Lessons for Life

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Money Math

Lessons for Life

Written by

Mary C. Suiter

Sarapage McCorkle

Center for Entrepreneurship and Economic Education

University of Missouri—St. Louis

Mathematics Consultant

Helene J. Sherman

University of Missouri—St. Louis

Cover Design by

Sandy Morris

Sponsored by

Citi Office of Financial Education

Department of the Treasury

Jump$tart Coalition® for Personal Financial Literacy

University of Missouri—St. Louis

© Copyright 2008

by The Curators of the University of Missouri

a public corporation

ISBN 978-0-9709279-1-0

Teachers may obtain a free printed copy of Money Math: Lessons for Life by sending an e-mail request to: moneymath@bpd.treas.gov

Copyright © 2008 The Curators of the University of Missouri, a public corporation

Center for Entrepreneurship and Economic Education

University of Missouri-St. Louis

One University Blvd., St. Louis, MO 63121-4499

www.umsl.edu/~econed

Reproduction of this publication is permitted and encouraged. 

Printed in the United States of America.

ISBN 978-0-9709279-1-0

$ # $ + $ — $ % $ 3/4 $ ~ $2

$3 = $ ¢ $ 1 /2 $ + $ ∞ $ ÷ $2
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iii

Foreword v

Correlations to National K-12 Personal Finance Standards vii

Correlations to NCTM Principles and Standards of Mathematics xi

Lesson 1 The Secret to Becoming a Millionaire .......................................................................1

Students learn how saving helps people become wealthy. They develop “rules to become a

millionaire” as they work through a series of exercises, learning that it is important to: (1) save early

and often, (2) save as much as possible, (3) earn compound interest, (4) try to earn a high interest

rate, (5) leave deposits and interest earned in the account as long as possible, and (6) choose accounts

for which interest is compounded often. This lesson assumes that students have worked with percents

and decimal equivalents.

Lesson 2 Wallpaper Woes ........................................................................................................ 23

Students hear a story about Tom, a middle-school student who wants to redecorate his bedroom. They

measure the classroom wall dimensions, draw a scale model, and incorporate measurements for

windows and doors to determine the area that could be covered by wallpaper. Students then hear more

about Tom’s redecorating adventure, learning about expenses, budget constraints, and trade-offs. For

assessment, students measure their rooms at home. This lesson requires that students know how to

measure, or a review may be necessary before teaching.

Lesson 3 Math and Taxes: A Pair to Count On.................................................................... 35

Students examine careers and reflect on how workers use math in their occupations. They study

selected occupations, learning about the work skills (human capital) that different workers possess

and salaries that those workers earn. Next, students learn about how taxes are paid on income that

people earn and how income tax is calculated. They learn how the progressive federal income tax is

based on the ability-to-pay principle.

Lesson 4 Spreading the Budget ............................................................................................... 61

Students develop a budget for a college student, using a spreadsheet. They examine the student’s

fixed, variable, and periodic expenses and revise to adjust for cash flow problems that appear on the

first spreadsheet. This lesson is designed to increase student awareness and appreciation of the

efficiency of using computer technology in math applications.

Money Math: Lessons for Life Table of Contents

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
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Let’s face it—kids like money. So, what better way to help young people embrace math than by teaching them about

money...and what better reason can we give them for learning math? Through Money Math: Lessons for Life, middle

grade students apply math skills to some of life’s costly challenges, learning important personal finance concepts along

the way. This wonderfully integrated teaching resource complements what students will likely learn before and afterward,

because financial education isn’t a one-shot deal and financial literacy requires a lifetime of learning. The Jump$tart

Coalition is proud to continue to support this updated curriculum.

Laura Levine, Executive Director

The Jump$tart Coalition for Personal Financial Literacy

In today’s complex financial world, being financially literate is a critical life skill... as important as reading, writing and

arithmetic. So to combine financial education within the teaching of math is an ingenious way to teach both of these

subjects simultaneously. To support financial literacy, Citi made a commitment in 2004 of $200 million over ten years to

support financial education initiatives around the world. We truly believe that you are never too young to learn how to

manage your finances and that Money Math: Lessons for Life is a tool to start our young students on the road to becoming

financially independent.

Dara Duguay, Director

Citi Office of Financial Education 

Money Math: Lessons for Life teaches students responsible financial practices before they develop bad habits. For

example, one path to accumulating wealth is to start saving at a young age and let compounding interest pay you for your

effort. Another is to plan your budget realistically, by bringing your income and expenses into balance—minimizing

spending so that you will have money to save. These two life lessons alone would reduce credit card debt, reduce

financial pressures on families, and increase personal savings and wealth.

Barbara Flowers, Director

Center for Entrepreneurship and Economic Education

University of Missouri—St. Louis

We’ve all heard the facts: Americans are borrowing more and saving less; we haven’t planned well enough for retirement;

few of us are prepared for financial emergencies. Dealing with these realities can be stressful, but the best research tells us

that financial education can, and does, make a positive difference in people’s lives. Money Math: Lessons for Life offers a

head start toward financial literacy that applies middle school math concepts through real-life examples from personal

finance. Public Debt is proud to support this unique program that helps our children learn how to make positive financial

decisions—an important skill they can use throughout their lives.

