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As a 7th grader, we are going to participate in a project where you are taking control of your finances, living space, and job! This is a big project that requires group work, and research.

Finding percentages || Students will be able to research a potential job, calculating net and gross income. Students will be able to buy, hypothetically, furniture and a car, and calculate tax. Students will be able to organize research websites by creating a Symbaloo webmix of the sites they used to complete their research. Students will create a ThingLink to present the information they learned about their job and where they would live. || This project is a culmination of study about percentages. The fun real life part of this project is a realistic look at where one could live based on an income for a potential job. || MA Curriculum Frameworks ||= 7.EE.3 || Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. ||
 * ESSENTIAL QUESTIONS/KEY CONCEPTS
 * ** INSTRUCTIONAL GOAL(S) **
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The premise of this project is for students to put together all their work with percentages; finding a percent of a salary for housing, finding a tax percentage of a car to calculate the total cost, and managing their income to be able to purchase necessities including clothing, furnishings, food, and electricity! Students will be introduced to this project as a real life project. They will be expected to choose a specific job from a list of jobs, research where that job exists in the US, and research the area where they will live. The teacher will model specifics for students including the need for electricity, cell phone, cable, furnishings, and a car. Students will have the opportunity to create their own symbaloo with all the resources they found. Students will also be expected to create a thinglink for their job. I will welcome their creativity on this, hoping for solid reasearch on their job and the finances behind it. Students will need to calculate gross and net pay, as well as taxes paid, and taxes on a car they must purchase as part of the project.
 * ** PROCEDURES **

Students will present as a group to their class upon completion of this project. || Students will be assessed on their completed projects. The teacher will ensure that each student’s project meets the requirements of the rubric and that students are able to answer questions about their job, location, and purchases made. || http://www.thinglink.com [|symbaloo] ||  ||
 * **ASSESSMENTS**
 * **MATERIALS AND WEBSITES**