CELs

1993

S105.9

To meet a need for resources for the new MATH 10 curriculum, the Saskatchewan
Teachers' Federation, in cooperation with Saskatchewan Education, Training
and Employment, initiated the development of teacher-prepared unit plans.

A group of teachers who had piloted the course in 1992-93 were invited
to a two and a half day workshop in August, 1993 at the STF. The teachers
worked alone or in pairs to develop a plan for a section of the course.

Jim Beamer, University of Saskatchewan, and Lyle Markowski, Saskatchewan
Education, Training and Employment, acted as resource persons for the workshop.

Throughout the sample units, the following symbols are used to refer to the Common Essential Learnings:

CCommunication

CCTCritical and Creative Thinking

ILIndependent Learning

NNumeracy

PSVSPersonal and Social Values and Skills

TLTechnological Literacy

To apply simple mathematics to assist in the calculation and estimation of income and expenses and to develop a budget to guide current and future planning.

To determine advantages and disadvantages of jobs with regard to styles of payment, e.g. salary, hourly wage, commission, piecework.

To calculate weekly gross wages of the above types of payments.

- Newspapers

- Worksheet

2 periods

- Class discussion to generate a list of different types of payments.
Do examples of calculating gross weekly wages of each type. (CCT, N, C)

- Divide into groups. With the help of newspapers generate list of possible
jobs under each type of payment. (PSVS, CCT, C)

- Brainstorm advantages and disadvantages of each type. (CCT, PSVS)

- In groups complete a worksheet on calculating gross weekly earnings.
(Each student completes one but only one per group is handed in.) (N, C,
CT)

- Observation checklist as students work in groups

- Hand in advantages and disadvantages sheet

- Mark assigned to group hand-in

- Group Evaluation - page 75 -
*Student Evaluation: A Teacher Handbook*. Saskatchewan Education, 1991.

- Under each heading generate a list of jobs that would be paid that
way.

- List advantages and disadvantages of each type of payment.

- At the bottom, state which you would prefer and why.

#3 is to be completed individually.

Advantages Disadvantages

________________________________________________________________________ A. Salary

B. Hourly Wage

C. Straight Commission

D. Salary plus Commission

E. Hourly Wage

plus Commission

F. Piece Work

- Sally's job pays her $1500 a month. What is her gross weekly wage?

- Jim grosses $27000 a year. What is his gross weekly wage?

A regular work week is 40 hours. Overtime pay is time and one-half.

- Sue drives truck for $8.75 an hour. If she worked 40 hours, what would
her gross earnings be for one week?

- Mark is a wordprocessor operator. He makes $11.50 an hour. Determine
his gross earnings for a week if he worked 52 hours.

- A real estate agent earns 2.4% on the sale of a house priced at
$89 950. What is her take home pay that day?

- A salesperson receives step commission on sales calculated as follows:

- 8% on first $1000

- 12% next $2000

- 20% on sales above $3000

- 8% on first $1000

Calculate the salesperson's earning in one week if their sales were as
follows:

Monday $1500

Tuesday $3000

Wednesday $970

Thursday $4563.81

Friday $2760.42

**D. Salary Plus Commission**

- Dave earns $150 per week plus 38% commission. He sells $1043.92
in one week, what is his gross weekly earning.

- Mary earns $28 000 a year. One week she grossed $658.00. She had sold
$1673.19 worth of merchandise. What is the rate of her commission?

- Julie is a sales clerk at a bicycle shop. She is paid $6.25 per
hour for 30 hours work week plus a commission of 8% of sales. In one week,
her sales were $2319.75, what is her gross weekly earning?

- Sam is paid $6.45 per hour for a 37.5 hour week plus 6% of sales for
a week. What would Sam's sales have to be for him to earn $400 in a week?

- Jolene gets paid 17 cents a tree for tree planting up north. In
one week she planted 2437 trees. What is her wage?

- A seamstress is paid $9.55 for every pair of pants made. How many pants
would have to be made to receive $525 a week?

To research a course the student is interested in pursuing after graduation.

Complete a budget form to determine approximate amount of expenses for the duration of the schooling

- Guidance office - books on technical schools and universities

- Use of telephone

- Worksheet

- Canada Good Guide

- Flyers for groceries or go to store

- Newspapers

2 - 3 classes

- Have students individually research their job training preference
determining cost of tuition, books, and the number of years required to
complete the training. Also find out about wages, hours, location, promotion,
responsibility, job security, and unemployment of potential job. (IL, PSVS,
C)

- Have the students individually search newspapers to select suitable
practical living accommodations to be attached to expense form. (PSVS,
IL)

- Select student(s) to research and report to class the average cost of
cable, phone, bus, electricity, and water expenses for a month. (IL, C)

- Have students individually generate a weekly meal plan using Canadian
Food Guide as reference. Also include necessities, ie, salt, flour. (CCT,
PSVS, IL)

- Either take students to a store or use flyers to calculate an approximate
monthly expenditure on food. (Unit Pricing). (N, PSVS, IL)

- Realistically complete the rest of the monthly expenses on the given
form to obtain a monthly total. (CCT, PSVS, N, IL)

- Calculate total expenses for duration of their schooling. (N, IL)

- Observation Checklist

- Hand in Completed Worksheet and Meal Plan at the end of unit.