John Swales, Assistant Commissioner

Office of Retail Securities

Bureau of the Public Debt

Department of the Treasury

Foreward

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Money Math: Lessons for Life
vi
vii

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Financial Responsibility and Decision Making Lessons

Overall Competency

Apply reliable information and systematic decision-making to personal financial decisions. 1 2 3 4

Standard 1 Expectations – 4th Grade

Take responsibility for • List examples of financial decisions and their possible

personal financial consequences. 1 2 3 4

decisions • Identify ways to be a financially responsible youth 1 2 4

Expectations – 8th Grade

• Identify ways to be a financially responsible young adult. 1 2 3 4

• Give examples of the benefits of financial responsibility 

and the costs of financial irresponsibility. 1 2 3 4

Standard 2 Expectations – 4th Grade

Find and evaluate • Give examples of situations in which financial information

financial information would lead to better decisions. 1 2 3 4

from a variety of • Identify sources of financial information. 1 2 3 4

source

Standard 4 Expectations – 4th Grade

Make financial • Explain how limited personal financial resources affect the

decisions by choices people make. 1 2 3 4

systematically • Rank personal wants/needs in order of importance. 1 2 3 4

considering alternatives • Set measurable short-term financial goals. 2 3 4

and consequences • Outline the steps in systematically evaluating alternatives and 

making a decision. 1 2 3 4

Expectations – 8th Grade

• Prioritize personal financial goals. 2 3 4

• Evaluate the results of a financial decision. 1 2 4

• Apply systematic decision making to a medium-term goal. 1 2 3 4

Standard 5 Expectations – 8th Grade

Develop • Explain how discussing important financial matters with 

communication household members can help reduce conflict. 2 4

strategies for discussing

financial issues

Personal Finance Standards

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life
viii

Income and Careers Lessons

Overall Competency

Use a career plan to develop personal income potential. 1 2 3 4

Standard 1

Explore career options Expectations – 4th Grade

• Explain the difference between a career and a job and identify

various jobs in the community. 3

• Give an example of how an individual’s interests, knowledge, and

abilities can affect career and job choice. 3

• Examine a job related to a career of interest. 3

Expectations – 8th Grade

• Give an example of how education and/or training can affect

lifetime income. 3

• Compare personal skills and interests to various career options. 3

• Describe the educational/training requirements, income potential,

and primary duties of at least two jobs of interest. 3

Standard 2 Expectations – 4th Grade

Identify sources of • Explain the difference between a wage and a salary. 3

personal income • Identify jobs children can do to earn money. 1

• Give examples of sources of income other than a wage or salary. 1

Expectations – 8th Grade

• Define gift, rent, interest, dividend, capital gain, tip, commission,

and business profit income. 1 34

Standard 3 Expectations – 4th Grade

Describe factors • Define tax and explain the difference between sales and

affecting take-home income taxes. 3

pay • Give an example of how government uses tax revenues. 3 4

Expectations – 8th Grade

• Explain all items commonly withheld from gross pay. 3 4

Personal Finance Standards

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Money Math: Lessons for Life
ix

Planning And Money Management Lessons

Overall Competency

Organize and plan personal finances and use a budget to manage cash flow. 1 2 3 4

Standard 1 Expectations – 4th Grade

Develop a plan for • Give examples of household expense categories and sources

spending and saving of income. 2 4

• Describe how to allocate a weekly allowance among the 

financial goals of spending, saving, and sharing. 1

Expectations – 8th Grade

• Prepare a personal spending diary. 4

• Discuss the components of a personal budget, including income, 

planned saving, taxes, and fixed and variable expenses. 4

• Given a household case study, calculate percentages for major 

expense categories. 4

Standard 4 Expectations – 4th Grade

Apply consumer skills • Apply systematic decision making to a personal age-appropriate 

to purchase decisions purchase. 2 4

Expectations – 8th Grade

• Explain the relationship between spending practices and 

achieving financial goals. 1 2 4

• Given an age-appropriate scenario, describe how to use

systematic decision making to choose among courses of action 

that include a range of spending and non-spending alternatives. 1 2 4

Personal Finance Standards

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Money Math: Lessons for Life
x

Saving and Investing Lessons

Overall Competency

Implement a diversified investment strategy that is compatible with personal goals. 1 2 3 4

Standard 1 Expectations – 4th Grade

Discuss how saving • Describe the advantages and disadvantages of saving for a 1 4

contributes to financial short-term goal. 

well-being • Describe ways that people can cut expenses to save more of 

their incomes. 4

Expectations – 8th Grade

• Give examples of how saving money can improve financial 

well being. 1 4

• Describe the advantages and disadvantages of saving for shortand medium-term goals. 1 4

