1. MATHEMATICS AND ECONOMICS... A NATURAL WEAVING

2. THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF STATE FARM AND THE COUNCIL FOR ECONOMIC EDUCATION.

3. SMARTER TEXAS IS SPONSORED BY TCEE, OPPORTUNITY TEXAS, AND BANK OF AMERICA

4. 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.

5. HOW DO I KNOW????? Coin confusion

6. 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

7. 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

9. Select either Browse Economics Concepts Or Browse Economics Lessons Select Grade Band

10. Selected lesson

11. PIZZA ON A BUDGET BENEFITS*BUDGETING*CHOICE*COSTS

12. 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)

13. 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.

14. Visual 4.1 Visuals/Activities 4.2, 4.3, 4.4 MATERIALS: Scissors Blank transparencies and overhead markers http://mathand econ.ncee.net/35/lesson4

15. PIZZA ON A BUDGET BENEFITS*BUDGETING*CHOICE*COSTS

22. HOW MUCH TIME? ALTERNATIVES*CHOICE*GOODS*OPPORTUNITY COST*SERVICES

23. 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

24. 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

25. 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 http://mathandecon.ncee.net/35/lesson9

26. HOW MUCH TIME? ALTERNATIVES*CHOICE*GOODS*OPPORTUNITY COST*SERVICES

29. ACTIVITY 9.1

31. 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

32. 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

33. HOW MUCH TIME? REVIEW

34. ACTIVITY 9.2

35. WHAT ARE SOME OTHER MATH CONCEPTS THAT CAN BE INTEGRATED WITH ECONOMIC CONCEPTS?