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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
Presentation Notes for Introductory Lesson: Dollars and Sense
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This lesson will provide you with a brief overview of this course.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Copyright © Texas Education Agency, 2012. These Materials are copyrighted © and trademarked ™ as the
property of the Texas Education Agency (TEA) and may not be reproduced without the express written
permission of TEA, except under the following conditions:
1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use
copies of the Materials and Related Materials for the districts’ and schools’ educational use without
obtaining permission from TEA.
2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for
individual personal use only, without obtaining written permission of TEA.
3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged
in any way.
4) No monetary charge can be made for the reproduced materials or any document containing them;
however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.
Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service
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located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a
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For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Has anyone ever heard of Career and Technical Education? Have students brainstorm: What do you think it is?
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Definition #1:
Career and Technical Education (CTE) instruction aims at developing foundational skills, core workplace competencies, and specific skill competencies in various occupational areas.
Definition #2:
Career and Technical Education (CTE) prepares young people to manage the dual roles of family member and wage earner and enable students to gain entry-level employment in a high-skill, high-wage job and/or to continue their education
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Allow a student to read the definitions for Career and Technical Education. Provide students with an index card and have them write a definition for CTE in their own words. Share responses. If you choose to further explore the topic of Career and Technical Education, please see About CTE Presentation http://cte.unt.edu/home/about.html
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Internships, practicum courses, career preparation courses, dual enrollment programs, and apprenticeships are a few venues that deliver career and technical education by providing meaningful opportunities for learners to apply their academic and technical skills.
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Allow student a few moments to read the information on the slide and on the back of their index card write down all unfamiliar terms. Lead a brief class discussion on the contents of the slide. Define and provide examples of all unfamiliar terms. Inform students of CTE venues available in your district, your campus and your program.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Historical Side Notes:
In the past, Career and Technical Education (CTE courses) were once referred to as Vocational, Voc Ed and Career and Technology Education (CATE) courses.
Another example of CTE historical changes include Family and Consumer Sciences courses once referred as Homemaking and Home Economics (Home Ec) courses.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Historical Side Notes:
In the past, Career and Technical Education (CTE) was organized by program areas, but is now organized by career clusters.
Example:
Family and Consumer Sciences (program area) courses are now located in five career clusters:
Architecture and Construction (Interior Design courses) Arts, AV Technology and Communication (Fashion Design courses) Education and Training Hospitality and Tourism Human Services
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Arts, AV Technology and Communication (Fashion Design courses) and Architecture and Construction (Interior Design courses) cluster information can be found at http://cte.unt.edu/
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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You are currently enrolled in the course Dollars and Sense
Dollars and Sense is a CTE course
You are a CTE student
I am a CTE instructor
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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A copy of this document can be found in the Attachments section of this lesson. The 16 clusters identified by the U.S. Department of Education, classify workforce preparation programs that are obtained through career and technical education. What cluster do you think Cosmetology falls under? Have students read the descriptors for each cluster.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Dollars and Sense is in the Human Services Clusters. If time permits, allow students to discuss other CTE courses available at your campus and determine their career clusters.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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The Cluster icon above is used with permission of the State’s Career ClustersInitiative, 2007. For more information visit www.careerclusters.org
Dollars and Sense is in the Human Services Cluster.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Texas Education Agency recommended sequence of courses
The Texas Education Agency has approved 12 high school courses in Human Services. Not all high schools offer all courses. What is meant by coherent sequence? The goal of CTE in high school is to progress through a sequence of courses that lead to the attainment of academic and technical skills. Discuss the sequence of Human Services on your campus/district. If applicable, discuss other Human Services courses/sequences offered at your campus and in your district. Inform students that it is possible to incorporate courses from other sequences or clusters into their personal program of study. Example: Sandra wants to someday own a hair salon. In addition to her cosmetology courses, she asks her counselor to enroll her in the course DOLLARS and SENSE (another Human Services course) so that she can learn about handling finances. In the future, Juan would like to work in a salon and eventually provide for a family of his own. In addition to his cosmetology courses, Juan asks his counselor to enroll him in CHILD DEVELOPMENT, so he can learn as much as he can about children. Encourage students to speak to their counselors.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
Recommended sequences for all cluster courses can be found at: http://www.tea.state.tx.us/index2.aspx?id=5415
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Review the sequence available for your course. If time permits, allow students to determine the sequences available for other CTE courses on their campus/district.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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• Consumer Services
• Counseling and Mental Health Services
• Early Childhood Development & Services
• Family and Community Services
• Personal Care Services
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Each cluster has various Programs of Study. We have already established that Dollars and Sense is in the Human Services career cluster. What Program of Study do you think it follows?
