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• Math: Enriching Understanding of Personal Financial Literacy

# Math: Enriching Understanding of Personal Financial Literacy

### Suggested Time Frame: 12 Instructional Days

##### Focus TEKS

Personal Financial Literacy

• 5.10A define income tax, payroll tax, sales tax, and property tax; – S RC4
• 5.10B explain the difference between gross income and net income; – S RC4
• 5.10C identify the advantages and disadvantages of different methods of payment, including check, credit card, debit card, and electronic payments; – Not Tested
• 5.10D develop a system for keeping and using financial records; – Not Tested
• 5.10E describe actions that might be taken to balance a budget when expenses exceed income; and – S RC4
• 5.10F balance a simple budget. – S RC4
##### Numeracy TEKS

Add and Subtract Rational Numbers

• 5.3K add and subtract positive rational numbers fluently; – R RC2 [whole numbers, decimals to thousandths, fractions and mixed numbers with like and/or unlike denominators]

Multiply and Divide Decimals and Fractions

• 5.3E solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers; – R RC2
• 5.3G solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm; – R RC2
• 5.3I represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area models; – S RC2
• 5.3L divide whole numbers by unit fractions and unit fractions by whole numbers. – R RC2
• 5.3J represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models; – S RC
##### Spiral Review TEKS

Measuring Angles

• 4.7C determine the approximate measures of angles in degrees to the nearest whole number using a protractor; – R RC3
• 4.7A illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers; – NT
• 4.7B illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers; – NT
• 4.7D draw an angle with a given measure; – S RC3
• 4.7E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. – S RC3