Economics with Financial Literacy   (#2102335)

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Course Standards

General Course Information and Notes

General Notes

Economics - The grade 9-12 Economics course consists of the following content area strands: Economics and Geography. The primary content emphasis for this course pertains to the study of the concepts and processes of the national and international economic systems. Content should include, but is not limited to, currency, banking, and monetary policy, the fundamental concepts relevant to the major economic systems, the global market and economy, major economic theories and economists, the role and influence of the government and fiscal policies, economic measurements, tools, and methodology, financial and investment markets, and the business cycle.

Mathematics Benchmark Guidance - Social Studies instruction should include opportunities for students to interpret and create representations of historical events and concepts using mathematical tables, charts, and graphs.

Special Notes:
Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

  1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. Providing extensive text-based research and writing opportunities (claims and evidence).

Literacy Standards in Social Studies
Secondary social studies courses include reading standards for literacy in history/social studies 6-12, and writing standards for literacy in history/social studies, science, and technical subjects 6-12. This course also includes speaking and listening standards. For a complete list of standards required for this course click on the blue tile labeled course standards. You may also download the complete course including all required standards and notes sections using the export function located at the top of this page.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SS.pdf

Additional Instructional Resources:
A.V.E. for Success Collection is provided by the Florida Association of School Administrators: http://www.fasa.net/4DCGI/cms/review.html?Action=CMS_Document&DocID=139. Please be aware that these resources have not been reviewed by CPALMS and there may be a charge for the use of some of them in this collection.

Finance Your Future

The Division of Consumer Services at the Florida Department of Financial Services offers a free financial literacy resource designed for middle and high students. Finance Your Future is comprised of eight main modules on the topics of: Budgeting & Saving, Credit Cards, Banking, Credit Report & Score, Debt, Frauds & Scams, Insurance & Benefits and Life Events. Each module includes lessons, activities, games and a comprehensive knowledge check at the end. Visit the Finance Your Future website to access this resource. It should be noted that this resource does not include all of the financial literacy content needed to satisfy the standard high school diploma requirement per s. 1003.4282, Florida Statutes. A crosswalk of Financial Literacy standards and benchmarks can be found here.

General Information

Course Number: 2102335
Course Path:
Abbreviated Title: ECON FIN LIT
Number of Credits: Half credit (.5)
Course Length: Semester (S)
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12
Graduation Requirement: Economics

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Hallowed Words: Evaluating a Speaker's Effectiveness:

Examine the hallowed words of Abraham Lincoln's "Gettysburg Address." In this interactive tutorial you'll identify his point of view, reasoning, and evidence in order to evaluate his effectiveness as a speaker.

Type: Original Student Tutorial

Literacy in History: The Pullman Strike, Part 2:

Practice literacy skills while learning more about the Pullman Strike of 1894 in this interactive tutorial.

This is the second tutorial in a two-part series. Click HERE to launch Part 1 where you'll learn the history behind the same event.

Type: Original Student Tutorial

Literacy in History: The Pullman Strike, Part 1:

Learn the history behind the Pullman Strike of 1894 in part 1 of this interactive tutorial.  In Part 2, you'll practice your literacy skills while learning more about the same event! 

Click HERE to open part 2.

Type: Original Student Tutorial

The Power of Words: Lincoln's Second Inaugural Address:

Examine a famous speech by President Abraham Lincoln, his 2nd Inaugural Address. This speech, given a month before his assassination, is considered by many to be one of his most eloquent and moving speeches. By the end of this tutorial you should be able to determine Lincoln's purpose for his 2nd Inaugural Address, analyze his word choice, and identify his use of parallel structure. Finally, you should be able to put all of these things together to analyze how Lincoln's word choice and use of parallel structure contributed to the purpose for his speech.

Type: Original Student Tutorial

Perspectives Video: Expert

Mathematically Exploring the Wakulla Caves:

The tide is high!  How can we statistically prove there is a relationship between the tides on the Gulf Coast and in a fresh water spring 20 miles from each other?

