Course Profile Mathematics of Personal Finance, Grade 11,
College Preparation, Catholic and Public
Unit
7: Managing Your Money
Time: 17 hours
Activity 7.1 | Activity
7.2 | Activity 7.3 | Activity 7.4 | Activity
7.5
The
impact of various factors on household budgeting is examined. Students
investigate types of retailing (retail store, catalogue, Internet, etc.) and
explore the alternatives to make a purchase decision. Currency conversions are
analysed and the impact of foreign exchange rates on the purchases and/or travel
plans of the consumer is considered. This leads to an examination of credit
card/debit card features and the short-term and long-term effects of carrying
credit card debt. Students apply this information, together with the income
potential expected from their chosen career path, to design and justify budgets
for a variety of family groupings. A variety of technological tools, including
spreadsheets and the Internet facilitate explorations in this area.
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Activity |
Time |
Expectations |
Assessment |
Tasks |
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1. Wide World of Money |
225 min |
PFV.04, PF4.07, CGE5a |
Knowledge/ Understanding Application |
Calculate currency exchange; currency exchange as a factor in investment decisions |
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2. The Informed Consumer |
225 min |
PFV.04, PF4.06, CGE5a, CGE4f |
Thinking/Inquiry/ Problem Solving Communication |
Compare types of retail selling and sales incentives in the context of making a household purchase |
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3. A Credit Concern |
150 min |
CIV.03, CI3.11, CI3.12, CGE7b |
Thinking/Inquiry/ Problem Solving |
Examine credit card/debit card features; analyse the effects of delayed payment on credit card debt |
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4. Building a Budget |
150 min |
PFV.03, PF3.01, PF3.02, PF3.03, CGE2b, CGE2c, CGE3c |
Application |
Prepare and analyse a budget for a given case study using a standard budget framework |
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5. The Cost of Living |
225 min |
PFV.01, PFV.02, PFV.03, PFV.04, PFV.05, PF3.04, CGE2b, CGE2c, CGE3c, CGE5e |
All Achievement Chart Categories |
Design a personal budget based on individual career paths and portfolio information; analyse the effect of life changes on the budget |
Time: 225 minutes
Students
investigate the need for currency exchange and the mathematics of currency
conversions. Skills are extended with use of Internet to analyse the purchasing
power of the Canadian dollar.
Strand(s): Personal Finance Decisions
Ontario
Catholic School Graduate Expectations
CGE5a - a
collaborative contributor who works effectively as an interdependent team
member.
Overall
Expectations
PFV.04 -
demonstrate the ability to make informed decisions involving life situations.
Specific
Expectations
PF4.07 -
compare the value of the Canadian dollar with the values of foreign currencies
over a period of time and identify possible effects on purchasing and travel
decisions.
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Demonstrate
facility in operations with rates, ratios, and proportions
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Judge
the reasonableness of solutions
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Computer
skills needed to obtain information from Internet sites
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Time
required to review the basics of stock market purchases (i.e., What does buying
a stock mean? How are stocks purchased? What are stock prices based on?).
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Provide
up-to-date currency conversion charts and stock market information from the
business section of newspaper.
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The
following time frame is suggested:
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Introduce
currency exchange and study the mathematics of currency conversions. Newspaper
clipping of current currency exchange rates will need to be provided (75
minutes)
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Activity
1 – Assess student knowledge using websites pertaining to foreign exchange
rates and currency conversions. (75 minutes)
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Activity
2 - Use knowledge of currency exchange to make decisions regarding which stock
exchange to use to make stock purchases and to assess the best investment value
(75 minutes)
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Reserve
computer time (150 minutes) to provide access to Internet.
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Selectively
place students in pairs.
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Test
websites to be used in activities (see Resources).
Teacher
Facilitation
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Begin
a class discussion on the importance of currency conversion. Include in the
discussion the following topics:
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Why
exchange money to a foreign currency?
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Where
can we find currency exchange rates?
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What
are the names of currencies in different countries?
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What
is the meaning of exchange rates given in newspaper (e.g., $1 U.S. = $1.5293
Can)?
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Why
do currency exchange rates change every day?
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What
is the difference between buying and selling rates
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Teachers
may choose to have students visit shopping websites from other countries and
compare the cost of common items (e.g., CDs, groceries, etc.). This activity
will establish a reason for carrying out currency conversions.
·
Provide
a lesson using the concept of ratios and proportions to solve currency
conversion problems. Include in the lesson the conversion of Canadian dollars
to foreign currencies as well as the amount of Canadian dollars received from
selling a certain amount of foreign currency. Use a newspaper clipping for
current exchange rates.
Follow-up
Activity
The
teacher should supplement the lesson with textbook exercises on:
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conversions
among foreign currencies
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calculating
the rate of exchange given corresponding currency amounts
Teacher
Facilitation
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Activity
1 has students use a recommended Internet website to obtain current currency
exchange rates.
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The
teacher needs to explain the meaning of the different columns in the website.
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With
the use of these rates, students convert a fixed amount of Canadian currency
into the corresponding foreign currency for any five countries the students
choose.
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Students
then convert fixed amounts of foreign currencies supplied to them into Canadian
dollars.
·
A
second website containing a currency converter verifies all pencil-and-paper
calculations done.
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A
third website provides students with visual representations of a variety of
foreign currencies.
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Students
also analyse and interpret the graphs given in the website relating
fluctuations in the exchange rate over a period of time for the five countries
selected in the activity.
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Computer
facilities need to be provided.
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Alternate
websites may be provided by the teacher.
Students
use this activity to review currency conversions. An Internet website is
provided to locate current currency exchange rates, to verify currency
conversion calculations, and to view the appearance of foreign currencies and
graphs of fluctuations in currency exchange rates over a period of time.
1. Choose five countries of interest and record
them in the chart below. Using the website
www.travlang.com/money/, enter the exchange rate between the countries you have
chosen and
2. Convert $125 Canadian into the appropriate
foreign currency. Show all of your calculations below the table. Record the
amounts in the chart below.
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Exchange Rate |
Amount of foreign
currency for $125 Canadian |
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3. Verify your currency conversions by using the
Currency Converter located on the website www.travlang.com/money/.
4. Convert each of the fixed foreign currency
amounts to Canadian dollars. Use the website www.travlang.com/money/ to record
exchange rates. Show all of your calculations below the table.
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Amount of
foreign Currency |
Exchange Rate |
Amount in
Canadian dollars |
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30 British pounds |
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40,000 Spanish pesetas |
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200 U.S. dollars |
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50 French francs |
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250,000 Italian lira |
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5. Verify your currency conversions by using the
Currency Converter located on the website www.travlang.com/money/.
