Profile Sheet

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

Subject: Mathematics

Outside Area: Language Arts

Grade: 9th

Student Role and Problem Situation: In this project the students will basically be themselves. The younger students will assume they are of driving age for this project. They will also play the role of “friend” to give inputs on each others choices and decisions. They will be given a car guide with used cars for sale. The students will be instructed to choose a few possibilities. Once they have found a few, they will calculate the monthly payment at 12% interest. They will be given a list of insurance rates for various cars with 16 year old drivers. Another factor that will need to be considered is the cost of fuel, the students will need to estimate how many miles they will be driving every month and that cost to the budget as well. They will also need to think about their schedule and how many hours they would be able and/or willing to work every week. Using all this information, they will calculate what wage they will need to make in order to make the car and insurance payments every month.

Non-Western Culture Student

1) I will make an extra effort to be available for these students and encourage them to think about their culture when choosing their best solution and even use cultural justifications.

2) If available, I will group students in the same group, since culture can play a huge role in big decisions such as buying a car and they can give each other advice.

ESOL Student

1) When the groups are formed I will make sure the ESOL students are paired with one other ESOL student from the same or similar culture, when possible, and one non-ESOL student.

2) I will give instructions both orally, acting them out or using illustrations, and in written form, using simple English.

Title, Learner Characteristics and Sunshine State Standards

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

Subject: Mathematics

Class: Algebra I

Level: Honors

Grade: 9th

Outside Area: Language Arts

Learner Characteristics

Physical: Most high school students reach physical maturity, and virtually all attain puberty.

Justification: During high school years, students reach both the age where it is legal for them to get their first job and to begin driving. They are physically capable to do both.

Social: Many high school students are employed after school.

Justification: The students will have to determine if they can work with their current schedule and how many hours. Also, they will have to decide if this is a sacrifice they are willing to make.

Parents and other adults are likely to influence long-range plans; peers are likely to influence immediate status.

Justification: The students need to think about long-range rather than the immediate. Hopefully this project will emphasize the importance of planning and thinking things through. They may not be able to afford the coolest car on the car lot.

Emotional: The most common type of emotional disorder during adolescence is depression.

Justification: The students could become depressed if they spend too many hours working rather than socializing. They can also become overstressed from the car payments and other expenses causing depression.

Cognitive: High school students become increasingly capable of engaging in formal thought, but they may not use this capability.

Justification: This exercise will help the students develop their formal thinking skills.

Sunshine State Standards:

Mathematics (Primary)

MA.D.1.4.1 The student describes, analyzes, and generalizes relationships, patterns, and functions using words, symbols, variables tables, and graphs.

MA.D.1.4.2 The student determines the impact when changing parameters of given functions.

MA.D.2.4.2 The student uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices.

Language Arts (Secondary)

LA.C.3.4.3 The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.

Learning Outcomes, Student Role and Problem Situation,

Meet the Problem Method

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

SunshineStateStandards with Learning Outcomes

Mathematics (Primary)

MA.D.1.4.1 The student describes, analyzes, and generalizes relationships, patterns, and functions using words, symbols, variables tables, and graphs.

MA.D.1.4.2 The student determines the impact when changing parameters of given functions.

LO #1: After examining multiple solutions to the problem, the students will accurately compare the solutions to see how changing the parameters impacts the outcome receiving a minimum of 30 out of 45 on the budget component from the rubric. (Evaluation)

MA.D.2.4.2 The student uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices.

LO #2: After gathering the required data, the student will analyze the data and accurately choose the correct formulas to calculate the possible solutions. (Synthesis)

Language Arts (Secondary)

LA.C.3.4.3 The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.

LO #3: After completing the project, the student will analyze the information and give an accurate conclusion in an oral presentation using visual aids receiving a minimum of 28 out of 40 on the presentation components from the rubric. (Analysis)

Student Role and Problem Situation

In this project the students will basically be themselves. The younger students will assume they are of driving age for this project. They will also play the role of “friend” to give inputs on each others choices and decisions. They will be given a car guide with used cars for sale. The students will be instructed to choose a few possibilities. Once they have found a few, they will calculate the monthly payment at 12% interest. They will be given a list of insurance rates for various cars with 16 year old drivers. Another factor that will need to be considered is the cost of fuel, the students will need to estimate how many miles they will be driving every month and that cost to the budget as well. They will also need to think about their schedule and how many hours they would be able and/or willing to work every week. Using all this information, they will calculate what wage they will need to make in order to make the car and insurance payments every month.

