MATHEMATICS AND ECONOMICS... A NATURAL WEAVING
THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF STATE FARM AND THE COUNCIL FOR ECONOMIC EDUCATION.
SMARTER TEXAS IS SPONSORED BY TCEE, OPPORTUNITY TEXAS, AND BANK OF AMERICA
BRAIN TEASER Mom gave me one dollar bill and 7 coins for taking out the trash this week. I want to download a new game that costs $1.99. Do I have enough money? All of the coins are silver. Three of the coins are the same. There are 2 of the largest coins. The coin least in value has a partner. No coin has a value greater than one-fourth of a dollar.
HOW DO I KNOW????? Coin confusion
WHAT DO NEED TO KNOW? Recognition of coins Knowledge of value of coins Ability to determine value of collection of coins Comparison of values (price and collective value) Understanding of saving in order to purchase desired goods
WHY TEACH MATH AND ECONOMICS TOGETHER? Provides a context for learning mathematics Represent relationships Solve problems Communicate ideas effectively Helps illustrate the power of mathematics in our world
Select either Browse Economics Concepts Or Browse Economics Lessons Select Grade Band
Selected lesson
PIZZA ON A BUDGET BENEFITS*BUDGETING*CHOICE*COSTS
MATH CONTENT Develop fluency in adding, subtracting, multiplying, and dividing Develop and use estimation strategies with whole numbers Develop and use estimation strategies for computation involving fractions and decimals Underlying processes (problem solving)
OBJECTIVES 1.Practice estimation skills. 2.Design a budget that meets expected criteria. 3.Practice basic operations in calculating expenses. 4.Identify the benefits and costs of alternatives. 5.Use whole number operations to set up a budget.
Visual 4.1 Visuals/Activities 4.2, 4.3, 4.4 MATERIALS: Scissors Blank transparencies and overhead markers econ.ncee.net/35/lesson4
PIZZA ON A BUDGET BENEFITS*BUDGETING*CHOICE*COSTS
HOW MUCH TIME? ALTERNATIVES*CHOICE*GOODS*OPPORTUNITY COST*SERVICES
MATH CONTENT Understand measurable attributes of objects and the units, systems, and processes of measurement, specifically time Create and use representations to organize, record, and communicate mathematical ideas (tables and graphs) Recognize and apply mathematics in contexts outside of mathematics
OBJECTIVES 1.Read information on a table 2.Create a pie graph using information from a table 3.Make simple conversions between minutes, hours, and days 4.Give an example of an opportunity cost after making a choice
Visuals 9.1 and 9.2Activities 9.1 and 9.2 MATERIALS: Colored pencils or markers in orange, yellow, brown, Pink, green, red, blue, purple, and black
HOW MUCH TIME? ALTERNATIVES*CHOICE*GOODS*OPPORTUNITY COST*SERVICES
ACTIVITY 9.1
ALTERNATIVES 60-minute gym class 30 minutes in the computer lab 30-minute music lesson 30-minute art lesson 30-minute library book check-out period 30-minute pleasure reading of the students’ choice
ALTERNATIVES 60-minute gym class 30 minutes in the computer lab 30-minute music lesson 30-minute art lesson 30-minute library book check-out period 30-minute pleasure reading of the students’ choice
HOW MUCH TIME? REVIEW
ACTIVITY 9.2
WHAT ARE SOME OTHER MATH CONCEPTS THAT CAN BE INTEGRATED WITH ECONOMIC CONCEPTS?