6. Use the website www.travlang.com/money/ to:
a) observe the appearance of the
foreign currencies of the countries you selected;
b) examine
the graphs relating the fluctuations in the exchange rates during a specified
period of time. Explain why there would be fluctuations in currency exchange
rates. Choose one graph and provide a summary of factors that may have
influenced currency exchange rate fluctuations.
7. How
might knowledge of currency exchange rates and fluctuations in exchange rates
influence your travel decisions? Of the five countries investigated in question
1, which do you think would be the best travel value monetarily? Explain your
choice.
Teacher
Facilitation
Lead a
class discussion regarding the difference between buy and sell rates of
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In
Activity 2, students extend their knowledge of currency exchange in a stock
market application that involves comparing foreign and domestic stock markets
to determine the best investment value. Note: it is not the intention of
this activity to prepare students to make sound stock market investments, but
merely to compare stock purchase prices on different stock exchanges.
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Sample
companies that trade on both Canadian and foreign stock markets are provided
(the teacher may supplement this list with other examples).
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Further
stock information may be obtained either through newspaper sources or from the
Internet. Similarly, current currency exchange information can be obtained on
the Internet or may be provided by the teacher.
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A
lesson on how to interpret stock share prices is required.
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A
class discussion on the value of investing in ethical funds is recommended.
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Students
may work in partners or small groups to complete this activity.
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Each
group should prepare a written report to summarize their recommendations. The
written report rubric (see Appendix B) should be reviewed prior to beginning
the activity.
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As
an extension, teachers may consider implementing a longer-term stock market
study: “give” student groups $5000.00 CAD and have them “invest” in Canadian,
American and other foreign markets. They may then track their investments over
the course of the semester, reporting their final profits (or losses) in
Canadian dollars.
You have
recently been hired as a financial advisor at a local bank. One of your clients
is interested in investing several thousand dollars in the stock market. She
has researched several companies that trade on both the Toronto Stock Exchange
(TSE) and the New York Stock Exchange (NYSE). She has determined the four
companies in which she wishes to invest. She wants you to determine how to get
the best value for her Canadian money. Should she trade exclusively on the TSE;
the NYSE; or a combination of both? Use the Internet, or stock exchange
information provided, to complete this activity.
1. Complete
the following chart to organize your information. Include all of your
conversion calculations in your written report.
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Company |
Price per Share On TSE |
Price per Share on NYSE |
NYSE Price Converted to CAD |
Decision |
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Nortel Networks (NT) |
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General Motors (GM) |
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Daimler-Chrysler |
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Sears (S) – NYSE |
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2. Based
on the information obtained, what recommendations would you make to your
client? Justify your recommendations
with mathematical reasoning.
3. Are there any other factors that should be
considered before your client invests? (e.g., Are there differences in
commission rates or other service charges between the two stock exchanges. Will
exchange rate fluctuations affect her long-term investment?) Are these factors
significant enough to affect your recommendations?
4. Would your recommendations have been valid
in:
a) the
early 1990s when the exchange rate between
$0.86 U.S.D?
b) the early 1970s when the exchange rate was
$1.10
5. In your research, you have come across a
company that trades on more than one exchange:
Disney: trades on both the
a) Complete
the following table for this company. Show all of your calculations in your
written report.
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Company |
Price per
share on New York Stock Exchange (USD) |
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Price per
share on French stock exchange (Fr) |
French price
converted to CAD |
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Disney/Euro Disney |
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b) What
recommendation would you make if your client was interested in investing in
this company?
6. Are there any other companies that you have
found in your research that trade on more than one stock exchange? If so,
provide a comparison table for your client (similar to the tables used).
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Knowledge/Understanding
skills can be assessed in a quiz on currency conversions; by student
conferencing to determine understanding of exchange rates and how to calculate
them; and within Internet activities (accuracy of currency conversions).
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Thinking/Inquiry/Problem-solving,
Communication and Application skills can be assessed within the written reports
using criteria outlined in Appendix B.
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Initiative,
teamwork, and work habits can be assessed in group work sessions. The students’
ability to work independently can be assessed by monitoring the extent to which
they independently retrieve and interpret stock market information.
Provide
extra time to complete Internet activities, if necessary.
Business
section of newspaper (currency/stock market information)
Internet
website pertaining to currency conversions; the appearance of foreign currency
and the exchange rate fluctuation graphs www.travlang.com/money/
French
Stock Exchange:
http://www.tdd.lt/slnews/Stock_Exchanges/Stock.Exchanges.html
Appendix
B – Written Report Rubric
Time: 150 minutes
Students
identify advantages and disadvantages of various techniques of selling and
types of sales incentives. Students choose a common retail item and compare
purchasing costs and buying incentives for several modes of selling. Students
independently summarize their findings and mathematically justify their recommendations
for the purchase in a written report.
CGE5a - a
collaborative contributor who works effectively as an interdependent team member;
CGE4f - a
self-directed responsible life-long learner who applies effective
communication, decision-making, problem-solving and resource management skills.
Overall
Expectations
PFV.04 -
demonstrate the ability to make informed decisions involving life situations.
Specific
Expectations
PF4.06 -
identify the advantages and disadvantages to the purchaser of various types of
selling (e.g., Retail store, catalogue, telemarketing, multi-level marketing,
Internet) and techniques of selling (the use of loss leaders, the use of
incentives, such as coupons).
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Calculate
sales tax
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Currency
conversions/applications of exchange rates
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Construct
and analyse data in charts, tables, and graphs
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Students
use the Internet to research on-line shopping. It may be necessary to reserve
computer lab time for a minimum of 75 minutes.
·
A
variety of retail sales flyers and catalogues should also be provided to the
students for comparison of common retail items (ensure these are appropriate
for the items being researched).
·
Since
Internet shopping research will likely involve
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If
spreadsheet software is to be used, a review lesson may be necessary.
Teacher
Facilitation
·
As
a whole class, brainstorm to elicit student knowledge of the various types of
sales incentives (e.g., coupons, scratch and save, points, delayed payment
plans).
·
Arrange
students in small groups to analyse the pros and cons of a specific type of
sales incentive.
·
Circulate
amongst the groups to offer guidance and suggestions.
·
Following
this group activity, the groups present their findings to the class. The
teacher supplements any information missed by student groups.
The
students work in small groups to analyse the pros and cons of a specific type
of sales incentive discussed in class. The students focus on the financial
aspects (long-term and short-term) of each incentive type.
Teacher
Facilitation
·
This
topic leads into a whole-class brainstorming session on the various types of
retail selling (e.g., retail store, catalogue, telemarketing, Internet) and the
advantages and disadvantages of each.
