Math (TAG): Personal Financial Literacy

Suggested Time Frame: 13 Instructional Days

        

Focus TEKS

3(4) The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:

  • (C) determine the value of a collection of coins and bills; – Supporting RC4

3(9)  Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to:

  • (A)  explain the connection between human capital/labor and income; – Supporting RC4
  • (B)  describe the relationship between the availability or scarcity of resources and how that impacts cost; – Supporting RC4
  • (C)  identify the costs and benefits of planned and unplanned spending decisions; – Not Tested
  • (D)  explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower’s responsibility to pay it back to the lender, usually with interest; – Supporting RC4
  • (E)  list reasons to save and explain the benefit of a savings plan, including for college; and – Supporting RC4
  • (F)  identify decisions involving income, spending, saving, credit, and charitable giving. – Not Tested

4(10)  Personal financial literacy. The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security. The student is expected to:

  • (A)  distinguish between fixed and variable expenses; – Supporting RC4
  • (B)  calculate profit in a given situation; – Supporting RC4
  • (C)  compare the advantages and disadvantages of various savings options; – Not Tested
  • (D)  describe how to allocate a weekly allowance among spending; saving, including for college; and sharing; and – Not Tested
  • (E)  describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending. – Supporting RC4
Numeracy TEKS

Building Fluency with Addition and Subtraction of 2- and 3-Digit Numbers (Suggested: 18 days)

  • 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
    • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2

Counting Patterns (Suggested: 6 days)

  • RRISD 3.5 Skip count by whole numbers starting from 0 and other starting numbers and describe patterns observed while counting; [Skip count by tens and hundreds into the thousands.]
Spiral Review TEKS

Revisiting Place Value Concepts (Suggested: 7 days)

  • 3.2A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate; – R RC1
    • 3.2B describe the mathematical relationships found in the base-10 place value system through the hundred thousands place; – S RC1
    • 3.2C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and – S RC1
  • 3.2D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =. – R RC1

Revisiting Fraction Concepts (Suggested: 6 days)

  • Represent Fractions and Use Fraction Notation
    • 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1
      • 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1
      • 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1
      • 2.9D determine the length of an object to the nearest [whole, half, or fourth inch] marked unit using rulers, yardsticks, meter sticks, or measuring tapes
  • Unit Fractions
    • 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
      • 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1
      • 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3
  • Fraction Equivalence
    • 3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines; – R RC1
      • 3.3G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model; – S RC1
  • Compare Fractions
    • 3.3H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. – R RC1
  • Problem Solving
    • 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1