Math in the Real World
Lesson 1 - Art
Lesson 2 - Architecture
Lesson 3 - Music
Sunday, August 24, 2008
Model 10.0 - Second Semester
Investments
Lesson 1 - Health Insurance
Lesson 2 - Stock and Bonds
Lesson 3 - Annuities
Lesson 4 - Retirement Plans
Lesson 1 - Health Insurance
Lesson 2 - Stock and Bonds
Lesson 3 - Annuities
Lesson 4 - Retirement Plans
Model 9.0 - Second Semester
Getting a Loan
Lesson 1 - Your Credit Score - Read "How Credit Scores Work"
Lesson 2 - How to Take Out a Loan - Home Equity Loan
Lesson - Paying off a Loan
Lesson 1 - Your Credit Score - Read "How Credit Scores Work"
Lesson 2 - How to Take Out a Loan - Home Equity Loan
Lesson - Paying off a Loan
Model 8.0 - Second Semester
Housing - What Are My Options?
Lesson 1 - Buy, Rent or Lease
Lesson 2 - Contracts, Deposits and Fees
Lesson 3 - Cost: electricity, gas, Water, Telephone and more
Lesson 4 - Tips for Cutting Housing Cost
Lesson 1 - Buy, Rent or Lease
Lesson 2 - Contracts, Deposits and Fees
Lesson 3 - Cost: electricity, gas, Water, Telephone and more
Lesson 4 - Tips for Cutting Housing Cost
Model 7.0 - Second Semester
I Want a Car!
Lesson 1 - How to shop for the right vehicle.
Lesson 2 - New, used or lease?
Lesson 3 - How to negotiate the price.
Lesson 1 - How to shop for the right vehicle.
Lesson 2 - New, used or lease?
Lesson 3 - How to negotiate the price.
Model 6.0 - First Semester
Learning How to Balance Your Budget
Lesson 1 - Create Your Own Personal Budget
Lesson 2 - Learning How to Be a SMART Consumer
Lesson 3- Buying Retail
Lesson 4 - Using Credit and How to Calculate Finance and Interest Charges
Lesson 1 - Create Your Own Personal Budget
Lesson 2 - Learning How to Be a SMART Consumer
Lesson 3- Buying Retail
Lesson 4 - Using Credit and How to Calculate Finance and Interest Charges
Model 5.0 - First Semester
Bank Accounts
Lesson 1 - Opening up a checking and/or savings account requires you as a consumer to do some research first. Different banks and lending institutes offer a variety of services. Some charge fees and some offer free checking - explore what that really means! Click on "How To Choose a Checking Account" Create a brochure or flyer in Microsoft Publisher with the details of your findings that will educate someone thinking about opening up their first checking account.
(Need help creating your brochure? Atomic Learning can help - click on Atomic Learning - login: mesquite password: wowza
Lesson 1 - Opening up a checking and/or savings account requires you as a consumer to do some research first. Different banks and lending institutes offer a variety of services. Some charge fees and some offer free checking - explore what that really means! Click on "How To Choose a Checking Account" Create a brochure or flyer in Microsoft Publisher with the details of your findings that will educate someone thinking about opening up their first checking account.
(Need help creating your brochure? Atomic Learning can help - click on Atomic Learning - login: mesquite password: wowza
Model 4.0 - First Semester
Banking Accounts
Lesson 1 - Click on "How Banks Work" read through Topics 1-5 and 11-14, take notes over the material.
Omit Topics 6-10 and 14-15.
Post on the blog under the comments at least three pros (positives) of having a banking account and three cons (negatives) of having a banking account and dwhy you think it would be easy or hard to maintain a checking account. Be sure to include your name with your comment for credit.
Lesson 2 - What is the right way to write out a check? Click on "How To Write A Check and other Banking Info". Follow the directions for how to fill out a check. Click on the title "Checking Account Basics and find out what are the differences between an ATM and Debit card. You will locate all of this info at this one website. Post at least two new important facts that you did not know before checking out this website.
Lesson 1 - Click on "How Banks Work" read through Topics 1-5 and 11-14, take notes over the material.
