Scholastic Area that Course Is Active In: Mathematics

MMFN1

Students will use fractions, percents, and ratios to solve problems related to stock transactions, credit cards, taxes, budgets, automobile purchases, fuel economy, Social Security, Medicare, retirement planning, checking and saving accounts and other related finance applications.

Element: MMFN1.a

Apply percent increase and decrease.

Element: MMFN1.b

Apply ratios and proportions.

MMFA1

Students will use basic functions to solve and model problems related to stock transactions, banking and credit, employment and taxes, rent and mortgages, retirement planning, and other related finance applications.

Element: MMFA1.a

Apply linear, quadratic, and cubic functions.

Element: MMFA.b

Apply rational and square root functions.

Element: MMFA1.c

Apply greatest integer and piecewise functions.

Element: MMFA1.d

Apply exponential and logarithmic functions.

MMFA2

Students will understand the characteristics of these functions as they relate to financial situations.

Element: MMFA2.s

Understand domain and range when limited to a problem situation.

Element: MMFA2.b

Understand and apply limits as end behavior of modeling functions.

MMFA3

Students will use formulas to investigate investments in banking and retirement planning.

Element: MMFA3.a

Apply simple and compound interest formulas.

Element: MMFA3.b

Apply future and present value formulas.

MMFA4

Students will understand and use matrices to represent data and solve banking and retirement planning problems.

MMFD1

Students will use measures of central tendency to investigate data found in the stock market, retirement planning, transportation, budgeting, and home rental or ownership.

MMFD2

Students will use data displays including bar graphs, line graphs, stock bar charts, candlestick charts, box and whisker plots, stem and leaf plots, circle graphs, and scatterplots to recognize and interpret trends related to the stock market, retirement planning, insurance, car purchasing, and home rental or ownership.

MMFD3

Students will use linear, quadratic, and cubic regressions as well as the correlation coefficient to move supply and demand, revenue, profit, and other financial problem situations.

MMFD4

Students will use probability, the Monte Carlo method, and expected value to model and predict outcomes related to the stock market, retirement planning, insurance, and investing.

MMFG1

MMFG1. Students will apply the concepts of area, volume, scale factors, and scale drawings to planning for housing.

MMFG2

Students will apply the distance formula.

MMFG3

Students will apply the properties of angles and segments in circles.

MMFP1

Students will solve problems (using appropriate technology).

Element: MMFP1.a

Build new mathematical knowledge through problem solving.

Element: MMFP1.b

Solve problems that arise in mathematics and in other contexts.

Element: MMFP1.c

Apply and adapt a variety of appropriate strategies to solve problems.

Element: MMFP1.d

Monitor and reflect on the process of mathematical problem solving.

MMFP2

Students will reason and evaluate mathematical arguments.

Element: MMFP2.a

Recognize reasoning and proof as fundamental aspects of mathematics.

Element: MMFP2.b

Make and investigate mathematical conjecture.

Element: MMFP2.c

Develop and evaluate mathematical arguments and proofs.

Element: MMFP2.d

Select and use various types of reasoning and methods of proof.

MMFP3

Organize and consolidate their mathematical thinking through communication.

Element: MMFP3.a

Organize and consolidate their mathematical thinking through communication.

Element: MMFP3.b

Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Element: MMFP3.c

Analyze and evaluate the mathematical thinking and strategies of others.

Element: MMFP3.d

Use the language of mathematics to express mathematical ideas precisely.

MMFP4

Students will make connections among mathematical ideas and to other disciplines.

Element: MMFP4.a

Recognize and use connections among mathematical ideas.

Element: MMFP4.b

Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.

Element: MMFP4.c

Recognize and apply mathematics in contexts outside of mathematics.

MMFP5

Students will represent mathematics in multiple ways.

Element: MMFP5.a

Create and use representations to organize, record, and communicate mathematical ideas.

Element: MMFP5.b

Select, apply, and translate among mathematical representations to solve problems.

Element: MMFP5.c

Use representations to model and interpret physical, social, and mathematical phenomena.

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

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