It takes several days to introduce because students need to research a number of expenses: house/apartment rental, car leases/loans, utilities, cell phone plans, etc., etc. There is a lot of detailed information in here and teachers should not underestimate the commitment involved in using the full project. This includes an explanation of each of approximately 20 expenses and a discussion of income and deductions (taxes and insurance). The full project involves a 16-page packet for each student. The “hidden curriculum” in this project is always for students to accept the need to allocate scarce resources. These include working with decimal amounts, calculating percentages, and any number of problem-solving skills.Īctually, there is a third purpose. The project has a dual purpose: (1) to provide an interesting and realistic context in which students use math and develop some decision-making and interpersonal abilities, and (2) to practice a number of specific math skills and concepts. If this figure is unrealistic for your student population you can, of course, adjust it in either direction. The annual $26,000 figure breaks down to $12.50 per hour for a full year of 40-hour weeks. ![]() The scenario is that they have completed a curriculum or program that has prepared them to get and carry out a useful full-time job. In this most recent rendition, the students receive an annual salary of $26,000. It is most appropriate for middle school students, though it has been used by high school and even some adult education teachers. The full project is a pretty realistic simulation of personal finance. ![]() It began in the 1980s as an exercise in decimal computation and went on to become a year-long project that we spent about 2 weeks on early in the year, and then revisited for one or two days a month thereafter. I used the checkbook project for about 20 years with students in Grades 5-8.
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