Omit Topics 6-10 and 14-15.
Post on the blog under the comments at least three pros (positives) of having a banking account and three cons (negatives) of having a banking account and dwhy you think it would be easy or hard to maintain a checking account. Be sure to include your name with your comment for credit.
Lesson 2 - What is the right way to write out a check? Click on "How To Write A Check and other Banking Info". Follow the directions for how to fill out a check. Click on the title "Checking Account Basics and find out what are the differences between an ATM and Debit card. You will locate all of this info at this one website. Post at least two new important facts that you did not know before checking out this website.
Model 3.0 - First Semester
Personal Income
Lesson 1 and 2 - What laws govern your wages? Click on the following link - How Your Paycheck Works This article and the video's give specific details of wages. Read through the entire article (all 6 topics) and explore any areas that you may have questions about or would just like to know. Next review the formulas for hourly wages and complete the four example problems. Write down your answers and check the answers with me. If correct you may then take the test for Hourly and Salary Wages (get test from me).
Formulas for Hourly Wages:
Lesson 3 - Time Cards/Paychecks - In this lesson you will create a spreadsheet in Excel with the following information: (if you do not know how to create a spreadsheet in Excel you can watch tutorials on - Atomic Learning - login: mesquite password: wowza to learn how, these tutorials are self-explanatory).
Lesson 1 and 2 - What laws govern your wages? Click on the following link - How Your Paycheck Works This article and the video's give specific details of wages. Read through the entire article (all 6 topics) and explore any areas that you may have questions about or would just like to know. Next review the formulas for hourly wages and complete the four example problems. Write down your answers and check the answers with me. If correct you may then take the test for Hourly and Salary Wages (get test from me).
Formulas for Hourly Wages:
- Straight Time Pay = Number of Hours Worked x Pay Per Hour
- Overtime Pay - (Time and a half - usually paid after 40 hours worked in a given week)= Number of Hour Worked x Hourly Pay x 1.5
- Overtime Pay - (Double Time - usually paid for working holidays) = Number of Hours Worked x Hourly Pay x 2
- Total Pay = Straight Time Pay = Overtime Pay
Work the following examples before taking the Hourly Wages and Salary Test!
1. Tom is a stocker who gets paid $7.75 per hour. He worked 35 hours this week what is his straight time pay for the week?
a. $406.88 b. $271.25 c. $542.50
2. Tina works at a day care making $6.30 per hour. She worked 40 hours this week Monday - Friday, plus 6 hours on Sat. at time and a half, and 6 hours on Sunday for training at double time. What is her total pay?
a. $132.30 b. 384.30 c. 266.30
3. Jose is making $21,000.00 at his current job per year. He has been offered a management position making $36,000.00 per year. How much more will he be making per month?
a. $1,240.00 b. $1,260.00 c. $1,250.00
4. Brittney makes $65,000.00 per year as a clothing designer of her own line. What is her weekly salary? a. $1,245.00 b. $1,255.00 c. $1,250.00
Lesson 3 - Time Cards/Paychecks - In this lesson you will create a spreadsheet in Excel with the following information: (if you do not know how to create a spreadsheet in Excel you can watch tutorials on - Atomic Learning - login: mesquite password: wowza to learn how, these tutorials are self-explanatory).
Spreadsheet Headings -
Employee Name/Hourly or Salary Wage/Hours worked this week, Sun – Sat./If more than 40 – pay at 1.5/Holiday pay-Pay at 2.0
T. Snow $6.85 per hour Hours worked -28.5
M. Parks $6.85 per hour Hours worked - 42.5 Overtime hours - 2.5
R. Rodes $7.25 per hour Hours worked -41.25 Overtime hours - 1.25 Holiday - 7.75
S. Perez $7.25 per hour Hours worked - 42.75 Overtime hours - 2.75 Holiday - 6.25
D. Reese $6.90 per hour Hours worked - 14.75
J. Hines $7.40 per hour Hours worked - 45.50 Overtime hours - 5.50 Holiday - 8.25
B. James $7.40 per hour Hours worked - 42.25 Overtime hours - 2.25 Holiday - 6.50
C. Johnson - $26,000 per yr. - Calculate salary per week
T. Ross - $25,000 per yr. - Calculate salary per week
*Note – 15 minutes = .25 30 minutes - .50 45 minutes - .75 60 minutes – 1.0
After you have completed your spreadsheet, print off and turn into me, make sure you have your name on your spreadsheet! You will be graded for accuracy of info and for putting the info into an Excel spreadsheet.
