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ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON

3 D A Y P R O B L E M - B A S E D T E M P L A T E

Name of Project:

Future Value of an Investment (Salaries) Teach Dates/Location
3.31.14 & 4.2.14 / Allen High School
Subject:

Advanced Quantitative Reasoning Teachers:

Sara Cooley (Mentor), Abigail Frentress, and Miranda Hopkins
Learning Goals
Primary Standard/s

AQR
Number: 10. The student creates and analyzes mathematical models to make decisions related to earning, investing, spending, and
borrowing money to evaluate real-world situations.



Letter: A. Determine, represent, and analyze mathematical models for various types of income calculations;



Deconstruct Knowledge Reasoning Performance Skills Product
Terms and definitions about
investing, spending, earning,
and borrowing money
Analyzing how much to invest,
spend, earn and borrow in their
monetary situation of the lifestyle
they choose
Representation of models for their
specific monetary situation in their
lifestyle choice


Determine if their life goal can
come to be or not within the
lifestyle they choose
Secondary Standards
B. Determine, represent, and analyze mathematical models for expenditures, including those involving credit;

Driving Question/s:

Why do people work?
Entry Document:
Summarize
Scenario/Problem
include final product
Futures.com is launching its new website in direct competition with Monster.com, one of the largest job websites on the market today.
Both cater to people searching for employment and those looking to employ. Futures.com is currently accepting marketing strategies to
boast job circulation for a variety of different careers based on each jobs net income. Taking into consideration everyday expenditures
prepare a brief mathematical model that highlights your particular career.
ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON

Anticipated need to
knows from KNK
activity
Net Income
Monthly Income
Expenditures
Monthly excess money
Calendar Overview
Project Launch
Summary of how you
will launch the project
Day 1 Day 2 Day 3
- go over entry doc - k/n2k (20 min)
- walk them thru demo worksheet (29 min)
- students pick career from bag (2 min)
- start researching/brainstorming expenditures
(18 min)
- exit ticket: expenditures determined and
documented in the expenditure worksheet (5
min)

Activities/Experiences - discuss entry doc and k/n2k (20 min)
- demo worksheet (29 min)
- research career (18 min)
- calculate income, expenditures, excess (30 min)
- example of pecha kucha presentations (2 min)
- project time:
outline presentation Ideas (10 min)
design presentation for career (20 min)
- presentations (30 min)

Opportunities for
Formative Assessment
each day
- probing questions
- worksheet assessment

- check calculations
- probing questions

Student
Products/Assessment:

- worksheet (29 min)
- expenditures determined (18 min)
- calculations (30 min)
- project time (30 min)
- presentations (3 min each)

Materials/Technology - calculators
- internet
- pen/paper
- calculators
- internet
- pen/paper

ADAP TE D 1 / 2 0 1 4 F ROM BUCK I NS TI TUT E F OR E DUCATI ON



Safety Considerations - none - none

Additional Planning Notes:

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