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Tactile, Paper, and Tech The Complete GED Math Experience

Tactile, Paper, and Tech The Complete GED Math Experience. Ready to Use Ideas and Activities.

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Tactile, Paper, and Tech The Complete GED Math Experience

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  1. Tactile, Paper, and Tech The Complete GED Math Experience Ready to Use Ideas and Activities Ideas for lesson planning for the ABE, GED and GED Hybrid complete math interactive classroom. Hands on realia, hardcopy interface and computer based interactions create a harmonious balance for instruction. COABE / VAACE National Conference in Norfolk, Virginia Presenter: Michael Matos (Part 1 of 2) Room: James II & III Educational Focus: GED Thursday, April 12, 2012 1:45 pm – 3:00 pm & 3:15 pm – 5:00 pm

  2. Life Skills Math Math should be taught as a life long learning experience. There are many daily activities in life that involve math concepts.  Students should be introduced to problem solving with varied tasks in order to allow them to respond to and experience a variety of learning environments and to meet a variety of learning intelligences. Demonstrate numerical and logical reasoning and apply mathematical concepts in occupational and personal settings. Demonstrate the relevance and value of mathematical concepts to everyday personal and work life.

  3. Life Skills Mathematics GED Math ready is achieved when the student demonstrates numerical and logical reasoning and applies mathematical concepts in occupational and personal settings. • STUDENT • ▪ Recognizes the relevance and value of mathematics concepts to everyday personal and work life. • ▪ Performs basic mathematical functions. - estimation, calculator use, etc. • ▪ Interprets a situation (word problem) and applies the appropriate mathematical concept. • ▪ Examines all aspects of a situation for possible mathematical applications. • TEACHER • ▪ Applies appropriate mathematical concepts to address the needs of a specific solution. • ▪ Evaluates the clarity and effectiveness of the mathematical concepts used to solve a problem and adjusts them as needed. • ▪ Develop understanding by providing opportunities to explore mathematical ideas with concrete or visual representations and hands-on activities. • ▪ Provide problem-solving tasks within a meaningful, realistic context in order to facilitate transfer of learning. • ▪ Develop students' skills in interpreting numerical or graphical information appearing within documents and text.

  4. Use different strategies to teach and work through math concepts Draw a Picture or Diagram Using a picture, or diagram can also help you to determine which other strategy can be used to solve the problem. Guess and Test Take an educated guess at the solution and then try it out to see if it is correct using patterned evaluation. Write an Equation Take sentence or word problem and translate to numeric. Make a List Organize ideas and brainstorm. Word Backwards Starting at the end and working backwards to the beginning might work with some problems. Solve a Simpler Problem Simplify the problem or make up a shorter, similar problem and figure out how to solve it. Make a Model With some problems a 3 dimensional more tactile approach can be used to visualize what we need and what we have. Find a Pattern Many problems can be solved by recognizing that there is a pattern to the solution. Once the pattern is recognized, the solution can be obtained bygeneralizing from the pattern or any reasoning through. Make a Table Organizing information that is needed from information that is known can help to solve a problem.

  5. The following math skills are needed in various occupations especially in manufacturing, construction and healthcare workplaces. • Addition, subtraction, multiplication and division of whole numbers • Addition and subtraction of decimals • Addition and subtraction of shop fractions - (halves, fourths, eighths, sixteenths and thirty-seconds) • Addition and subtraction of shop decimals • Basic calculation using scale drawings • Ranking decimals and fractions • Conversion between centimeters and millimeters • Conversion between inches and metric measurements • Tape measure reading • Solution syringes and dispensing cups reading

  6. U. S. Customary Units • Distance or Length • Distance or Length is the measurement of an object or place, like a pencil, a car, or your bedroom. Distance is the measurement between two places, such as from your house to your school. • 12 inches = 1 foot • 36 inches = 1 yard3 feet = 1 yard5,280 feet = 1 mile • 1 mile = 1,760 yards • Volume or Capacity • Volume or Capacity measures the amount of something in a container, such as milk, laundry soap, or gas. • 3 teaspoons = 1 tablespoon = ½ fluid ounces16 tablespoons = 1 cup = 8 fl. oz. • 2 cups = 1 pint = 16 fl. oz.2 pints = 1 quart = 32 fl. oz.4 quarts = 1 gallon = 128 fl. oz. Measurement • Time • 1 minute (min.) = 60 seconds (sec.) • 1 hour (hr.) = 60 minutes • 1 day = 24 hours • 1 week (wk.) = 7 days • 1 year (yr.) = 52 weeks • 1 year = 12 months (mo.) • Temperature • Conversion formulas: • C = (F - 32) X 5/9 • 37.7C = 100F • F = (C X 9/5) + 32 • 32F = 0C • Weight • Weight measures the heaviness of something, such as a car, a feather, or a cow. • 16 ounces = 1 pound 2000 pounds = 1 ton

