Financial AlgebraGerver/Sgroi 2011Course Technology Delmar South-Western
IntroductionsRob has been teaching atNorth Shore High School since1977. He received thePresidential Award forExcellence in MathematicsTeaching from PresidentReagan in 1988.Robert Gerver, Ph.D.North Shore High School450 Glen Cove AvenueHe attended Martin Van BurenHS, and did his studentteaching there in 1976.Glen Head, NY email@example.comCourse Technology Delmar South-Western
IntroductionsRichard Sgroi, Ph.D.Fox Lane High SchoolRich Sgroi taught at Fox LaneHigh School, Bedford, New York.During his long career he hasbeen an assistant professor ofmathematics and mathematicseducation, and a school districtadministrator/supervisor ofmathematics.Bedford, NYrsgroi1014@bcsdny.orgCourse Technology Delmar South-Western
Agenda220.127.116.11.Who, What, Why, and WhereExamples from the textbookInstructional ModelInstructor SupportCourse Technology Delmar South-Western
The New York TimesApril 9, 2010Most Americans arenʼt fluent in the language of money. Yetweʼre expected to make big financial decisions as early as ourteens even though most of us received no formal instructionon financial matters until it is too late. All of this raises thequestion: Whatʼs happening inside our classrooms? And howmany schools even broach the topic? As it turns out, for acountry that prizes personal responsibility, weʼre doing verylittle.Course Technology Delmar South-Western
What Do You Know?What Should You Know?Who won the World Series last year?What rock band played at the last Super Bowl?Who are the two newest judges on American Idol?Do you check the sports scores everyday?Does the iPod have an APP for checking restaurant menus?What is No-Fault insurance?What is a progressive tax system?Do you keep track of your car loan and mortgage payments?Do you know your FICO score?Do you check each expense on your credit card bills?Course Technology Delmar South-Western
What is Financial Algebra? A mathematically rigorous, algebra-based course. (Not anarithmetic-based personal finance course). Algebra 1 is the prerequisite, and Algebra 1 skills are reinforcedthroughout. Includes selected topics from Algebra 2, Precalculus, Statistics,Probability and Geometry that are taught at an ability-appropriatelevel for the Algebra 1-prerequisite audience. It is technology-dependent and applications-oriented.Course Technology Delmar South-Western
Topics Covered InvestmentsStarting Your Own BusinessBankingCreditAutomobile OwnershipEmployment BasicsIncome TaxesHome OwnershipRetirementBudgetingCourse Technology Delmar South-Western
FINANCIAL ALGEBRAis aligned with theNATIONAL COMMON CORE STATE STANDARDS
Who is the target audience? Students in need of a third or fourth-year mathcredit Students looking to take a math elective Students who may have experienced difficulty inAlgebra 1 and/or Geometry and may not beready for Algebra 2 or PrecalculusCourse Technology Delmar South-Western
Where does this course fit?FreshmanSophomoreJuniorSeniorAlgebra 1Financial AlgebraGeometryAlgebra 2Algebra 1GeometryFinancial AlgebraAlgebra 2Algebra 1GeometryAlgebra 2Financial Algebrav Concurrently with Geometry, Algebra 2, or Precalculusv Can be taken as an ELECTIVECourse Technology Delmar South-Western
Why should students take Financial Algebra It is a chance for students who struggled in algebra and/or geometry to gainconfidence in, and an appreciation for, mathematics. It allows solid mathematics students to use their mathematics savvy on adaily basis. All students need this material. It offers a mathematics course that addresses a current “hot topic” ineducation. It allows departments to graduate all students with 3 and 4 years ofmathematics, and as a result could increase math enrollment.Course Technology Delmar South-Western
There is an abundance of rich mathematicscontent in Financial Algebra. We are going tolook at a sampling of some of the advancedalgebra, precalculus and statistics that it covers,all with an Algebra 1 prerequisite.Course Technology Delmar South-Western
