GeoffBrimhall,3/8/16

CreatingaYearlyBudgettoLearnLinear
Equations
STANDARDS:Arizona8.EE.C.7.Solvelinearequationsinonevariable.
THEME:8.MP.4.
Modelwithmathematics.Constructlinearequationsfromrealworldexamples,
applymeaningtowhentwolinearequationshaveonesolution,infinitelymanysolutions,orno
solutions.
LESSONTOPIC:
Constructinglinearequationstomodelayearlybudget.Length55min.
OBJECTIVES:
LanguageThestudentwillbeableto:

Discusstheircareerincome,needsandwantexpenses.
Usekeyvocabularytoexplainhowtomodelincomesandexpenses
Explaintheirmodelandtheresultsbothorallyandinwritingtotheclass

ContentThestudentwillbeableto:

Identifythemonthlyincomefromthecareertheywouldliketohave
Identifythemonthlyneedandwantexpensesfromlifegoals(food,shelter,
utilities,personalitemstheywanttoown)
Createincomeequationandgraph.
Createexpenseequationandgraph.
Explainwhatitmeansiftheydoordonotintersect.

LEARNINGSTRATEGIES:
KEYVOCABULARY:
income,needexpense,wantexpense,monthlyexpense,onetime
expense,interest,budget,pointslopeform,slope,yintercept,intersection,overspend
MATERIALS:
Teacher

Largecareerincomechartlistingvariouscareerannualincomes.
Largemonthlyexpensechartlistingaveragemonthlycostsforutilities,cable,phone,
insurance
Largeonetimeexpensechartlistingcostofpersonalitems:clothes,furniture.
Largefoodmonthlyexpensechartlistingvariousfoodcombinations(groceryonly
cheap,groceryonlyexpensive,grocerypluseatingout1/month,etc).
Largesheltermonthlyexpensechartlistingmonthlypaymentfordifferenthomesand
apartments
Largetransportationmonthlyexpensechartlistingmonthlypaymentofdifferenttypes
oftransportation,cars
Largeonetimevsmonthlypiechart,wherepieisdividedinto12equalsections,each

sectionhasnameofthemonth.
Projectablecartoonpictureshowingnakedperson(buttfacing)movingintoanddriving
car
Projectablecartoonpictureshowinglamborghinivshonda,personwithquestionmark
decidingwhichtodrive.
Largeworksheetshowing
income
graphinblueand
expense
graphinred,withthe
slope
ofthe
expense
beinggreaterthanincomesoitintersectsthe
income
graphata
certainmonth.
Overheadprojectortoshowstepbysteppracticeexample.
CopiesofIncome/ExpenseWorksheetandGraphWorksheet,1perstudent
CopiesofPresentationRubric,onepergroup.

Student

Ruler
Pencil,redandbluecoloredpencil
calculator

MOTIVATION:(Buildingbackground)13min.

Askstudenttoformintogroupsof4withtheirpencils,handeachstudentacopyofthe
Income/Expense
worksheet.
Askthestudentstothinkaboutthecareerstheywouldliketohave.Pointstudentstothecareer
chartshowing
monthly

incomes
.Havestudentslistthecareerstheyareinterestedin,oneperline.
Lookoverpiechartdividedinto12equalsections.Askstudentswhattheynoticeaboutthechart(
dividedinto12,eachsliceisamonth).Askiftheycanguesswhatthedifferencebetween
monthly
cost
and
onetimecost
basedonthechart.Discussthedifferencebetween
onetimecost
versus
monthlycost
,usingchartsvisualaid.
Askstudentstothinkaboutthemonthlyexpenseschart.Askclasswhattheythinkthedifferenceis
betweenneedsandwants.Projectpictureofnakedpersondrivingcaraskclasswhatthisperson
needs.Projectpictureoftwocars,askclasstoidentifydifferencesbetweensametransportation
providedbybothmoreexpensivecarisawant.
Pointstudentstothe
expenses
charts,showclassthe
monthly

expense
and
onetimeexpense
sections.Askstudentstowritetheir
needexpenses
puttingthemintothecorrectsectionsinthe
worksheet.
Askthestudentstothinkaboutthetheextraitemstheywouldliketoowntheir
wantexpenses
..
Havestudentswritetheitemstheywant,puttingthemintothecorrectsection.Havestudentsputa
startotheleftoftheir
wantexpenses.
Askapersonfromeachgrouptodiscusstheir
need
and
want

expenses.

PRESENTATION:(Languageandcontentobjectives,comprehensibleinput,strategies,interaction,
feedback)
5min.

Gooverlessoncontentandlanguageobjectives.Pointingtothelargeexampleworksheetgraphfor
visualaid,reviewvocabularyalreadydiscussed:
income,

needexpense,
and
wantexpense
and
howcreatinglinearequationsrepresentingtheir
monthly

income
and
expense
theycanmodel
their
budget
toseeiftheycanaffordtheir
want

expenses
.

Foreshadowstudentstothinkaboutwhathappenswhenthe
expense
equationhasa
slope
greater
thantheir
income
equation.