·
Following
this discussion, arrange students into pairs or small groups to complete
student Activity 2.
·
Various
retail flyers and catalogues should be provided for price comparisons.
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Computer
time will also be required to research the Internet shopping option.
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Teachers
may choose a retail item suitable for their class to be researched and may opt
to alter the information to be researched accordingly.
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Students
submit a letter to their parents summarizing their findings. Provide a rubric
in advance (see Appendix B).
·
The
teacher may also choose to have students share their findings through oral
presentations (see Appendix A for oral presentation rubric).
·
An
extension activity is provided and teachers may choose to assess this based on
the written report rubric (Appendix B).
Your
family wants to purchase a new refrigerator for the home. You have been asked
to research the various types of retail selling to determine the best option
for your family. You have decided to limit your research to retail stores
(specialty and big box), catalogue shopping, and the Internet.
1. Use a spreadsheet to complete the following
chart:
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Item Cost |
Delivery/ Shipping Costs |
Sales Tax |
Exchange Rate (if applicable) |
Duty Charge |
Total Purchase Cost in CAD$ |
Delivery Time |
Warranty Offered |
Method of Payment Available |
Level of Convenience (low, med, high) |
Sales Incentives Offered |
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Retail Stores: |
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Catalogue/ Mail-order |
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2. Construct an appropriate graph to compare
total purchase costs of each of the retail selling methods.
3. Describe the other factors that may influence
your purchase decision.
4. In a letter to your parents/guardians explain
your recommendation for the refrigerator purchase. Justify your purchase
decision based on sound mathematical reasoning and analyse all factors you
considered in making your decision. Include the spreadsheet and graph to support
your recommendation.
Extension
Would
your recommendation change for lower-ticket items (e.g., clothing, books)?
Repeat your analysis for a lower-priced item of your choice and make a
mathematically justified recommendation for this item.
Follow-up
Discussion
Lead a
class discussion regarding the influence of media on purchase decisions and the
pros and cons to the consumer of advertising techniques used to promote
products. Students should consider the possible conflict between consumerism
and personal values (i.e., The use of
underpaid labour in third world factories).
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Knowledge/Understanding
components can be assessed based on the organization of information within the
spreadsheet and the use of appropriate formulas to generate spreadsheet values.
·
Thinking/Inquiry/Problem-solving
and Application skills can be assessed within the letter to the
parents/guardians based on the reasoning used, the graphs provided, and the
selection of mathematical tools used to justify purchase decision.
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Communication
skills can be assessed in Activity 1 using the Oral presentation rubric
(Appendix A) and within the letter and/or oral presentation in Activity 2 using
the appropriate rubric
(Appendices A, B).
·
Teamwork
and initiative can be assessed in the group work components. Organization can
be assessed within the written report. (See Appendix C for rubric)
Retail
flyers and catalogues
Internet
shopping site addresses
Appendix
A – Oral Presentation Rubric
Appendix
B – Written Report Rubric
Appendix
C – Learning Skills Rubric
Time: 225 minutes
Students
study and compare the features of various credit and debit cards. The effects
of delayed and minimum payments on credit card balances are investigated with
the use of spreadsheets.
CGE7b - a
responsible citizen who accepts accountability for one’s own actions.
Overall
Expectations
CIV.03 -
demonstrate an understanding of the effect on investment and borrowing of
compounding interest.
Specific
Expectations
CI3.11 - determine, through investigation, the
features of various credit and debit cards;
CI3.12 -
demonstrate, using technology, the effects of delayed payment on a credit card
balance, on the basis of current credit card rates and regulations.
·
Facility
in operations with percent
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Judge
the reasonableness of solutions
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Facility
with computer spreadsheet software
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Provide
debit card information from various local banks (if Internet access will not be
available).
·
Provide
various anonymous credit card
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Reserve
computer time (75-150 minutes).
·
If
spreadsheet programs have not been used previously, a lesson on spreadsheet
software may be required.
Teacher
Facilitation
·
Lead
a class discussion on the advantages and disadvantages of using debit cards
(e.g., availability of debit machines; bank charges for use; decreased need to
carry cash; time-savings when doing banking; effects on bank teller jobs;
etc.). The discussion should be supplemented with information regarding the
fees that local banks impose for using debit cards (e.g., number of bank card
transactions that are allowed; charges for using other bank machines, etc.).
·
To
complete Activity 1, the teacher should provide students with debit card
information from a variety of local banks.
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Working
in partners, have students complete a summary information table for debit cards
from various local institutions.
·
Solutions
can be collected and assessed for knowledge/understanding and communication.
1. Use the information provided to complete the
following information table. For consistency, use information that pertains to
student or youth savings accounts.
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Bank Card |
Service
Charges to Use |
Fees for Using
Other Bank Machines |
Incentives
Offered |
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2. Suppose you have the following transaction
record for one month:
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your
student savings account has a balance of $512.29
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you
make five bank machine withdrawals of $10.00 each from your own bank’s ATM.
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you
make three bank machine withdrawals of $20.00 each from another bank’s ATM.
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you
make two deposits: one of $85.00 and one of $105.24 using your bank’s ATM.
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you
make 10 direct payment purchases that total $215.64 at various local stores
Use the debit card information from question 1 to calculate the charges
that will be applied to your account this month, and the closing balance of
your savings account at the end of the month? Which banking institution offers
the best rates for your banking habits this month. Show all of your
calculations for each debit card researched.
3. Compare the advantages and disadvantages of
carrying cash versus using debit cards.
Teacher
Facilitation
·
This
discussion of debit card use leads into a discussion of an alternative form of
payment that is provided by credit cards.
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As
a whole class, brainstorm a list of the various credit cards available
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Lead
a class discussion to elicit the advantages and disadvantages of credit cards.
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Using
prepared overhead transparencies of sample credit card statements, lead
students through an analysis of information found on credit statements.
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Organize
students in pairs and distribute sample credit card statements to each group
(alternately, students may work in partners to find the necessary information
on the Internet).
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Students
are to complete a table analysing the features of various credit card types,
using the sample credit card statements or Internet information.
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Following
this activity, the results should be discussed on a whole-class basis.
Discussion points to consider include: benefits to the credit card company in
providing credit; the importance of verifying transaction information, and
factors to consider when choosing a credit card. Additionally, it may be
appropriate to discuss the consequences to the consumer of the excessive use of
credit cards to make purchases that are beyond what they can afford.
1. Use the Internet, or credit card statements
provided, to complete the following table:
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Credit Card |
Where Can it be Used? |
User Fee |
Incentives to use |
Annual Interest Rate |
Daily Interest Rate |
Minimum Payment Calculation |
How can bills be paid? |
Is Cash Advance Offered? |
Options if Lost? |
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Visa |
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MasterCard |
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American Express |
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2. Which credit card do you think offers the
best features for the consumer? Do you think consumers should have more than
one credit card? Explain your answer.