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Expert

Perspectives Video: Professional/Enthusiast

Unit Conversions:

Get fired up as you learn more about ceramic glaze recipes and mathematical units.

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Professional/Enthusiast

Problem-Solving Tasks

Speed Trap:

The purpose of this task is to allow students to demonstrate an ability to construct boxplots and to use boxplots as the basis for comparing distributions.

Type: Problem-Solving Task

Words and Music II:

The purpose of this task is to assess (1) ability to distinguish between an observational study and an experiment and (2) understanding of the role of random assignment to experimental groups in an experiment.

Type: Problem-Solving Task

SAT Scores:

This problem solving task challenges students to answer probability questions about SAT scores, using distribution and mean to solve the problem.

Type: Problem-Solving Task

Haircut Costs:

This problem could be used as an introductory lesson to introduce group comparisons and to engage students in a question they may find amusing and interesting.

Type: Problem-Solving Task

Should We Send Out a Certificate?:

The purpose of this task is to have students complete normal distribution calculations and to use properties of normal distributions to draw conclusions.

Type: Problem-Solving Task

Do You Fit in This Car?:

This task requires students to use the normal distribution as a model for a data distribution. Students must use given means and standard deviations to approximate population percentages.

Type: Problem-Solving Task

Random Walk III:

The task provides a context to calculate discrete probabilities and represent them on a bar graph.

Type: Problem-Solving Task

Weed Killer:

The principal purpose of the task is to explore a real-world application problem with algebra, working with units and maintaining reasonable levels of accuracy throughout. Students are asked to determine which product will be the most economical to meet the requirements given in the problem.

Type: Problem-Solving Task

Dinosaur Bones:

The purpose of this task is to illustrate through an absurd example the fact that in real life quantities are reported to a certain level of accuracy, and it does not make sense to treat them as having greater accuracy.

Type: Problem-Solving Task

Bus and Car:

This task operates at two levels. In part it is a simple exploration of the relationship between speed, distance, and time. Part (c) requires understanding of the idea of average speed, and gives an opportunity to address the common confusion between average speed and the average of the speeds for the two segments of the trip.

At a higher level, the task addresses MAFS.912.N-Q.1.3, since realistically neither the car nor the bus is going to travel at exactly the same speed from beginning to end of each segment; there is time traveling through traffic in cities, and even on the autobahn the speed is not constant. Thus students must make judgments about the level of accuracy with which to report the result.

Type: Problem-Solving Task

Accuracy of Carbon 14 Dating I:

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Type: Problem-Solving Task

Accuracy of Carbon 14 Dating II:

This task examines, from a mathematical and statistical point of view, how scientists measure the age of organic materials by measuring the ratio of Carbon 14 to Carbon 12. The focus here is on the statistical nature of such dating.

Type: Problem-Solving Task

Fuel Efficiency:

The problem requires students to not only convert miles to kilometers and gallons to liters but they also have to deal with the added complication of finding the reciprocal at some point.

Type: Problem-Solving Task

How Much Is a Penny Worth?:

This task asks students to calculate the cost of materials to make a penny, utilizing rates of grams of copper.

Type: Problem-Solving Task

Runner's World:

Students are asked to use units to determine if the given statement is valid.

Type: Problem-Solving Task

Harvesting the Fields:

This is a challenging task, suitable for extended work, and reaching into a deep understanding of units. Students are given a scenario and asked to determine the number of people required to complete the amount of work in the time described. The task requires students to exhibit MAFS.K12.MP.1.1, Make sense of problems and persevere in solving them. An algebraic solution is possible but complicated; a numerical solution is both simpler and more sophisticated, requiring skilled use of units and quantitative reasoning. Thus the task aligns with either MAFS.912.A-CED.1.1 or MAFS.912.N-Q.1.1, depending on the approach.

Type: Problem-Solving Task

Traffic Jam:

This resource poses the question, "how many vehicles might be involved in a traffic jam 12 miles long?"