  7. Measurement Conversions • Distance or Length • 1 inch = 2.5 centimeters1 foot = 30 centimeters1 millimeter = 0.04 inch1 centimeter = 0.4 inch1 meter = 3.3 feet Measurement • Volume or Capacity • 1 milliliter = 1/5 teaspoon1 milliliter = 0.03 fluid ounce1 teaspoon = 5 milliliters1 tablespoon = 15 milliliters1 fluid ounce = 30 milliliters1 fluid cup = 236.6 milliliters1 quart = 946.4 milliliters1 liter (1000 milliliters) = 34 fluid ounces1 liter (1000 milliliters) = 4.2 cups1 liter (1000 milliliters) = 2.1 fluid pints1 liter (1000 milliliters) = 1.06 fluid quarts1 liter (1000 milliliters) = 0.26 gallon1 gallon = 3.8 liters • Weight • 1 ounce = 28.35 grams1 pound = 453.59 grams1 gram = 0.035 ounce100 grams = 3.5 ounces1000 grams = 2.2 pounds1 kilogram = 35 ounces1 kilogram = 2.2 pounds • Abbreviations • Standard English • cup = Cfluid cup = fl Cfluid ounce = fl ozfluid quart = fl qtfoot = ftgallon = galinch = inounce = ozpint = ptpound = lbquart = qttablespoon = T or Tbspteaspoon = t or tspyard = yd • Abbreviations • Metric • millimeter = mmcentimeter = cmmeter = mkilometer = kmmilliliter = mLliter = L milligram = mggram = gkilogram = kg • Conversion Rule: • Use the equivalent measures and multiply or divide. • Examples: • To change inches to centimeters: • 12 x 2.54 = 30.48 cm • To change centimeters to inches: • 51 ÷ 2.54 = 20.08 in Number of inches Number of centimeters in one inch Number of inches Number of centimeters in one inch

  8. Realiawith Math Ideas ● banking accounts – for teaching decimals -addition, subtraction, multiplication, division, and place value understanding  bank statements  bills  checkbook balances  currency exchange versus banks comparing and contrasting http://www.practicalmoneyskills.com/english/resources/tutor/statements/bank.php ● coupons - for teaching percent, ratios, subtraction, division advertisements for sales weekly mailers coupon books www.coupons.com/ or www.valpak.com/ ● electric, gas, and phone bills - for teaching decimals and percent - addition, subtraction, multiplication, division  account education  billing history  rates www.uwsp.edu/cnr/WCEE/keep/Mod1/Unitall/bill.asp

  9. ● food - for teaching decimals and percents -addition, subtraction, multiplication, division  portions - beans, candies  colors, types  information on packaging www.dole.com/ ● games – for teaching various mathematical activities  bingo cards  dice  playing cards www.bingo.com/ or www.dltk-cards.com/bingo/ or www.webdice.org/ or www.funbrain.com/math/ or www.aplusmath.com/games/ or www.gamequarium.com/math.htm ● geometric shapes – for teaching geometry formulas, ratios, multiplication, division  boxes and other cubic objects  circles- pizza cardboards http://www.enchantedlearning.com/math/geometry/shapes/ or http://www.visualfractions.com/ or www.aplusmath.com/cgi-bin/Flashcards/geoflash

  10. ● home repairs – for teaching geometry, ratios, multiplication, division  carpeting a room  floor tiles, bathroom tiles http://www.handymanusa.com/ ● money use - for teaching various mathematical activities, decimals, fractions, percents, place values  coins  photocopied play money  purchasing scenarios http://www.moneyinstructor.com/play.asp ● office supplies - for teaching various mathematical activities, decimals and ratios – addition, subtraction, multiplication and division  use index cards, post-it notes  different color markers, pens, pencils ● order forms and catalog shopping – for teaching decimals and percents – addition, subtraction, multiplication, division  online shopping – don’t transmit  small seasonal catalogs free at stores – Staples, Office Depot, Dominick’s, etc. www.itransact.com/support/formexamples.html or www.FlipSeek.comor www.1800catalog.com

