Gervais High School

Gervais School District

Department of Mathematics
Preparing students to meet the demands of a diverse and global community through critical thinking.
Course Title:
Instructor:
Room:
Phone:
Email:

Financial Algebra
Brad Simmons
8
503-792-3803
brad_simmons@gervais.k12.or.us

Course Description: Financial Algebra is a combination of algebraic and graphical approaches with practical business and
personal finance applications as a motivation explore and learn high school level mathematics of algebra and functions in a
financial context. This course will encourage students to be involved in applying mathematical ideas to their everyday lives.
Essential Questions:
1.
2.

How does mathematics act as a coherent, useful, and logical subject that makes use of their ability to make sense of
problem situations.?
Why are the mathematical practices (see Mathematical Practice Standards below) a fundamental requirement in a
twenty-first society (American and/or global)?

Course Outcomes:
At the end of this course, students will be able to demonstrate the following Common Core State Standards for mathematics in a
financial context:
Model mathematics in a variety of financial applications.
Reason quantitatively and use units to solve problems
Create equations that describe numbers or relationships
- Create equations and inequalities in one variable and use them to solve problems.
-Define appropriate quantities for the purpose of descriptive modeling, and choose a level of
accuracy appropriate to limitations on measurement
Solve equations and inequalities in one variable
Interpret the structure of expressions
Graph linear and quadratic functions and show intercepts, maxima, and minima.
Write a function defined by an expression in different but equivalent forms to reveal and explain
different properties of the function.
Summarize, represent, and interpret data on two categorical and quantitative variables
Interpret Linear Models and distinguish between correlation and causation..
Compute (using technology) and interpret the correlation coefficient of a linear fit.
Understand the concept of a function and use function notation
Solve simple rational and radical equations in one variable, and give examples showing how
extraneous solutions may arise.
Solve systems of equations and represent and solve equations and inequalities graphically
Build a function that models a relationship between two quantities
Write expressions in equivalent forms to solve problems
Extend the properties of exponents to rational numbers
Use the properties of exponents to interpret expressions for exponential functions
Interpret functions that arise in applications in terms of the context
Construct and compare linear and exponential models and solve problems
Understand the concept of a function and use function notation
Find arc lengths and areas of sectors of circles
Rewrite simple rational expressions in different forms
Calculate expected values and use them to solve problems

 Perform Operations on matrices and use matrices in applications.

Common Course State Standard Math Practice Standards
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Text:
Robert Gerver, Richard Sgroi (2011). FINANCIAL ALGEBRA. South-Western, Cengage Learning
Course Outline and Expectation
Class expectations: all students will communicate mathematical ideas and concepts through reading and writing, through graphic
representation, and through oral communication/presentation. Students will also be expected to sufficiently demonstrate skills in
problem solving and logical reasoning in the completion and application of mathematics in real life situations. Students will be
responsible for their own learning that will be facilitated and designed by the instructor. Students will be held to a high standard of
achievement and come ready to actively participate every day. Unit Plans will be given to students prior to the beginning of each
unit. These plans will provide the specific goals, expectations, and objectives for student to plan their studies.

Course Schedule
WEEK

CHAPTERS

1-4

UNIT

TOPIC_______________________

The Stock Market

1

4-8

Introduction to basic business organization terminology in order to

read, interpret and chart stock ownership and transaction data.
Modeling a Business

9 - 11

Statistics plays a very important role in business modeling. Using

linear, quadratic, and regression equations in that process assist
students in getting a complete picture of supply, demand, expense,
revenue, and profit as they relate to the sale of a product.
Banking Services

3
12 - 14

Banks offer a array of services that make access to money easy.

Students learn the function and computation of interest in shortterm, long-term, single deposit and periodic deposit accounts.
Consumer Credit

15-18

Familiarity with credit terminology and regulations is critical in

making wise credit decisions. Use and manipulation of the credit
formulas in order to make wise credit choices that fits needs,
current financial situation, and future goals.
Automobile Ownership

5
19 - 20

Whether it is a used or new car, ownership requires an

understanding of the mathematics that models purchasing, insuring,
depreciating, and driving that car.
Employment Basics

21 - 24

Knowing how salaries are computed, benefits bestowed, and wage

taxes calculated allow the employee the opportunity to make smart
employment choices both before accepting a job and during the
period of employment in that job.
Income Taxes

Use mathematics can be used to model and understand our

progressive tax system. Use the creation of functions and the
analysis of graphic representations of those functions, students gain
insight into their income reporting and tax paying obligations.

25 - 29

Independent Living
8

29 - 32

A place to live comes in many forms and with varying degrees of

financial responsibilities. Work through the mathematics that
models moving, renting, and purchasing a place to live.
Planning for Retirement

9
33 - 36

Focus on the fiscal plans that workers can make years ahead of their
retirement date. Study of retirement savings plans, both personal
and federal, employee pension programs, and life insurance.
Prepare a Budget

10

This final chapter of the text calls upon the knowledge acquired in
the preceding chapters in order to create, chart, and use a
responsible personal budget.

Attendance & Tardy Policy:

Notes are to be presented at the school office and must contain the following information: 1) Date of absence(s) on the note and
when it was written; 2) Name of pupil; 3) Brief reason for absence; 4) Complete signature of parent or guardian.
Students will be held responsible for arranging with teachers to make up work missed for absences.
Any tardy over 5 minutes may be counted as an absence.
Any student arriving late to school without a note with an inexcusable reason for the tardy will receive a detention. Students that
fail to report to detention are subject to other consequences (i.e., Saturday School, ISS, or work crew). Students with three or more
unexcused tardies each week will be given a detention. You are considered tardy if you are not in your seat and prepared to learn
when the bell rings.

Grading Procedure:
Grades will be based on your performance on tests (worth 70% of your final grade), classwork/homework (worth 30% of
your final grade) in which points for your participation in small groups, and your work for projects and experiments will be
included. Assessments will occur upon completion of units of study. Other formative assessments will occur regularly throughout
each unit. Additionally, problem solving work samples, based on appropriate content, will be used to help assess content and the
Mathematics Practice Standards multiple times throughout the year. If absent (excused), the student is required to make up
homework and/or tests within one weeks time (late work will be reduced by 50% of the total score) from the students day of
return to school. If it is an unexcused absence a grade of 0 will be automatically given for homework, classwork, or tests given or
due at the time of the unexcused absence.
Grading of the problem solving work samples will be done on a six-point scale that reflects proficiency as defined by the
Common Core State Standards. Two measures of grading will be used: 1) Content focused grading; 2) Proficiency focused
grading. Content focused grading will represent assessments that are tied to content knowledge. These will be represented as letter
grades. Proficiency focused grading will represent assessments that are tied to C.C.S.S. requirements. These will be represented
as 1) Exceeds Mastery, 2) Mastery, 3) Proficient, 4) Nearly Proficient, & 5) Developing.