Teacher
Facilitation
·
Upon
completion of Activity 2, emphasize the following in a class discussion:
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the
advantages/disadvantages of credit and debit cards.
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the
features of different credit cards.
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the
benefits of credit card use to credit card companies.
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the
verifying of correct transaction information.
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the
consequences for non-payment of credit cards.
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Before
proceeding to Activity 3, provide opportunities for students to practise
calculating interest charges on credit card balances. Note: that for
past-due bills, interest may be charged retroactively on all purchases from the
date they were posted to the credit card (using the daily interest rate).
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Teaching
time must be spent developing the formulas that will be used in the
spreadsheets.
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The
written report rubric (Appendix B) should be reviewed prior to beginning the
activity.
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All
or part of the activity may be assessed using an oral presentation. (see
Appendix A for rubric)
You
have a credit card balance of $513.24 for a stereo you purchased on February
3rd. The payment is due at the first of every month. The credit card company
charges an annual interest rate of 17.5%, and calculates minimum payment
amounts as $10.00 or 3% of the balance, whichever is higher. The interest
charges are calculated retroactively to the purchase date using the daily
interest rate. You are unable to pay the balance off in full at this time and
are considering three different payment options:
i) paying the minimum payment amount until the
balance is paid in full
ii) paying the minimum payment amount for 6
months and then paying the balance in full
iii) paying $75.00 each month until the balance is
paid in full
1. Create three different spreadsheets, using
the format shown below to illustrate the scenarios described above. Develop
formulas for the appropriate cells of the spreadsheet to complete the required
calculations. Show sample calculations for each spreadsheet in your written
report.
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Month of Payment |
Amount Due ($) |
Due Date |
Payment Made ($) |
Balance After Payment |
Interest Rate per Day (%) |
Total Interest Charged ($) |
New Balance ($) |
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500 |
Mar. 1 |
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This
activity assumes no other purchases are made on this credit card
Note that
the “New Balance” becomes the “Amount Due” in the next line
General
Questions
1. If the stereo had cost $1000.00, what effect
would this price change have on the amount of interest paid and the time
required to pay off the bill, under each of these payment plans?
2. Suppose your local bank is offering
fixed-rate personal loans (minimum $1000.00) at a rate of 10% per year. Would
it be to your advantage to take out a loan to pay off your credit card debt?
Show calculations to support your answer.
Teaching
Option: For
students requiring additional direction use the following guided questions.
Scenario
1
1. What is the balance due after 4 months? 6
months?
2. How much time is required to pay off this
bill, using this payment method?
3. What is the total cost of using a credit card
to purchase the stereo if you follow this payment method?
Scenario
2
1. What is the total cost of using a credit card
to purchase the stereo if you follow this payment plan?
Scenario
3
1. What is the total cost of using a credit card
to purchase the stereo if you follow this payment plan?
2. Will this payment plan cost you more or less
than Scenario 2? What is the cost difference between Scenarios 2 and 3?
Follow-up
Skills
Teacher
should supplement these activities with a variety of paper-and-pencil type
questions involving the effects of delayed payment and minimum payments on credit
card balances.
·
Knowledge/Understanding
can be assessed in pencil-and-paper tasks and quizzes on interest calculations
and delayed payment effects.
·
If
directed questions in the teaching option box are not utilized, students may be
assessed for Thinking/Inquiry based on their analysis of the delayed payment
scenarios.
·
Communication
can be assessed within the written and oral reports using the criteria outlined
in Appendices A and B.
·
Application
can be assessed based on the formulas used to produce the spreadsheets and on
the ability to create workable spreadsheets.
·
Initiative
and teamwork, can be assessed in the group work components.
·
Organization
can be assessed within the written and oral reports (see Appendix C for
rubrics).
·
Provide
students having difficulty with a prepared spreadsheet.
·
Allow
extra time to complete written reports when warranted by the individual
student’s IEP.
Choices
and Decisions – Taking Charge of Your Financial Life (a resource available from
VISA – see www.visa.com)
Appendix
A – Oral Report Rubric
Appendix
B – Written Report Rubric
Appendix
C – Learning Skills Rubric
Time: 195 minutes
This
activity introduces students to the use of budgets as an organizational and
analytical tool for household finances. Students work in small groups to
complete a budget analysis for an assigned case study. Students use provided
financial information and estimated living costs for the assigned scenario and,
using appropriate mathematical forms such as charts, graphs, spreadsheets and
calculations, explain and justify the budgets generated.
Strand(s): Personal Finance Decisions
Ontario
Catholic School Graduate Expectations
CGE2b -
an effective communicator who reads, understands and uses written material
effectively;
CGE2c -
an effective communicator who presents information and ideas clearly and
honestly and with sensitivity to others;
CGE3c - a
reflective and creative thinker who thinks reflectively and creatively to
evaluate situations and solve problems.
Overall
Expectations
PFV.03 -
design effective personal and household budgets for individuals and families
described in case studies.
Specific
Expectations
PF3.01 -
describe and estimate the living costs involved for different family groupings
(e.g., A family of four, including two young children; a single young person; a
single parent with one child);
PF3.02 -
design a budget suitable for a family described in a given case study,
reflecting the current costs of common items (e.g., interest rates, utility
rates, rents), using technology (e.g., Spreadsheets, budgeting software, the
Internet);
PF3.03 -
explain and justify budgets, using appropriate mathematical forms (e.g.,
Written explanations, charts, tables, graphs, calculations).
·
Construct
and analyse graphical representations of data
·
Make
reasonable estimates
·
Calculate
percentages
·
Construct
and analyse charts, tables and spreadsheets
·
Prepare
an appropriate number of case studies for student groups (see Appendix for
examples) with scenarios that are realistic for your class.
·
Prepare
“actual” values to correspond to each case study. These values should be
realistic for your region.
·
Provide
students with a budget framework to guide work on activity (see Appendix for
sample)
·
Reserve
computer facilities to allow students to use appropriate software to construct
spreadsheets, graphs, charts, etc.
·
If
spreadsheets have not been used in previous activities, a lesson on the use of
spreadsheet/ budgeting software may be necessary.
Teacher
Facilitation
·
Have
students brainstorm in groups to list the major categories for income and
expenses that will form the budget framework. (Note: the sample budget
framework provided in the appendix is only a guide and should be altered to
suit the needs of the class). Students could design the budget framework
themselves and the design could be used to assess problem-solving.
·
Arrange
students into small groups and distribute a case study to each group.