• Explain the value of an emergency fund. 4

• Explain why saving is a prerequisite to investing. 1

Standard 2 Expectations – 4th Grade

Explain how investing • Give an example of an investment and explain how it can

builds wealth and helps grow in value. 1

meet financial goals Expectations – 8th Grade

• Apply systematic decision making to determine when to invest 

cash not needed for short-term spending or emergencies. 1

• Define the time value of money and explain how small amounts 

of money invested regularly over time grow exponentially. 1

• Calculate and compare simple interest and compound interest 

earnings and explain the benefits of a compound rate of return. 1

Standard 3 Expectations – 4th Grade

Evaluate investment • List the advantages of investing money with a financial

alternatives institution. 1

• Compare the main features of interest-earning accounts at local 

financial institutions. 1

Personal Finance Standards

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Money Math: Lessons for Life

For additional information on National Standards for K-12 Personal Finance Education, visit: www.jumpstart.org
Numbers and Operation Standards for Grades 6-8 Lessons

Content Standard

Instructional goals Specific expectations for students in grades 6-8 1 2 34

for all grades

Understand numbers, • work flexibly with fractions, decimals, and percents 1 3 4

ways of representing to solve problems

numbers, relationships • develop meaning for percents greater than 100 and less than 1 1 3 4

among numbers, and • develop meaning for percents greater than 100 and less than 1 1 3 4

number systems • develop an understanding of large numbers and recognize and

appropriately use exponential, scientific, and calculator notation 1 3

• use factors, multiples, prime factorization, and relatively prime

numbers to solve problems 3 4

Understand meanings • understand the meaning and effects of arithmetic operations

of operations and how with fractions, decimals, and integers 1 3 4

they relate to one • use the associative and commutative properties of addition and

another multiplication and the distributive property of multiplication 

over addition to simplify computations with integers,

fractions, and decimals 1 3 4

• understand and use the inverse relationships of addition and 

subtraction, multiplication and division, and squaring and finding

square roots to simplify computations and solve problems 1 4

Compute fluently and • select appropriate methods and tools for computing with

make reasonable fractions and decimals from among mental computation,

estimates estimation, calculators or computers, and paper and pencil, 

depending on the situation, and apply the selected methods 1 3 4

• develop and analyze algorithms for computing with fractions,

decimals, and integers and develop fluency in their use 1 3 4

• develop and use strategies to estimate the results of rationalnumber computations and judge the reasonableness of the results 1 3 4

Standards of Mathematics

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life

xi

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
xii

Algebra Standard for Grades 6-8 Lessons

Content Standard

Instructional goals for Specific expectations for students in grades 6-8 1 2 34

all grade

Understand patterns, • represent, analyze, and generalize a variety of patterns with 

relations, and functions tables, graphs, words, and, when possible, symbolic rules 1 3 4

• relate and compare different forms of representation for 

a relationship 1 3 4

Represent and analyze • develop an initial conceptual understanding of different uses

mathematical situations of variables 1 3 4

and structures using • use symbolic algebra to represent situations and to solve 

algebraic symbols problems, especially those that involve linear relationships 1 3 4

• recognize and generate equivalent forms for simple algebraic 

expressions and solve linear equations 3 4

Use mathematical • model and solve contextualized problems using various

models to represent and representations, such as graphs, tables, and equations 1 2 3 4

understand quantitative 

relationships

Geometry Standards for Grades 6-8 Lessons

Content Standard 

Instructional goals Specific expectations for students in grades 6-8 1 2 34

for all grades

Analyze characteristics • precisely describe, classify, and understand relationships among

and properties of two- types of two- and three-dimensional objects using their

and three-dimensional defining properties 2

geometric shapes and • understand relationships among the angles, side lengths, 

develop mathematical perimeters, areas, and volumes of similar objects 2

arguments about 

geometric relationships

Apply transformations • describe sizes, positions, and orientations of shapes under 

and use symmetry to informal transformations such as flips, turns, slides, and scaling 2

analyze mathematical 

situations

Use visualization, • draw geometric objects with specified properties, such as side 

spatial reasoning, and lengths or angle measures

geometric modeling to • use two-dimensional representations of three-dimensional objects

solve problems to visualize and solve problems such as those involving surface 

area and volume 2

• use geometric models to represent and explain numerical and 

algebraic relationships 2

• recognize and apply geometric ideas and relationships in areas 

outside the mathematics classroom, such as art, science, and 

everyday life 2

Standards of Mathematics

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life
xiii

Measurement Standards for Grades 6-8 Lessons

Content Standard

Instructional goals for Specific expectations for students in grades 6-8 1 2 34

all grades

Understand measurable • understand relationships among units and convert from one unit to

attributes of objects and another within the same system 2

the units, systems, and • understand, select, and use units of appropriate size and type to 

processes of measure angles, perimeter, area, surface area, and volume 2

measurement

Apply appropriate • select and apply techniques and tools to accurately find length, 

techniques, tools, and area, volume, and angle measures to appropriate levels 

formulas to determine of precision 2

measurements • develop and use formulas to determine the circumference of

circles and the area of triangles, parallelograms, trapezoids, and 

circles and develop strategies to find the area of morecomplex shapes 2

• solve problems involving scale factors, using ratio and proportion 2

Data Analysis and Probability Standards for Grades 6-8 Lessons

Content Standard

Instructional goals for Specific expectations for students in grades 6-8 1 2 34

all grades

Formulate questions • Formulate questions, design studies, and collect data about a 

