Financial Education in the Math Classroom

Below are a couple links from my talk at NCTM (National Council of Teachers of Mathematics — nctm.org) in Philadelphia on April 28, 2012.

The Math Forum’s Financial Education Page

Video from the Cosby show of Cliff talking to Theo about the cost of living, and another Cosby video about buying used cars.

A couple sample problems:

Taxi Rates:

And Taxi Rates:

Cell Phone Plans — great for noticing & wondering:

And more info on that plan…

And a Problem of the Week on Texting:

What’s involved in understanding problems with a financial context?

• Examining the given information and asking: What do you notice? What do you wonder?
• Digging a littler deeper and asking: What information that’s given is useful? What given information or other information might help you make a decision? What else might we want to know?

Other resources, easily accessible and make for great conversations and problem solving opportunities/projects:

Cable Pricing Schemes
Cell Phone Pricing Schemes
Credit Card Offers
Apps and Applets that graph repayment plans
Interpreting Health Care Plans — look at HR websites to find information
Interpreting Retirement account options
Reading personal finance blogs (i.e., http://www.getrichslowly.org/blog/, http://www.bargaineering.com/, http://www.thesimpledollar.com/, and more)  — blogs like this often talk about how to make personal finance decisions and weighing what’s important to you and/or your family and the trade-offs sometimes inherent in such decisions.

mathalicious.com has a great library of problems that tackle many of the concepts above, are connected to the common core and come with lesson plans. Here’s a blog post about their work that I wrote a while back.

I have asked teachers I know who are teaching financial concepts in their classrooms, many of whom have participated in a Math Forum professional development course, to contribute their stories to this blog, this is the third, courtesy of Patty, about an activity that she did  with high school students.

Fitting financial topics into my regular curriculum has proven quite challenging!

Recently, we worked on the topic of exponential functions and some of their applications. We did many activities and explorations including the ever famous m & m lab! However, the following is my favorite performance assessment of the unit for two reasons:

1. it required an understanding of the mathematical concepts, the scenario and reflection of solutions.
2. it let me work in financial topics and discussions that often get overlooked in the typical curriculum.

A Hypothetical Scenario:

An eccentric billionaire has recently decided to give you all $10,000 to invest in one of the options below. You cannot take the money out until 10 years from now. Compare for each option the amount of money that would be available at the end of 2 years, 5 years, 7 years and 10 years. Explain which of the following investments you would place your money in and why. You must include graphs and computations to validate your conclusions. Click here for a copy of the worksheet used to help students organize their thinking.

• Option 1: Place your money in an account earning 4% annual simple interest.
• Option 2: Place your money in an account earning 3 6/8 % annual interest, compounded quarterly.
• Option3: Place your money in an account earning 3 ½ % annual interest, compounded continuously.

After students completed the above, they had to pick 5 more data points to include in each option (they were encouraged to use a wide variety ranging from 6 months to 75 years).

Students then answered the following questions:

• At any time do the options yield the same amount of money or return? How do you know? Explain your answer with a graph(s).
• Is there any time simple interest would be the best choice? Any time compounding continuously is best? Explain your answers in a sentence or two.

The tasks created thoughtful discourse for days!  Students developed a real understanding of compound interest and have since demonstrated the ability to transfer that knowledge to the behavior of other exponential functions.

I’ve asked Patricia to share some of her students’ work and hope to be posting that here soon!

I have asked teachers I know who are teaching financial concepts in their classrooms, many of whom have participated in a Math Forum workshops of professional development courses, to contribute their stories to this blog, this is the second of what I hope will be many to come, courtesy of Stacey, about an activity that was used with 8th graders.

Middle school students seem so ready to grow up.  One of their biggest anticipations is the moment when they will be handed their license and given the opportunity to drive.  What they don’t realize is that with a driver’s license comes the cost of driving a car.  That’s why I created an activity to show my students just how much gasoline prices have changed, and what that could mean for their wallets in the future.

Click on the image below to download a PDF version of the entire activity

Students were asked to create box-and-whisker plots on a TI-83 graphing calculator.  Once they had the graphical display of the data, they were asked to analyze the results.  They were asked to find in which decade the gasoline prices were highest and lowest, as well as most stable.  They were also asked to find the decade that had the highest average price per gallon of gasoline.  As an extension, students researched that decade to find what was happening to cause such high prices.  They were really surprised by what they found!

Students gained a new appreciation for all of the talk in the news lately about gas prices and when they are expected to rise, and when they are expected to fall.  They also began to realize that, once they drive, they are going to have to plan appropriately for the cost of that privilege.