·
Students
should organize the financial information for their case on a spreadsheet
(computer facilities will need to be available).
·
Have
students explain how they may have had to modify their original budget to
incorporate the information provided in the case studies.
·
Teachers
circulate among the groups to help students make realistic estimations of some
expenses. Sample household utility bills may also be available to help students
to estimate living costs.
·
In
the interest of time, it is recommended that students submit one written report
per group. Similarly, if oral presentations are to be utilized, one
presentation per group is sufficient.
Students
use the information in their case study to fill in the budget framework
provided. This information is best organized using a spreadsheet or budgeting
software. Based on an analysis of the budget, each group completes a written
report and shares their analysis with the class in the form of an oral
presentation.
Instructions for students:
1. Read over the case study assigned to your
group. The case studies incorporate a considerable amount of information. The
assessment of your work will focus on the best use of the information provided
since there is more than one way to use it.
2. As a group, determine realistic values to
complete the budget framework provided. The budget information should be
organized using a spreadsheet or budgeting software. Be prepared to explain and
justify how you arrived at your values.
3. Use the spreadsheet to determine the total
income as compared to the total expenses.
4. If there is a budget deficit (i.e., expenses
are greater than income), decide amongst your group how the budget could be
adjusted. Consider how discretionary items (e.g., cable TV, entertainment)
could be altered to produce a more acceptable budget.
5. Based on the information you have budgeted
for, calculate the percentage of total income spent on:
·
Housing
(rent/mortgage/taxes/insurances)
·
Food
·
Savings
·
Utilities
(phone, cable, hydro, heat, etc.)
·
Vehicle
costs (payments/gas/insurance)
·
Child
Care
·
Entertainment
·
Charitable
Donations
·
Other
6. Complete a written report to summarize the
budget for your case study. Include in your report clear justifications for the
values chosen by your group. Your report should also include suitable graphs to
compare relevant information from your budget. Evaluate the financial situation
for the family described in your case. Make recommendations that could improve
the family’s financial future. Refer to the written report rubric when
preparing your report.
7. Organize your information into an effective
oral presentation. Assign each group member to an equal portion of the oral
presentation. Refer to the oral presentation rubric when preparing your report.
Teacher
Facilitation
·
Students
should present their findings to the class in the form of a formal oral report.
Rubrics for the oral presentation and written report should be reviewed with
the students in advance.
·
Class
discussion of each case enhances the learning experience.
·
Following
the presentations, distribute the actual income/expense solutions to each
group. Teachers should model these “actual” values to reflect realistic local
living expenses.
·
Groups
are to re-convene and compare their budgeted information with the actual
values. They are to assess the validity of their budgets and determine the
areas that had unrealistic estimates.
·
A
written report is to submitted and should be evaluated using a rubric (see
Appendix B). This activity provides some further insight prior to completing
Activity 7.5.
Your
teacher will distribute the actual income/expenses for your case. Within your
group, compare your budgeted values with these actual values.
1. Add a column to your spreadsheet entitled
“actual values” and fill in the information supplied by your teacher.
2. Add another column entitled “difference from
budgeted values” and calculate the differences.
3. In which areas were your budgeted values
within 10% of the actual values? Show your calculations to justify your answer.
Indicate these areas on your spreadsheet by using shading or borders.
4. In which areas were your budgeted values more
than 10% off the actual values? Show your calculations to justify your answer.
Show these areas on your spreadsheet with different shading or borders than in
spreadsheet 2.
5. Write a summary report to explain any
differences between your budget and the actual values. What changes would you
make in your estimations next time?
6. Re-assess the financial situation of the
family in your case study based on the actual values provided. Make any
recommendations for financial improvements based on these actual values.
·
A
short paper-and-pencil test (approximately 45 minutes) can be utilized to
assess desired categories of the Achievement Chart. The test should allow
students to design and analyse a budget for a given case scenario. Basic
calculations, estimations, fund allocation, partitioning and recommendations
for financial planning can be incorporated in the design of the test.
·
Problem-solving
can be assessed based on the organization and design used by students in the
development of the budget framework (if this was not provided by the teacher)
·
Thinking/Inquiry/Problem-solving
and Application can be assessed based on the graphs, and justification used in
the written and oral reports (see Appendices A and B).
·
Communication
skills can be assessed within the written report and oral presentation using
the criteria outlined in Appendices A and B.
·
Teamwork,
initiative, and organization can be assessed within the group work sessions,
using the learning skills rubric (Appendix C).
·
Group
students with reading/writing difficulties with others who can provide help
·
Allow
extra time when warranted by the individual student’s IEP
·
Allow
students with difficulties in oral communication to practice their
presentations with teacher feedback
Appendix
A – Oral Report Rubric
Appendix
B – Written Report Rubric
Appendix
C – Learning Skills Rubric
Budget
Framework
Case
Studies
Case
1: Married/Double Income
Julio and
Theresa have been married for two years and have recently purchased their first
home, a 1500 square foot bungalow, for $150 000.00. They had a down payment of
$20 000.00 and mortgaged the rest. They have a 10-year term mortgage (amortized
over 30 years) at 8.5% per annum. They make mortgage payments twice a month.
The home is heated with natural gas and they have subscribed to cable
television. The taxes on the home are calculated at a rate of 2% of the value
of the home. The taxes are divided into four equal payments per year. They have
homeowners insurance that covers the contents and replacement cost of the home.
Julio is a computer technician making $38 500/year. His salary is paid weekly
and his net pay is 70% of his gross salary. He also pays benefits that amount
to $150 per month. Theresa is an assembly plant worker who makes $22/hour and
generally works a 40-hour regular work-week plus six hours overtime, for which
she is paid at a rate of time and a half. She is paid weekly and her total
deductions are 40% of her gross pay. Julio has student loan payments of
$250/month and has 12 payments left. They also have a credit card debt of
$3000.00, which they are paying off at a rate of $200/month. They are paying a
credit card interest rate of 18% per annum. They have agreed that until the
credit card is paid off, they will not use it. They have one car that is paid
for and a second small car that they have just leased for $300/month. The
combined insurance cost for the cars is $1500.00 per year, which they pay
monthly. There is a one-time service charge of $35.00 for choosing this payment
option. They have not started any retirement investments yet and have $2000.00
in their savings account. Once a week, Julio and Theresa go out to dinner and a
movie. Once a year, they vacation for one week in Florida. They have no
children, but would like to start a family in the next year or so.
