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Ninth Grade - Mathematics
Activities
The Savings Search
Financial and Economic Concepts: Banking & financial services
Ninth Grade – CCSS Mathematics I , Linear, Quadratic, & Exponential Models. Construct and compare linear, quadratics, and exponential models and solve problems.
2. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table.)
The purpose of this activity is to help students understand the difference between simple and compound interest. Provide the students with the following scenarios and have them determine how they would invest their money based on what they learned about CDs, checking accounts, savings accounts, and money market accounts. Indicate that they must decide how to invest and be able to explain why they made their decision. Provide all the scenarios to each student or group of students.
- Scenario 1: You received $100 as a birthday gift from a relative.
- Scenario 2: You are 30 years old with a steady job. After paying your bills and leaving out other budgeted funds, you have $500 left over.
- Scenario 3: You are in college and holding down a job. Money is tight, but you know the value of saving and have managed to pull together $1,000.
- Scenario 4: Your retired grandparents are looking for a safe way to keep $5,000 and have ready access to it if they need it.
Review each scenario and have each student or group report the option they chose and why they chose it. Compare and discuss the different responses. Discuss how the amount of money, length of investment, rate of return, and access to the funds might affect their investment choice.
Based on the investment choice, have the students calculate the interest gained on their account over 10 years using the information they gathered from their assigned financial institution.
Finish the lesson by reviewing the different types of interest and accounts, emphasizing the importance of understanding the various ways to save and invest money.
Basic Secondary Education Costs
Financial and Economic Concepts: Careers Ninth Grade – Personal Finance
Standard 2: Students will understand sources of income and the relationship between income and career preparation.
Objective 1: Identify various forms of income and analyze factors that affect income.
For this activity, students investigate and record basic secondary education costs.
Require each student to decide on a college major. Provide three 3X5 cards to the student. Using CIS, have students write the following information on the cards:
Card 1
- Name of a 4-Year Public In-State College or University
- Tuition Cost
- Housing Cost
- Board (meals) Cost
- Additional Fees
Card 2
- Name of a 4-Year Private In-State College or University
- Tuition Cost
- Housing Cost
- Board (meals) Cost
- Additional Fees
Card 3
- Name of a 4-Year Public or Private Out-of-State College or University
- Tuition Cost
- Housing Cost
- Board (meals) Cost
- Additional Fees
From the findings, ask students to rank, in order of preference, the three investigated schools. Then, have them write on the back of each card the ranking number and justification for the ranking. Use a piece of string or yarn to connect the three cards to make a mobile. Hang in the classroom.
Hold a class discussion about their findings.
Complete Lesson Plan (When accessing this lesson you may be prompted to sign in. Simply select your town and enter your zip code and area code.)
Hello Working World
Financial and Economic Concepts: Basic Budgeting Ninth Grade – Personal Finance
Standard 3: Students will understand principles of money management.
Objective 1: Describe the role of planning and maintaining a balanced budget.
Students will learn about the options of the working world. They will consider choices for careers, see how income is connected to education and profession, and be able to create a budget with various expenses. Students will record their data in a graphic organizer and create appropriate constructive responses.
Hello Working World Worksheet (pdf)
Spending Plan Shake Up
Financial and Economic Concepts: Basic Budgeting Ninth Grade – Personal Finance
Standard 3: Students will understand principles of money management.
Objective 1: Describe the role of planning and maintaining a balanced budget.
Register or log on to account at:
Family Economics & Financial Education
Go to: Diving Into Spending Plans then choose 2.15.1 Diving into Spending Plans Lesson Plan.
OR, if the log in screen takes you somewhere else, from the home page, click on Educational Resources>Curriculum>15.0 Spending Plan>2.15.1 Diving Into Spending Plans>2.15.1 Diving into Spending Plans Lesson Plan.
Once the lesson plan is open, scroll down to page 7 for the instructions for a fun budgeting game with printable game boards which use beans as income. Students love it!
Steps for game:
- Prepare a bag of activity markers (dried beans, chocolate chips, M&M’s, any other item) for each student.
- Put 8, 10, 12, 16 or 20 activity markers in a plastic zip bag.
- The different number of activity markers represents different education levels.
- Give each participant a copy of Spending Plan Shake-Up activity handout 2.15.1.H2.
- Allow each student to draw an Education Card 2.15.1.H3 and give them the appropriate number of activity markers that the Education Card 2.15.1.H3 indicates. Or print the Education Cards 2.15.1.H3 on Avery 5160 labels, pre label the bags, and count the appropriate number of beans to be placed into individual bags.
- Play the activity.
- Participants must create a spending plan using their activity markers and Spending Plan Shake-Up activity handout 2.15.1.H2. Each rectangle is equal to one activity marker. All the rectangles next to desired item must be filled to have that item.
- Housing, clothing, food and transportation must be accounted for.
- Give participants about 10 minutes to create spending plan.
- Discussion Questions
- Could students afford all they needed?
- Could they afford all they wanted?
- Why? Why not? What could they not afford?
- Pair students with the same education level together to compare spending choices.
- Did they allocate their activity markers differently?
- Does this show a difference in wants, needs, values or all three?
- Was it easier for students with a higher income level to create their spending plan?
- Ask students how they could acquire more beans.
- Obtain more education.
- Although more beans will be gained in the future, have students identify two beans they are currently willing to give up to pay for further education.
- Discussion Questions
- Why is it important for individuals to create a spending plan?
- Set money aside for necessary items such as housing so the money isn’t spent on other items that are wanted.
- Track where money is being spent.
- Help live within income.
- Why is it important for individuals to create a spending plan?
Points on Buying a Home
Financial and Economic Concepts: Basic Budgeting Ninth Grade – Algebra 2
Standard 4: Students will understand concepts from probability and statistics and apply statistical methods to solve problems.
Objective 2: Use percentiles and measures of variability to analyze data.
Ninth Grade – Personal Finance
Standard 2: Students will understand sources of income and the relationship between income and career preparation.
Objective 1: Identify various forms of income and analyze factors that affect income.
For this activity, students consider financing differences when buying a house. Students learn about paying points and interest rate.
- This activity will be useful to all students, but particularly to students interested careers as loan officers, financial managers, and realtors.
- Refer to the worksheet "Points on Buying a House" for specific instructions (answers are included on the PDF).
Complete Lesson Plan (When accessing this lesson you may be prompted to sign in. Simply select your town and enter your zip code and area code.)