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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• Consumer Services
• Counseling & Mental Health Services
• Early Childhood Development & Services
• Family & Community Services
• Personal Care Services
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Yes, Dollars and Sense is in the Human Services Cluster and is categorized under the Consumer Services Program of Study.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Course Title
Career Cluster
Program of Study
Career Description
Career and Technical Education (CTE)
Consumer Services
The Cluster icon above is used with permission of the State’s Career ClustersInitiative, 2007. For more information visit www.careerclusters.org
Labeled diagram
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Review the contents of this chart with the students, helping them make a connection between the cluster, selected program of study/pathway and possible career/occupations available to them. This chart and frames for all career clusters can be found at: http://www.careertech.org/career-clusters/resources/career-frames.html
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Click on logo to link to AchieveTexas Human Services component.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Career Options:
Accounting Clerk
Accounting Office Manager
Accounting
Banking Finance
Business Administration
Career Options: Family & Consumer Sciences
Financial Management
Financial Services
Human Services & Consumer
Sciences
Personal Financial Planning
COLLEGE CREDIT OPPORTUNITIES -- High School
American Institute of Certified Public Accountants
Business Professionals of America
Financial Planning Association
Service Learning Experiences:
Campus Service Organizations
Community Service Volunteer
Dynamic Leadership
Financial Fitness
Peer Mentoring/Peer Tutoring
Summer-Camp Counselor
Career-Related
Electives:
Business Administration Business Marketing Management
NOTE: These experiences may be started and/or completed as part of the high school experience.
Students should take Advanced Placement (AP), International Baccalaureate (IB), dual credit, Advanced Technical Credit (ATC), or locally
articulated courses (Tech Prep), if possible. List those courses that count for college credit on your campus.
Professional Associations:
Consumer Services Cluster Overview : Preparing individuals
for employment in career pathways that
relate to families and human needs.
Career Goal (O*NET Code ): Personal Financial Advisor (13-2052), Financial
Manager (11-3031), Loan Counselor (13-2071), Sales Agent, Security &
Commodity (41-3031), Compensation, Benefits, & Job Analysis Specialist (13-1072).
Student Name:_________________________________________________________________
Grade: _______________________________________School: ______________________________________________________________________
SUGGESTED COURSEWORK EXTENDED LEARNING EXPERIENCES
Mid
dle
Sch
ool
8th
HS Courses:
(Local districts may list high school credit courses here) Curricular Experiences: Extracurricular Experiences:
Language Immersion Programs
Math Tutor
School Organization Officer
School Newspaper
Student Government
UIL Academic Competition
Yearbook
Business Professionals of America
DECA
Hig
h S
choo
l
9th
Core Courses:
English I
Algebra I
Biology
Career-Related
Electives:Principles of Human Services
10th
Core Courses:
English II
Geometry
Chemistry
World Geography
Languages other than English I
Physical Education
Family, Career and Community Leaders of America
Future Business Leaders of America
World History
Languages other than English II Career Learning Experiences:
Career Preparation
Internship
Job ShadowingInterpersonal Studies or Dollars and Sense or Business Management
11th
Core Courses:
English III
Algebra II
Physics
United States History
Professional Communications
Career-Related
Electives:
Securities and Investments or Banking and Financial Services or Accounting I or Languages
other than English III
12th
Core Courses:
English IV
AP Statistics
AP Environmental Science
Government/Economics
Fine Arts
Career-Related
Electives:
Practicum in Human Services or Problems and Solutions or Languages other than English
IV
Account Collector
Bank Teller
Billing & Posting Clerk
Data Entry Clerk
Payroll & Timekeeping Clerk
Sales Consultant
NOTE: Students may earn all or part of these certificates as part of the high school experience.Cer
tifi
cate
sO
n-t
he-
Jo
b
Tra
inin
g
Customer Service OSHA CareerSafe
Future Business Leaders of America
Institute of Business & Finance
National Association of Personal Financial Advisors
Pos
tsec
ond
ary
Gra
du
ate
Deg
rees Accounting
Accounting-Audit &
Financial Accounting
Accounting-Government & NFP
Business Administration
Finance or Financial Management
Human Services & Consumer
Sciences
Personal Financial Planning
Ba
chel
or
Deg
rees
Ass
oci
ate
Deg
rees Bookkeeper
Procurement Clerk
Sales Manager
Accounting Business Management Financial Management & Services
Accountant
Financial Consultant
Loan Counselor
Personal Financial Advisor
Securities/Investment Broker
Students may select other elective courses for personal enrichment purposes. This plan of study serves as a guide, along with other career planning materials, for pursuing a career path and is based on the most recent
information as of 2009. All plans meet high school graduation requirements as well as college entrance requirements.