Case
2: Married/Double Income with Children
Lisa and
Mohammed have been married for 10 years. Lisa is a respiratory therapist making
$50 000.00 per year. Lisa is paid biweekly and her net pay is 65% of her gross
salary. She does not receive benefits. Mohammed is a police officer making $55
000.00 per year. He is also paid biweekly and his total deductions are 40% of his
gross pay (included in these deductions are his benefits). They have just moved
to a new city and have decided to rent, rather than buy a house. They rent a
3-bedroom home and pay $1200 per month. They are responsible for paying all
utilities and insurance on the contents of the house. They do not pay the
property taxes on the house. The house has electric heat, cable television and
two phone lines to accommodate their Internet connection. They have three
children, ages seven, four, and one. The two younger children are in daycare,
which costs $30.00 per day per child. They drive a two year-old mini-van with
payments of $300.00 per month. The insurance costs $800.00 per year, which they
pay monthly. They have a family membership at the local gym and enjoy swimming
and working out. They pay monthly for their membership. They do not carry a
credit card balance, preferring to pay off their bills when they are due. This
month’s credit card bill is $1500.00. They are also trying to save for their
children’s education and contribute $200.00 per month, in total, to an RESP.
With three children, their social life is limited to a play, once a month, at
the community theatre, which costs $25.00 per ticket, and the occasional dinner
out. On Friday’s, they order pizza and videos to enjoy with their children.
They are saving money to purchase a house and currently have $5000.00 in their
savings account. They would like to buy a house by the end of the year. The
family attends Mass regularly at
St. Mary’s church and contributes $10 to the weekly collection.
Case
3: Single
Keisha is a secretary at a local
construction company. She makes $12.00 per hour and usually works 37 hours per
week. She does not work overtime. She is paid weekly and her deductions amount
to 25% of her gross pay. She just bought her parents’ old car for $2000.00. She
pays them $150.00 per month and pays $500.00 per year for insurance. Her
insurance payments are made monthly. Keisha still lives at home, and pays $300
per month rent to her parents. She also contributes $50.00 per week for
groceries. Keisha goes out for lunch three times a week with her co-workers and
eats out with friends every Saturday evening. She has decided to return to
college part-time, in the evening, to earn a diploma in Social Work. Her
tuition costs $500 per semester and her books cost $250 per semester. She has
recently purchased a computer and printer for $2300.00 and makes monthly
payments to the computer store. The computer store had a sales incentive
offering equal monthly payments with no interest or service charges. Keisha
carries a credit-card balance of $1500.00 and makes payments of $100.00 per
month. She is being charged an annual interest rate of 18%. Keisha makes
contributions of $25.00 per week to an RRSP and donates 2% of her net monthly
earnings to sponsor a child in a third-world country. She is saving for a dream
vacation to
Sample
Budget Framework
|
|
Budgeted Amount Per Month ($) |
Actual Amount Per Month ($) |
|
Savings/Investments: |
|
|
|
Income: |
|
|
|
Main Job |
|
|
|
Other Sources |
|
|
|
Total Income |
|
|
|
Expenses: |
|
|
|
Rent/mortgage |
|
|
|
Property taxes |
|
|
|
Electricity |
|
|
|
Heat |
|
|
|
Home Insurance |
|
|
|
Telephone |
|
|
|
Cable Television |
|
|
|
Groceries |
|
|
|
Car payments |
|
|
|
Gas |
|
|
|
Car Insurance |
|
|
|
Car repairs/maintenance |
|
|
|
Life Insurance |
|
|
|
Day Care |
|
|
|
Tuition Fees |
|
|
|
Student Loans |
|
|
|
Other educational costs |
|
|
|
Membership fees |
|
|
|
Dining out |
|
|
|
Other Entertainment Costs |
|
|
|
Credit Card Payments |
|
|
|
Charitable Donations |
|
|
|
Total Expenses |
|
|
|
Balance (Income – Expenses) |
|
|
Time: 225 minutes
Students
extend their knowledge of budgets introduced in Activity 7.4 by designing a
personal budget based on their chosen career path. Using a template,
spreadsheets, charts, and tables, they design a budget that reflects the
information in their portfolio, as well as details provided in a “Life
Scenario”. Using spreadsheets, students study the impact of changes to a budget
using “Unexpected Changes” scenarios. They share their experiences during oral
presentations, while general knowledge and impressions are to be summarized
using a journal entry.
CGE2b -
an effective communicator who reads, understands and uses written materials
effectively;
CGE2c -
an effective communicator who presents information and ideas clearly and
honestly and with sensitivity to others;
CGE3c - a
reflective and creative thinker who thinks reflectively and creatively to
evaluate situations and solve problems;
CGE5e -
collaborative contributor who respects the rights, responsibilities and
contributions of others.
Overall
Expectations
PFV.01 -
demonstrate an understanding of the costs involved in owning and operating a
vehicle;
PFV.02 -
determine, through investigation, the relative costs of renting an apartment
and buying a house;
PFV.03 -
design effective personal and household budgets for individuals and families
described in case studies;
PFV.04 -
demonstrate the ability to make informed decisions involving life situations;
PFV.05 -
apply decision-making in the investigation of career opportunities.
Specific
Expectations
PF3.04 -
determine the effect on an overall budget of changing one component, using a
spreadsheet or budgeting software;
In
addition - the outcomes of all specific personal financial decision
expectations are utilized in this summative activity.
·
Development
and use of spreadsheets
·
Knowledge
of the basic elements of a personal budget
·
Knowledge
of accommodation and vehicle cost calculations
·
Students
will work individually using their portfolio information.
·
Assign
“Life Scenarios” to each student (see Appendices).
·
Match
“Unexpected Changes” to the appropriate “Life Scenario” (i.e., if a homeowner,
do not give a change related to an apartment).
·
Provide
access to computers (spreadsheets or budgeting software).
Teacher
Facilitation
·
Activity
1 reinforces and extends students’ knowledge of the elements of a personal
budget.
·
Students
develop a budget template for use in the remaining activities. It should
reflect all the necessary basic elements (housing, food, utilities, savings,
transportation, etc.) and any other elements that are applicable to the
students. The template used in Activity 7.4 may be used and altered as
required.
The
students develop a template for a basic personal budget based on the examples
provided in previous case studies. This template will be modified in Activity 2
to meet the criteria of the assigned scenarios.
Teacher
Facilitation
·
Activity
2 makes the concept of budgets more personal and students are to use their own
“career” information to develop individual budgets.
·
In
order to make this activity more realistic, “Life Scenarios” are used to direct
the students in formulating their budgets. Sample “Life Scenarios” are provided
in the Appendix but should be expanded and modified to suit the needs of the
individual class. Teachers may choose to put these “Life Scenarios” on index
cards and have students randomly draw their scenario.
·
Budgets
should be designed using spreadsheet or budgeting software as they will be used
and modified in part 3 of Activity 7.5.