  11. ● packaging and unit cost – for teaching ratios, subtraction, division  not only food packaging has units  use cost formulas on a variety of items ● reading gauges - for teaching algebra, increment reading, place values, sequencing clocks, watches (telling time) scales thermometers  work or school schedules  Digital clocks- http://billychasen.com/clock/ or http://onlineclock.net/ Hand clocks- http://beeks.eu/swf/Railway.sweor http://home.tiscali.nl/annejan/swf/timeline.swf ● receipts - for teaching various mathematical activities, decimals, fractions, percent, place value, taxes  receipts with product descriptions  receipts with returns  store receipts, online shopping receipts, homemade receipts  receipts with missing information

  12. ● recipes for cooking and baking - for teaching fractions -addition, subtraction, multiplication, division; geometry -volume and measurement conversions  recipes in metric units  utensil restrictions for measurement conversions www.recipeland.com/ ● restaurants - for teaching decimals and percent - addition, subtraction, multiplication, division  menus  dinner checks (the tip) www.sdreader.com/menus/ ● riddles - for teaching a variety of math concepts – good lesson starters and icebreakers  analytical practice  everyday life situations with a twist http://www.justriddlesandmore.com/math.html

  13. ● sports - for teaching decimals and percent - addition, subtraction, multiplication, division; ratios; geometry and basic algebra  playing fields  newspaper stats  sports equipment http://msn.foxsports.com/ ● tax return forms - for teaching tables and charts using addition, subtraction, multiplication, division  use manuals  online practice  all forms can be used online or printed out http://www.irs.gov/formspubs/index.html ● weights and measurements (various) – for teaching measurement conversions, increments, place value, sequencing containers – gallon, liter, pint, etc. measuring cups and spoons rulers, meter ruler, measuring tape, yardsticks http://www.brainpop.com/math/seeall/

  14. Number Stumpers Math Riddles This activity is bound to get your gray matter moving. Using the clues given for each number, figure out the number answer for each question. Example: 1) Clues 1: It is an even two-digit number 2: The difference between its digits is 1. 3: When the two digits are multiplied, the product is 12. The answer is ________. 2) Clues 1: It is an odd two-digit number. 2: The sum of its digits is 8. 3: The sum of the squares of its digits is 50. The answer is ________.

  15. 3)Clues 1: It is an odd two-digit number. 2: The product of its two digits is 24. 3: When the second digit is subtracted from the first, the difference is 5. The answer is ________. 4) Clues 1: It is an even two-digit number. 2: One-half the number is 5 more than the number of days in a fort-night. 3: The sum of the squares of the two digits is 73. The answer is ________. 5) Clues 1: It is an odd two-digit number. 2: The difference of the two digits is 5. 3: The difference in the squares of the two digits is 45. The answer is ________.

  16. Legs and Paws Addition, Subtraction, Multiplication, Division and Measurement Conversion Word Problems Objective: The main objective is to teach students how to use basic addition, subtraction, multiplication, and division skills to first solve a mathematical riddle and then an everyday life calculation using information from the riddle. Students will evaluate how expensive or inexpensive it will be to own a pet or pets through decimal calculations. A secondary objective is to explain how to use measurement conversions with information offered on package labels. Level/Subject: ABE/GED – Basic decimal calculating and solving word problem skills. The use of charts, tables, and graphs to gather information will be covered. Calculator skills will also be used. Procedure: Cut out ads for packaged pet food and either paste it onto a sheet of paper or make an overhead transparency out of it. You can also add charts and tables which show daily food intake for the pet or pets described, easily found on the internet. Come up with as many questions related to many animals, body parts, sacks, ounces, pounds, and dollar amounts you want to investigate. Vary the questions to include a variety of measurement conversions in the answers. Allow the students to look at the information which is printed on the packaging in order to get their answers. Have students look at tables or charts that give recommended daily food and nutrition for a certain animal to setup equation. This activity will help students be aware of the measurement conversions needed on an everyday basis. Variations: Any packaged food and favorite pet will work with this activity. Good examples are finding the dollar amounts for food your dog or your tropical fish will consume per day, week, month, or year. Using a variety of food types and packaging will help with variations in answers. You can also compare types of food (diet, puppy, senior ) and the cost with the average daily nutrient intake for a particular pet size.

