Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

More Bang for Your Buck

Overview: Interest is a exciting item for students to begin to understand. Students will be able to

use simple interest and compound interest. Real life examples will be key. Students will finance

a car and learn about investments.

Day 1

Title: Grid and Percent It

Objectives: Students will:

Shade 10 x 10 grids to represent percent and determine the percent of a rid that is shaded.

Determine the value represented by one square in a 10 x 10 grid, and determine the value of a

grid given the value of one square.

Use a 10 x 10 grid to solve percent problems.

Description: In this lesson, students use a 10 x 10 grid as a model for solving various types of

percent problems. This model offers a means of representing the given information as well as

suggesting different approaches for finding a solution.

Day 2

Title: Make me more money

Objectives: The student will solve consumer-application problems involving simple interest. The

student will create and solve problems using formulas.

Description: Students will identify principal, interest rates, time and account balance. Simple

interest for a number of years is determined by multiplying the principal by the rate of interest by

the number of years of the loan or investment. (I=prt) The total value of an investment is equal

to the sum of the original investment and the interest earned. The total cost of a loan is equal to

the sum of the original cost and the interest paid.

Day 3 Finance My Ride

Objective:

Students will:

Brainstorm “all the factor to consider” when buying a car

Compare rates, terms, and conditions of a financial loan

Check auto buying guides, the Internet, newspaper, and other sources to find out the price range

and other information for the vehicle you want to buy

Description: A project requiring research, critical thinking and complex decision making about

an expensive consumer item - a car. Buying a car using rates, percents, and interest.

Day 4

Session 3 1:40 2:30

Title: How can I make more money than before?

Objectives: The student will solve consumer-application problems involving compound interest.

The student will create and solve problems using formulas.

Description: Students will identify principal, interest rates, time and account balance.

Compound interest for a number of years is determined by multiplying the principal by e raised

to the rate by the number of years of the loan or investment. (I=Pert)

Day 5

Title: Generate Interest – Step by Step

Objective: The student will solve practical problems involving rational numbers, percents, ratios,

and proportions. Problems will be of varying complexities and will involve real-life data.

Description: Create a “flip chart” foldable to display strategies used to solve simple interest

problems. Solve student generated simple and compound interest problems as a “Round

Robin” activity.

Day 6

Title: Are You Smarter than an Eighth Grader:

Objectives: Students will:

Draw a shaded region on a 10-by-10 grid to represent a given percent.

Apply proportions to solve problems that involve percents

Compute the simple interest earned on an investment or a loan for a specified number of years

and/or months.

Compute the compound interest earned on an investment or a loan for a specified number of

years and/or months.

Solve practical problems by using computation procedures for percents.

Description: In this lesson, a variety of methods will be used to review previously taught

lessons. Students will re-examine the material via a teacher created version of “Are You Smarter

than an Eighth Grader,” the game, “I have you, you have,” and “Brain Pop” video.

Day 7

Title: Assessment

Objectives: Students will:

Take a unit assessment that will consist of between 15 to 25 questions

The assessment will consist of multiple-choice, fill in the blank, & short answer type questions.

The assessment will be designed to assess the skills taught in the unit.

Session 3 1:40 2:30

Approximately half of the problems will be real world problems such as borrowing or investing

money in banks; acquiring and use of credit cards (plastic); purchasing durable goods such as

homes, cars, boats, furniture etc.

Description: Students will take a test based on the objectives listed above.

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Session 3 1:40 2:30

Session 3 1:40 2:30

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright

Session 3 1:40 2:30

Created by A Antomattei, Peggy Brown, Emily Kelly, Clifton Moore, Lois Wright