that can be addressed characteristic shared by two populations or different 

with data and collect, characteristics within one population 2 3 4

organize, and display 

relevant data to answer 

them

Select and use • find, use, and interpret measures of center and spread, 

appropriate statistical including mean and interquartile range 2 4

methods to analyze data

Develop and evaluate • use observations about differences between two or more samples 

inferences and to make conjectures about the populations from which the 

predictions that are samples were taken 3 4

based on data • use conjectures to formulate new questions and plan new studies 

to answer them 3 4

Standards of Mathematics

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
xiv

Problem-Solving Standard for Grades 6-8 Lessons

Process Standard

Instructional goals for all grades 1 2 34

• build new mathematical knowledge through problem solving 1 2 3 4

• solve problems that arise in mathematics and in other contexts 1 2 3 4

• apply and adapt a variety of appropriate strategies to solve problems 1 2 3 4

• monitor and reflect on the process of mathematical problem solving 1 2 3 4

Reasoning and Proof Standard for Grades 6-8 Lessons

Process Standard

Instructional goals for all grades 1 2 34

• make and investigate mathematical conjectures 1 2 3 4

• develop and evaluate mathematical arguments and proofs 1 2 3 4

• select and use various types of reasoning and methods of proof 1 2 3 4

Communication Standard for Grades 6-8 Lessons

Process Standard

Instructional goals for all grades 1 2 34

• organize and consolidate their mathematical thinking through communication 1 2 3 4

• communicate their mathematical thinking coherently and clearly to peers,

teachers, and others 1 2 3 4

• analyze and evaluate the mathematical thinking and strategies of others 1 2 3 4

• use the language of mathematics to express mathematical ideas precisely 1 2 3 4

Connections Standard for Grades 6-8 Lessons

Process Standard

Instructional goals for all grades 1 2 34

• recognize and use connections among mathematical ideas 1 2 3 4

• understand how mathematical ideas interconnect and build on one another to produce a 

coherent whole 1 2 3 4

• recognize and apply mathematics in contexts outside of mathematics 1 2 3 4

Representation Standard for Grades 6-8 Lessons

Process Standard

Instructional goals for all grades 1 2 34

• create and use representations to organize, record, and communicate

mathematical ideas 1 2 3 4

• select, apply, and translate among mathematical representations to solve problems 1 2 3 4

• use representations to model and interpret physical, social, and mathematical phenomena 1 2 3 4

Standards of Mathematics

Correlation of Money Math: Lessons for Life to 

National Standards in K-12 Personal Finance Education

Money Math: Lessons for Life

Money Math: Lessons for Life

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Students learn how saving helps people become wealthy. They develop

“rules to become a millionaire” as they work through a series of exercises,

learning that it is important to: (1) save early and often, (2) save as much as

possible, (3) earn compound interest, (4) try to earn a high interest rate, (5)

leave deposits and interest earned in the account as long as possible, and (6)

choose accounts for which interest is compounded often. This lesson

assumes that students have worked with percents and decimal equivalents.

Students will be able to:

1. define saving, incentive, interest, and opportunity cost.

2. solve problems using interest rate, fractions, decimals, and percentages.

3. calculate compound interest.

4. explain the benefits of compound interest.

5. explain the opportunity cost of saving. 

6. describe a savings bond investment.

percent, decimal, data analysis, number sense, solving equations, problem

solving

interest, interest rate, compounding, wealth, saving, savings, inflation,

purchasing power

• copies of Activities 1-1 through 1-5 for each student

• transparencies of Visuals 1-1 through 1-7

• calculator for each student

• computers

4 - 6 days

Get Ready

1. Ask the following. Do you want to be a millionaire? What is a

millionaire? Explain that a millionaire is a person who has wealth totaling

one or more million dollars, noting that wealth is the total value of what a

person owns minus what he or she owes. How could you become a

millionaire? (win the lottery, win a sweepstakes, inherit a million dollars,

earn a high income) Read the following scenario to the class.

1

Lesson Description

Objectives

Mathematics

Concepts

Personal Finance

Concepts

Materials Required

Time Required

Procedure

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Last week, Mrs. Addle told her students that they could become

millionaires if they followed the rules she provided them. As a matter of

fact, she guaranteed that if they followed her rules exactly, they would

be millionaires in 47 years! Misha and the rest of her classmates

thought that Mrs. Addle was crazy. If she had rules that would

guarantee that someone could be a millionaire, why was she teaching

seventh-grade math? Why wasn’t she rich and retired? Why didn’t she

follow her own rules? Mrs. Addle told the students to go home and talk

to their families about what she had said.

Misha went home and told her family what Mrs. Addle had said.

Misha’s mother knew a lot about money and financial matters. She just

smiled at Misha and said that Mrs. Addle was correct. When Misha

returned to class the next day, Mrs. Addle asked what the students’

families said. Of the 25 students in Mrs. Addle’s class, 20 students said

that their parents and other family members agreed with Mrs. Addle.

The other five students forgot to ask.

2. Explain that to learn more about being a millionaire, the students must

review what a percent is. (Note: If needed, Visual 1-1 includes a

review.)