Career Options: Financial/Estate Planner
Financial Manager
Personal Financial Manager
Chief Financial Officer
Financial Analyst
LOTS OF OPTIONS are available to you.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Provide students with a brief definition and explanation of the Texas Essential Knowledge and Skills (TEKS). TEKS - the state standards for what students should know and be able to do
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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(3) The student identifies the importance of a well-written business plan. The student is expected to:
› (A) categorize a business plan and the need for a well-orchestrated business plan;
› (B) research business plan outlines, resources, and templates using web search engines;
› (C) explain a marketing plan, including price competition, non-price competition, market analysis, competition, marketing research, market segmentation, demographics, and sales forecasting;
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Knowledge and Skills Statement
Stu
den
t E
xp
ecta
tio
n
Differentiate between the Knowledge and Skills Statement and the Student Expectations.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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(1) The student demonstrates management of individual and family resources such as finances, food, clothing, shelter, health care, recreation, transportation, time, and human capital. The student is expected to:
(A) analyze the economic rights and responsibilities of individuals as consumers;(B) apply management, planning skills, and processes to organize tasks and responsibilities;(C) develop and apply multiple strategies for individuals and families to make choices to satisfy needs and wants;(D) analyze the consequences of an economic decision made by an individual consumer such as the decisions to provide safe and nutritious foods, clothing, housing, health care, recreation, and transportation; and(E) analyze the impact of media and technological advances on family and consumer decisions.
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Provide students with a copy of the course TEKS. Inform students that they will be referring to this document throughout the school year. Stress that all TEKS listed will be addressed. Provide students with sample course activities that correspond to the TEKS.
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(2) The student demonstrates management of financial resources to meet the goals of individuals and families across the life span. The student is expected to:
(A) evaluate the need for personal and family financial planning, including budgeting, expense records, and maintaining economic self-sufficiency;
(B) compare types of loans available to consumers and distinguish criteria for becoming a low-risk borrower;
(C) connect mathematics to the understanding of interest, including avoiding and eliminating credit card debt;
(D) collect evidence and data related to implementing a savings program, the time value of money, and retirement planning;
(E) explore how to be a prudent investor in the stock market and other investment options;
(F) investigate the benefits of charitable giving;
(G) compare types of bank accounts available to consumers and the benefits of maintaining a bank account;
(H) demonstrate the ability to balance a check book;
(I) investigate bankruptcy laws, including ways to avoid bankruptcy;
(J) apply management principles to decisions about insurance for individuals and families;
(K) evaluate personal and legal documents related to managing individual and family finances such as birth certificates, medical records, social security cards, financial records, and property records; and
(L) demonstrate the ability to use calculators, spreadsheets, computers, and software in data analysis relating to finance.
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Provide students with sample course activities that correspond to the TEKS.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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(3) The student demonstrates effective consumer skills related to housing needs. The student is expected to:
(A) explain consumer rights and responsibilities associated with renting or buying a home;
(B) analyze legal and financial aspects of purchasing and leasing housing; and
(C) propose money-management skills necessary to make the transition from renting to home ownership.
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Provide students with sample course activities that correspond to the TEKS.
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(4) The student analyzes the relationship of the environment to family and consumer resources. The student is expected to:
(A) analyze individual and family responsibilities in relation to environmental trends and issues;
(B) summarize environmental trends and issues affecting families and future generations;
(C) demonstrate behaviors that conserve, reuse, and recycle resources to maintain the environment; and
(D) explain government regulations for conserving natural resources.
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Provide students with sample course activities that correspond to the TEKS.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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(5) The student analyzes relationships between the economic system and consumer actions. The student is expected to:
(A) analyze economic effects of laws and regulations that pertain to consumers and providers of services; and
(B) identify types of taxes at the local, state, and national levels and the economic importance of each.
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Provide students with sample course activities that correspond to the TEKS.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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(6) The student integrates knowledge, skills, and practices required for careers in consumer services. The student is expected to:
(A) explain the roles and functions of individuals engaged in consumer services careers;
(B) analyze opportunities for employment and entrepreneurial endeavors;
(C) summarize education and training requirements for consumer services careers; and
(D) investigate professional organizations for consumer services.
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Provide students with sample course activities that correspond to the TEKS.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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End of Course Project Options - Dollars and Sense
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End of Course Project Options – Dollars and Sense instructional lesson can be found on the SIRDC website. Title on slide is hyperlinked to slide presentation for said lesson.
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Overview of Dollars and Sense
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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Any questions, comments or concerns?
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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The Cluster icon above is used with permission of the State’s Career ClustersInitiative, 2007. For more information visit www.careerclusters.org
Instruct students to create their interpretation of the information on this slide. It may be used as the coversheet for their class binder, folder or journal. Students may draw or use a computer to complete the task. See Independent Practice in lesson. Criteria used for assessment of project: Must include all five components Creativity Neatness Spelling and Grammar
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Introductory Lesson: Dollars and Sense Copyright © Texas Education Agency, 2012. All rights reserved
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AchieveTexasEducation initiative designed to prepare students for a lifetime of success.http://www.achievetexas.org
Learning that Works for America ™ Sponsored by The National Association of State Directors of Career Technical Education Consortium (NASDCTEc). Aims to support an innovative CTE system that prepares individuals to succeed in education and their careers.http://www.careertech.org/career-clusters/glance/at-a-glance.html
Texas Education AgencyTexas Essential Knowledge and Skills. The mission of the Texas Education Agency is to provide leadership, guidance and resources to help schools meet the educational needs of all students.http://ritter.tea.state.tx.us/rules/tac/chapter130/index.html
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