PRACTICEANDAPPLICATION
27min
:

7min:Handoutcalculators.Discusswiththeclassthatwearefirstgoingtocalculatethemonthly
income
.Ontheexampleworksheetbeingprojected,pickthecareerswiththeiryearlyincomes,the
firstbeingtheoneusedinthedisplayed
income
graph.Discusswiththeclassthatsinceallthe
expenses
arepermonth,weneedtohavethe
income
bepermonthaswell.Ifthereareany
questionsonwhy
income
areperyear,explainthatnationalincomestatisticsontheinternetare
alwaysperyear.Askaroundtoseeifanyoneknowswhatcalculationweneedtodotohavethe
yearlyincomesbepermonth(answer:divideyearlyincomebytwelve).Showhowtocalculatethe
monthlyincomeforeachcareerandwritetheanswerontheexampleworksheet.Havestudents
workintheirgroupcalculatingtheirmonthlyincomes,haveothersintheirgroupchecktheirwork.
Forfeedbackwalkaroundtoseehoweveryoneisdoing.
10min:Discusswiththeclassthatwearenextgoingtocalculatethe
monthly

expense
.Onthe
exampleworksheet,pickthehouse,utility,transportation,andfoodmonthlyexpensesthatcreated
thedisplayed
expense
graph.Askclasswhatweneedtodowithallthemonthly
expenses
inorder
tocreatethe
expense
graph(answer:addthemup).Fliptothebackoftheworksheet,listing
onetimeexpenses
:clothes,furniture.Explainhowtheycanbetotalledasaonetimestarting
expense,ordividedintoamonthlyexpenseusingacreditcardwith
interest
.Showhowtodothe
interestcalculationtocreatea
monthlyexpense
fromthe
onetimeexpenses
thatareaddedto
theother
monthlyexpenses.
Writetheanswerontheexampleworksheet.Havestudentsworkin
theirgroupcalculatingtheir
monthly

expense
,haveothersintheirgroupchecktheirwork.For
feedbackwalkaroundtoseehoweveryoneisdoing.
5min:Handoutbluepencilandgraphworksheet.Explainhowwearenowgoingtographthe
income
equation.Takethemonthly
income
valuecalculatedfromthetopcareerchoice.Showthe
classthe
pointslopeformlinearequation
,askwhichpartoftheequationthemonthlyincomeis(
answer:the
slope
).Asktheclasswhatitmeansifourequationdoesntstartatzero(answer:have
staringsavingmoney),itbecomestheyintercept.Askclasswhatourcoordinatesareinthegraph(
answer:horizontalismonths,verticalisinthousandsofdollars(iefirstpointis$1k)).Demonstrate
toclassfillinginthecalculationtableforthefirsttwovaluesofmonth=0,month=1,createlinear
graphusingrulerandtwovaluesfromcalculationtableusingbluepencil.Havestudentsworkin
theirgroupgraphingtheirmonthly
income
,haveothersintheirgroupchecktheirwork.For
feedbackwalkaroundtoseehoweveryoneisdoing.
5min:Handoutredpencil.Explainhowwearenowgoingtographthe
expense
equation.Takethe
monthly
expense
totalvaluecalculatedfrom
monthlyexpense
worksheet.Showtheclassthe
pointslopeformlinearequation
,askwhichpartoftheequationthemonthly
expense
is(
answer:the
slope
).Asktheclasswhatitmeansifourequationdoesntstartatzero(answer:all
theirbackworksheet
onetimeexpenses
areastartingdebt),itbecomestheyintercept.
Demonstratetoclassfillinginthecalculationtableforthefirsttwovaluesofmonth=0,month=1,
createlineargraphusingrulerandtwovaluesfromcalculationtableusingredpencil.Noteif
expense
graphintercepts
income
graph,askclasstothinkaboutwhatitmeansifthetwolinesdo
ordonotintercept.Havestudentsworkintheirgroupgraphingtheirmonthly
expense
,haveothers
intheirgroupchecktheirwork.Forfeedbackwalkaroundtoseehoweveryoneisdoing.


REVIEWANDASSESSMENT
10min
:

8min:Haveeachgroupnominatewhotheyfeelcreatedthebestgraphcomeand
presenttotheclass.Haveoppositegroupreviewthepresenterwiththerubricsheetso
eachgroupisevaluatingjustonepresenter.
2min:Collecteachstudentswork,thegroupsrubricsheet,gradeeachstudentswork
accordingtothesamerubricsheet.Havestudentsturninrulers,calculators,colored
pencils.

EXTENSION:

Witheachpresenter,seeiftheycorrelatethe
expense
graphintersectingwiththe
income
graphandexplainthattheywill
overspend
.Ifso,askthepresenterwhatthis
means,andwhatwouldneedtochangeintheir
budget
sothe
expense
doesnot
overcomethe
income
(usinglessexpensive
needexpenses
,removing
want
expenses
)
However,ifthetwographsdontintersect,seeifthestudentsrealizetheycouldafford
more
wantexpenses
fromtheirworksheet.

ExtraCredit:Handoutnewgraphworksheet.Forstudentsthatdonthavean
intersection,havethemaddmoreitemstheywantfromthebackoftheworksheet,seeif
theyfigureouthowtospreadoutthe
expense
overayearsoastoadditproperlytothe
expense
graph.
Forstudentsthatdohaveanextension,havethemfigureoutwhatcouldchangeintheir
expensesorincomes(ienewcareer),createanewgraph.

Name:________________________________________Date:_____________________

MonthlyIncome
__________________________________________________________________________
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MonthlyExpenses

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(front)

Onetimeexpenses
__________________________________________________________________________
__________________________________________________________________________
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(back)

Income/ExpenseGraph
Money($1000)

Months

IncomeEquation_____________________ExpenseEquation____________________

Income
Expense

Month

$1000

Month

$1000

Group:________________________________________Date:_____________________

PresentationRubric

Content

VeryMuch

Somewhat

ALittleBit

Notatall

Wasthestudent's
income/expenseworksheet
properlydone?

Didthestudentsgraphlook
likelinearequationlines?

Language

Didthestudentclearlyexplain
theirincomecalculation?

Didthestudentclearlyexplain
theirexpensecalculation?

Didthestudentclearlyexplain
theirtheexpense/income
graphandwhathappenedif
theydid/didntintersect?