Curriculum Blueprint Grade: 9-12 Course: Advanced Algebra with Financial Applications Unit 1: Develop a Financial Plan

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1 Unit 1: Develop a Financial Plan 4x4 1 week Trad 2 weeks 1 st Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: SMART Goals, Decisionmaking Process, Financial Planning, Needs, Wants, Short-term Goals, Long-term Goals, Income, Opportunity Costs Learning Goal: Students will understand & manipulate finances through the fiscal year. Objectives: Use the decision making process to create a personal financial plan. Benchmarks/Standards Supporting Common Core Standards LA The student will pre-write by using organizational strategies & tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. LA The student will use new vocabulary that is introduced & taught directly. Essential Content & Understanding: A. Use Decision Making Process B. Identify Guidelines 1. Examine the value of having a process of planning how to use money 2. Create SMART goals 3. Analyze how money is received & used C. Monitor/Modify a Personal Plan 1. Use the decision-making process to create a financial plan 2. Identify how to implement the plan 3. Evaluate the financial plan Essential Questions: How will a financial plan contribute to lifelong goal achievement? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Use Decision Making Process NEFE Unit 1 Identify Guidelines NEFE Unit 1 Monitor/Modify a Personal Plan NEFE Unit 1 Utility Expenses 10.1 Electronic Utilities 10.2 Charting A Budget 10.3 Cash Flow & Budgeting 10.4 Writing Links: Higher Order Questioning Remediation & Enrichment Resources

2 Unit 2: Develop a Financial Budget 4x4 1 week Trad 2 week 1 st Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. Learning Goal: Students will understand & apply life finances & the relevance of nonmonetary income. Objectives: 1. Create & modify a financial budget that supports your personal & financial goals. 2. Determine net worth from a list of assets & liabilities. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Budget, Fixed Expense, Variable Expense, Net Worth, Financial Goals, Gross Income, Net Income Benchmarks/Standards Supporting Common Core Standards MA.912.F.4.1 Develop personal budgets that fit within various income brackets. MA.912.F.4.3 Calculate net worth MACC.912.A-CED.1.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels & scales. MACC.912.A-CED.1.3: Represent constraints by equations or inequalities, & by systems of equations &/or inequalities, & interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional & cost constraints on combinations of different foods. MACC.912.A-CED.1.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm s law V = IR to highlight resistance R. MACC.912.S-IC.2.6: Evaluate reports based on data. MACC.912.F-IF.3.8: Write a function defined by an expression in different but equivalent forms to reveal & explain different properties of the function. a. Use the process of factoring & completing the square in a quadratic function to show zeros, extreme values, & symmetry of the graph, Essential Content & Understanding: A. Explain Building Budgets 1. Identify & prioritize Financial goals 2. Understand what it means to budget to achieve a financial goal B. Examine Forms of Record Keeping 1. Work with a budgeting sheet 2. Compare planned expenses with actual expenses C. Propose Your Budget 1. Create & maintain a personal budget that supports your personal & financial goals 2. Modify a personal budget to accommodate changes D. Determine net worth Essential Questions: A. Why is it important to have a personal budget plan? B. What is the difference between a fixed & a variable expense? C. Why is it important to be able to modify a personal budget plan? D. What is the value of knowing net worth? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Explain Building Budgets NEFE Unit 2 Julie England s Presentation - Welcome to the Real World. Contact Julie to set up a day for her to come & visit your class for 45 minutes 1 hour. Her contact information is: julieeng@ufl.edu or (352) extension Examine Forms of Record Keeping NEFE Unit 2 & Excel Propose Your Budget NEFE Unit 2 Look for Employment 6.1 Pay Periods & Hourly Rates 6.2 Commissions, Royalties, & Piecework Pay 6.3 Employee Benefits 6.4 Social Security & Medicare 6.5 Net Worth Personal Net Worth Worksheet Res Folder Writing Links: Higher Order Questioning Remediation & Enrichment Resources

3 Unit 2: Develop a Financial Budget 4x4 1 week Trad 2 week 1 st Quarter & interpret these in terms of a context. b. Use the properties of exponents to interpret expressions for exponential functions. For example, identify percent rate of change in functions. MACC.912.F-IF.2.6: Calculate & interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