WORKSHEET

Course: __________________________________________________________

Institute Number of years of StudyTuition_______________________________________________

Books________________________________________________

Months of study for one year___________________________________

EXPENSESPERSONAL EXPENSESHome costs Life insurance $__________

Rent $__________ Clothing __________

Mortgage payments __________ Medical & dental costs __________

Electricity __________ Petty cash __________

Heating _________ Personal services __________

Maintenance and repairs __________ (e.g. hair styling)

Telephone __________ Alcohol & tobacco __________

Cable TV __________ Gifts __________

Insurance __________

Taxes __________LEISURE TIME

Furniture __________ Holidays $__________

Sports __________

TRANSPORTATION

Movies, theatre, etc. __________

Car payments $__________ Books, periodicals, recordings __________

Gas __________

Maintenance & repairs __________

Tires __________OTHER

Insurance __________ School costs $ __________

Registration __________ Babysitting costs __________

Licence __________ Miscellaneous __________

Public transportation

SAVINGS

FOODEmergency reserve __________

(per installment) $ Groceries $__________ Substantial savings __________

Restaurants __________ (investments)

Monthly ExpensesX # of months for one year = __________ + __________

Yearly ExpensesX# of years of study = __________.

## Activity Three

CONCEPT: Credit/savings/loan

## Objective:

To get a guest lecturer in to explain student loans, cars, credit, credit cards, and different forms of savings.

## Resources:

- Guest Lectures (Bank) (PSVS, C, TL)

*Savings*(Videotape), Credit Union

1 period

To complete a budget expense form based on the student's chosen profession.

Determine the net monthly/yearly incomes as well as net monthly and yearly savings.

- Worksheet

- Guidance Texts

- Telephone Usage

- Supply the percent deductions

1 - 2 days

- Have students search the gross yearly or monthly wage of their chosen
profession. (IL)

- Calculate the net income for one month. (N)

- Readjust budget sheet for a month. Must attach new additions (ie. new
apartment, vehicle if purchasing). (CCT, PSVS, N)

- Calculate monthly and yearly savings. (N)

- Observation Checklist
- Worksheet to be handed in at end of the unit

WORKSHEET

Job Title: _________________________________

Gross Income for 1 month_________________________________

CPP______________________________________

Income Tax ________________________________

Holiday Pay ________________________________

Net Income for one month________________________________

Rent $__________ Clothing __________

Mortgage payments __________ Medical & dental costs __________

Electricity __________ Petty cash __________

Heating _________ Personal services __________

Maintenance and repairs __________ (e.g. hair styling)

Telephone __________ Alcohol & tobacco __________

Cable TV __________ Gifts __________

Insurance __________

Taxes __________

Furniture __________ Holidays $__________

Sports __________

Movies, theatre, etc. __________

Car payments $__________ Books, periodicals, recordings __________

Gas __________

Maintenance & repairs __________

Tires __________

Insurance __________ School costs $ __________

Registration __________ Babysitting costs __________

Licence __________ Miscellaneous __________

Public transportation

(per installment) $ Groceries $__________ Substantial savings __________

Restaurants __________ (investments)

Monthly Net Total Income______ minus Monthly Total Expenses ______Equals Net Savings_________

Yearly Net Income:____________ Yearly Savings____________

To calculate percentage of take home pay of the various categories on student's worksheet and compare with those of the average Canadian Family.

- Job Worksheet

- Average Canadian percentages

- Paper

- Compass set

1 period

- Have the students calculate the monthly percentage of each main expense.
(N, IL)

- Compare percentages obtained with those of an average Canadian Family.
(CCT)

- Answer questions on adjustment of your personal budget. (CCT, PSVS)

- Plot the percentage on a pie graph and label. (N)

### Evaluation:

- Observation Checklist

- Hand in two Budget Worksheets and Questions

- Self and Teacher Evaluation to be filled out on the projectThe Budget Book from the Credit Union states the percentage of take home pay that might be allocated for various categories for the average Canadian Family are as follows:

**Savings**5-10%

**Food**18-30%

**Clothing**8-15%

**Transportation**10-15%

**Housing**18-30%

**Utilities**5-9%

**Health and Miscellaneous**14-30%

### Questions:

- What is a budget?

- What is a budget used for?

- Who should use a budget?

- Write down your percentages from previous assignment (job form).

- Compare the percentages above with your own. How close are you to the
standing percentages?

- Do you need to change your spending? Why/why not?

- How can you change your budget so you can pay for an additional expense,
ie, car or holiday?

- Which percentages might change as you grow older?

- Draw a pie graph of your percentages.

## Evaluation

Self and Teacher - Each fill out

## Consumerism

**MARKS**1.**Completed Package**1 2 3 4 5

(2 budgets, questions, pie graphs) 2.**Correct Calculations**1 2 3 4 5

(budget sheets) 3.**Neatness**1 2 3 4 5

(worksheets, pie graph) 4.**Realistic Budgeting**

Worksheet A 1 2 3 4 5

Worksheet B 1 2 3 4 5

5.**Worked on task in Class**1 2 3 4 5

(1-10 depending on days) 6.**Questions answered thoughtfully**1 2 3 4 5

## Bibliography

**Budget Book**, Teachers' Credit Union

**Savings Book**, Teachers' Credit Union

**Savings Video**, Credit Union

**Consumer Education Collection**(Bibliography) - Stewart Resources Centre, October, 1992

This unit comes from the The Stewart Resources Centre which provides library resources and teacher-prepared materials for teachers in Saskatchewan. To borrow materials or obtain a free catalogue listing unit and lesson plans contact :

Stewart Resources Centre,

Sask. Teachers' Federation,

2317 Arlington Avenue,

Saskatoon, SK S7J 2H8;

phone 306-373-1660; fax 306-374-1122,

e-mail src@stf.sk.ca.

http://www.stf.sk.ca/

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- What is a budget?