This task, while involving relatively simple arithmetic, promps students to practice modeling (MP4), work with units and conversion (N-Q.1), and develop a new unit (N-Q.2). Students will also consider the appropriate level of accuracy to use in their conclusions (N-Q.3).

Type: Problem-Solving Task

Selling Fuel Oil at a Loss:

The task is a modeling problem which ties in to financial decisions faced routinely by businesses, namely the balance between maintaining inventory and raising short-term capital for investment or re-investment in developing the business.

Type: Problem-Solving Task

Felicia's Drive:

This task provides students the opportunity to make use of units to find the gas needed (MAFS.912.N-Q.1.1). It also requires them to make some sensible approximations (e.g., 2.92 gallons is not a good answer to part (a)) and to recognize that Felicia's situation requires her to round up. Various answers to (a) are possible, depending on how much students think is a safe amount for Felicia to have left in the tank when she arrives at the gas station. The key point is for them to explain their choices. This task provides an opportunity for students to practice MAFS.K12.MP.2.1: Reason abstractly and quantitatively, and MAFS.K12.MP.3.1: Construct viable arguments and critique the reasoning of others.

Type: Problem-Solving Task

Calories in a Sports Drink:

This problem involves the meaning of numbers found on labels. When the level of accuracy is not given we need to make assumptions based on how the information is reported. An unexpected surprise awaits in this case, however, as no reasonable interpretation of the level of accuracy makes sense of the information reported on the bottles in parts (b) and (c). Either a miscalculation has been made or the numbers have been rounded in a very odd way.

Type: Problem-Solving Task

Tutorial

Population Demographic Lab:

This lab simulation allows you to use real demographic data, collected by the US Census Bureau, to analyze and make predictions centered around demographic trends. You will explore factors that impact the birth, death and immigration rate of a population and learn how the population transitions having taken place globally.

Type: Tutorial

Virtual Manipulatives

Histogram vs. Box Plot:

This simulation allows the student to create a box plot and a histogram for the same set of data and toggle between the two displays. Maximum, minimum, median and mean are shown for the data set. The student can change the cell width to explore how the histogram is affected.

Type: Virtual Manipulative

Advanced Fire Simulator - Shodor:

In this online activity, students burn a simulated forest and adjust the probability that the fire spreads from one tree to the other. This simulation also records data for each trial including the burn probability, where the fire started, the percent of trees burned, and how long the fire lasted. This activity allows students to explore the idea of chaos in a simulation of a realistic scenario. Supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet are linked to the applet.

Type: Virtual Manipulative

Box Plot:

In this activity, students use preset data or enter in their own data to be represented in a box plot. This activity allows students to explore single as well as side-by-side box plots of different data. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the Java applet.

Type: Virtual Manipulative

Normal Distribution Interactive Activity:

With this online tool, students adjust the standard deviation and sample size of a normal distribution to see how it will affect a histogram of that distribution. This activity allows students to explore the effect of changing the sample size in an experiment and the effect of changing the standard deviation of a normal distribution. Tabs at the top of the page provide access to supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

Advanced Data Grapher:

This is an online graphing utility that can be used to create box plots, bubble graphs, scatterplots, histograms, and stem-and-leaf plots.

Type: Virtual Manipulative

Histogram Tool:

This virtual manipulative histogram tool can aid in analyzing the distribution of a dataset. It has 6 preset datasets and a function to add your own data for analysis.

Type: Virtual Manipulative

Multi Bar Graph:

This activity allows the user to graph data sets in multiple bar graphs. The color, thickness, and scale of the graph are adjustable which may produce graphs that are misleading. Users may input their own data, or use or alter pre-made data sets. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

Histogram:

In this activity, students can create and view a histogram using existing data sets or original data entered. Students can adjust the interval size using a slider bar, and they can also adjust the other scales on the graph. This activity allows students to explore histograms as a way to represent data as well as the concepts of mean, standard deviation, and scale. This activity includes supplemental materials, including background information about the topics covered, a description of how to use the application, and exploration questions for use with the java applet.

Type: Virtual Manipulative

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.