Financial Literacy Ontario Grade 8 Math Unit Budget Simple & Compound Interest
Past The Potholes
3.4k Followers
Grade Levels
7th - 9th, Homeschool
Subjects
Resource Type
Standards
CCSSMP1
CCSSMP2
CCSSMP3
CCSSMP4
CCSSMP5
Formats Included
- PDF
- Google Apps™
- Easel Activity
Pages
+100 and still growing
Past The Potholes
3.4k Followers
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).
Easel Activity Included
This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TPT is free to use! Learn more.
What educators are saying
Working with ELL students, I found this resource very helpful in breaking down key concepts for them in a simple yet applicable way.
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Grade 8 Ontario math teachers! You'll love our long-range plans, detailed 3-part lessons, Ontario math report card comments, practice worksheets, review activities, assessments, tracking sheets and more.Units included are: First 20 Days, Number Sense, Operations, Patterning, Algebra, Coding, GeometrPrice $115.00Original Price $220.48Save $105.48
Ontario Math teachers. LOVE these units for Number Sense & Numeracy, Coding, Financial Literacy, Data Management, Probability, Location & Movement, Geometric Reasoning, Algebra, Patterning, and Measurement. Includes Google Slides lessons, hands-on activities, practice worksheets, math centrePrice $180.00Original Price $373.48Save $193.48
Description
This Grade 8 Ontario Personal Financial Literacy unit covers budgeting, simple interest, compound interest, sales tax, credit cards, consumer contracts, and setting financial goals. This low-prep unit includes Google Slides Financial Literacy lessons, worksheets, activities, games and assessments.
Our units encourage students to use and develop their Knowledge, Application, Thinking, and Communication skills in a way that will prepare them for success in grade 9.
This unit is part of our ENTIRE YEAR OF GRADE 8 ONTARIO MATH PACKAGE which includes all of our math resources for Grade 8.
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WHAT'S INCLUDED?
UNIT OUTLINE (Available in the Preview)
LESSON PLANS (Sample lesson included in Preview)
- Ontario Curriculum
- 3-part format including expectations, learning goals, examples, minds on activities, action activities, extension/discussion activities, and consolidation activities.
- Review Lesson: Calculating costs including sales tax
- Lesson 1: Comparing different payment methods
- Lesson 2: Planning for long-term financial goals
- Lesson 3: Balancing a budget
- Lesson 4: Simple and compound interest
- Lesson 5: Helping consumers get more value
- Lesson 6: Comparing credit cards and consumer contracts
UNIT WORKSHEETS (2021 update) (Sample page in Preview)
Upon request, we created a workbook that addresses each curriculum expectation. Teachers can print the sheets for their students or share them directly in their digital classroom.
2022 Update: We've created a self-checking version of the workbook using Easel.
STATIONS (CENTRES)
Give your students a chance to work on the material in a different way. I use this as an opportunity to spend some time with GUIDED GROUPS (Questions included) for the first half of the period and monitor/assess during the second half of the period. If you have a challenging class, this can be a difficult routine to establish, but well worth the effort!
- Ordering lunch (sales tax and tip)
- Daily expenses (budget)
GROUP ACTIVITIES
- Bingo
- SWAT!
CULMINATING ACTIVITY
- The assignment requires students to examine bank accounts, credit cards, and mortgage options. They are encouraged to share the pros and cons of at least 3 options and determine which would be the 'best fit'.
TRACKING TEMPLATES to help you record student learning and grades.
RELATED PRODUCTS
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Grade 8 Ontario Report Card Comments Package - All Subjects & Learning Skills
Save time and money by purchasing this bundle including ALL grade 8 math units.
ENTIRE YEAR OF ONTARIO MATH PACKAGE - GRADE 8
If you would prefer specific units, we have them available individually and bundled by strand.
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Total Pages
+100 and still growing
Answer Key
Included
Teaching Duration
2 Weeks
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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.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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.
CCSSMP5
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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