Scatterplots, linear regression, modified boxplots,outliers, mean, median, range, interquartile range:What role can statistics play in negotiating anautomobile purchase or sale?Megan is selling a used Honda. The car has 60,000 miles onit and the price is 19,000. Megan comparison shops andfinds these prices for the same car.Mileage, xPrice, yPrice 22,000 19,000 18,00021,000 22,000 16,70030,000 19,000 15,90040,000 18,00051,000 16,70055,000 15,900Brian compares 13 Chevy trucks: 8,500 8,500 8,500 9,900 10,800 10,800 11,000 12,500 12,500 13,000 13,000 14,500 23,000
Itʼs of immediate interest to mosthigh school students AUTOMOBILE INSURANCEMollie has 100/300/50 liability insurance, and 50,000 PIP insurance. She runs a stopsign and hits a telephone pole and bounces into a minivan with 8 people inside.Some are seriously hurt and sue her. Others have minor injuries. Three passengersin Mollieʼs car are also hurt.a. The pole will cost 7,000 to replace. Mollie also did 6,700 worth of damage to theminivan. What insurance will cover this, and how much will the company pay?b. The minivanʼs driver was a concert violinist. The injury to his hand means he cannever work again. He sues for 4,000,000 and is awarded that money in court. Whattype of insurance covers this, and how much will the insurance company pay?c. The minivanʼs driver (from part b) had medical bills totaling 60,000 from his hospitaltrip and physical therapy after the accident. What type of insurance covers this, andhow much will the insurance company pay?d. The three passengers in Mollieʼs car are hurt and each requires 12,000 worth ofmedical attention. What insurance covers this, and how much will the company pay?
AUTOMOBILE DEPRECIATION:How does your car appreciate ordepreciate; linearly, exponentially, or likea historical “bath tub”?STRAIGHT LINE DEPRECIATION-linear, with a negative slope.The x and y intercepts have specific interpretations.Celine bought a new car for 33,600. She made a 4000 down paymentand pays 560 each month for 5 years to pay off her loan. She knows fromher research that the make and model of the car she purchased is straightline depreciated over 10 years.
How can you model automobile loan anddown payments and depreciation over afixed period of time?(35.24, 23733.33)
EXPONENTIAL DEPRECIATION-Students learnto model the fact that a car can lose a constantpercent of its value each 58131004180709123255162651011525
Your speed can determine your financialliability in an auto accident. Simple arithmetic:A car traveling 55 miles per hour covers 4840 feet per minute, orabout 80 feet in one second. It covers 60 feet in the reaction timeof ¾ second! A quadratic function:Braking Distance 5(.1s)2, where s speed A square root function:Skid speed S 30 DfnS speed entering skid; D skid distance; f drag factor (anindex); n braking efficiency (an index).
What is compound interest?SAVINGS ACCOUNTSJennifer has a bank account that compounds interest daily at a rate of3.2%. On the morning of Feb 10 the principal is 1,234.98. That day shewithdraws 200 to pay for a car repair. Later that day she is mailed a 34 check from her health insurance company, and she deposits that inthe bank. On Feb 11, she deposits her 345.77 paycheck. What is herbalance at the end of the day on Feb 11?
Students should get a feel for “getting intereston your interest” before deriving the compoundinterest formula.Dateà Opening BalanceDeposit ( )Withdrawal (-)Principal Used toCompute InterestDayʼs Interestrounded to thenearest centEnding Balance(also tomorrowʼsopening balance)Feb 10Feb 11 1,234.98 1,069.07 34.00 345.77 200.00--- 1,068.98 1,414.84 0.09 0.12After thisintroduction,students derive thecompound interestformula r B P 1 n ntThey use a calculatorto evaluatex 1,069.07 1,414.96 1 e lim 1 x x and use B Pert forcontinuouscompounding.