3. Point out that in the story, there are 25 students in Misha’s class, and 20

students discovered that their families agreed with Mrs. Addle. Ask the

following questions. (Note: Step-by-step calculations are provided on

Visual 1-2.) 

a. What percent of the students’ families thought that Mrs. Addle was

correct? (80%)

b. What percent of the students failed to do their homework? (20%) 

Get Going

1. Explain that you will share Mrs. Addle’s secrets with them. When they

become millionaires, they can donate money to the school’s math

department! Discuss the following.

a. How do you earn income? (mow lawns, baby-sit, walk pets, rake

leaves, do chores around the house)

b. What do you do with your income? (save it, spend it, save some and

spend some)

c. Why do you spend your income? (to buy things that they want now,

such as movies, food, and clothes)

d. Why do you save your income? (to buy things they want in the

future)

2

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
2. Explain that when people earn income, they can spend it or save it.

When they are spending, they spend their money today for goods and

services, but they give up the chance to use that money to buy goods

and services in the future. When saving, they give up goods and

services now to have other goods and services in the future. When

people make choices, the highest-valued alternative choice that is given

up is their opportunity cost. Read the following scenario.

Next year, you want to take a family and consumer science class, a

woodworking class, and a photography class. However, you only have

room in your schedule for one of these three. Which would you choose?

What would be your second choice? 

3. Have several students share their first and second choices. Explain that

their second choice is their opportunity cost—it is the highest-valued

alternative class. When people save, the goods and services that they

would have purchased now—the highest-valued alternative—represent

their opportunity cost. When they spend now, their opportunity cost is

goods and services they could have in the future. 

4. Assign Activity 1-1. When they are finished, have students share

answers. (1. $360, $720, $1080, $1440, $1800, $2160; 2. The items

they would have purchased each day with $2. This is their opportunity

cost. 3. A + (B x 180) where A = previous year balance and B = the

amount deposited each day; 4. Save more each day.) Point out that

students have different opportunity costs because their tastes and

priorities are different.

5. Display Visual 1-3. Have students deduce what has changed in each

case. They should develop Rules 1 and 2 to become a millionaire. (In

the first case, the saver is saving for a longer period; therefore,

Millionaire Rule 1 is to start saving early. In the second case, the saver

is saving $4 per day instead of $2 per day; therefore, Millionaire Rule 2

is to save more or to save as much as possible.) Write the two rules on

the board.

6. Discuss the following.

a. How many of you have savings accounts in banks? (Answers will

vary.)

b. What are the benefits of placing your savings in a bank? (The

money is safe in the bank, and the bank pays interest.)

c. What is interest? (Students may or may not know the exact

definition of interest.)

7. For homework, students who have savings accounts may bring in a

statement from their savings accounts. Have all students look for ads in

local newspapers and listen to television and radio ads about banks. Tell

them to write down any information about interest rates. 

3

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Keep It Going

1. Assign Activity 1-2. Allow students to share their answers. (1. $396,

$831.60, $1310.76, $1837.84, $2417.62, $3055.38; 2. (A+360) +

[(A+360) x .10] where A is the previous year’s ending balance, or, 1.10

(A+360); 3. These amounts are higher because they earn interest on the

deposit and interest on the interest earned in previous years.)

2. Point out that the 10% amount that Uncle Mort pays is an incentive. An

incentive is a reward that encourages people to behave in a particular

way. This incentive encourages people to save and keep their savings.

How much of an incentive did Uncle Mort pay the first year? ($360 x

.10 = $36) 

3. Explain that banks provide an incentive for people to save. When

people make deposits to savings accounts, banks are able to use the

money to loan to others. In return, the banks pay interest to savers.

Interest is a payment for the use of money. Bankers don’t usually tell

people that they will earn a specific sum of money. Savers are told the

interest rate to be received. The interest rate is the annual interest

payment on an amount expressed as a percentage. For example, a bank

might pay a 4% interest rate on a savings account. Uncle Mort pays

10%.

4. Write the word “compounding” on the board. Ask students what they

think this word means and how it applies to becoming a millionaire.

Allow students to look the word up in the dictionary and in newspaper

advertisements. Guide students to recognize that leaving interest earned

on savings in the savings account so that the saver earns interest on the

original deposit and interest on the interest is called earning compound

interest. Have students develop Millionaire Rule 3 and write it on the

board. (Earn compound interest.)

5. Explain that banks pay compound interest on savings, although it may

not be as much as Uncle Mort pays. Discuss the following.

a. Give examples of the interest rates local banks are paying from the

statements, ads, and ad information brought from home. (Answers

will vary; however, the rates are likely to be much lower than the

10% that Uncle Mort pays.)

b. What would happen to the amount of accumulated savings if Uncle

Mort paid only 5%? (It would be less.)

6. Display Visual 1-4. Explain that this table illustrates what would

happen if a bank paid 5% interest compounded annually. Point out that

comparing the savings results at 5% with the savings results for 10%

($2571.12 at 5% compared to $3055.78 at 10%) gives us another rule

for becoming a millionaire. Discuss the following.

a. Based on the comparison between accumulated savings with 5%

interest and with 10% interest, what is the fourth rule of becoming a

4

Teaching Tip:

Show students how just a

little bit of money can add

up to a lot of cash with

careful saving and investing.