4 Unit 3: Applications of Graphs 4x4 1 week Trad 2 weeks 1 st Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. Learning Goal: Students will create an applicable picture of their financial losses & gains. Objectives: 1. Graph financial applications as linear equations & inequalities. 2. Graph financial applications as system of equations & inequalities. 3. Determine & draw the appropriate statistical graph to best represent the financial situation. 4. Apply the measures of center to financial applications. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Optimization, Bar Graph, Line Graph, Circle Graph, Stem & Leaf Plot, Box & Whisker Plot, Ogive Graph, Histogram, Scatter plot, Mean, Median, Mode, Range Benchmarks/Standards Supporting Common Core Standards MACC.912.F-IF.2.4 For a function that models a relationship between two quantities, interpret key features of graphs & tables in terms of the quantities, & sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums & minimums; symmetries; end behavior; & periodicity. MACC.912.F-IF.2.5: Relate the domain of a function to its graph &, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. MACC.912.F-IF.2.6: Calculate & interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. MACC.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, & describe how the variables are related. a. Fit a function to the data; use functions fitted to Essential Content & Understanding: A. Linear Equations & Inequalities 1. Scatter Plots B. Systems of Equations C. Systems of Inequalities D. Graph Functions & Show Key Features 1. Quadratic 2. Square Root 3. Cube Root 4. Piece-wise 5. Rational 6. Exponential 7. Logarithmic E. Solving Matrices 1. Adding 2. Subtracting 3. Multiplying 4. Determinant 5. Inverse 6. Solving systems of equations Essential Questions: 1. Compare and contrast simple and compound interest? 2. How might I represent optimization of financial situations? 3. Which statistical graph is the best representation for a particular financial situation? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Financial Algebra Book , 5.6 Linear Equations & Inequality Worksheet # 1 11 Res Folder Solving Linear Equations 1.3 (Holt McDougal Larson Algebra II textbook) Solve Linear Inequalities 1.6 (Holt McDougal Larson Algebra II textbook) Graph Equations of Lines 2.3 (Holt McDougal Larson Algebra II textbook) Write Equations of Lines 2.4 (Holt McDougal Larson Algebra II textbook) Systems of Equations Worksheet # 1 7 Res Folder Solve Linear Systems by Graphing 3.1 (Holt McDougal Larson Algebra II textbook) Solve Linear Systems Algebraically 3.2 (Holt McDougal Larson Algebra II textbook) Systems of Inequalities

5 Unit 3: Applications of Graphs 4x4 1 week Trad 2 weeks 1 st Quarter data to solve problems in the context of the data. Uses given functions or choose a function suggested by the context. Emphasize linear, quadratic, & exponential models. b. Informally assess the fit of a function by plotting & analyzing residuals. c. Fit a linear function for a scatter plot that suggests a linear association. MACC.912.F-IF.3.7: Graph the functions expressed symbolically & show key features of the graph, by h& in simple cases & using technology for more complicated cases. a. Graph linear & quadratic functions & show intercepts, maxima, & minima. b. Graph square root, cube root, & piece-wise defined functions, including step functions & absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, & showing end behavior. d. Graph rational functions, identifying zeros & asymptotes when suitable factorizations are available, & showing end behavior. e. Graph exponential & logarithmic functions, showing intercepts & end behavior, & trigonometric functions, showing period, midline, & amplitude. Worksheet # 8 20 Res Folder Graph Linear Inequalities in Two Variables 2.9 (Holt McDougal Larson Algebra II textbook) Statistical Graphs Measures of Central Tendency Applications Statistics Worksheet # 1 40 Res Folder Matrices Writing Links: Higher Order Questioning Remediation & Enrichment Resources MACC.912.A-REI.3.8: Represent a system of linear equations as a single matrix equation in a vector variable. MACC.912.A-REI.3.9: Find the inverse of a matrix if it exists & use it to solve systems of linear equations (using technology for matrices of dimension 3 3 or greater).