·
Travel
brochures should be made available to students (alternately, they may choose to
research travel destinations on the Internet).
Using
spreadsheets the students are to develop a personal budget, based on the
template from Activity 1 that includes their portfolio information and the
assigned scenario.
1. You will receive a “Life Scenario” indicating
the parameters (marital status, earnings of spouse, college loans, number of
children) for developing your personal budget.
2. You are to calculate/estimate your total
monthly income, based on the information provided.
3. Information from Unit 5 (accommodation) and
Unit 6 (vehicle costs) is to be re-examined and placed in the budget.
4. You should determine a realistic amount for
your savings/investments.
5. Other costs are to be calculated/estimated
based on realistic information (estimates of local utilities, information from
parents, Internet).
6. The overall budget should be calculated using
a spreadsheet, and adjusted, as needed, to avoid a deficit situation.
7. It has been decided that a portion of the
money remaining at the end of the month will be used towards a vacation. This
vacation will be as simple or as extravagant as your budget will allow. Choose
three destinations (two must be in another country) that can be accommodated by
your budget. Prepare a cost analysis of this vacation (including
transportation, accommodation, entertainment, etc.) in Canadian funds. How long
will it take you to save for this vacation? What percentage of your
discretionary income will be spent in each case? Which destination will you
choose? Why?
8. A copy of the budget and travel cost analysis
is to be included in the your portfolio.
Teacher
Facilitation
·
Activity
3 demonstrates how certain factors can affect budgeting by providing students
with “Unexpected Changes” (scenario cards) that must be factored into their
budgets. Samples of “Unexpected Changes” are provided in the Appendix but
should be expanded and modified to suit the needs of the class. The actual
monetary value of some of these changes can be estimated based on local
factors. Teachers may choose to put these “Unexpected Changes” on index cards
to be randomly drawn by students.
·
The
impact of these changes can best be illustrated by having individual students
present their case history. By sharing their experiences, students can learn
about a variety of real-life situations that can affect one’s budget. The
journal questions can be adapted to particular class concerns.
·
Students
will each receive one “Unexpected Change” scenario, which will provide
information about a real-life situation that affects one’s budget. Students
must modify their personal budget to reflect this change and then share their
experience and knowledge with the class.
1. You will receive an “Unexpected Change”
scenario.
2. Using the budget developed in Activity 2,
modify your personal budget to reflect the change. This may mean repartitioning
the funds, moving money from savings, etc.
3. Will this “Unexpected Change” affect your
ability to afford the vacation planned for in Activity 2? Explain.
4. You are to include a copy of your modified
budget in your portfolio.
5. You are to present your scenarios and
budgets. Oral presentations, focus on the variety and impact of these changes
on personal budgets in general.
6. You should record your own views regarding
personal budgets and the various challenges in a journal by addressing various
concerns. For example,
a) What
impact does an “unexpected” change have on one’s budget?
b) How
might one prepare for the unexpected challenges to one’s budget?
c) Given
the outcome of your personal budget, comment on your impressions of your choice
of career and the lifestyle it can provide. Will you now consider other career
opportunities or are you satisfied with your career choice?
·
Knowledge/Understanding
can be assessed within the budgets produced (i.e., partitioning of funds and
the adjustments made based on the “unexpected changes”). Individual
conferencing can also be used to assess the understanding of realistic budget
values. Students may demonstrate their knowledge of resource partitioning by
completing a budget in a quiz format.
·
Communication
can be assessed in oral presentations and journals using rubrics.
·
The
design of the budget to allow appropriate partitioning of funds can be used to
assess Problem-solving skills.
·
Application
can be assessed by the ability of students to incorporate the given changes
into the personal budget in Activity 3 (i.e., Which budget factors need to
adjusted; accuracy of adjustments).
·
Organization,
initiative, work habits, and independence could be assessed during all the
activities using the learning skills rubric (Appendix C).
·
Opportunities
for teamwork can be assessed throughout, by monitoring the sharing of
individual approaches and ideas. Peer evaluations may also be utilized to
assess teamwork.
·
Group
students with reading or writing difficulties with other students who will be
able to help them.
·
Alter
case studies as necessary to accommodate students.
·
Allow
extra time when warranted by the individual student’s IEPs.
·
Allow
students with difficulties in oral communication to practice their
presentations with teacher feedback.
Appendix
A – Oral Report Rubric
Appendix
B – Written Report Rubric
Appendix
C – Learning Skills Rubric
“Life
Scenarios”
“Unexpected
Changes”
|
Marital Status |
Net Earnings
of Spouse |
Accommodation |
College Loan |
Number of
Children |
|
Single |
|
Apartment |
None |
None |
|
Single |
|
small house |
None |
None |
|
Married |
none |
small house |
None |
2 |
|
Married |
$15 000/year |
Apartment |
$10 000 to be paid off in 10 years |
2 |
|
Married |
$20 000/year |
House |
$10 000 to be paid off in 10 years |
1 |
|
Married |
none |
House |
None |
3 |
|
Married |
$30 000/year |
House |
None |
3 |
|
Category |
Change |
|
Apartment |
rent increase of 2% per year |
|
House |
need new roof |
|
House |
need new furnace |
|
Car |
need new transmission |
|
Car |
need new exhaust system |
|
Job |
6-month lay-off with 15% of pay |
|
Job |
promotion with an increase of 10% in pay |
|
Spouse |
promotion with an increase of 10% in pay |
|
Spouse |
parental leave – receive 55% of pay for 1 year |
(Adapted
from the Grade 10 Mathematics Applied: Catholic Course Profile)
|
Category |
Level 1 (50 – 59%) |
Level 2 (60 – 69%) |
Level 3 (70 – 79%) |
Level 4 (80 – 100%) |
|
Knowledge/ Understanding - understanding of concepts - ability to perform algorithms |
- demonstrates a limited understanding of concepts - limited ability to perform algorithms |
- demonstrates some understanding of concepts - performs algorithms with some ability |
- demonstrates a considerable understanding of concepts - regularly performs algorithms with considerable accuracy |
- demonstrates a thorough understanding of concepts - consistently and accurately performs algorithms with a high degree of accuracy |
|
Thinking/ - logical and organized presentation of argument |
- presents arguments with limited logic and organization |
- presents arguments with some logic and organization |
- presents arguments with considerable logic and organization |
- presents arguments with consistent logic and organization |
|
Communication - use of mathematical terms - response to questions |
- limited use of appropriate mathematical terminology - can respond effectively to a limited number of class questions |
- inconsistent use of appropriate mathematical terminology - can respond effectively to some class questions |
- regular use of appropriate mathematical terminology - can respond effectively to a considerable number of class questions |
- consistent use of appropriate mathematical terminology - can respond effectively to class questions |
|
Application - generalization |
- limited generalization of mathematical relationships |
- generalizes some mathematical relationships with prompting |
- effectively generalizes mathematical relationships |
- generalizes mathematical relationships beyond scope of task |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
