MAY 7, 1999
We will be team-teaching in an inclusion class next year. We will
Have approximately fifteen regular students and five special education
students. Since this is a Proficiency Math course, we are required to
prepare the students for the ninth-grade proficiency test. In doing so, we
need to review the basic concepts of fractions, decimals and percents.
We will incorporate into our curriculum a unit on balancing a checking
account and a unit on buying car.
We will also review basic Economics vocabulary, and teach the
students ways to be financially responsible. We will teach a unit on credit
card debt. We will compare the costs of purchasing items with cash versus
using a credit card. We will go over the advantages and disadvantages of
credit cards and their dangers. We will also teach the students different
ways to save and invest money.
-Students will be able to fill out a check completely and correctly; with the correct date, money amount etc.
-Students will be able to make correct entries in a checkbook.
-Students will be able to fill out deposit slips correctly: with correct date and money amounts.
-Sale papers from newspapers (students pick out and add up purchases).
-Sample checks and deposit slips on transparencies.
- Blank checks and deposit slips.
-Students will be able to reconcile a check book when a banking statement is received.
-Students will add and subtract deposits and withdrawals correctly, to the penny.
-Students will be able to find and correct their errors.
-Samples of bank statements on transparencies.
-Copies of banking statements and checkbook registers.
-Students will compare the purchase of items using credit cards vs. cash (compute interest rates etc.).
-Students will be able to recognize advantages and disadvantages of using credit cards.
-Students will be able to recognize ways to avoid credit card debt.
-Sale papers (students will pick out and add up purchases).
-Transparencies of monthly credit card statements.
-Samples of credit card interest rates.
-Worksheets with problems to solve, using different APRs.
-Students will determine if buying a car is a want or a need.
-Students will consider the purchase of a car (according to their projected income).
-Students will be able to recognize the importance of "delayed gratification" in regards to what kind of car they purchase.
-Students will purchase a car with cash.
-Students will purchase a car with a 3, 4, or 5-year loan.
-Students will compare how much money is saved by purchasing a car with cash vs. a loan.
-Students will also compare how much interest is saved by using a 3-year loan vs. a 4 or 5-year loan.
-Automobile classified ads from newspapers.
-Transparencies with problems involving car purchases.
-Students will be able to recognize the benefits of saving money early in life.
-Students will be able to identify different ways to save and invest money.
-Students will be able to compute compounded interest.
-Students will be able to use the "Rule of 72".
-Transparencies with different ways to save and invest money, each having different interest rates, minimum amounts etc.