Model 2.0 First Semester
The student uses probability models to describe everyday situations involving chance.
The student is expected to:
(A) compare theoretical and empirical probability; and
(B) use experiments to determine the reasonableness of a theoretical model such as binomial, geometric, etc.
Lesson 1 - What is the difference in theoretical probability and empirical probablity? Post on the blog an explanation how your "Forest Fire" experiement is an example of an empirical probablity and how it would compare to theoretical probablity using the same number of responses. A gentle reminder, your name must be in your post in order you to get credit for this lesson.
Lesson 2 - Create a real life example of how change, luck, or fate plays a role in the outcome of a human eveyday event. You can not use this example - If my alarm goes off at 5 A.M., I leave the house by 7 A.M., my commute is thirty minutes, the theoretical probability of my being late to work at 8 o'clock is zero. However, given the same information on a rare occasion the empirical probability may be once in a while. "Stuff Happens!" Post your example under Lesson 2.0 - remember to include your name.
The student is expected to:
(A) compare theoretical and empirical probability; and
(B) use experiments to determine the reasonableness of a theoretical model such as binomial, geometric, etc.
Lesson 1 - What is the difference in theoretical probability and empirical probablity? Post on the blog an explanation how your "Forest Fire" experiement is an example of an empirical probablity and how it would compare to theoretical probablity using the same number of responses. A gentle reminder, your name must be in your post in order you to get credit for this lesson.
Lesson 2 - Create a real life example of how change, luck, or fate plays a role in the outcome of a human eveyday event. You can not use this example - If my alarm goes off at 5 A.M., I leave the house by 7 A.M., my commute is thirty minutes, the theoretical probability of my being late to work at 8 o'clock is zero. However, given the same information on a rare occasion the empirical probability may be once in a while. "Stuff Happens!" Post your example under Lesson 2.0 - remember to include your name.
Model 1.0 First Semester
(M.2) The student uses graphical and numerical techniques to study patterns and analyze data.The student is expected to:(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, line plots, stem and leaf plots, and box and whisker plots to draw conclusions from the data;(B) analyze numerical data using measures of central tendency, variability, and correlation in order to make inferences;(C) analyze graphs from journals, newspapers, and other sources to determine the validity of stated arguments; and(D) use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.
Lesson 1 - Find out what information can be formulated into a graph and why you would use a graph. All About Graphs
Lesson 2 - Probability
Lesson 3 - How does the information contained in these graphs provide the proof necessary that the information is correct? As you observe the price of gasoline from the Flowing Data website, stop the presentation at a date and use that date as a point of reference to research on the internet the price of a barrel of crude oil, both Texas and foreign oil. Using the beginning and ending dates as important points of reference, write in a paragraph the summary of cost of crude oil, both foreign and domestic for those three dates. Do not forget to include a comparison of the cost of crude oil with the cost of gasoline at the pump. Make a complete summary statement. Submit your paragraph to the comment section on Model 1.0. To get credit for this activity, make sure your name is in the posting. Cost and Flowing Data
Lesson 4 - Define regression methods and how linear, quadratic, exponential and other models can be used to interpret data. Keep are record of your wins and losses of the (Let's Make a Deal), post your results to the comment section on Model 1.0. To get credit for this activity, make sure your name is in the posting.