LOANS: The vocabulary of the promissorynote, lending institutions, credit ratings.The Dalton Family wants to take out a 50,000, 10-year loan with an APR of 4.15%.What is the monthly payment?The monthly loan payment formula must be carefullyentered into a calculator—understanding theplacement of the parentheses is crucial!12t r r P 1 12 12 M 12t r 1 1 12
MORTGAGES: The mathematics istaught alongside the vocabulary.adjustable rate mortgageassessed value closing costsback-end ratioballoon mortgagedebt-to-income ratioescrowforeclosefront-end ratiohomeownerʼs insuranceinterest onlymarket valuemortgageproperty taxes
What is that “FICA” box onyour paystub?SOCIAL SECURITY &MEDICARE PAYROLL TAXESFor 2010, the Social Security Tax maximum salary was 106,800. If the tax rate was 6.2% of all gross earningsup to this maximum,a)b)c)Express the 2010 Social Security Tax as a piecewisefunction.Draw the graph of this function.Identify and interpret the coordinates of the cusp.
2010 SOCIAL SECURITY PIECEWISE FUNCTIONStudents interpretthe two differentslopes, define acusp, and give thecoordinates of thecusp.
How can you model andgraph the tax schedules?FEDERAL TAXES
If f(x) represents the entire tax liability functionfor married taxpayers filing jointly, then thistax schedule can be written in piecewisefunction notation as 0.10 x 1510 0.15( x 15100) 8440 0.25( x 61300)f ( x) 24040 0.28( x 123700) 42170 0.33( x 188450) 91043 0.35( x 336550)0 x 1510015100 x 6130061300 x 123700123700 x 188450188450 x 336550x 336550
For taxable incomes over 61300 but not over 123700, the equation isstated asf(x) 8440 .025(x – 61300)Distribute and combine like terms to gety mx b form:f(x) 0.25x – 6885This is what the IRS uses on the tax worksheet:
How can you set up anexpense and a demandfunction?The accounting department has calculated that this new widget couldbe the biggest product to hit the market in years! They anticipate that the fixed costs to make the product will be 160,000 and the variablecost will be 150 per widget. The market research department conducted surveys from retail outlets that wouldpotentially buy the widgets. In these ordered pairs, the first number represents thepossible price and the second number represents the quantity demanded. The points arelisted as (p, q).(300, 10000), (325,8900), (350, 8800), (375, 8650), (400, 6700),(425, 6500), (450, 5000), (475, 4500), (500, 4450), (525, 3000)
Using Linear Regression, the demand equation isq -30.74p 19330Using the concept of fixed and variable costs, theexpense equation isE 150q 160000
How can Revenue be expressedin terms of price?The amount of revenue generated by the sale of q widgetsat a price of p dollars per widget is the product of p and q.R pqRecall that q is a function of p, so the revenue functionʼsgraph is a concave down parabola.
How can profit be modeled as thedifference between a quadratic andlinear function?yRevenueExpenseProfit Revenue ExpenseProfitx255075100 125 150 175 200 225 250 275 300 325 350 375 400 425 450 475 500 525 550 575 600 625 650 675 700
HOME OWNERSHIP: How manyBTUʼs do I need?Mikeʼs bedroom measures 16 feet by 14 feet, andhas a 9-foot ceiling. It is well-insulated, and is on thewest side of his house. He wants to purchase an airconditioner. How large an air conditioner should hepurchase?whileBTU rating 60l, w, h length, width, heighti insulation (an index)e exposure (an index)
Combining piecewise functions and the greatestinteger function to modelCELL PHONE EXPENSES!A cell phone calling plan has a basic charge per month, which includesa certain amount of free minutes. There is a charge for each additionalminute. The split function below gives the price f(x) of an x-minutephone call. Fractions of a minute are charged as if they were a fullminute. 40 if x 750 f ( x) 40 0.35( x 750) if x 750 and x is an integer 40 0.35([x 750] 1) if x 750 and x is not an integer Describe the cost of the plan by interpreting the splitfunction.
Combining the dozens of expenses addressed in the firstnine chapters:SPREADSHEETS & HOUSEHOLD BUDGETSMortgageSavingsGroceriesDining outCar loanCollege loanPersonal loanGasolineElectricityOilNatural gasCell phoneLand line phoneWaterSanitationMedical InsuranceAuto InsuranceHomeowner’s insuranceCable TV/InternetEntertainmentCredit card paymentMedical billsAuto repairsLandscape maintenancePlumberClothingLife InsuranceTuitionVacation expensesGifts to charityProperty taxesIncome taxes, etc.
