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Instructional Task Implementation GuideLife GoalsTransitional Math Course: Quantitative Literacy and StatisticsTransitional Math Unit: Unit 1 Personal FinanceUnit Learning Segment: Unit 1S Financial Well-BeingRecommended Length of Task: 4 – 5 days (180 -- 225 minutes)Task ObjectivesTask TitleExploring Equations Through Life GoalsTask SummaryStudents research a future career to see if they can support themselves given: location, monthly expenses, future raises and extra purchases. They write and solve equations to determine the viability of their choice.MaterialsComputer with internet accessGraphing calculatorsPaper and pencilCompetencies/Key Performance IndicatorsQL – A1.A Use variables to accurately represent quantities or attributes in a variety of authentic tasksQL – A3.D Develop and solve equations and inequalities in one variableQL – FM1.B Predict and then confirm the effect that changes in variable values have in an algebraic relationshipStandards of Mathematical PracticeMake sense of problems and persevere in solving themReason abstractly and quantitativelyConstruct viable arguments and critique the reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated reasoningChecking for UnderstandingDescription of ProductStudents use information they find through internet research of career, location, and expenses to write and solve equations, creating graphs and line of best fit.Formative Check Points Student writes equation/sStudent solves equation/sStudent decides whether or not their choices are feasible.Future salary is represented several waysStudent draws line of best fit for salary increasesStudent fills out compound interest chart for credit card Student explains reasoning.Task RubricCompetency and IndicatorsLevel 1 – No EvidenceLevel 2 – Partially MeetsLevel 3 - ApproachesLevel 4 - MeetsLevel 5 - ExceedsQL-A1. Students can demonstrate understanding of the characteristics of variables and expressions and apply this knowledge in authentic modeling and problem solving situations. Student does not meet prerequisite skills.Student demonstrates prerequisite skills.Student demonstrates understanding of simple indicators.Student demonstrates understanding of complex indicators in an authentic task.Student demonstrates understanding of indicators that goes beyond expectations.QL-A1.A. Use variables to accurately represent quantities or attributes in a variety of authentic tasks.A. Not yet able to apply vocabulary to identify parts of an expression or define the variables needed in an authentic taskA. Define the variables needed in an authentic taskANDA. Given an authentic task student can identify the variableA. Match correct expression to given taskA. Create an expression from an authentic task. Including naming the variableA. Analyze authentic tasks to interpret variables and quantitiesQL-A3. Students can create, solve, and reason with equations and inequalities in the context of authentic modeling and problem solving situations. Student does not meet prerequisite skills.Student demonstrates prerequisite skills.Student demonstrates understanding of simple indicators.Student demonstrates understanding of complex indicators in an authentic task.Student demonstrates understanding of indicators that goes beyond expectations.QL-A3.D. Develop and solve equations and inequalities in one variable.D. Not yet able to create and solve their own authentic task for equations and inequalitiesD. Solve an equation with integer solutions and solve a singular (as opposed to compound) inequalityD. Solve an equation or compound inequality with real solutions including no solution or infinitely many solutionsD. Develop and solve an appropriate equation or inequality given an authentic taskD. Create and solve their own authentic task for inequalitiesQL-FM1. Students can apply, analyze and evaluate the characteristics of functions in authentic modeling and problem solving situations. Student does not meet prerequisite skills.Student demonstrates prerequisite skills.Student demonstrates understanding of simple indicators.Student demonstrates understanding of complex indicators in an authentic task.Student demonstrates understanding of indicators that goes beyond expectations.QL-FM1.B. Predict and then confirm the effect that changes in variable values have in an algebraic relationship.B. Not yet able to make a prediction about the algebraic relationshipB. Not yet able to make a correct prediction about the algebraic relationshipB. Make a correct prediction about the algebraic relationship and confirm the answer mathematicallyB. Make a correct prediction, confirm the answer mathematically, and can interpret that answer in an authentic taskB. Analyze and correct others’ predictions including what may have led them to that predictionTask ImplementationTask Launch: Discuss as a class the importance of researching careers and locations. Do they know that jobs may have different salaries depending on where they live? Discuss the difference in rent in various cities. Give student the warm up question regarding number of hours to work to afford a certain amount of money.Task Steps/ProceduresResource LinkSolution Paths & Potential MisconceptionsParticipationStudents will research their ideal job—what requirements are needed (degrees?)Research where they want to live (are jobs available in that field?)Students create a budget based on researched estimates for expenses.Student decides if they can meet their expenses. If not they must re-figure their expenses.Student creates a graph of salary based on future raises; draws a line of best fit; and predicts future salary.Student calculates credit card payments and estimates time to pay off debt.Life Goals GuideStudent should be realistic in the job they choose.Students must cite their sources for where they found their data for salary, expenses and credit card information.Student may need assistance with creating line-of-best-fit, and writing the resulting equation.Students may need reminders of how to create the table for credit card balance.Students may need assistance with the compound interest formula:A = P(1 + p/12) ^ mtSmall GroupIndividualPartnerStudents should work within groups, but each will turn in an individual project.Access & Differentiation to Promote LearningConsiderations for Multiple Means of ExpressionConsiderations for Multiple Means of EngagementConsiderations for Multiple Means of RepresentationStudents can use graphing calculator to create line of best fit.Students can create handwritten tables, or use Desmos to create tables and graphs.Students can be grouped according to job choice or location choice.Students can bring in credit card offers to compare APRs.Students can present findings to the class.Can make charts with graphsCan make posters for their job choice, budget and salary. ................
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