| Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE |
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| Course Title: Business Mathematics |
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| Department: Mathematics |
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| Level(s): General |
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| Course Number: 8114 |
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| Grade(s): 11-12 |
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| Credit: 1 |
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| Course Description: |
| This course focuses on mathematical functions using whole numbers, fractions, decimals, and |
| percents that are required to function in today’s business world as well as to handle personal |
| finance. The ability to estimate and approximate answers in solving financial problems will be |
| emphasized. Students will work with computer spreadsheets and learn to create and interpret |
| graphic representations of numerical data. Business topics that will be covered include interest |
| rates, job costing, merchandising, payroll, credit, taxes, insurance, and global business. |
| Satisfactory completion of this course satisfies one math credit for graduation. |
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| Required Instructional Materials |
| Practical Mathematics, Fredrick Leinwand Postman Wantuck |
| Holt Rinehart Winston 1998 Third edition |
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| Other Instructional Materials |
| Business Math (workbook), 15th ed., 2003 Thomson-Southwestern |
| Business Math published by Prentice Hall |
| Business Math published by Southwestern |
| Math in Everyday Life published by Walch |
| Money Instructor –website |
| Banking by BankAmerica |
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| Completion/Revision Date |
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| Approved by Board of |
| Education on December 17, |
| 2007. |
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| Mission Statement of the Curriculum Management Team |
| The mission of the Wallingford K-12 mathematics program is to develop mathematical literacy in all |
| students. Students will understand the importance of mathematics and become flexible and |
| resourceful problem solvers. They will use a range of numerical, algebraic, geometrical and |
| statistical concepts and skills to formulate and solve authentic problems, communicating their |
| reasoning in oral and written form. |
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| Enduring Understandings for the Course |
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| • A problem solver understands what has been done, knows why the process was appropriate, |
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| and can support it with reasons and evidence. |
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| • There can be different strategies to solve a problem, but some are more effective and efficient |
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| than others are. |
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| • The context of a problem determines the reasonableness of a solution. |
| • There are many different ways a paycheck may be calculated |
| • There is a big difference between the money you earn and the money you take home |
| • The way that data is collected, organized and displayed influences interpretations. |
| • The analysis of data is important to the success of a business. |
| • Knowledge of basic mathematics is essential to personal financial success. |
| • Time, money, and rate of interest are significant factors in meeting financial goals. |
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| Page 1 of 14 |
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| • The amount you save is not as important as establishing the savings habits now. |
| • The purchasing power of a dollar changes over time. |
| • Costs and prices can be compared in many ways to determine the best buy. |
| • Credit cards have both benefits and risks. |
| • The sticker price of a car is negotiable. |
| • There are many additional expenses to owning a car. |
| • Many payment options should be examined before purchasing a car. |
| • Insurance protects a person against loss and additional expenses. |
| • Many factors affect insurance premiums. |
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| Page 2 of 14 |
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| Learning Strand |
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| 1.0 Problem Solving |
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| NOTE: This learning strand should be taught through the integration of the other learning strands. |
| This learning strand is not meant to be taught in isolation as a separate unit. |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • A problem solver understands what has |
| been done, knows why the process was |
| appropriate, and can support it with reasons |
| and evidence. |
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|
| • There can be different strategies to solve a |
| problem, but some are more effective and |
| efficient than others are. |
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| • The context of a problem determines the |
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| reasonableness of a solution. |
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| LEARNING OBJECTIVES The student will : |
| 1.1 Distinguish between given information, |
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| unknown information, and assumptions that |
| may be necessary. |
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| 1.2 Devise a plan to solve the problem. |
| 1.3 Identify different strategies to solve a |
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| problem (table, diagram, number pattern) |
| 1.4 Apply an appropriate strategy(ies) to solve a |
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| problem. |
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| 1.5 Justify the strategy and solution with |
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| mathematical reasoning and evidence. |
| 1.6 Analyze strategies used to solve a problem. |
| 1.7 Judge the reasonableness of a solution for a |
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| problem. |
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| 1.8 Communicate the solution and the |
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| strategies used to solve the problem in oral |
| and/or written form. |
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| 1.9 Pose problems from given situations |
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| • How do I know where to begin when solving |
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| a problem? |
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| • How does explaining my process help me to |
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| understand a problem’s solution better? |
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| • How do I decide what strategy will work best |
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| in a given problem situation? |
| • What do I do when I get stuck? |
| • How do I know when a result is reasonable? |
| • What is the relationship between solving |