6 Unit 4: Financial Math Models 4x4 2.5 weeks Trad 5 weeks 2 nd Quarter.Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Checks, Deposits, Debit, Credit, Checking Account, Savings Account, Reconcile Statements, Present Value, Future Value, Rule of 72, Saving, Investing, Simple Interest, Compound Interest, Linear Growth, Exponential Growth, Growth Factor, Recursive, Iterative, Exponential Decay, Decay Factor, Natural Base e, Logarithm, Common Logarithm, Natural Logarithm, Logarithmic Equation, Logarithmic Function Learning Goal: Students will be introduced to and understand financial institution functions & be able to extrapolate data based on these functions. Objectives: 1. Understand the services offered by financial institutions 2. Write checks, deposit slips, & reconcile bank statements 3. Utilize formulas to determine the present & future value of money 4. Solve simple & compound interest problems 5. Determine how simple interest relates to linear growth & how compound interest relates to exponential growth 6. Use recursive & iterative models to solve finance problems Benchmarks/Standards Supporting Common Core Standards MA.912.F.4.2-Explain cash management strategies including debit accounts, checking accounts, & savings accounts. MA.912.F.2.2-Calculate the present value of a certain amount of money for a given length of time in the future with & without technology. MA.912.F.2.1-Calculate the future value of a given amount of money with & without technology MA.912.F.1.1-Explain the difference between simple & compound interest MA.912.F.1.2-Solve problems involving compound interest. MA.912.F.1.4-Demonstrate the relationship between compound interest & exponential growth. MA.912.F.1.3-Demonstrate the relationship between simple interest & linear growth MACC.912.A-CED.1.1: Create equations & inequalities in one variable & use them to solve problems. Include equations arising from linear & quadratic functions, & simple rational & exponential functions. Essential Content & Understanding: A. Checking Accounts 1. Write checks 2. Write deposits 3. Reconcile statements 4. Understand the responsibility of having a checking account B. Debit Cards 1. Describe what a debit card is & how it works 2. Explain the features of automated financial services C. Savings Accounts 1. Explain how a savings account works D. Examine the Various Types of Financial Service Providers E. List Factors to Consider When Shopping for Bank Services F. Calculate Present Value of Money 1 Understanding the concept of present value 2. Find the present value of money using the appropriate formula G. Calculate Future Value of Money 1 Understand the concept of future value of Essential Questions: A. What information is needed in order to maintain a checking account? B. Why use a debit card instead of a check? C. Why do I need to put any money in a savings account instead of just hiding it in my room? D. Does it really matter which bank I use? E. What does it mean to find the present value of money? F. Why do I need to know how to find the future value of money? G. Why can t all interest problems be calculated using simple interest? H. How can compound interest change my rate of return? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Financial Math Models NEFE Unit 3 Checking Accounts NEFE Unit 5 Checking Accounts 3.1 Reconcile A Bank Statement 3.2 Debit Cards NEFE Unit 5 Savings Accounts 3.3 Examine the Various Types of Financial Service

7 Unit 4: Financial Math Models 4x4 2.5 weeks Trad 5 weeks 2 nd Quarter MACC.912.F-BF.1.1: Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, & relate these functions to the model. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, & h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. MACC.912.F-BF.1.2: Write arithmetic & geometric sequences both recursively & with an explicit formula, use them to model situations, & translate between the two forms MACC.912.A-SSE.1.1: Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, & coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret as the product of P & a factor not depending on P. money 2 Use the Rule of 72 3 Differentiate between saving & investing 4 Recommend ways to integrate savings & investing strategies into financial planning 5 Compare the relationship between risks & returns related to savings & investments 6 Find the future value of money using the appropriate formula H. Simple Interest 1 Compare & contrast the difference between simple interest & compound interest I. Compound Interest 1. Exponential growth a. Solve compound interest using a formula b. Solve applications of exponential growth & decay in real world problems 2. Logarithmic applications a. Evaluate logarithmic expressions b. Write logarithmic equations in exponential form c. Use properties of logarithms to exp& & vice versa d. Use logarithms to solve exponential equations e. Solve equations using natural logarithms f. Solve financial applications using logarithmic functions 3. Graphical representations a. Demonstrate the relationship of simple interest to linear growth b. Explain why the graph for compound interest is a curve c. Graph exponential models d. Graph logarithmic functions Providers List Factors to Consider When Shopping for Bank Services Calculate Present Value 3.8 Cash or Annuity Lesson 11 Pg (Mathematics & Economics, Connections for Life Textbook) Visual 11.2 Time Value of Money: Computing Present Value Pg. 217 (Mathematics & Economics, Connections for Life Textbook) Calculate Future Value 3.7 Visual 11.3 The Future Value of an Annuity Pg. 218 (Mathematics & Economics, Connections for Life) Activity 11.1 The Lottery Jackpot: Cash or Annuity Pg (Mathematics & Economics, Connections for Life Textbook) Activity 11.2 The $100,000 Habitat Pg. 221 (Mathematics & Economics, Connections for Life Textbook) Activity 11.3 Pg.222 (Mathematics & Economics, Connections for Life Textbook) Simple Interest 3.3 Compound Interest Exponential Growth (Holt McDougal Larson Algebra II textbook) Graphical Representations taught throughout unit Writing Links: Higher Order Questioning Remediation & Enrichment Resources

8 Unit 5: Credit 4x4 2 weeks Trad 4 weeks 2 nd Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. EduSoft Mini-Assessment(s): Learning Goal: Students will understand the many forms of credit & extrapolate data biased on those credit functions. Objectives: 1. Discover the financial obligations of using a credit card. 2. Determine the finance charges & total amount due for credit cards. 3. Analyze the total costs for a car loan & installment loans using a formula. 4. Determine which deferred payment is really the most economical with different terms. 5. Establish a plan to pay off debt. Date Range: Given during the instruction per the outline in this section Key Vocabulary: Application, Credit Worthiness, Credit History, Finance Charges, Interest Rate, Annual Percentage Rate, Down Payment, Deferred Payment, Bankruptcy Benchmarks/Standards Supporting Common Core Standards MA.912.F.3.1-Compare the advantages & disadvantages of using cash versus a credit card MA.912.F.4.2-Explain cash management strategies including debit accounts, checking accounts, & savings accounts. MA.912.F.3.2-Analyze credit scores & reports. MA.912.F.3.3-Calculate the finance charges & total amount due on a credit card bill. MA.912.F.3.17-Compare interest rate calculations & annual percentage rate calculations to distinguish between the two rates. MA.912.F.3.6-Calculate total cost of purchasing consumer durables over time given different down payments, financing options, & fees. MA.912.F.3.4-Compare the advantages & disadvantages of deferred payments. MA.912.F.3.5-Calculate deferred payments. MA.912.F.4.4-Establish a plan to pay off debt. MACC.912.F-BF.2.5: Understand the inverse relationship between exponents & logarithms & use this relationship to solve problems involving logarithms & exponents. MACC.912.F-LE.1.4: For exponential models, express as a logarithm the solution to = d where a, c, & d are numbers & the base b is 2, 10, or e; evaluate the logarithm Essential Content & Understanding: A. Loans 1. Read monthly payments from a table 2. Compute monthly payments from a formula 3. Compute finance charges on loans B. Loan Calculators & Regressions 1. Calculate the present value of a single deposit investments 2. Calculate the present value of a periodic deposit investments B. Pros/Cons of Using Cash C. Pros/Cons of Credit 1. List three types of credit card accounts & explain the uses & payment methods of each 2. Understand how to shop for a credit card D. Analyze Credit Scores 1. Outline the process of applying for credit 2. Understand credit worthiness 3. Explain what a credit history is & why it is important 4. Explain the differences in scores for the three main credit reporting agencies 5. Explain how to manage credit responsibly E. Calculate Finance Charges 1. Read & interpret a credit card statement Essential Questions: A. Why shouldn t a person have as many credit cards as they want? C. Will my credit score be good if I have never bought anything on credit before? D. Why shouldn t I just pay the minimum balance due on my credit card bill each month? E. Is the total price you will end up paying for your car really worth it? F. If the only way I can afford to buy big items is through a loan how can I pay the loan off the fastest? G. Is it really a good deal to buy now & pay later? H. What does it really hurt if I get into debt & just declare bankruptcy to wipe my record clean? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Credit NEFE Unit 4 Pros/Cons of Credit 1. Julie England s Presentation My Pizza Costs WHAT??? Contact Julie to set up a day for her to come & visit your class for 45 minutes 1 hour. Her contact information is: julieeng@ufl.edu or (352) extension 2721 Credit Abuse Resistance Education JalaCare Powerpoint Resource Folder

9 Unit 5: Credit 4x4 2 weeks Trad 4 weeks 2 nd Quarter using technology. MACC.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, & describe how the variables are related. a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Uses given functions or choose a function suggested by the context. Emphasize linear, quadratic, & exponential models. b. Informally assess the fit of a function by plotting & analyzing residuals. c. Fit a linear function for a scatter plot that suggests a linear association. MACC.912.A-SSE.1.1: Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, & coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret as the product of P & a factor not depending on P. 2. Calculate finance charges & total amount due 3. Compare interest rate calculations & annual percentage rate calculations to distinguish between the two rates 4. Understand how to handle billing errors F. Calculate Costs for Car Loan 1. Given a budget, decide how much you can afford to pay for a car 2. Given a budget, decide how much money can safely be spent each month to operate a car 3. Calculate the total costs for various car loans G. Calculate Total Cost Over Time for Installment Loans (Furniture) 1. Use different down payments 2. Use different financing options 3. Use different fees H. Compute Deferred Payments for Various Payment Options I. Plan to Pay Off Debt 1. Describe some of the ways you can get in trouble using credit 2. Explain the first steps to take if you can t pay your bills on time 3. Explore the consequences of excessive debt 4. Determine a safe debt load 5. Understand the disadvantages of bankruptcy as a solution to debt. Analyze Credit Scores Calculate Finance Charges for Credit Cards Loans 4.2 Loans Calculations & Regression 4.3 Credit Cards 4.4 Credit Card Statements 4.5 Average Daily Balance 4.6 Calculate Costs for Car Loan Practical Money Skills Lesson 9 Cars Res Folder Calculate Installment Loan Res Folder Compute Deferred Payment Res Folder Plan to Pay off Debt 1. Describe some of the ways you can get in trouble using credit 2. Explain the first steps to take if you can t pay your bills on time 3. Explore the consequences of excessive debt 4. Determine a safe debt load 5. Understand the disadvantages of bankruptcy as a solution to debt. Writing Links: Higher Order Questioning Remediation & Enrichment Resources

10 Unit 6: Investments 4x4 1.5 weeks Trad 3 weeks 3 rd Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. EduSoft Mini-Assessment(s): Learning Goal: Students will understand the stock market & investment banking through practical applications of investments. Objectives: 1. Convert from one form of currency to another using exchange rate. 2. Compare & contrast income from various stock options. 3. Analyze diversifications in investments. 4. Determine gains & losses based on stock ownership. Date Range: Given during the instruction per the outline in this section Key Vocabulary: Currency, Current Exchange Rates, Common Stock, Preferred Stocks, Bonds, Diversification, Dividends Benchmarks/Standards Supporting Common Core Standards MA.912.F.4.10-Analyze diversification in investments. MA.912.F.4.11-Purchase stock with a set amount of money, & follow the process through gains, losses, & selling. MA.912.F.4.12-Compare & contrast income from purchase of common stock, preferred stock, & bonds. MA.912.F.4.13-Given current exchange rates be able to convert from one form of currency to another. Essential Content & Understanding: A. Common Stocks 1. Purchase stock with a set amount of money & follow the process through gains, losses, & selling B. Preferred Stocks 1. Understand the difference for dividends & selling preferred stock versus common stock C. Bonds 1. Understand the difference with interest rates D. Current Exchange Rates E. Analyze Diversification 1. Understand the relationship between risk & reward 2. Understand the advantages & disadvantages of different investment options Essential Questions: A. Which investment option runs the greatest risk of losing money? How about making money? D. How do you determine how many American dollars something will cost in a foreign country? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Common Stocks Stock Market Game Preferred Stocks 1.9 Bonds Building Your Future: Bonds Independent Practice Handout Res Folder Current Exchange Rates (Wrksht) Res Folder Analyze Diversification Assignment 3-2: Which Is the Best Deal? NEFE Unit 3 Assignment 3-3: My Investing Options NEFE Unit 3 Assignment 3-4: My Risks & Rewards NEFE Unit 3 Assessment 3-1: My Investing Plan NEFE Unit 3 Writing Links: Higher Order Questioning

11 Unit 6: Investments 4x4 1.5 weeks Trad 3 weeks 3 rd Quarter Remediation & Enrichment Resources

12 Unit 7: Income Taxes 4x4 2 weeks Trad 4 weeks 3 rd Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. Learning Goal: Students will understand & apply relevant governmental tax policies. Objectives: 1. Complete tax employment forms. 2. Use tax tables to calculate & complete 1040 tax forms. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Federal Personal Income Tax, FICA, Social Security, Medicare, State Tax, Exemption, Deduction, Tax Table Benchmarks/Standards Supporting Common Core Standards MA.912.F.4.5-Develop & apply a variety of strategies to use tax tables, & to determine, calculate, & complete yearly federal income tax. MACC.912.F-IF.2.6: Calculate & interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Essential Content & Understanding: A. Taxpayer Responsibilities 1. Identify the programs supported by the federal personal income tax 2. Identify the two types of FICA payroll taxes a. Social Security b. Medicare B. Complete Form W-4 C. Complete Form W-2 D. Using Tax Tables 1. Read a tax table 2. Apply a tax table to a scenario E. Calculate & complete Form 1040EZ 1. Determine if a Form 1040EZ is appropriate. 2. Complete a Form1040EZ F. Calculate & complete Form 1040A 1. Determine if a Form1040A is appropriate 2. Complete Form 1040A G. Calculate & complete Form Determine if a Form 1040 is appropriate 2. Complete a Form 1040 Essential Questions: A. What is a taxpayer responsibility? A 1. What are payroll taxes? B. What employment forms are tax related? D. What is a tax table? E. What is a Form 1040EZ & who would use it? F. What is a Form 1040A & who would use it? G. What is a Form 1040 & who would use it? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Taxpayer Responsibilities IRS Understanding Taxes Program: Form W-4 Form W-2 Income Statements 7.3 Form W-2 Using Tax Tables Tax Tables, Worksheets, & Schedules 7.1 Modeling Tax Schedules 7.2 Calculate & Complete Form 1040EZ Forms 1040EZ & 1040A 7.4 Form 1040EZ Instructions for 1040EZ Calculate & Complete Form 1040A Forms 1040EZ & 1040A 7.4 Form 1040A

13 Unit 7: Income Taxes 4x4 2 weeks Trad 4 weeks 3 rd Quarter Instructions for 1040A Calculate & Complete Form 1040 Form 1040 & Schedules A & B 7.5 Form Instructions for Writing Links: Higher Order Questioning Remediation & Enrichment Resources

14 Unit 8: Insurance 4x4 1.5 weeks Trad 3 weeks 3 rd Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Insurance, risk, deductible, liability, premium, claim, comprehensive, collision, negligent, dependents, term insurance, whole life insurance, accidental death insurance Learning Goal: Students will value & apply insurance based on net worth. Objectives: Given data, calculate the cost of various insurance policies. Benchmarks/Standards Supporting Common Core Standards MA.912.F.4.6-Compare different insurance options & fees. MA.912.F.4.7-Compare & contrast the role of insurance as a device to mitigate risk & calculate expenses of various options. MACC.912.S-MD.2.5: Weigh the possible outcomes of a decision by assigning probabilities to payoff values & finding expected values. a. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fastfood restaurant. b. Evaluate & compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident. MACC.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, & describe how the variables are related. a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, & exponential models. b. Informally assess the fit of a function by plotting & analyzing residuals. c. Fit a linear function for a scatter plot that suggests a linear association. MACC.912.A-SSE.1.1: Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, & coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret as the product of P & a factor not depending on P. Essential Content & Understanding: A. Insurance as a Devise to Mitigate Risk? 1. Identify ways to reduce & manage risk 2. List various reasons why you need insurance 3. Determine how insurance fits your financial plan B. Auto Insurance C. Health Insurance D. Life Insurance E. Homeowners Insurance Essential Questions: A. Why bother paying for insurance? B. What fees & payouts do I need to understand on different insurance policies? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Insurance as a Device to Mitigate Risk? NEFE Unit 6 Auto Insurance NEFE Unit 6 Automobile Insurance 5.4 Linear Automobile Depreciation 5.5 Health Insurance 1. Griffith Foundation Health Insurance Unit/IEI Resource Folder 2. Don t Risk It Lesson Plan Health Insurance Resource Folder Life Insurance 9.4 Homeowners Insurance Griffith Foundation Homeowners Insurance Unit/IEI Resource Folder Writing Links: Higher Order Questioning Remediation & Enrichment Resources

15 Unit 9: Retirement 4x4 1 week Trad 2 weeks 4 th Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. Learning Goal: Students will discover & relate various retirement plans based on income. Objectives: 1. Understand the relationship between career choice & earning potential by identifying factors that affect future earnings. 2. Calculate potential savings through different retirement options based on account conditions. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: ROTH Account, 401K Account, Annuities Benchmarks/Standards Supporting Common Core Standards MA.912.F.4.8-Collect, organize, & interpret data to determine an effective retirement savings plan to meet personal financial goals. MA.912.F.4.9-Calculate, compare, & contrast different types of retirement plans, including IRAs, ROTH accounts, & annuities. Essential Content & Understanding: A. Connecting Career to Earning Potential 1. Compare/contrast education & earning potential 2. Determine how employment benefits enhance earning potential 3. Identify factors that affect earning potential & financial planning 4. Look ahead for your financial future B. ROTH Accounts 1. What makes these different? 2. Calculate different retirement options within this category. C. 401K Accounts 1. What makes these different? 2. Calculate different retirement options within this category. D. Annuities 1. What makes these different? 2. Calculate different retirement options within this category. Essential Questions: A. Why worry about saving for retirement when you are starting out in the career world? B. Which plan should I sign up for at my new job & why? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Connecting Career to Earning Potential NEFE Unit 7 ROTH Accounts K Accounts 9.1 Annuities 9.3 Writing Links: Higher Order Questioning Remediation & Enrichment Resources

16 Unit 10: Mortgages 4x4 3 weeks Trad 6 weeks 4 th Quarter Instructional Focus Benchmarks The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, & additional information. Learning Goal: Students will discover & apply fiscal mortgages & mortgage responsibilities. Objectives: 1. Utilize formulas to calculate mortgages & closing cost fees. 2. Compare & contrast different types of mortgages based on interest rates, monthly payments, & final costs. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: brokerage fee, origination fee, discount points, document stamps, prorated expenses, settlement costs, fixed rate, adjustable rate mortgages, balloon mortgage, APR Benchmarks/Standards Supporting Common Core Standards MA.912.F.3.7-Calculate the following fees associated with a mortgage: 1. discount points 2. origination fee 3. maximum brokerage fee on a net or gross loan 4. documentary stamps 5. prorated expenses (interest, county &/or city property taxes, & mortgage on an assumed mortgage) MA.912.F.3.9-Calculate the total amount to be paid over the life of a fixed rate loan MA.912.F.3.13-Calculate the total amount paid for the life of a loan for a house including the down payment, points, fees, & interest. MA.912.F.3.10-Calculate the effects on the monthly payment in the change of interest rate based on an adjustable rate mortgage. MA.912.F.3.11-Calculate the final pay out amount for a balloon mortgage MA.912.F.3.14-Compare the total cost for a set purchase price using a fixed rate, adjustable rate, & a balloon mortgage MA.912.F.3.12-Compare the cost of paying a higher interest rate & lower points versus a lower interest rate & more points. MA.912.F.3.17-Compare interest rate calculations & annual percentage rate calculations to distinguish between the two rates. MACC.912.S-MD.2.5: Weigh the possible outcomes of a decision by Essential Content & Understanding: A. Calculate Fees 1. Introduce Mortgage Settlement Costs 2. Calculate Settlement Costs a. Discount points b. Origination fee c. Maximum brokerage fee on net or gross loan d. Documentary stamps e. Prorated Expenses 3. Use Settlement Forms B. Calculate Fixed Rate Mortgages 1. Introduce Fixed Rate Mortgages 2. Calculate Fixed Rate Mortgages C. Calculate Adjustable Rate Mortgages (ARM) 1. Introduce ARMs 2. Calculate ARMs D. Calculate Balloon Mortgages 1. Introduce Balloon Mortgages Calculate Balloon Mortgages E. Compare Mortgages 1. Fixed Rate to ARM 2. Fixed Rate to Balloon 3. ARM to Balloon F. Compare Interest Rates & Points G. Compare Interest Rate Calculations v. APR Essential Questions: A. What effect do closing costs have on the total amount paid? B. Which mortgage type works best? Resources/Links: Scope & Sequence for AAFA Supplemental Resources: Mortgages 8.1, A. Calculate Fees Mortgage Closing Costs problems Res Folder Mortgage Settlement Cost Worksheet, Federal Reserve Board Res Folder Settlement Statement, US Department of Housing & Urban Development Res Folder B. Calculate Fixed Rate Mortgage Mortgage Fixed Rate problems Res Folder Fixed Rate Mortgage & Closing Cost problems Res Folder C. Calculate Adjustable Rate Mortgages Adjustable Rate Mortgages problems Res Folder D. Calculate Balloon Mortgages Balloon Mortgage problems Res Folder Compare Mortgages Mortgage Loan Comparison problems Res Folder Interest Rates & Points Comparing Points & Interest Rates Res Folder How do Mortgage Points Work? Compare Interest Rate Calculations v. Annual Percentage Rate

17 Unit 10: Mortgages 4x4 3 weeks Trad 6 weeks 4 th Quarter assigning probabilities to payoff values & finding expected values. a. Find the expected payoff for a game of chance. For example, find the expected winnings from a state lottery ticket or a game at a fastfood restaurant. b. Evaluate & compare strategies on the basis of expected values. For example, compare a high-deductible versus a low-deductible automobile insurance policy using various, but reasonable, chances of having a minor or a major accident. MACC.912.S-ID.2.6: Represent data on two quantitative variables on a scatter plot, & describe how the variables are related. a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, & exponential models. b. Informally assess the fit of a function by plotting & analyzing residuals. c. Fit a linear function for a scatter plot that suggests a linear association. MACC.912.A-SSE.2.4: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), & use the formula to solve problems. For example, calculate mortgage payments. MACC.912.F-BF.1.1: Write a function that describes a relationship between two quantities. a. Determine an explicit expression, a recursive process, or steps for calculation from a context. b. Combine standard function types using arithmetic operations. For Writing Links: Higher Order Questioning Remediation & Enrichment Resources

18 Unit 10: Mortgages 4x4 3 weeks Trad 6 weeks 4 th Quarter example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, & relate these functions to the model. Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, & h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time. MACC.912.F-BF.1.2: Write arithmetic & geometric sequences both recursively & with an explicit formula, use them to model situations, & translate between the two forms MACC.912.A-SSE.1.1: Interpret expressions that represent a quantity in terms of its context. a. Interpret parts of an expression, such as terms, factors, & coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret as the product of P & a factor not depending on P.

19 Supporting Common Core Standards MACC.K12.MP.1.1: Make sense of problems & persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem & looking for entry points to its solution. They analyze givens, constraints, relationships, & goals. They make conjectures about the form & meaning of the solution & plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, & try special cases & simpler forms of the original problem in order to gain insight into its solution. They monitor & evaluate their progress & change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, & graphs or draw diagrams of important features & relationships, graph data, & search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize & solve a problem. Mathematically proficient students check their answers to problems using a different method, & they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems & identify correspondences between different approaches. MACC.K12.MP.2.1: Reason abstractly & quantitatively. Mathematically proficient students make sense of quantities & their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize to abstract a given situation & represent it symbolically & manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents & the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at h&; considering the units involved; attending to the meaning of quantities, not just how to compute them; & knowing & flexibly using different properties of operations & objects. MACC.K12.MP.3.1: Construct viable arguments & critique the reasoning of others. Mathematically proficient students understand & use stated assumptions, definitions, & previously established results in constructing arguments. They make conjectures & build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, & can recognize & use counterexamples. They justify their conclusions, communicate them to others, & respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, & if there is a flaw in an argument explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, & actions. Such arguments can make sense & be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, & ask useful questions to clarify or improve the arguments. MACC.K12.MP.4.1: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, & the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions & approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation & map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts & formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation & reflect on whether the results make sense, possibly improving the model if it has not served its purpose. MACC.K12.MP.5.1: Use appropriate tools strategically.

20 Supporting Common Core Standards Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil & paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained & their limitations. For example, mathematically proficient high school students analyze graphs of functions & solutions generated using a graphing calculator. They detect possible errors by strategically using estimation & other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, & compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, & use them to pose or solve problems. They are able to use technological tools to explore & deepen their understanding of concepts. MACC.K12.MP.6.1: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others & in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently & appropriately. They are careful about specifying units of measure, & labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately & efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims & make explicit use of definitions. MACC.K12.MP.7.1: Look for & make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three & seven more is the same amount as seven & three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well-remembered , in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 7 & the 9 as They recognize the significance of an existing line in a geometric figure & can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview & shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)² as 5 minus a positive number times a square & use that to realize that its value cannot be more than 5 for any real numbers x & y. MACC.K12.MP.8.1: Look for & express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, & look both for general methods & for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over & over again, & conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when exp&ing (x 1)(x + 1), (x 1)(x² + x + 1), & (x 1)(x³ + x² + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. LACC.910.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LACC.910.RST.2.4: Determine the meaning of symbols, key terms, & other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts & topics.