1. Moving Advanced Functions and Modeling into the 21st Century
Jodie Kinkaid
Broughton High School – Wake County Public Schools

2. WHY IS AFM CHANGING?
A committee was created several years ago to redesign the 4th math courses in anticipation of avoiding an overlap between the Common Core Standards and the old standards. A decision was put on hold while NCDPI reviews the curriculum and makes a decision about the adoption of the Common Core Standards and the future of mathematics in North Carolina. A group of WCPSS teachers met in the spring to address the need to adapt the AFM curriculum to the Common Core Standards.

3. WHAT IS STAYING THE SAME?
Triangle Trigonometry – we want to reinforce this topic for those students who struggled with it in Math II and III
Circular Trigonometry – students worked in mostly degrees in Math II and III; we will use mostly radians
Probability – reinforce basics before teaching the Binomial Theorem
Exponential and Logarithmic Functions – reinforce for students who will take Pre-Calculus in high school and any math course in college
Normal Distribution – we will expand on analysis and link to Binomial Distribution

4. WHAT ARE THE MAJOR OVERLAPS?
A large number of topics in AFM have already been taught in Math II and Math III. This allows us the time to teach topics that were cut from the curriculum during the transition to the Common Core Standards, never in the AFM curriculum, and extend on topics taught in previous courses.
Sequences and Series
Polynomials
Data Collection and Regression

5. WHAT DO WE NEED TO ADD?
With the overlap of so many topics, we now have room to teach content that is needed for courses beyond AFM, expand on topics that will be seen in AP Statistics, and address financial topics to encourage financial literacy amongst our students.
Matrices
Binomial Probability and Normal Distribution
Financial Math

6. 21ST CENTURY SKILLS
FINANCIAL
MATH

7. DIDN’T WE USED TO TEACH THIS?
Consumer Math
Tech Math I
Tech Math II
With the adoption of Future Ready and Common Core, these courses were phased out.

8. WHY DON’T WE TEACH MONEY IN MATH CLASS?
We have a Personal Finance course.
We are not the “experts” on financial matters.
Talks about money should be done at home, not at school.
Students do not have the life experience to understand mortgages.
While many teachers voice a concern about teaching “money matters,” we can teach them the math behind the decision making.

9. WHAT FINANCIAL MATH CAN WE TEACH?
Simple and Compound Interest
Interest-Bearing Savings Accounts
Credit Card Purchase and Payments
Pay-day Loans/Cash Advances
Car Loans and Payments
Mortgage Loans and Payments
APR
In addition, we can teach students to use spreadsheet programs like Excel to teach students these calculations. Many community college math courses are using Excel instead of a calculator.

10. WHAT RESOURCES WILL I HAVE?
For WCPSS, each teacher will be given a copy of the textbook Transition to College Mathematics and Statistics by McGraw-Hill.
TCMS-Tools is a free java-based application to supplement your lessons.
The State Employees’ Credit Union will come speak in your classroom.
Each WCPSS school is assigned a financial advisor after October 1, and could come speak to your classes.
If you contact a mortgage broker, he/she should be willing to come speak.
We hope to establish a Google Docs group to share resources for the Financial Math components of AFM.

11. SAMPLE INVESTIGATION
Credit cards are something that most students are familiar with, but do not necessarily understand the math behind it. As they go off to college, and sign up for a high-interest credit card to get a free t-shirt, we can teach them to understand the math behind their purchase before the statement comes and the reality of finance charges sets in.

12. ARTICLES The Smart Way to Teach Children About Money
Is it a Mistake to Try to Teach Financial Literacy in High School?

13. QUESTIONS?