Ask your students to save

their pocket change for one

month. 

Assuming your students save

$1 a day, they should have

$30 after one month of

saving. If your students

invest $30 worth of change

every month for 10 years,

how much money will they

have if they invest their

money in the following

ways:

• Savings account with a 2%

annual rate of return

• Money market fund with a

5% annual rate of return

• Mutual fund with a 9%

annual rate of return

What can your students buy

with this money? Will it be

enough to purchase a car

when they turn 22?

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
millionaire? (Try to earn a high interest rate.) Add this rule to the

list on the board.

b. What would happen to accumulated savings if the deposits and

interest were left in the account, earning 5% interest for another six

years? (It would increase.)

c. What is the fifth rule of becoming a millionaire? (Leave deposits

and interest in the account for as long as possible.) Add this rule to

the board.

7. Have students consider how they used their calculators to solve these

problems. Guide them to develop a recursive equation such as [ANS +

0.05(ANS)] = ending balance for each year or [ANS + 0.05(ANS)] +

360 = beginning balance for each successive year.

8. Review the basic rules for becoming a millionaire. Write the following

rules on the board. 

(1) Save early and often.

(2) Save as much as possible.

(3) Earn compound interest.

(4) Try to earn a high interest rate.

(5) Leave deposits and interest in the account as long as possible.

Graph It (Optional)

1. Tell students they will create four line graphs on the same set of axes.

These graphs should show the amount of savings earned over time: (a)

when saving $360 per year for six years in a bank, (b) when saving

$360 for 10 years in a bank, (c) when saving $720 per year for six

years, and (3) when saving $360 per year for six years at a 5% interest

rate per year. They determine the dependent and independent variables

and label the axes appropriately. They should retain these graphs for

later use. They may use a graphing calculator, a computer, or paper and

pencil to create the graphs.

2. Have students create a circle graph that shows the percent of total

savings that resulted from deposits by the saver and the percent that

resulted from compound interest when saving $360 per year for six

years at a 5% interest rate. They may use a graphing calculator, a

computer, or paper, pencil, and a protractor.

Check It—Assessment

Display Visual 1-4, and assign Activity 1-3 to each student. When students

are finished, display Visual 1-5 so they can check their answers.

5

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Keep Going 

1. Have students refer to the savings account and advertisement

information they brought from home. Discuss the following.

a. Do the ads or account statements tell consumers that the interest

rate is compounded annually? Semi-annually? Quarterly? (Answers

will vary.)

b. What do you think these terms mean? (annually - once per year;

semi-annually - twice per year; quarterly - four times per year)

c. How do you think semi-annual or quarterly compounding might

affect accumulated savings? (Answers may vary.) 

d. How do you think quarterly interest payments would be calculated?

(Answers may vary.)

2. Assign Activity 1-4 to groups of 4 or 5 students. Tell the groups to

work together to complete the activity. Display Visual 1-6 to check and

correct their answers. 

3. Display Visual 1-4 again. Ask students to compare this table with the

quarterly compounding table they completed. Discuss the following.

a. What was the total amount deposited by the saver in each case?

($2160)

b. How much interest was earned with interest compounded annually?

($411.12)

c. How much interest was earned with interest compounded quarterly?

($419.54)

d. How much additional interest was earned through quarterly

compounding? ($8.42)

e. What do you think would happen if interest were compounded

daily? (more accumulated savings at the end of the year)

f. What is the sixth and final rule for becoming a millionaire?

(Deposit money in accounts for which interest is compounded most

often.) Add the rule to the list on the board.

4. Review all rules to becoming a millionaire. 

(1) Save early and often.

(2) Save as much as possible.

(3) Earn compound interest.

(4) Leave deposits and interest in the account for as long as possible.

(5) Try to earn high interest rates.

(6) Choose accounts for which interest is compounded often.

6

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Compute It

1. Divide students into pairs. Explain that their task is to discover

combinations of interest rate, deposit, and years of savings that will

lead to the goal of becoming millionaires. They may use a financial

calculator, spreadsheet financial functions on the computer, or use a

financial calculator on a bank’s website. 

2. Once they have decided what program to use, they should enter various

combinations of deposit amounts, interest rates, years of saving, and

how often interest is compounded and note the impact on accumulated

savings. 

3. Have student pairs share the combinations with which they would be

happiest. Discuss whether these combinations are realistic with

questions such as “Is it reasonable to expect an interest rate of 20%?”

or “What amount of monthly income do you think a person must earn

in order to save $3000 per month?”

Wrap It Up

Discuss the following to highlight important information.

1. What does a percentage represent? (some part of a hundred)

2. How can 55% be expressed as a decimal? (.55) a fraction? (55/100)

3. What is interest? (payment for the use of money)

4. What is an interest rate? (the annual interest payment on an account

expressed as a percentage)

5. What is compounding? (paying interest on previous interest)

6. What is saving? (income not spent today to be able to buy goods and

services in the future)

7. What is opportunity cost? (the highest-valued alternative that is given

up)

8. What is the opportunity cost of saving? (goods and services given up

today)

9. What are some rules about saving that can help you become a

millionaire? (Start saving early and save regularly. Save as much as

you can. Earn compound interest. Leave the deposit and interest earned

in the account as long as possible. Try to earn a high interest rate. Seek

savings options that compound interest often.)

