv. 1: Extending the Number
ACT Aspire Documents:
Curriculum Guide:
Objectives:
M. 7.6.1: Discuss various strategies for solving real-world and mathematical problems.
M. 7.6.2: Recall steps for solving fractional problems.
M. 7.6.3: Identify properties of operations for addition and multiplication.
M. 7.6.4: Recall the rules for multiplication and division of rational numbers.
M. 7.6.5: Recall the rules for addition and subtraction of rational numbers.

Local/National Standards:

 

Primary Learning Objective(s):

Students will describe how a person's gross and net wages are determined. Students will identify different types of taxes and deductions that are taken from a person's paycheck. Students will use a spreadsheet to find gross and net wages. Students will convert percents to decimals and demonstrate computational fluency of operations with decimals.

Additional Learning Objective(s):

Students will compare career choices based on salary.

 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

Textbook or workbook assignment to coincide with lesson.

Technology Resources Needed:

Computer lab with Internet access, spreadsheet software such as Excel

Background/Preparation:

View the website in Step One of the Procedures/Activities section. This is where students will be getting their information about careers. On the day before the lesson, give students the homework assignment of thinking about two or three careers they think they might be interested in pursuing. Discuss a standard work week with students. For the purpose of this lesson, assume that everyone will be working a 40-hour week. Teacher should understand how to write formulas in a spreadsheet. All formulas in Excel, for example, must start with an equal sign.

  Procedures/Activities: 
1.)The students should access the Occupational Outlook Handbook index page.
(Occupational Outlook Handbook)
This website is an index page of occupations.

2.)Students should search the website to find information on the nature of the two careers that they have chosen to research. They will need to select the earnings tab to find income information.

3.)In the earnings section students will find wages for career they have selected. The goal of this lesson is to find gross and net incomes for a specific career. Each job might display the earning in a different format. To make sure that everyone is on the same track, tell students that they will be finding a weekly pay schedule based on hours per week. If they find the salary in yearly or monthly amounts, show them how to convert these figures to weekly amounts. Once they have the weekly amounts, they will need to divide them by 40 to get the amount per hour. Make sure students understand that the salaries given are averages for the profession and are not going to be exact.

4.)Have the students open the spreadsheet program. Have them enter the following headings for the given cells:
A1: Weekly Income for a(n) _______,
A3: Hours Worked,
B3: Hourly Pay,
C3: Gross Pay,
D3: FICA,
E3: FWT,
F3: State Tax, and
G3: Net Pay.
Have them double click the bar between each column (located above row one) to automatically align the column spacing. Then, highlight cells 3A through 4G and select the center tab from the menu bar.

5.)Have the students center the title, "Weekly Income for a(n) _______," in A1 across the spreadsheet. If using Excel, have them highlight cells A1 through G1, and then select the "merge and center" icon.

6.)Instruct students to make each category bold by highlighting cells A3 through G3 and selecting the "bold" icon.

7.)The students need to enter the information they found in the Occupational Outlook Handbook into the spreadsheet. The hours worked will be 40 and the hourly pay will be the amount that they found on the website. Input the hours worked into A4 and the hourly pay into B4.

8.)In cell C4, have students enter the formula to multiply A4 by B4 (=A4*B4) in order to find gross pay.

9.)Write the amount of each tax on the board for the students. For the purpose of this exercise, use the following fictional percentages or the teacher might research to find the exact percentages for each tax. (10% for the Federal Withholding Tax (FWT), 3% for the Social Security Tax (FICA), and 5.5% for the State Tax can be used.)

10.)Have students convert the percentages to decimals.

11.)In cell D4, the students are to enter the formula to multiply the gross pay(C4) by the percent of the FICA ( 0.03)(=C4*0.03). In cell E4, have the students enter the formula to multiply the gross pay (C4) by the percent of the FWT(0.1)(=C4*0.10). In cell F4, have the students enter the formula to multiply the gross pay(C4) by the percent of State Tax(0.055)(=C4*0.055).

12.)In cell G4, have students enter the formula to subtract each tax from the gross pay (C4) to find the net pay. (=C4-D4-E4-F4)

13.)Tell students to format the cells which represent currency. They should highlight the cells (B4-G4), then select "cells" from the "Format" menu. Select the number tab and choose currency.

14.)To enter information for the second career choice, have students highlight cells A1 through G4, then select copy. Next, highlight cells A9 through 12G, then select paste. Students may then change the heading in cell A9 and the hourly pay in cell 12B to correspond with the second career choice. The gross pay, taxes withheld, and net pay should all change to reflect the new hourly wage.

15.)Ask each student to type his name, date, period, etc. into specified cells below the data. They will then save the file with their name as the title as followed by "paycheck." Have students print their spreadsheets.

  Assessment  

Assessment Strategies

Students will print their spreadsheets on lab printer for assessment. Traditional formative and summative assesments are also appropriate.

Acceleration:

Students can move down one row in the spreadsheet and find the gross and the net pay with new percentages.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users: