Gold Seal Lesson:
Budgets Are Us

Copernicus Education Gateway

Subject:

Mathematics

Grade:

5-8

ICLE Standards:

Mathematics as Problem Solving - Acquire confidence in using mathematics meaningfully.

Mathematical Reasoning - Validate their own thinking.

Mathematics as Communication -
Model situations using written and graphical methods.
Discuss mathematical ideas and make convincing arguments.

Computation and Estimation - Compute with whole numbers, fractions, decimals, integers, and rational numbers.

Performance Task:

Jesse's parents are considering giving him an allowance so that he can pay his own expenses that they would normally take care of each month. In addition, they would like to give him enough to buy gifts for his family and friends throughout the year. They do not know how much they should give him and they aren't quite sure that he will spend the money wisely. They ask Jesse to decide how much he should get each month and to convince them that he is ready to budget his money.

Pretend that you are Jesse and generate a budget to decide how much you would need each month. You may discuss your ideas with other class members. Prepare a compelling argument that would convince your parents, if you were Jesse, that you are ready to take the big step of managing your money. 

Support your argument with a visual representation (graph) of your budget. Explain how you arrived at the amount you should get each month and how your budget will provide you with enough money throughout the year. 

Knowledge / Skills:

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions.  (m1)

Understand the best procedures for statistical data collection, organization, and display.  (m5)

Rubric:

4 Points  =  The student is able to develop the required budget. His/her explanation is clear and coherent. He/she shows a thorough understanding of the problem's mathematical ideas and processes. He/she includes a clear and labeled visual representation, such as a graph. Computations are accurate. The student's argument is convincing.

3 Points  =  The student needs some coaching to develop the required budget. His/her explanation is fairly clear, but there is some lack of understanding of the problem's mathematical ideas and processes. He/she includes a visual representation, but it is not fully labeled and contains one or two inaccuracies. There are one or two minor errors in computation. The student's argument is not very convincing.

2 Points  =  The student needs much coaching to develop the required budget. Although his/her explanation is reasonably clear, it fails to show full understanding of the mathematical ideas and processes necessary to successfully complete the task. The visual representation is poorly constructed, is not labeled, and contains several inaccuracies. There are several major computational errors. His/her argument is not convincing.

1 Point  =  The student, even with coaching, is unable to develop the required budget. The explanation is missing or lacks understanding. The visual representation is missing or grossly inaccurate. The student shows little understanding of the problem. Major computational errors are present. No reasonable argument is given.

Keywords:

STATISTICS
CHARTS
GRAPHS
INFERENCE
TABLES
COMPUTATION 
ARGUMENT
MATH IN DAILY LIFE

Grades:

Kg [] - 1 [] - 2 [] - 3 [] - 4 [] - 5 [X] - 6 [X] - 7 [X] - 8 [X] - 9 [] - 10 [] - 11 [] - 12 []

ICLE Application:

D

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