Meet the Problem Method

Students will be encouraged to research the possibilities for automobiles on the internet and in the newspapers. They are also able to do their own research with their family’s insurance and on the internet. I will suggest some websites that will help them. The following articles will be provided for those students who do not have the means to get their own information.

Dear Son/Daughter,

We have been so proud of how responsible of a driver you have been since you earned your driver’s license and appreciate that you have not been in any accidents yet. However, we feel that it is time for you to find your own mode of transportation. We have decided, in order to help you take this next step, we will pay your 10% down payment. But, you will be responsible for the monthly car payment and insurance. We have contacted the bank and are pre-approved for a 3-year loan with a 12% APR up to $18,000. This pre-approval is only good for one week, so you will need to make your decision by then.

We also want you to think about the cost of fuel when you decide on a vehicle. Pick-up trucks and large SUVs usually get 18 miles/gallon. Coupes tend to get about 25 miles / gallon. Sedans and small SUVs tend to get 22 miles / gallon. Gas has been around $2.60/gallon.

Love,

Mom & Dad

3 September 2007

Dear Potential Customer,

To assist you in making your auto purchasing decision we have listed ballpark figures for monthly auto insurance premiums for the different category of automobiles. Once you make your final decision we will give you a more exact amount. Thank you for your interest in Rhino Auto Insurance. Please let us know how we can assist you in the future.

Sincerely,

James P. Sullivan

Insurance Agent, Rhino Insurance Agency, Inc.

Car / Insurance/Month (16 yr old Male) / Insurance/Month
(16 yr old Female)
Car - Coupe / $407 / $302
Car - Sedan / $318 / $242
Pick-Up Truck / $368 / $268
Sports Car / $443 / $310
SUV / $320 / $240

Problem Statement, Know/Need to Know Boards,

& Possible Resources

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

Problem Statement

How can I, as licensed teenage driver, purchase a car and find a job in such a way that:

1) I can pay the car payment,

2) I can pay the insurance,

3) I can afford fuel,

4) I have time to do my schoolwork, and

5) My work schedule does not conflict with my other activities.

Sample Know/Need to Know Board

Know / Need to Know
1. Parents will pay the 10% down payment. / 1. What style of car do I want to drive?
2. Interest rate for the auto loan is 12% over 3 years. / 2. What is my current schedule?
3. Loan maximum is $18,000. / 3. How many hours can I realistically work?
4. Pick-ups and large SUVs get around 18 mi/gal. / 4. How much is my insurance going to cost a month?
5. Coupes get around 25 mi/gal. / 5. How much will my parents pay as a down payment?
6. Sedans and small SUVs get around 22 mi/gal. / 6. What amount will I have to finance?
7. Cost of gas is approximately $2.60/gal. / 7. What will my payments be?
8. I have a clear driving record. / 8. Will $18,000 loan be enough after the down payment?
9. I have a driver’s license. / 9. What formulas do I need to do my calculations?
10. What pay rate will I have to earn to make enough to cover the bills?
11. About how many miles will I drive a month?

Resources

Websites

Insurance Websites

Progressive

Allstate

Geico

Used Car Websites

Newspaper

The News Herald Classified Section

Thrifty Nickel

Human Resources

Progressive 1-800-776-4737

Geico1-800-861-8380

Allstate 1-866-621-6900

Capstone Performance

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

SunshineState Standards with Learning Outcomes

Mathematics (Primary)

MA.D.1.4.1 The student describes, analyzes, and generalizes relationships, patterns, and functions using words, symbols, variables tables, and graphs.

MA.D.1.4.2 The student determines the impact when changing parameters of given functions.

MA.D.2.4.2 The student uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices.

LO #2: After gathering the required data, the student will analyze the data and accurately choose the correct formulas to calculate the possible solutions. (Synthesis)

Language Arts (Secondary)

LA.C.3.4.3 The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.

Capstone Performance Description

PBL Problem: How can I, as a teenager in high school, pay for an automobile such that I have time to do my current activities, I have enough money to pay for the insurance, there is enough money left to pay for fuel, and the automobile suits my needs.

