Financial Literacy Project Bundle Grades 5 to 9 | Economics and Business

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Teach to Dream

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Grade Levels

5th - 8th

Subjects

Life Skills, Business, Economics

Resource Type

Worksheets, Projects

Standards

CCSSMP1

CCSSMP3

CCSSMP4

Formats Included

$20.30

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$29.00

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$8.70

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Products in this Bundle (5)

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Description

Do you want your students to learn financial literacy skills and budgeting in a real life settings? Students will beg to keep learning when they participate in these FUN projects. This bundle will have you covered for YEARS to come...

It is SO IMPORTANT that our students learn the vital skills of financial literacy these days. They need to know the value of money and how marketing can influence them.

By purchasing this bundle you will SAVE 30% off the individual price of each listing...price will go up as more products are added.

In this bundle you will have all your guides and worksheets to help you set up and run a range of hands on projects including:

Run a Fair - (set up student businesses to be run on a special school day)
Run a Class Cafe/ Restaurant - (Imagine the excitement on your student's faces when they turn their classroom into a cafe for their parents/ grandparents/ another class).
Student Run Business - (students set up and run a business for a set time frame - often 10 weeks but could be shorter/ longer).
It's Your Life - (a research project where students need to choose a job and budget around the finances in their life)
Business and Economics - (designed to have students learn more about the terms and essentials of being both a customer and a business owner)

Each resource includes:

Easy set up for teachers
Ideas to help you get started
Worksheets for students
Ready to use assessment
ALSO AVAILABLE AS GOOGLE SLIDES

These projects have been made to help students learn important Business and Economics, and is suitable for any grade 5 to 9 class.

View each resource individually:

It's Your Life Math Project

Shopping Spree Math Project

Classroom Re-design Math Project

Business and Economics Unit

Student Run Business Project

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Copyright information:

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you would like to share with others, please purchase an additional license.

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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