Let's Make a Deal
Lesson 1 - Find out what information can be formulated into a graph and why you would use a graph. All About Graphs
Lesson 2 - Probability
Lesson 3 - How does the information contained in these graphs provide the proof necessary that the information is correct? As you observe the price of gasoline from the Flowing Data website, stop the presentation at a date and use that date as a point of reference to research on the internet the price of a barrel of crude oil, both Texas and foreign oil. Using the beginning and ending dates as important points of reference, write in a paragraph the summary of cost of crude oil, both foreign and domestic for those three dates. Do not forget to include a comparison of the cost of crude oil with the cost of gasoline at the pump. Make a complete summary statement. Submit your paragraph to the comment section on Model 1.0. To get credit for this activity, make sure your name is in the posting. Cost and Flowing Data
Lesson 4 - Define regression methods and how linear, quadratic, exponential and other models can be used to interpret data. Keep are record of your wins and losses of the (Let's Make a Deal), post your results to the comment section on Model 1.0. To get credit for this activity, make sure your name is in the posting.
Let's Make a Deal
Math Models with Applications TEKS
§111.36. Mathematical Models with Applications (One-Half to One Credit).
(a) General requirements. The provisions of this section shall be implemented beginning September 1, 1998. Students can be awarded one-half to one credit for successful completion of this course. Recommended prerequisite: Algebra I.
(b) Introduction.
(1) In Mathematical Models with Applications, students continue to build on the K-8 and Algebra I foundations as they expand their understanding through other mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to model and solve real-life applied problems involving money, data, chance, patterns, music, design, and science. Students use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide variety of advanced applications in both mathematical and nonmathematical situations. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to link modeling techniques and purely mathematical concepts and to solve applied problems.
(2) As students do mathematics, they continually use problem-solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.
(c) Knowledge and skills.
(M.1) The student uses a variety of strategies and approaches to solve both routine and non-routine problems.
The student is expected to:
(A) compare and analyze various methods for solving a real-life problem;
(B) use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines; and
(C) select a method to solve a problem, defend the method, and justify the reasonableness of the results.
(M.2) The student uses graphical and numerical techniques to study patterns and analyze data.
The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, line plots, stem and leaf plots, and box and whisker plots to draw conclusions from the data;
(B) analyze numerical data using measures of central tendency, variability, and correlation in order to make inferences;
(C) analyze graphs from journals, newspapers, and other sources to determine the validity of stated arguments; and
(D) use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.
(M.3) The student develops and implements a plan for collecting and analyzing data in order to make decisions.
The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;
(B) communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation; and
(C) determine the appropriateness of a model for making predictions from a given set of data.
(M.4) The student uses probability models to describe everyday situations involving chance.
The student is expected to:
(A) compare theoretical and empirical probability; and
(B) use experiments to determine the reasonableness of a theoretical model such as binomial, geometric, etc.
(M.5) The student uses functional relationships to solve problems related to personal income.
The student is expected to:
(A) use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions;
(B) solve problems involving personal taxes; and
(C) analyze data to make decisions about banking.
(M.6) The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit.
The student is expected to:
(A) analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option;
(B) use amortization models to investigate home financing and compare buying and renting a home; and
(C) use amortization models to investigate automobile financing and compare buying and leasing a vehicle.
(M.7) The student uses algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning.
The student is expected to:
(A) analyze types of savings options involving simple and compound interest and compare relative advantages of these options;
(B) analyze and compare coverage options and rates in insurance; and
(C) investigate and compare investment options including stocks, bonds, annuities, and retirement plans.
(M.8) The student uses algebraic and geometric models to describe situations and solve problems.
The student is expected to:
(A) use geometric models available through technology to model growth and decay in areas such as population, biology, and ecology;
(B) use trigonometric ratios and functions available through technology to calculate distances and model periodic motion; and
(C) use direct and inverse variation to describe physical laws such as Hook's, Newton's, and Boyle's laws.
(M.9) The student uses algebraic and geometric models to represent patterns and structures.
The student is expected to:
(A) use geometric transformations, symmetry, and perspective drawings to describe mathematical patterns and structure in art and architecture; and
(B) use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music.
Source: The provisions of this §111.36 adopted to be effective September 1, 1998, 22 TexReg 7623; amended to be effective August 1, 2006, 30 TexReg 1931.
(a) General requirements. The provisions of this section shall be implemented beginning September 1, 1998. Students can be awarded one-half to one credit for successful completion of this course. Recommended prerequisite: Algebra I.