How Students Will Share the Solution to the Problem: The students will be themselves in this project convincing their parents which automobile will be the best purchase. They will be given one week to complete this project with a minimum of three-fifteen minute “friend” discussions, more if time allows. The students will each be assigned a day to present their capstone performance. The individual’s parents will be invited to come observe on that day. The day of the performance, the parents will be sitting around a table in a “family discussion” setting. The student will present their findings to their parents and the class in a five minute presentation. Each student will describe three different automobiles that were considered. They must use visual aids (i.e. backboard, power point …) showing their findings and the results of their calculations in the form of a budget. They will then tell what their decision is and defend that decision with a minimum of four justifications. They must also give us quotes of advice from each of their “friends” on their project and tell whether or not they took that advice and why. The teacher will act as an additional parent.

Rubric for Assessing the Capstone Performance

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

Criteria / Superior / Adequate / Does Not Meet Standards
Visual Aids / 15 pt / 10 pt / 5 pt
All 3 budgets are displayed using a graph or table.
Final decision is emphasized.
Pictures and illustrations are used. / Only 2 budgets are displayed using a graph or table.
Final decision is not emphasized.
OR
No pictures or illustrations used. / Only 1 budget is displayed using a graph or table.
There is no indication of what the final decision is.
AND
There aren’t any pictures or illustrations.
Oral
Presentation / 5 pt / 3 pt / 1 pt
Presentation is 5-7 minutes long.
Student uses a voice that is able to be heard and understood in the back of the room.
Appropriate grammar is used and there are less than five repetitive words/sounds (i.e. umm, and, like, etc.). / Presentation is 3-9 minutes long.
Student is able to be heard and understood from the middle of the room, but it is difficult to hear him/her in the back of the room.
Appropriate grammar is used and there are less than 10 repetitive words/sounds. / Presentation is less than 3 minutes or longer than 9 minutes.
It is difficult to hear or understand the presentation no matter where you are in the classroom.
There are more than 10 repetitive sounds/words.
Presentation
Content / 20 pt / 15 pt / 10 pt
All 3 possible solutions are discussed and at least 4 justifications(at least 2 based on the budget) are given while the final decision was chosen over the other 2 solutions.
2 or more friend comments are stated and how they affected the final decision. / Only compares the final solution to one other solution giving only 2 justifications (at least 1 based on the budget).
Only talks about 1 “friend” comment and why it affected the final decision. / Only gives the final decision with no comparison to other possible solutions.
No “friend” comments are given.
Budget
(Per Possible Solution) / 15 pt / 10 pt / 5 pt
All required elements are accounted for: loan amount, loan payment, insurance, fuel, # of hours available for work, and salary requirement.
Calculations are accurate. / One of the required budget elements is missing.
There are arithmetic errors in calculation (i.e. addition/subtraction, multiplication/division) / 2 of the required budget elements are missing.
The wrong formula(s) is/are used to make calculations.

Score Conversion

A 85 - 77

B 76 - 68

C 67 - 58

D 57 - 49

F < 49

Two Alternative Solutions & “Best” Solution Analysis

Teacher: Mrs. Kirkpatrick

Title: Want a Car? Got a Job? – Students Investigate Purchasing a Car and the Means to Pay For It

PBL Problem: How can I, as a teenager in high school, pay for an automobile such that:

- I have time to do my current activities,

- I have enough money to pay for the insurance,

- There is enough money left to pay for fuel, and

- The automobile suits my needs.

Solution 1:

One possible car would be this 2003 Acura. The needed information and budget would be:

- Parents’ down payment = $1990 => Loan = $17,910

- Average Miles / Month = 1000

- Average Mileage = 22 miles / gal

- # of Possible Hours I Can Work = 20 hours

Budget Item / $/Month
Car Payment / $595
Insurance / $242
Fuel / $118
Min Wage Needed / $12/hr
Pros / Cons
My friends will think I’m cool driving an Acura and it has lots of cool accessories. / I might need to give up some of my activities so I can work more hours because $12/hour jobs are pretty rare for high school students.
The car gets pretty good gas mileage. / I will either be too busy working and/or too broke to do anything with my friends.
Acura’s are known to be dependable cars. / If car insurance rates or gas prices increase I will not be able to make the payments.
This car is bigger so I can fit more friends or transport more stuff to and from school. / My boyfriend doesn’t like the color.

Consequences: I can not afford to take any days off from work because I have to be able to make these payments.