MATHEMAT

ICS A

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ECONOMICS

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THIS WORKSHOP AND THE ACCOMPANYING MATERIALS ARE MADE AVAILABLE TO TEACHERS THROUGH THE GENEROUS SUPPORT OF  STATE FARM AND THE COUNCIL FOR ECONOMIC EDUCATION.

SMARTER TEXAS IS SPONSORED BY TCEE, OPPORTUNITY TEXAS, AND BANK

OF AMERICA

BRAIN TEASER

Mom gave me one dollar bill and 7 coins for taking out the trash this week. I want to download a new game that costs $1.99. Do I have enough money?• All of the coins are silver.• Three of the coins are the same.• There are 2 of the largest coins.• The coin least in value has a partner.• No coin has a value greater than one-

fourth of a dollar.

HOW D

O I KNOW

????

?

Coin co

nfusi

on

WHAT DO NEED TO KNOW?

• Recognition of coins

• Knowledge of value of coins

• Ability to determine value of collection of coins

• Comparison of values (price and collective value)

• Understanding of saving in order to purchase desired goods

WHY TEACH MATH AND ECONOMICS TOGETHER?

Provides a context for learning mathematics

• Represent relationships• Solve problems• Communicate ideas effectively

Helps illustrate the power of mathematics in our world

Select either Browse

Economics Concepts

Or Browse

Economics Lessons

Select Grade Band

Selected lesson

PIZZA O

N A B

UDGET

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MATH CONTENT

• Develop fluency in adding, subtracting, multiplying, and dividing

• Develop and use estimation strategies with whole numbers

• Develop and use estimation strategies for computation involving fractions and decimals

• Underlying processes (problem solving)

OBJECTIVES

1.Practice estimation skills.

2.Design a budget that meets expected criteria.

3.Practice basic operations in calculating expenses.

4.Identify the benefits and costs of alternatives.

5.Use whole number operations to set up a budget.

Visual 4.1Visuals/Activities 4.2,

4.3, 4.4

MATERIALS:

Scissors Blank transparencies and overhead markers

http://mathand econ.ncee.net/35/lesson4

PIZZA O

N A B

UDGET

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* BU

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HOW M

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MATH CONTENT

• Understand measurable attributes of objects and the units, systems, and processes of measurement, specifically time

• Create and use representations to organize, record, and communicate mathematical ideas (tables and graphs)

• Recognize and apply mathematics in contexts outside of mathematics

OBJECTIVES

1.Read information on a table

2.Create a pie graph using information from a table

3.Make simple conversions between minutes, hours, and days

4.Give an example of an opportunity cost after making a choice

Visuals 9.1 and 9.2 Activities 9.1 and 9.2

MATERIALS:

Colored pencils or markers in orange, yellow, brown,Pink, green, red, blue, purple, and black

http://mathandecon.ncee.net/35/lesson9

HOW M

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ACTIVITY 9.1

ACTIVITY 9.1

ALTERNATIVES

• 60-minute gym class

• 30 minutes in the computer lab

• 30-minute music lesson

• 30-minute art lesson

• 30-minute library book check-out period

• 30-minute pleasure reading of the students’ choice

ALTERNATIVES

• 60-minute gym class

• 30 minutes in the computer lab

• 30-minute music lesson

• 30-minute art lesson

• 30-minute library book check-out period

• 30-minute pleasure reading of the students’ choice

HOW M

UCH TIM

E?

RE

VI E

W

ACTIVITY 9.2

WHAT

ARE S

OME OTH

ER

MATH C

ONCEPTS T

HAT C

AN

BE INTE

GRATED W

ITH

ECONOMIC

CONCEP

TS?