(b) Introduction.
(1) In Mathematical Models with Applications, students continue to build on the K-8 and Algebra I foundations as they expand their understanding through other mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to model and solve real-life applied problems involving money, data, chance, patterns, music, design, and science. Students use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide variety of advanced applications in both mathematical and nonmathematical situations. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to link modeling techniques and purely mathematical concepts and to solve applied problems.
(2) As students do mathematics, they continually use problem-solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.
(c) Knowledge and skills.
(M.1) The student uses a variety of strategies and approaches to solve both routine and non-routine problems.
The student is expected to:
(A) compare and analyze various methods for solving a real-life problem;
(B) use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines; and
(C) select a method to solve a problem, defend the method, and justify the reasonableness of the results.
(M.2) The student uses graphical and numerical techniques to study patterns and analyze data.
The student is expected to:
(A) interpret information from various graphs, including line graphs, bar graphs, circle graphs, histograms, scatterplots, line plots, stem and leaf plots, and box and whisker plots to draw conclusions from the data;
(B) analyze numerical data using measures of central tendency, variability, and correlation in order to make inferences;
(C) analyze graphs from journals, newspapers, and other sources to determine the validity of stated arguments; and
(D) use regression methods available through technology to describe various models for data such as linear, quadratic, exponential, etc., select the most appropriate model, and use the model to interpret information.
(M.3) The student develops and implements a plan for collecting and analyzing data in order to make decisions.
The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;
(B) communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation; and
(C) determine the appropriateness of a model for making predictions from a given set of data.
(M.4) The student uses probability models to describe everyday situations involving chance.
The student is expected to:
(A) compare theoretical and empirical probability; and
(B) use experiments to determine the reasonableness of a theoretical model such as binomial, geometric, etc.
(M.5) The student uses functional relationships to solve problems related to personal income.
The student is expected to:
(A) use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions;
(B) solve problems involving personal taxes; and
(C) analyze data to make decisions about banking.
(M.6) The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit.
The student is expected to:
(A) analyze methods of payment available in retail purchasing and compare relative advantages and disadvantages of each option;
(B) use amortization models to investigate home financing and compare buying and renting a home; and
(C) use amortization models to investigate automobile financing and compare buying and leasing a vehicle.
(M.7) The student uses algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning.
The student is expected to:
(A) analyze types of savings options involving simple and compound interest and compare relative advantages of these options;
(B) analyze and compare coverage options and rates in insurance; and
(C) investigate and compare investment options including stocks, bonds, annuities, and retirement plans.
(M.8) The student uses algebraic and geometric models to describe situations and solve problems.
The student is expected to:
(A) use geometric models available through technology to model growth and decay in areas such as population, biology, and ecology;
(B) use trigonometric ratios and functions available through technology to calculate distances and model periodic motion; and
(C) use direct and inverse variation to describe physical laws such as Hook's, Newton's, and Boyle's laws.
(M.9) The student uses algebraic and geometric models to represent patterns and structures.
The student is expected to:
(A) use geometric transformations, symmetry, and perspective drawings to describe mathematical patterns and structure in art and architecture; and
(B) use geometric transformations, proportions, and periodic motion to describe mathematical patterns and structure in music.
Source: The provisions of this §111.36 adopted to be effective September 1, 1998, 22 TexReg 7623; amended to be effective August 1, 2006, 30 TexReg 1931.
Friday, June 20, 2008
Life is Good!
"Life is Good!" is my philosophy of life. It has become a constant injection whenever or wherever I happen to be. Students want and need to hear that from me and I want them to be able to inject themselves so they can find what they look for in each situation. Some of my original thoughts have been labeled a "Clantonisms." Putting those two things together seemed only appropriate for this naming of my blog.
The avatar I created reflects my favorite individual recreational participant sports hobby, I tried to make it look as much like me as options would allow - there were no options for my age group.
The avatar I created reflects my favorite individual recreational participant sports hobby, I tried to make it look as much like me as options would allow - there were no options for my age group.
Subscribe to:
Posts (Atom)