  17. Legs and Paws There are six men. Each man has six sacks.Each sack has 6 cats. Each cat has six kittens. How many paws are there all together? How many human feet are there all together? Calculator Use A typical cat needs to eat twice a day for a total of 2.50 ounces of food. A typical kitten will eat four times a day for a total 4.10 ounces of food. Your neighborhood pet store is selling: Kitten Food = $8.00 for 4 lbs.Cat Food = $8.00 for 4 lbs. What would it cost you, if you had to feed all of these cats and kittens for one week? ● 16 ounces = 1 lb.

  18. Eggs and Gasoline Basic Cost Analysis – Addition, Subtraction, Multiplication, and Division Word Problems Objective: The main objective is to teach students how to use basic addition, subtraction, division, multiplication and division skills to solve basic real life cost decisions. A secondary objective is to explain how to plan and solve everyday cost situations saving money and time by using basic math skills. Level/Subject:: ABE/GED - Basic mathematics and solving word problem skills to complete a cost analysis. Procedure: This question can be put together with any number of variables. The products and obstacles can vary. Ask questions related to how much for an each out of a group. Vary the questions to include as many division and multiplication operations as possible in the answer. Allow the students to compare and contrast answers to come up with the best real life solution. This activity will help students be aware of individual sizes and amounts in familiar products used on an everyday basis. Students will learn how to quickly determine through math operations what is the most economical and time saving decisions to make. Variations: Different types of food items can be used. More math skills can be practiced if the food items are not in single servings. The gas cost, gas tank amount, and the mileage can all be changed to alter the level difficulty. It is also good practice to add extraneous information to the word problem and have students identify them.

  19. Eggs and Gasoline Eggs are on sale at the grocery store across the street for $.99 cents per dozen. At a grocery store 3 miles away (3 miles there and 3 miles back), a grand opening sale is offering one dozen eggs for free to every visitor with no purchase necessary. You recently filled your gas tank and you paid $2.65 per gallon. Your gas tank holds 15 gallons of gas. Your car averages 18 miles to the gallon. Use the information above to calculate where the dozen eggs will cost less? Will it be a walk across the street or a 6 mile drive to the grocery store? Is there any information above that is not needed to determine which location has the cheapest dozen egg deal?

  20. Coca-Cola Percent and Ratio Word Problems Objective: The main objective is to teach students how to use ratio and proportion to solve percent problems using realia. A secondary objective is to explain how to read nutritional content information on a package’s nutrition label. Level/Subject:: ABE/GED/Pre-Algebra Procedure: Cut the label off of a 20-ouunce bottle of Coca-Cola and either paste it onto a sheet of paper or make an overhead transparency out of it. Come up with as many questions related to sugar content, calories, carbohydrate intake, etc. as you can come up with. Vary the questions to include percent, ratio, and proportions in the answer. Allow the students to look at the nutritional information which is stated on the label in order to get their answers. This activity will help students be aware that serving size and container size are not necessarily the same thing. Variations: Take a nutrition label from a pre-packaged package of food or bottled beverage. Good examples are candy bars, snack cakes, potato chips, and soda—the types of food that our students generally eat in or before class. Develop as many questions pertaining to the nutritional information listed as possible.

  21. Coca-Cola Percent and Ratio Word Problems

  22. The Field of Play – Calculating Distance with Addition and Subtraction Objective: The main objective is to teach students how to use ratio and proportion to solve percent problems using realia. A secondary objective is to explain how to read nutritional content information on a package’s nutrition label. Level/Subject: ABE/GED - Basic mathematics and solving word problem skills. Procedure: Cut the label off of a 20-ouunce bottle of Coca-Cola and either paste it onto a sheet of paper or make an overhead transparency out of it. Come up with as many questions related to sugar content, calories, carbohydrate intake, etc. as you can come up with. Vary the questions to include percent, ratio, and proportions in the answer. Allow the students to look at the nutritional information which is stated on the label in order to get their answers. This activity will help students be aware that serving size and container size are not necessarily the same thing. Variations: Take a nutrition label from a pre-packaged package of food or bottled beverage. Good examples are candy bars, snack cakes, potato chips, and soda—the types of food that our students generally eat in or before class. Develop as many questions pertaining to the nutritional information listed as possible.

