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Curricular Competency:
Curricular Competencies
Estimate reasonably
Use tools or technology to analyze relationships and test conjectures
Model mathematics in contextualized experiences
Content
Create, interpret, and critique graphs
Financial literacy: gross and net pay
Curricular Competencies
Estimate reasonably
Use tools or technology to analyze relationships and test conjectures
Model mathematics in contextualized experiences
Content
Relationships among data, graphs, and situations
Financial literacy: gross and net pay
Curricular Competencies
Identify and use appropriate tools, technologies, materials, and processes for production
Make a step-by-step plan for production and carry it out, making changes as needed
Content
Principles of computational thinking
Curricular Competencies
Use entrepreneurial and innovative thinking to solve problems in their personal life and community
Use self-assessment and reflection to consider their graduation and post-graduation goals and plans
Create and initial career and education plan, considering financial implications
Content
Personal financial planning
I can do indepth research and cite my Students will create a references page Students will be marked on their
sources References Page
I can set appropriate goals for myself Students will create the rubric for this Students will be marked according to the
assignment based on their research rubric they created
I can create a budget using spreadsheet Students will create a budget using Budgets will be marked by the teacher
software spreadsheet software using the student rubric
Students should be familiar with the basic functions of Spreadsheet software (Google Sheets / Microsoft Excel)
Students should have core numeracy skills (addition, subtraction, multiplication, division)
Students should have basic algebra skills (variables, order of operations)
Google Sheets and projector 1 Chromebook for each student WITH internet access
This lesson can be completed using pen and paper instead of a computer, however the Google Sheets formula information may be
superfluous. If using a computer is an issue for any student, print the budget framework and asks students to conduct their
research using fliers, information from family and friends, and sources in the school library.
Since students create the rubric for this assignment, students should be encouraged to consider DI, and include opportunities in
their rubric for extending.
Ask students that have completed their research to print some supporting documents to bring to the discussion. Emphasize for
students that evidence will help them ensure their ideas are included in the rubric.
Special attention should be paid to ensuring the budget fits students identity and way of life. Students may have alternative
sources of food or other goods, and there should be consideration given to this in the creation of the rubric, as well as in the design
of the budget framework.
Lesson Activities:
Teacher Activities Student Activities pacing
Introduction (hook/motivation/lesson overview) Students begin to brainstorm ideas for expenses. 5m
The teacher will place the rubric poster on the board
and draw students attention to the blank area, telling
them that they will get to choose how their next
assignment is marked. The teacher will ask the
students to start thinking about what they will need to
pay for when they move into their own home.
Students should be placed in groups by the teacher. Students move their desks to sit with their groups. 5m
Ensure that for each potential rubric point, there is
one group. There should be a minimum of 5 rubric
points.