Students will learn to calculate down payments using a percentage. Teaching Objectives: Students will define down payment. Students will review percentages. Students will review convert percentages to decimals. Students will review calculating percentages. Students will use these skills to figure out down payments. Suggested Grade Level 6th – 8th Grade Lesson Excerpt: Sometimes, a down … Continue reading Calculating Down Payments as a Percentage
Students review the elements of a contract. They discuss the characteristics of rent-to-own contracts and compare the cost of those contracts with the outright purchase of goods. Objectives Students will define contract and annual percentage rate (APR), explain the elements of a contract, evaluate the terms and costs of a rent-to-own contract, and compare rent-to-own … Continue reading To Rent-to-Own or Not to Rent-to-Own?
Students learn what a payday loan is and the high cost involved in using such a loan. Working in groups, students calculate an annual percentage rate (APR) on a short-term loan.
Students discuss key terms related to credit and learn how creditors use capacity, character, and collateral as criteria for making loans. Students learn about credit rights and responsibilities. Groups use role-play scenarios to identify and discuss the rights and responsibilities of using credit. Objectives Students will define credit and creditor, define interest, identify and … Continue reading Creditors’ Criteria and Borrowers’ Rights and Responsibilities
Students complete an activity sheet and discuss the advantages and disadvantages of using credit. Students read a scenario about a young person’s use of a credit card and answer some questions regarding repayment. Students learn about credit history, credit reports and credit-reporting agencies.
Students calculate compound interest to identify benefits of saving in interest-bearing accounts. They learn the “rule of 72” and apply it to both investments and debt. They learn that there is a relationship between the level of risk for an investment and the potential reward or return on that investment.
Students work in pairs to participate in a “Track Star” game that illustrates positive and negative spending behaviors. Each pair of students analyzes the “Track Star” results, identifies effective and ineffective budgeting behaviors, and generates a list of budgeting principles.
Students participate in an activity to learn about checking accounts, savings accounts and check-cashing services. Students learn the components of a check, and they organize and enter information into an account register for a fictitious person in order to determine the person’s balance. Students learn why maintaining account records is important. Students balance a monthly account statement.
Students compute the gross pay for a fictional John Dough given his hourly wage and the number of hours worked. They compare gross pay to net pay. They learn what FICA and federal income taxes are. They learn how to complete a W-4 form and what a W-2 form is.
Students are divided into four groups to produce name tents. Each group produces name tents in a different way to highlight different levels of human capital. Students identify ways in which people invest in their human capital. Students use the Bureau of Labor Statistics Occupational Outlook Handbook to analyze unemployment, educational attainment, and median weekly … Continue reading Invest in Yourself