  23. The Field of Play Calculating in football is part of the game. Distance is a very important tabulation in football and in many other sports. How many yards a kick, pass, or run was determine winners and losers. A football field is 100 yards long, and is marked every 10 yards by a line. The 50-yard line is in the center, and it divides one team's side from the other. To calculate distance across the field, you simply calculate the distance on both sides of the 50-yard line and finally add them. BEARS COLTS For example, if the football was kicked from the Bears' 25-yard line to the Colts' 40-yard line, how long was the kick? First you find the distance from the Bears' 25-yard line to 50-yard line: 50 - 25 = 25 Then you find the distance from the 50-yard line to the Colts' 40-yard line: 50 - 40 = 10 Then you add these two distances to find the total distance: 25 + 10 = 35 yards Based on the example above, answer the following question: How many yards does the football travel if you pass it from the Colts’ 12-yard line to the Bears’ 42-yard line?

  24. Recipe for Four / Breaded steak for One Measurement Conversion and Basic Math Skills Word Problems Objective: The main objective is to teach students how to perform measurement conversions using realia. A secondary objective is to explain how to read nutritional content information on a package’s nutrition label. Level/Subject: ABE/GED – Measurement conversions, basic mathematics and solving word problem skills. Procedure: Cut the label off of a 20-ouunce bottle of Coca-Cola and either paste it onto a sheet of paper or make an overhead transparency out of it. Come up with as many questions related to sugar content, calories, carbohydrate intake, etc. as you can come up with. Vary the questions to include percent, ratio, and proportions in the answer. Allow the students to look at the nutritional information which is stated on the label in order to get their answers. This activity will help students be aware that serving size and container size are not necessarily the same thing. Variations: Take a nutrition label from a pre-packaged package of food or bottled beverage. Good examples are candy bars, snack cakes, potato chips, and soda—the types of food that our students generally eat in or before class. Develop as many questions pertaining to the nutritional information listed as possible.

  25. Recipe for Four - Steak for One Breaded Steak recipe (BistecEmpanizado) - serves 4 4 steaks (1/4 inch thick) ________________ 1/2 cup onion, chopped ________________ 1 tbsp fresh garlic, minced ______________ 1/4 cup sour orange juice ______________ 1/4 tsp salt _______________ 4 eggs, beaten well ____________ 1 cup finely ground crackers, salt to taste ________________________ 1/2 onion, sliced into rings ____________ Olive oil _____________ Sprinkle steaks with chopped onion, garlic, orange juice and salt.  Rub garlic into meat.  Marinate for a few hours in the refrigerator. Brush off the onion pieces and dip each steak into the egg to make sure it’s fully coated.  Dip the steak into the crackers, making sure that the ground crackers completely cover the steak.  Fry the steaks in cooking oil on medium heat until golden brown and well done.  Serve with a few onion rings. A bachelor has to convert a recipe his mother gave him for breaded steaks. The recipe that serves four will have to be changed to serve one. A bachelor’s cooking utensils are limited. There are no tablespoons and measuring cups in this house. Teaspoons and shot glasses have to be used as substitutes. Rewrite the recipe so the measured ingredients only make enough breaded steak to serve one? Measurement conversions needed below. 1 US tablespoon = 3 US teaspoons One shot = one ounce One cup = 8 ounces

  26. How much is a Gallon? Most of us are aware of the cost of a gallon of gas or milk. However, it would be interesting to calculate the cost of a gallon of other frequently used items. Complete the chart below. Remember, like in real life situations units of measurement are not always the same. Look at the conversions below the table for help.

  27. Fahrenheit & Celsius in Cooking Complete the chart below by finding the missing temperatures using the formulas below. Estimated Cooking Temperature in Celsius and Fahrenheit

  28. •What percent of your Smarties package is yellow? •How do you express that in a ratio? •What is the probability that you will pull a yellow Smartie out of your package without looking?

  29. 13 original colonies 13 signers of the Declaration of Independence 13 Stripes on our flag 13 steps on the Pyramid 13 letters in ‘AnnuitCoeptis’ 13 letters in ‘E Pluribus Unum’ 13 stars above the Eagle 13 bars on the shield 13 leaves on the olive branch 13 fruits and if you look closely, 13 arrows

  30. Average Student Height Statistical Analysis Activity Objectives: The main objective is to engage students in the major components of statistical analysis: mean, median, mode, and range, through a real-life data set. Students will also have an opportunity for reviewing measurement conversion. Level/Subject: ABE/GED Math • Materials: No materials are needed for this activity. A calculator may aid in the computation of numbers, • but it is up to the instructor whether or not one should be used. • Procedure: Explain the difference between each component of statistical analysis (mean, median, mode, and range) to the class. After explaining the terms above, ask students to tell you their height in feet and inches. Write down the heights of all students in class on the board and ask students to copy down the data set. Using the data provided, have Ss come up with the following: • the mean height of the class • the median height of the class • the mode • the range • Follow-Up: Have students find data regarding the mean and median height of males and females in the • general population. Have them compare their findings with that of other data. How do the heights of students in your class compare to those in the general population?