What are the essential elements of a FinancialAlgebra classroom?How is it the same as a “typical” math class?Do now, motivation, development, modelproblems, practice, and applications problems.How does it SING OUTSIDE RESOURCESPROJECTS.OCCASIONALLY ADMITTING “I donʼt know—letʼs find out!”Course Technology Delmar South-Western
Instructional ModelReally? Really!grasps studentsʼattention bydiscussing afascinating real-lifetopic related to thechapter content.Course Technology Delmar South-Western
Instructional ModelEach section opens with thestatement of anESSENTIAL QUESTION.ReallyCourse Technology Delmar South-Western
Instructional ModelEach lesson beginswith a discussionof terms andconcepts related tothe lesson topic.Course Technology Delmar South-Western
Instructional ModelSkills and Strategies,teaches the math conceptsthrough worked-outexamples. Severalexamples teach each mathconcept step-by-step.All math concepts aretaught within real-lifecontext. When am I everygoing to use this in reallife? is answered here!Course Technology Delmar South-Western
Instructional ModelCheck YourUnderstandingallows students toimmediately practicethe concept on theirown.Extend Your Understandingprovides an opportunity tosolve a more challengingproblem.Course Technology Delmar South-Western
Instructional ModelCarefully developedapplications at theend of each lessonrequire students toapply conceptsleanred in thesection.Course Technology Delmar South-Western
Instructional ModelCourse Technology Delmar South-Western
Instructional ModelCourse Technology Delmar South-Western
Instructional ModelDollars and Sense guides students to thecompanion website where they will find upto-date information and activities related tothe chapter content.Course Technology Delmar South-Western
Instructional ModelMeaningfulapplications at theend of each chapterrequire students toapply concepts thatwere taughtthroughout thechapter.Course Technology Delmar South-Western
Instructional ModelA relevant quote and chapterintroduction set the stage for thetopics covered in the chapter.Course Technology Delmar South-Western
Teacher Support and Professional Development! Introduce Financial Algebra to your mathematics teachers via adepartment meeting presentation after school! A 45-minute pre-recorded, narrated webinar for each chapter isavailable to users! Financial Algebra List Serv Summer Institutes Companion website & ancillaries Direct author e-mail contactCourse Technology Delmar South-Western
Supplements Student WorkbookGuided Practice CD – print on demand workbookAnnotated Instructorʼs EditionInstructorʼs Resource CD– Lesson Plans, PowerPoints, and Workbook AnswersInteractive Whiteboard PresentationExamView Test GeneratorSolutions Manual (instructor companion site)eBookCompanion WebsiteWebinars & List Serve for teacher supportCourse Technology Delmar South-Western
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Any firstname.lastname@example.orgFinancial AlgebraGerver/Sgroi 2011To learn more, visit www.cengage.com/schoolCourse Technology Delmar South-Western
Instructorʼs Resource CD Lesson PlansCustomizable PowerPoint PresentationsTeacherʼs Edition WorkbookCourse Technology Delmar South-Western
Interactive Whiteboard Presentations Turn individual work into dynamicclassroom activities that engage students. Step-by-step solutions make it easy tocompare answers and provide feedback. Save presentations and post online asclassroom notes. Add your own material or modify thequestions to make presentations unique. Review Key Terms with matching games.Course Technology Delmar South-Western
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Interactive Whiteboard PresentationsCourse Technology Delmar South-Western
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Robert Gerver, Ph.D. North Shore High School 450 Glen Cove Avenue Glen Head, NY 11545 email@example.com Rob has been teaching at . Algebra 1 Financial Algebra Geometry Algebra 2 Algebra 1 Geometry Financial Algebra Algebra 2 Algebra 1 Geometry Algebra 2 Financial Algebra ! Concurrently with Geometry, Algebra 2, or Precalculus
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Introduction to Phonetics for Students of English, French, German and Spanish This Introduction to Phonetics was originally a booklet produced in the School of Modern Languages at the University of Southampton, to serve as a background and further reading text for the Articulatory Phonetics component of our first-year Linguistics unit. It focuses on the structure and linguistic function of .