Check It/Write It—Assessment

Explain that students’ work with the computer or calculator helped them

see the impact of the various rules on the quest to become a millionaire.

7

Teaching Tip:

Be sure to tell your students

that people put their savings

in many places. Many

people choose to invest their

savings in stocks. Buying

stocks means buying some

ownership (equity) in a

company. On average, over

time, stocks have earned

higher returns than savings

accounts. Stockholders

receive returns from

dividends (a portion of

business profit paid to

stockholders) and capital

gains (the amount of the

sale of stock that exceeds the

original price paid by the

stockholder).

Tell students to look at the

stock tables in the financial

pages of a newspaper. Point

out that the yield (Yld.) is

the return from dividends

stated as a percentage. Have

students compare the

dividend yield to interest

rates on savings accounts.

Then, point out that most

stock investors are interested

in capital gains; that is, the

increased value of the stock

from the time it was

purchased. Have students

research how much stocks,

on average, have increased

over time. Information on

the growth of the S&P 500

can be found by searching

for S&P 500 History on the

internet.

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Divide the students into small groups and tell them to answer the following

questions in writing, as a group.

1. What happens to accumulated savings if the deposit amount increases?

(Savings would increase. Saving larger amounts generates greater

savings in the future.)

2. What happens to accumulated savings if the interest rate increases? (It

would increase.)

3. What happens to accumulated savings if the number of compounding

periods per year increases? Why? (It would increase because every time

compounding occurs, the saver is earning interest on interest earned.)

4. What happens to accumulated savings if the number of years increases?

(It would increase.)

5. What is the key to becoming a millionaire? (Save as much as possible

for as long as possible earning a high interest rate that is compounded

frequently.)

Going Beyond—A Challenge Activity

1. Remind students that one of the important rules about saving is to try to

earn a high interest rate. To do that, savers must investigate various

savings options available. If people save in a piggy bank, they don’t

earn any interest on their savings, and it isn’t particularly safe. If people

place their savings in a savings account at the bank, they earn interest

and it is usually safe because of deposit insurance. However, the

interest rate is usually lower on these accounts than some other savings

options.

2. Explain that people can put their money in a certificate of deposit or

CD. A certificate of deposit is a savings account that pays higher

interest than a regular bank savings account. However, when people put

their money in a CD, they promise to leave the savings in the account

for a certain amount of time, such as six months, a year, or five years.

3. Explain that many people save by buying savings bonds issued by the

United States government. When people buy a savings bond, they are

lending money to the government to help finance programs or projects.

Savings bonds come in different denominations, such as $50, $100, or

$500. They are considered to be a very safe way to save money; that is,

they are virtually risk-free. 

4. Point out that the newest type of U.S. savings bond is the I Bond. I

Bonds are inflation-indexed and designed for savers who want to

protect themselves from inflation. Define inflation as an increase in the

average level of prices in the economy. (A simpler definition is an

increase in most prices.) 

8

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
5. Explain that inflation reduces the purchasing power of savings.

Purchasing power is the ability to buy things with an amount of

money. People save because they want to buy things in the future. If

they can buy a certain amount of things with $1000 today, people want

to be able to buy at least the same things in the future with their

savings. Discuss the following.

a. If you saved $1000 today to buy a $1000 computer next year, would

you be able to buy it if your savings earned 5% and the price of the

computer stayed the same? (Yes because you’d have approximately

$1050 to buy the $1000 computer.)

b. If you saved $1000 today to buy a $1000 computer next year, would

you be able to buy it if your savings earned 5% and the price of the

computer increased 3%? (Yes because you’d have approximately

$1050 to buy the computer that would cost $1030.)

c. If you saved $1000 today to buy a $1000 computer next year, would

you be able to buy it if you savings earned 5% and the price of the

computer increased 7%? (No because you’d have approximately

$1050 to buy the computer that would cost $1070.)

6. Summarize by pointing out that inflation reduces the purchasing power

of accumulated savings. If people’s savings are going to have the same

purchasing power in the future, then the interest/earnings on the savings

must be equal to or greater than the inflation rate. For example, if the

inflation rate is 4%, then the interest rate must be at least 4% so the

saver could still be able to buy the same amount of things in the future

with the money (principal).

7. Explain that this is exactly what the inflation-indexed I Bond is

designed to do—protect the purchasing power of an individual’s

principal AND pay fixed earnings. The I Bond interest rate has two

parts: a fixed interest rate that lasts for 30 years and an inflation rate

that changes every six months. For example, an I Bond may pay a fixed

interest rate of 2%. Inflation may be measured at an annual rate of 3%

for the first six months and 2.5% for the second half of the year. The

combined interest rate for the first six months would be 2% + 3%. The

combined interest rate for the second half of the year would be 2% +

2.5%.

8. Give each student a copy of Activity 1-5, and assign. Display Visual 1-7

to check answers.

