Ready for College

Ready for College- by Keli Hinijosa

 

This activity allows students to start exploring what college they may attend in the future.  They will research what colleges  match their interests, compare the costs of three different schools, create their own dorm room, and begin a dialogue with their parents about their future.

 

Timeline: 5-10 days

Instructional Focus: College Readiness and Financial Literacy

Challenge Brief:

Let’s talk about college.  Are you ready?  Do you know what you want to study? Do you know where you want to go?  Do you know how to get there?  And how much does it cost????  And how long does it take???…

There are a lot of questions that need to be answered prior to ever taking off for college.  Research says the earlier you start looking and preparing, the more likely it is that you will be successful in your academic career; which means more success in your chosen career.  So let’s get started.

You are hereby challenged to:

  • Develop an area of interest.  (What is it you think you want to do?)
  • Find where it is you might go to study this “whatever it is”
  • Develop a study plan and a living plan
  • Find someplace to live
  • Create a floor plan for that place
  • Create a budget and practice what it would be like to live within that budget

And finally…

  • Pull it all together with one letter of intent (written to yourself)

 Project Requirements:

  1. You must keep a daily log (form provided), of your task list, workshops requested and workshops attended.  This should also include grades from ALL skills checks.
  2. Brain exploration:  Create and share with me on GoogleDocs a paper that explains what you want to study.  You should research and list three schools that offer this plan of study.  You should include name and SPECIFIC location of these schools.
  3. Cost study:  You must research these schools and record the real “cost per semester.”  This should be an Excel spreadsheet that includes tuition per class, dorm fee or apartment rent, books, supplies, food, and other expenses
  4. Cost comparison.  You must create two graphs (also in Excel) that compare costs.  The first should compare costs between the three schools that you choose.  The second should compare costs of your first choice and two other students choices.
  5. You must download a floor plan for your chosen dorm room or apartment (or any other living space you come up with.  This can be from the school you are researching or an example that you find.  You must use “scale” to determine square footage of this space, transfer that drawing to graph paper, then “furnish” it with scale size furniture.  These must be labeled with size and cost.
  6. You must create a budget.  What would it cost for you to live at the school where you have chosen to go.
  7. You must conduct a RECORDED VIDEO of an interview with your parents/guardian regarding your college plans.  (see me for details)
  8. You must develop an application portfolio.  This should include a record of your past grades, school transcripts so far, an autobiographical paper, and anything else a college might need for application.  (a sample application would be excellent.
  9. FINALLY, you must write a letter to your older self, explaining the work you have done and the reasons you have made the choices you have made.

 

Rubric  TEKS

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TEKS

(6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to:
(C) describe the relationship between radius, diameter, and circumference of a circle. (Supporting Standard)
(6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles. The student is expected to:
(A) estimate measurements (including circumference) and evaluate reasonableness of results; (Supporting Standard)
(B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight; (Readiness Standard)

(6.11)  Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
(A)  identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

6.1)  Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:
(C)  use integers to represent real-life situations; (supporting standard)

 

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Dorm Room Project 7th Grade

Dorm Room Project by Kim Moore

dormroom

Students participate in a project where they design their own dorm room.  They also are given a budget to buy items such as bedding and decorations to bring to personalize their room.

Below is a list of all you should need for the project.

Overview of Project

Scoring Guide

Shopping Spree

Dorm Room Dimensions

Chart and Graph

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Specific Seventh Grade TEKS Addressed:

(7.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to

(A) estimate and find solutions to application problems involving percent; and Readiness Standard

(7.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to

(B) use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; Readiness Standard

Financial Literacy TEKS Addressed:

Seventh Grade:

13 (A)  calculate the sales tax for a given purchase and calculate income tax for earned wages;

(F)  analyze and compare monetary incentives, including sales, rebates, and coupons.

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Extreme Makeover: Aquarium Edition

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TEKS:

Grade Six:

(3)  Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to:

(A)  use ratios to describe proportional situations;

(B)  represent ratios and percents with concrete models, fractions, and decimals; and

(C)  use ratios to make predictions in proportional situations.

Grade Seven:

(3)  Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. The student is expected to:

(B)  estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

(9)  Measurement. The student solves application problems involving estimation and measurement. The student is expected to:

(A)  estimate measurements and solve application problems involving length (including perimeter and circumference) and area of polygons and other shapes;

Grade Eight:

(3)  Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(B)  estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

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Timeline: 2-3 days

Instructional Focus: Ratio and Proportion, Scaled Drawing and Measurement

Hook:  Texas State Aquarium Video

Driving Question(s):

What are ratios and proportions?  How are they used to create scaled drawings in architecture?  How do you find the area of two dimensional figures including rectangles, trapezoids, shapes and composite figures?

Challenge Brief Details:

You are to design an Aquarium floor plan.  Include the pools, tanks, and other displays listed, plus any that you personally want to add. Arrange all the tanks against the walls. The circular pools or tanks need to be placed in the middle of the floor plan.

Problem Requirements:

Materials:

Supporting Materials:

Rubrics:

This rubric will be shared with students at the beginning of the activity.  The teacher will refer to the criteria as they facilitate the students working through this problem.

Here is the Extreme Makeover Scoring Rubric

 

 

Domain and Range Interventions

  •  Online Practice – Short three minutes video explaining domain and range.  Practice problems included afterwards (from Khan Academy)
  • Domain and Range Website – A list of links to different resources to help your students understand domain and range including a video, notes from Purple math and notes from cool math

Percent in Advertising

% Percent in Advertising %

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TEKS

Eighth Grade

(3) Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(B) estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

(13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A) evaluate methods of sampling to determine validity of an inference made from a set of data; and

(B) recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.

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Timeline: 2-3 days

Instructional Focus: Percent of a Number and Percent Change

Hook:.

Video: Reduced Fat Cheese

 

Video: Percent Song:

 

Driving Question(s):

How are percent used in advertising?  How do you calculate percent change (increase or decrease)?  Are these percentages ever misleading?  Do they show bias?  Where do advertisers get their information from?

Challenge Brief Details:

Students will research how percents are used in advertising. They can focus on one of the following: political campaigns (ex: percents involving unemployment, crime, deficit/spending, poverty), advertising for food products (ex: reduced fat, reduced sugar) or advertising products with percent increase (value size, family size), credit card/loan interest rates.  Students will be asked to focus on ways that the advertising is potentially biased/deceiving as well as how the percentages are calculated and whether they are accurate.

Learning Outcomes/Problem Requirements:

Students will do a presentation to the class on their findings.  They can do an oral report with visual aids of their choosing or create their own advertisement showing the results of their findings.  Groups will also create their own ad demonstrating their knowledge of how to calculate percent change.

Supporting Materials:

Resources:

In addition to internet research, students will be encouraged to take a trip to the grocery store and explore the advertising on packages.  They could request materials from political candidates, explore what comes in their mailboxes as well as watch commercials at home with a more critical eye.

Rubrics:

Students will help develop the rubric based on the TEKS.  Students who meet the standard of the TEK will receive a B.  Students will establish with the teacher facilitating what A level work, C level work, and F level work would look like.  They will create specific descriptors to fill in each box.

Here is the Rubric