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| problems and computation? |
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| INSTRUCTIONAL SUPPORT MATERIALS |
| • CAPT sample items and released items |
| • Websites for problem solving |
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| - Math Forum |
| - NCTM Standards and |
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| Illuminations |
| • CSDE Goals 2000 resources (Q drive) |
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
| Each lesson throughout the course should begin |
| with a problem solving experience that can |
| integrate mathematical concepts. |
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| • Small group discussion about strategies and |
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| solutions |
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| • Written explanation of strategy and solution |
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| for a problem |
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| • Peer editing of strategies and solutions |
| • Revise written solutions of problems |
| • Oral presentation of solution strategies |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
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| investigations |
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| • Graphic organizers |
| • Cooperative learning |
| • See other learning strands for integration |
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| SUGGESTED ASSESSMENTS |
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| • Open-ended questions included on tests |
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| and quizzes |
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| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
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| Page 3 of 14 |
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| for a problem |
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| • District rubric for assessing problem solving |
| • Oral presentation of solution strategies |
| • See other learning strands for integration |
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| Page 4 of 14 |
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| LEARNING STRAND |
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| 2.0 Earning a Living |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • There are many different ways a paycheck |
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| may be calculated |
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| • There is a big difference between the money |
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| you earn and the money you take home |
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| LEARNING OBJECTIVES The student will : |
| 2.1 Calculate gross pay for hourly rate |
| employees |
| 2.2 Calculate gross pay for salaried employees |
| 2.3 Calculate regular and overtime pay |
| 2.4 Calculate salary based on commission |
| 2.5 Calculate salary based on piece work |
| 2.6 Calculate deduction & net pay |
| 2.7 Identify employee benefits |
| 2.8 Compare job benefits and job expenses |
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| • How is your net pay calculated? |
| • How can job expenses and job benefits |
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| affect your earnings? |
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| • How can an employee who is paid hourly |
| earn more than someone who is salaried? |
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| INSTRUCTIONAL SUPPORT MATERIALS |
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| • Internet |
| • Overhead transparency |
| • Example paycheck stubs |
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| SUGGESTED INSTRUCTIONAL |
| STRATEGIES |
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| • On site visitation of payroll department |
| • Spreadsheet |
| • Guest speaker |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
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| investigations |
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| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
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| SUGGESTED ASSESSMENT METHODS |
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| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
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| and quizzes |
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| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
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| for a problem |
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| • Oral presentation of solution strategies |
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| Page 5 of 14 |
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| LEARNING STRAND |
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| 3.0 Data Analysis |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • The way that data is collected, organized |
| and displayed influences interpretations. |
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| • The analysis of data is important to the |
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| • Why is data collected and analyzed? |
| • How do people use data to influence |
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| others? |
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| success of a business. |
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| • How can predictions be made based on |
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| LEARNING OBJECTIVES The students will: |
| 3.1 Calculate measures of central tendency |
| 3.2 Calculate range, quartiles, and outliers |
| 3.3 Analyze data related to the world of business |
| 3.4 Represent data using appropriate graphs |
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| (line, bar, pie, picture, etc.) |
| 3.5 Interpret data based on a graphs |
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| data? |
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| INSTRUCTIONAL SUPPORT MATERIALS |
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| • Newspapers |
| • Internet |
| • Excel |
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| SUGGESTED INSTRUCTIONAL |
| STRATEGIES |
| • Spreadsheet |
| • Guest speaker |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
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| SUGGESTED ASSESSMENT METHODS |
|
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| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
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| for a problem |
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| • Oral presentation of solution strategies |
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| Page 6 of 14 |
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| LEARNING STRAND |
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| 4.0 Personal Banking |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • A knowledge of basic mathematics is |
|
|
| essential to personal financial success. |
|
|
| • Time, money, and rate of interest are |
|
|
| significant factors in meeting financial goals. |
| • The amount you save is not as important as |
|
|
| establishing the savings habits now. |
|
|
| • What are the benefits of have a checking |
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| and savings account? |