  31. Mean Class Height _______________________ Median Class Height ______________________ Class Height Mode _______________________ Height Range of Class ____________________

  32. Sale Price & Coupon Activity Objectives: In TV and print ads discounts and sales are mentioned in the form of percentages. The main objective is encouraging students to be aware of the use of coupons and special offers in advertising. Ask students to bring sample offers from various stores to class for discussion and practice. Discuss the importance of accurate computation and the ability to use the appropriate operation for computations. Students will practice percent and decimal computing skills will be covered. Level/Subject: ABE/GED Math – percent, decimal, and problem comprehension and problem skills Materials: Coupons will be supplied, but you could have students bring in their own coupons for items they usually purchase. Use newspapers with store advertisements that contain coupons. A calculator may aid in the computation of numbers, but it is up to the instructor whether or not one should be used. Procedure: Explain to students what to look for in coupons: expiration dates, item description, and the discount % off on the exact item description discount coupon. Explain to the students that the same reading comprehension skills that are used for reading is also used in everyday math situations. Students will work with the items selected in a table set-up where they will enter answer after calculations. The coupon offers a % discount. The items are already on sale, but a second discount is taken with the use of a coupon. Compute the amount of discount and savings. Follow-Up: Have students find other coupons, maybe related to car repairs, and work to compute the % of savings and final costs. Compute the amount of money that is saved on the grocery bill using the coupons for a regular shopping trip.

  33. Sale Price & Coupons Some department stores offer markdowns on items that are already on sale. The customer must bring in a coupon to get the markdown. Those coupons are usually distributed by mail or in the newspaper. Look at the coupon below. Notice that most items are 25% off. Items like jewelry are only 15% off. Read all details on the coupon to see which items are on sale and what percent you will save. Formula = two steps: Regular Selling Price x Markdown = Sale Price Sale Price x Coupon Markdown Rate = Final Sale

  34. How much can you afford to pay? - Activities Objectives:Students will learn how to use math skills to plan financial decisions and in the long run for managing household budgets. Financial planning is a skill that is vital to everyday life. This lesson provides an opportunity to improve financial and budgeting planning skills. Everyone must plan for their resources. Discuss why it is important to have these financial skills. Financial planning skills are important for life. Level/Subject: ABE/GED Math – basic math computing skills with formula and word problem situations Materials: Formulas and word problem situation we’ll be supplied for this activity. A calculator may aid in the computation of numbers, but it is up to the instructor whether or not one should be used. Auto advertisements, home mortgage ads, and others can be used to supplement lesson. Procedure: Explain the difference between each financial term discussed in the lessons. Students should become familiar with term like front-end ratio, debt-to-income, back-end ratio, etc. How much house, debt, or car we can afford are all financial planning questions that we all face in life. The buying a car component can be added to the how much for a car lesson, because they work together to save money on that particular item. One example for each lesson or formula will be helpful. Follow-Up: Have students develop a minimum and maximum budget on which they can live. Use a variety of budgeting tools both online and hardcopy to help with plans and goals. Discuss how much per week, month, or year they would have to make in order to stay within their budget.

  35. How much house can you afford? The housing expense, or front-end ratio, shows how much of your gross (pretax) monthly income would go toward the mortgage payment. As a general guideline, your monthly mortgage payment, including principal, interest, real estate taxes and homeowners insurance, should not exceed 28 percent of your gross monthly income. To calculate your housing expense, multiply your annual salary by 0.28, then divide by 12 (months). The answer is your maximum housing expense. Formula: Maximum housing expense = annual salary x 0.28 / 12 (months) Using the information above, what would your housing expense be, if your annual salary is $39,000? Answer: ____________ How much debt can you absorb? The total debt-to-income, or back-end ratio, shows how much of your gross income would go toward all of your debt obligations, including mortgage, car loans, child support and alimony, credit card bills, student loans and condominium fees. In general, your total monthly debt obligation should not exceed 36 percent of your gross income. To calculate your debt-to-income ratio, multiply your annual salary by 0.36, then divide by 12 (months). The answer is your maximum allowable debt-to-income ratio. Formula: Maximum allowable debt-to-income ratio = annual salary x 0.36 / 12 (months) Using the information above, what would your total debt expense be, if your annual salary is $35,000? Answer: ____________