(Adapted
from the Grade 10 Mathematics Applied: Catholic Course Profile)
|
Category |
Level 1 (50 – 59%) |
Level 2 (60 – 69%) |
Level 3 (70 – 79%) |
Level 4 (80 – 100%) |
|
Knowledge/ Understanding - understanding of concepts - ability to perform algorithms - presentation of data in tables and graphs |
- demonstrates limited understanding of concepts - requires considerable help to perform simple mathematical algorithms - tables and graphs present data limited accuracy |
- demonstrates some understanding of concepts - performs some simple mathematical algorithms with accuracy - tables and graphs present data some accuracy |
- demonstrates considerable understanding of concepts - performs mathematical algorithms of some complexity with accuracy - tables and graphs present data considerable accuracy |
- demonstrates a thorough understanding of concepts - performs complex mathematical algorithms with accuracy - tables and graphs present data a high degree of accuracy |
|
Thinking/Inquiry/ Problem-solving - presentation of arguments using logic and organization |
- presents arguments with limited logic and organization |
- presents arguments with some logic and organization |
- presents arguments with considerable logic and organization |
- presents arguments with logic and organization |
|
Communication - use of appropriate mathematical terms - drawing conclusions |
- limited use of appropriate mathematical terminology - makes limited appropriate conclusions |
- some use of appropriate mathematical terminology - makes some appropriate conclusions |
- considerable use of appropriate mathematical terminology - makes considerable appropriate conclusions |
- consistent use of appropriate mathematical terminology - makes effective conclusions |
|
Application - application of concepts or procedures |
- applies concepts or procedures to problems seen in familiar settings in limited ways |
- sometimes applies concepts to problems seen in familiar settings |
- regularly applies concepts and procedures to problems seen in familiar settings |
- consistently applies concepts and procedures to problems seen in familiar, and some unfamiliar settings |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
(Adapted
from Grade 10 Mathematics Applied:
Catholic Course Profile)
Works
Independently: The student requires no supervision
and is self-reliant
|
Needs
Improvement |
Satisfactory |
Good |
Excellent |
|
- requires constant supervision to complete work |
- requires moderate supervision to complete work |
- requires minimal supervision to complete work |
- completes work without supervision |
|
- selects materials, resources and activities with considerable direction and assistance |
- selects materials, resources and activities with some assistance |
- selects materials, resources and activities with minimal assistance |
- selects materials, resources and activities independently |
|
- requires consistent encouragement and reinforcement to remain on task |
- requires some encouragement to remain on task |
- requires minimal encouragement to remain on task |
- remains on task independently |
|
- uses a variety of learning strategies with direction and assistance |
- uses a variety of learning strategies when provided with some assistance |
- uses a variety of learning strategies |
- uses a variety of learning strategies independently and effectively |
Work
Habits/Homework: The
student complete homework; demonstrates on-task behaviour and demonstrates
appropriate classroom behaviour
|
Needs
Improvement |
Satisfactory |
Good |
Excellent |
|
- often does not complete homework |
- requires frequent reminders to complete homework |
- regularly completes homework |
- consistently and independently completes homework |
|
- requires considerable supervision to follow instructions |
- requires some supervision to follow instructions |
- requires minimal supervision to follow instructions |
- follows instructions without supervision |
|
- has difficulty taking complete and/or accurate notes |
- occasionally takes complete and/or accurate notes |
- regularly takes complete and accurate notes |
- takes accurate, detailed notes, often adding own information |
|
- requires regular conferencing to complete work and demonstrate appropriate behaviour |
- requires some reminders to complete work and demonstrate appropriate behaviour |
- accepts responsibility for work completion and appropriate classroom behaviour |
- accepts responsibility and consequences for work completion and classroom behaviour |
Teamwork:
The student
contributes to the overall group effort by sharing information, developing
ideas and show respect to team members
|
Needs
Improvement |
Satisfactory |
Good |
Excellent |
|
- has difficulty working toward group goals |
- occasionally works toward group goals |
- usually works toward group goals |
- consistently identifies group goals and works toward achieving them |
|
- has difficulty following direction and shares little information |
- occasionally follows direction and shares information with the group |
- usually follows direction well and readily shares information with the group |
- consistently follows direction well and readily shares useful information with the group |
|
- rarely performs more than one role in the group |
- occasionally performs more than one role in the group |
- usually performs more than one role in the group |
- consistently performs more than one role in the group |
|
- rarely contributes to the development of group ideas |
- occasionally contributes to the development of group ideas |
- usually contributes to the development of group ideas |
- consistently contributes to the development of group ideas |
Organization: The student is able to give structure or order
to a task
|
Needs
Improvement |
Satisfactory |
Good |
Excellent |
|
- requires considerable supervision to follow established routines |
- requires some reminders to follow established routines |
- follows established routines and has developed effective personal routines |
- follows established and personal routines independently and successfully |
|
- has difficulty meeting deadlines |
- requires consistent reminders to meet deadlines |
- regularly meets deadlines |
- consistently meets deadlines |
|
- rarely brings resources required for class |
- occasionally brings resources required for class |
- usually brings required resources to class |
- consistently brings required resources to class |
|
- has difficulty with time management |
- requires help with time management strategies |
- is able to develop and use time management strategies |
- consistently able to develop and utilize time management strategies |
Initiative:
The student is a
self-starter who immediately begins tasks, demonstrates leadership, promotes
group dynamics, develops new ideas, offers assistance to others, is creative
and enthusiastic, is confident, and accepts responsibility for own learning.
|
Needs
Improvement |
Satisfactory |
Good |
Excellent |
|
- requires supervision to start and complete tasks |
- occasionally requires supervision to start and complete tasks |
- able to independently begin and complete tasks |
- consistently and independently begins and complete tasks |
|
- requires help to develop a plan of action and needs supervision to follow through with plan |
- requires some supervision to develop and follow through with plan of action |
- can develop and follow through with a plan of action |
- consistently able to develop a plan of action and independently follows through with plan |
|
- rarely takes on a leadership role within a group |
- makes attempts to demonstrate leadership within a group |
- regularly demonstrates leadership within a group |
- consistently demonstrates leadership role within a group |
|
- rarely volunteers creative ideas |
- sometimes volunteers creative ideas |
- regularly volunteers creative ideas |
- consistently contributes creative ideas and promotes the sharing of ideas by other group members |
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