| • What is the Rule of 72? |
| • Why do we reconcile a bank statement? |
| • What are the benefits of banking online? |
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| LEARNING OBJECTIVES The students will : |
| 4.1 Define debits, credits, fees, & balance. |
| 4.2 Write out a check. |
| 4.3 Maintain a check book. |
| 4.4 Reconcile a bank statement for a checking |
| account. |
| 4.5 Interpret a bank statement for a savings |
| account. |
| 4.6 Identify and analyze the effect of different |
| kinds of checking accounts. |
| 4.7 Calculate interest and principal using simple |
| and compound interest formulas |
| 4.8 Calculate interest on money market, bonds, |
| and CD accounts |
| 4.9 Identify and calculate hidden costs of |
| personal banking |
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| INSTRUCTIONAL SUPPORT MATERIALS |
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| • Checkbook |
| • Internet |
| • Sample bank statement |
| • Overhead transparency |
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
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| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
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| for a problem |
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| • Oral presentation of solution strategies |
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| Page 7 of 14 |
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| LEARNING STRAND |
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| 5.0 Responsible Purchasing |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • The purchasing power of a dollar changes |
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| over time. |
|
|
| • Costs and prices can be compared in many |
|
|
| ways to determine the best buy. |
|
|
| • Credit cards have both benefits and risks. |
| • There are various methods of payment for |
| purchases, (i.e. credit cards, debit cards, |
| check, cash) |
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| LEARNING OBJECTIVES The student will : |
| 5.1 Compute inflation rate |
| 5.2 Compute purchasing power after inflation |
| 5.3 Calculate sales tax |
| 5.4 Analyze the best buy based on unit prices |
| 5.5 Analyze the best buy based on discounts, |
| sales price, coupons, and rebates |
| 5.6 Read a credit card statement |
| 5.7 Compute an unpaid balance and identify the |
| new charges |
| 5.8 Compute a credit finance charge based on |
| fixed and variable rates |
| 5.9 Compute a new credit balance |
| 5.10 Identify and analyze the benefits and |
| drawbacks of credit cards |
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| • What is the consumer price index? |
| • How does inflation affect purchasing power? |
| • How does a knowledge of mathematics help |
| determine which product is a better buy? |
| • How does knowledge of mathematics help |
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| one to use a credit card responsibly? |
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| INSTRUCTIONAL SUPPORT MATERIALS |
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| • Circulars |
| • Internet |
| • Overhead transparency |
| • Consumer reports |
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
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| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
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| Page 8 of 14 |
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| LEARNING STRAND |
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| 6.0 Transportation Expenses |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • The sticker price of a car is negotiable. |
| • There are many additional expenses to |
|
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| • What expenses factor into owning a car? |
| • What are important considerations when |
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| owning a car. |
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| buying a car? |
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| • Many payment options should be examined |
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| • How will a knowledge of mathematics help |
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| before purchasing a car. |
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| make a better purchase? |
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| LEARNING OBJECTIVES The student will : |
| 6.1 Estimate and compute traveling distances |
| using a mileage chart or map |
| 6.2 Estimate and compute travel time and rate |
| of travel |
| 6.3 Determine the cost of a car with options and |
| additional expenses |
| 6.4 Compute the amount you need to finance to |
| buy a new car |
| 6.5 Compute the finance charge for an |
| automobile loan |
| 6.6 Calculate operating expenses (mpg, gas, |
| repair) |
| 6.7 Justify the purchase of a given car |
| 6.8 Compute the cost for renting a car |
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| INSTRUCTIONAL SUPPORT MATERIALS |
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| • Car advertisements |
| • Newspapers |
| • Consumer reports |
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
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| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
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| Page 9 of 14 |
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| LEARNING STRAND |
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| 7.0 Insurance |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • Insurance protects a person against loss |
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| and additional expenses. |
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| • Why is insurance important? |
| • What factors affect the premiums of different |
|
|
| • Many factors affect insurance premiums. |
|
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| kinds of insurance? |
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| LEARNING OBJECTIVES The student will : |
| 7.1 Define premium and deductible |
| 7.2 Compute life insurance premiums |
| 7.3 Identify the differences between term and |
| whole life insurance |
| 7.4 Decide, given relevant information, which |
| type of life insurance to purchase |
| 7.5 Compute health insurance premiums |
| 7.6 Compute insurer’s and insured share of |
| health insurance cost |
| 7.7 Compute insured’s share of medical bills |
| 7.8 Identify the different types of automobile |
| insurance |
| 7.9 Compute yearly automobile insurance |
| premiums |
| 7.10 Calculate property insurance premiums |
| 7.11 Calculate how much can be collected on |
| insurance claims |
| 7.12 Analyze the factors that influence the |
| amount of coverage of any insurance |
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| • To what extent will insurance protect you? |
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| INSTRUCTIONAL SUPPORT MATERIALS |
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| • Requested material from various insurance |
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| companies |
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| • Internet |
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
|
|
| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
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| Page 10 of 14 |