  36. How much car can you afford? It's generally recommended that your monthly car payment not be more than 20% of your monthly income (though some people recommend it not be more than 10%). Your actual limit depends on your exact monthly expenses. For this activity we will use 15% of your monthly income. According to the recommendation above, if your monthly income is $1,750, how much money can you afford to pay monthly for a car? Use this formula to help: Formula: Monthly Income x 15% answer:__________________

  37. Buying Your Car Most people can't afford to pay the full price of the car up front. To figure out your monthly payment, you'll need to determine how much more you'll need to pay after the down payment has been made and maybe a discount acquired. This amount is called the capitalized cost, or cap cost. Combined with monthly interest fees, this is what you'll pay for your car. You are going to buy a new car. The sticker price of the car is $22,000. The car salesman gave you a $1,500 discount. You paid $1,200 up front as a down payment. Your interest rates will 7%. You are going to pay off the car in 36 months. How much will you pay every month to pay off your car? What is the approximate sticker price (MSRP) of the car you'd like to buy? ___________ How much of a discount do you think you can negotiate with the dealer? ___________ How much money can you pay up front as a down payment? ___________ What is the interest rate for your car loan? ___________ How much time do you want to pay off your car? ___________ Formula: Sticker Price – Discount – Down Payment x rate(%) x Time(years)=Monthly Car Payment answer:__________________

  38. Pay Check Deductions Calculate what percent each of the following is of the gross (pretax) income and write it on the line: __________1. Federal Income Tax __________ 2. State Income Tax __________ 3. FICA __________ 4. Medicare Tax _________ 5. Total Deductions

  39. Simple Interest Formula: Which Car? Objectives: The main objective is to teach students how to understand the terms of using credit cards, with particular emphasis on understanding different rate information. This is primarily a reading comprehension activity. Mathematics: ABE/GED/Pre-Algebra; decimals and percents; simple interest formula. Materials: Any car advertisement that shows more than one car and includes price and financing information. A calculator would also be useful. Procedure: Review multiplying and dividing decimals as well as the simple interest formula with your students. Distribute copies of the car advertisement you wish to use in your class (one is included on the back of this lesson). Explain to your students the importance of reading the finance information in such ads, which is often written in fine print at the bottom of the ad. By using the car advertisement, students can figure out exactly how much each car will cost (including cost and financing) over the term of a six year car loan. Expansion: This activity could be expanded into a much larger lesson involving credit and financing. An advertisement from an electronics store or an appliance store could be used to have students figure out the a new refrigerator or a new flat screen television. You can also change the lengths and terms of the loan in which the students are figuring out payments

  40. Credit Cards: Rate, Fee, and other Cost Information Objectives:The main objective is to teach students how to understand the terms of using credit cards, with particular emphasis on understanding different rate information. This is primarily a reading comprehension activity. Mathematics:ABE/GED/Pre-Algebra; decimals and percents. Materials:Plastic credit cards (the fake ones that are sent to you in the mail a million times a year by banks who want you to use their credit cards); Rate fee information sheet; Question sheet. Procedure:Randomly distribute one credit card to each student in the class. After you have given all students a credit (or while you are still handing them out), solicit information from the Ss about what they know about using credit. Write this information on the board. Handing out the fake credit cards usually automatically leads to a discussion on using credit. Have students either work alone or in pairs while answering the questions related to the fee information and terms of use. Expansion:This activity could be expanded into a much larger lesson involving credit. Follow up activities might include creating a personal budget, reviewing simple interest formula, and reading consumer ads.

  41. Credit Cards: Rate, Fee, and other Cost Information Please refer to the information in the credit card agreement on the other side in order to complete the questions. • If you buy a new bike with this credit card, what interest rate will you be charged? • 2. If you go to an ATM and use this credit card to take out cash, will you be charged a fee? If so, what rate will you be charged? Will you be charged any other fees? • 3. Is there a fee if you transfer a balance from a different credit card with higher interest to this credit card? • 4.You have transferred $2,500 from a different credit card with a higher interest rate to this one. • How much interest will you have to pay on the $2,500 during the introductory period (that ends on July 1, 2002)? • b. How much will the balance transfer fee be? • c. What interest rate will you have to pay if you are late with a payment on your balance transfer during the introductory period? • 5. If you make a late payment two times during any six-month period, what interest rate will you be charged?