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| LEARNING STRAND |
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| 8.0 Long Term Investments |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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| • With higher risk comes the potential to earn |
| higher reward or returns on our investments. |
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| • It is important to divisive investments. |
| • Different types of investments offer varying |
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| • What is the stock market and how does it |
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| work? |
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| • What is the difference between savings and |
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| investments? |
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| growth potential |
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| • What is the difference between a dividend |
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| • Investments aren’t guaranteed to grow. |
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| and a yield? |
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| LEARNING OBJECTIVES The student will : |
| 8.1 Compute the cost, redemption value, and |
| interest earned on U.S. savings bonds. |
| 8.2 Calculate the total investment in a mutual |
| fund. |
| 8.3 Calculate profit or loss from mutual fund |
| investments. |
| 8.4 Calculate the cost of stock purchases. |
| 8.5 Calculate annual stock dividends. |
| 8.6 Calculate the yield on stock investments. |
| 8.7 Calculate the proceeds from the sale of |
| stock. |
| 8.8 Explain what the stock market is and how it |
| works. |
| 8.9 Identify factors that cause the stock market |
| to fluctuate. |
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| • What makes one stock a more desirable |
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| investment then the other? |
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| INSTRUCTIONAL SUPPORT MATERIALS |
|
|
| • www.stocksquest.com |
| • Newspaper |
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
|
|
| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
|
|
| Page 11 of 14 |
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| LEARNING STRAND |
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| 9.0 Budgeting |
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| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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|
| • Organization is necessary to be fiscally |
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| responsible. |
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| • What are the benefits of a budget? |
| • Why is a budget important for future |
|
|
| • Some expenses are predictable while some |
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| financial success? |
|
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| are varying |
|
|
| • How can maintaining a budget provide |
|
|
| • Tracking income and expenses can prevent |
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| possible one time expense opportunities? |
|
|
| overspending |
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| LEARNING OBJECTIVES The student will : |
| 9.1 Identify fixed, variable, and annual expenses |
| 9.2 Compute the amount to budget for each of |
| these expenses |
| 9.3 Analyze a monthly budget sheet |
| 9.4 Prepare a personal budget |
| 9.5 Apply the use of area and perimeter in |
| preparing a budget for a one time expense. |
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| INSTRUCTIONAL SUPPORT MATERIALS |
|
|
| • Excel |
| • Protractors |
| • Compass |
| • Rules |
| • Overhead Transparency |
|
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| SUGGESTED INSTRUCTIONAL STRATEGIES |
|
|
| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
| • Creating a pie chart representation of a |
|
|
| budget |
|
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| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Landscape/Remodeling Project |
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
|
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| Page 12 of 14 |
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| LEARNING STRAND |
|
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| 10.0 Marketing & Advertising |
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| ENDURING UNDERSTANDING(S) |
|
|
| ESSENTIAL QUESTIONS |
|
|
| • Advertising is a necessary expense to |
|
|
| • What is the purpose of marking & |
|
|
| create a greater profit. |
|
|
| advertising? |
|
|
| • Simple algebraic procedures can predict |
|
|
| • What are the benefits and draw backs of |
|
|
| future sales. |
|
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| LEARNING OBJECTIVES The student will : |
| 10.1 Predict future sales using trend |
| data/forecast methods |
| 10.2 Calculate market share |
| 10.3 Compute the cost of advertising in various |
| media |
| 10.4 Analyze the most effective advertising |
| techniques/strategies |
|
|
| various marketing media? |
|
|
| • How does forecasting affect current |
|
|
| business practices? |
|
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| INSTRUCTIONAL SUPPORT MATERIALS |
|
|
| • Ruler |
| • Graph paper |
| • Graphing calculators |
|
|
| SUGGESTED INSTRUCTIONAL STRATEGIES |
|
|
| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
|
|
| Page 13 of 14 |
|
|
| LEARNING STRAND |
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| 11.0 Production |
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|
| ENDURING UNDERSTANDING(S) |
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| ESSENTIAL QUESTIONS |
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|
| • There are numerous expenses involved in |
|
|
| providing goods and services. |
|
|
| • Why is quality control important? |
| • How does overhead affect the cost of an |
|
|
| • You must sale a certain number of goods |
|
|
| item? |
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| before making a profit. |
|
|
| • Simple algebraic procedures can predict the |
|
|
| break-even point. |
|
|
| LEARNING OBJECTIVES The student will : |
| 11.1 Calculate prime cost and total |
| manufacturing costs |
| 11.2 Identify various overhead costs |
| 11.3 Classify expenses as raw material, labor, |
| or overhead |
| 11.4 Calculate the break-even point in |
| production units and in sales production |
| 11.5 Determine the number of manufactured |
| items to be tested for quality control |
| 11.6 Predict the number of defective items on |
| an assembly line |
|
|
| INSTRUCTIONAL SUPPORT MATERIALS |
|
|
| • Excel |
| • Overhead transparency |
| • Internet |
|
|
| SUGGESTED INSTRUCTIONAL STRATEGIES |
|
|
| • Spreadsheet |
| • Journal writing |
| • Modeling |
| • Think aloud |
| • Student inquiry through guided |
|
|
| investigations |
|
|
| • Teacher directed class discussions |
| • Graphic organizers |
| • Cooperative learning |
|
|
| SUGGESTED ASSESSMENTS |
|
|
| • Homework |
| • Projects |
| • Tests & Quizzes |
| • Open-ended questions included on tests |
|
|
| and quizzes |
|
|
| • Performance Tasks |
| • Teacher observations |
| • Written explanation of strategy and solution |
|
|
| for a problem |
|
|
| • Oral presentation of solution strategies |
|
|
| Page 14 of 14 |
|
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|
|