  42. Credit Card Disclosure Activity A B • Which disclosure above, A or B would you pay the most money for a cash advance? • 2. Which disclosure above, A or B would you pay the least for a balance transfer? • 3. If you owe $20 dollars to Credit card A and you have defaulted on your agreement. • What would be the interest charges billed to you on the $20 you owe? • 4. What would your total bill be with Credit card B if you were late with a payment and charged late fees with a balance $1400? • 5. You are interested in a balance transfer with Credit card A for $3,200. What will Credit card A charge you for the balance transfer transaction?

  43. How much material do I need? - Activities Objectives: The main objective is to engage students with math skills needed in various occupations especially in manufacturing, construction and healthcare workplaces. Students will learn to apply formulas and mathematical concepts to real-life situations and understand the useful Algebra can be in everyday home repair. How many of you have ever started and completed a home improvement project? Students will learn the various math skills necessary to complete such home repair projects as painting, wallpapering, tiling, laying flooring, etc. Students will learn how to save money on everyday projects and keep within budgets set for these projects. Level/Subject:ABE/GED Math – algebra, formulas, word problems, measurement Materials:Tactile items that relate to paper activity will help in instruction. For example: tape measure, ruler, medicine cups, etc. A calculator may aid in the computation of numbers, but it is up to the instructor whether or not one should be used. Newspaper Ads for paint, flooring, tiles, carpet, etc. with pricing and measurements. GED Formulas sheet, overheads, pictures and chalk board may also be used. Procedure:Review formulas, shapes, and compare contrast perimeters, areas, and volumes. Allow students to work together on projects. Have students verbalize and work on paper with the problem-solving process first before working the calculations on calculators. Bring in rulers and other measuring tools. Have students estimate and then calculate with formulas on the GED Formula page needed for each example area question using simple shapes. Later, have students calculate how much it would cost for the materials and even labor to complete the work. Develop projects for students in as many home repair real-life situations as it takes to grasp the formula skills. Use painting, wallpapering, tiling, laying flooring, etc. Follow-Up: Have students find and use the correct formulas to use for real-life situations. Work with students to practice all the formulas on the GED Formulas sheet. Work on a number of examples. Work with students to further skills in volume and finance formulas. Develop project that deal with skills from how much fencing, to how much interest. Teach students how important it is to measure accurately and save money on projects.

  44. Floor Area – Square feet and yards Find the floor area in square feet for each of the following floor plans. Omit the closet area in #1 and the bathroom area in #3. Formula for area of a rectangle: A = L x W Floor plan 1. _________ Floor plan 2. __________ Floor plan 3. _______ Find the floor area in square yards for each of the following floor plans. Omit the closet area in #1 and the bathroom area in #3. One square yard = 9 square feet Floor plan 1. _________ Floor plan 2. __________ Floor plan 3. _______ 2. 3. 1.

  45. The Wilson’s Need New Flooring The Wilson’s living and dining areas need new flooring. The carpeting has been removed and will be replaced with wood flooring. The area of flooring the Wilson’s are replacing does not have any irregular dimensions. However, if your room has irregular dimensions, divide it into squares or rectangles and use the area formula to solve in each area add all the totals. How many square yards of wood flooring will they need to replace the flooring in the living and dining area? The wood flooring is sold in square yards, so you have to convert the measurement from square feet to square yards. (Square Yard =1296 square inches or 9 square feet) Width: _____________ Rectangle Area Formula Length x Width Length: ____________ Width Square yards needed: ___________________ Length Square feet needed: ___________________

  46. How much carpet? Tammy and Mike want to carpet their living and dining room area. They want to come up with a quick estimate to make sure they could afford the project. They also want to make sure that they have enough carpet to finish the project. Getting a rough idea of how much carpet you will need for a project is pretty simple, but a precise figure is a little more difficult to come by. Calculating the amount of carpet you’ll need and what it costs means coming up with the square footage and multiplying this measurement by the price per square yard. The price of carpet is usually expressed in square yards. A yard is 3 feet so a square yard equals 3 feet by 3 feet or 9 square feet. Find the area in square footage for the Living/Dining room. After converting the square yards, calculate how much the carpeting will cost. One square yard of carpeting is $9.99. Below are some illustrations to help with visualization and calculations. The floor plan has the dimensions needed to calculate the square footage of the area to carpet. Use the spaces below to record measurements and solution. You should round up to the nearest foot. The area formula below will be helpful. Formula for area of rectangle: A = L x W and square: A = Side2 Width: _____________ Rectangle Width Length Length: ____________ Square feet needed: ____________________ Square Side Square yards needed: ____________________ Side

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