9

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Check It—Assessment

1. Divide the students into small groups. Assign each group a different

savings instrument. For example, money market funds, treasury bonds,

treasury bills, savings accounts, and certificates of deposits. Ask

students to do some research to answer the following questions.

a. What is this savings instrument called?

b. Does it require a minimum balance?

c. Are there fees or penalties if you withdraw your money before a

specified time?

d. Is this savings method more or less risky than savings bonds?

e. What is the interest rate on this savings instrument? 

f. Is interest compounded annually, semi-annually, quarterly, daily?

g. How is the purchasing power of the savings protected from

inflation?

2. Tell students that each group must prepare a brief presentation in which

they compare the advantages and disadvantages of the savings

instrument they researched with the advantages and disadvantages of an

I Bond.

10

Lesson 1 The Secret to Becoming a Millionaire

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Saving is income not spent now. The accumulated amount of money

saved over a period of time is called savings. Suppose there are 180

days in a school year, and you begin saving $2.00 each day in your

bank beginning in the 7th grade. You save all the money each year.

Your bank fills up and you start saving in an old sock. Answer the

following questions. 

1. Calculate the amount of savings that you have at the end of each year.

Please show your work on the back of this sheet. Record your answers

for each year in the “SAVINGS” column of the table below.

GRADE LEVEL SAVINGS

7th grade

8th grade

9th grade

10th grade

11th grade

12th grade

2. What would you have to give up each day in order to save $2.00? What

do we call the item you would give up?

3. Write a formula to represent the calculations that you made for each

year.

4. According to the formula, what will happen if you increase B?

11

Activity 1-1 It’s Never Too Late

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Suppose that on the first day of eighth grade you receive the following

message from Uncle Mort. “I am proud that you’ve been saving. I will

pay you 10% on the balance that you saved in the seventh grade and

10% on the balance of your saving at the end of each year.” You have

$360 in your bank. Answer the following questions.

1. Calculate how much money you will have at the end of each year.

Show your work on the back of this page. Write your answers in the

“SAVINGS” column in the table below.

GRADE LEVEL SAVINGS

7th grade

8th grade

9th grade

10th grade

11th grade

12th grade

2. Write a formula to represent the amount of savings accumulated at the

end of each year.

3. How do the amounts you’ve calculated compare to your previous

savings calculations?

Why?

12

Activity 1-2 Uncle Mort Makes It Better

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
1. Write the basic percent equation that you have used in this lesson to

solve for the part of the whole. Use the variables a, b, and c, where a is

the percent, b is the whole, and c is the part of the whole.

2. Read the following sentences. Write an appropriate formula to use to

solve for the percent of allowance spent OR the amount spent.

• Mary received her weekly allowance of $10.

• Mary used two one-dollar bills and two quarters.

• Mary spent one-fourth of her allowance.

3. Answer the following questions, using the information on the overhead

projector.

a. How much did the total amount of savings increase from seventh

grade until graduation from high school?

b. How much did the saver actually deposit in the account during the 6

years?

c. Rewrite the percent equation from #1 to find the percent of the

whole.

d. Use the equation in (c) to find the percent of the total accumulated

savings that savers deposited. 

e. What amount of the savings accumulated as a result of interest and

compounding?

f. What percent of the total accumulated savings is this amount?

g. Approximately 16% of the total amount of the savings accumulated

because of interest earned on savings, even though the account only

earned 5% interest per year. Why did this happen?

h. What would happen if the saver kept the money in the account for

ten more years?

13

Activity 1-3 The Miracle of Compounding

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Uncle Mort has taught you a lot about saving. Now he’s encouraging you

to open a savings account. He says that it’s best to have interest

compounded as often as possible. You still aren’t too certain what

compounded more than once a year means or how it is done. Uncle Mort

sends you an e-mail message with the following example.

Suppose that a bank offers a 5% interest rate, compounded semi-annually.

At the end of six months, the bank will multiply your balance by half the

interest rate and add that amount to your account. So, if you have $180 in

the bank after six months, the bank will add $4.50 to your account. Your

new balance will be $184.50. At the end of the next six months, if you still

have $184.50 in your account, the bank will add $4.61 to your account.

Your new balance will be $189.11.

1. What decimal amount would you use to calculate quarterly interest?

2. Suppose that the bank pays a 5% interest rate, compounded quarterly.

You deposit $360 at the beginning of each grade. Complete the

following table to calculate the total savings you’ll have at the end of

each year. The first two rows are completed for you.

3. How many dollars were deposited during the six years? ____________

4. How much interest was earned? __________________

14

Activity 1-4 Confounding Compounding

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Mary Andrews received a $100 I bond for her birthday. Her uncle bought

the electronic savings bond at the government’s TreasuryDirect.gov

website. He sent it to a special account that Mary’s parents set up for her.

Her uncle explained that the fixed interest rate on the bond is 2.0%.

Inflation was recently measured at an annual rate of 2.6%, and economists

predict that it will stay the same for the

rest of the year. Interest is paid every

month, but earnings are compounded

semi-annually. With her parents’ help,

Mary can check her I Bond every six

months to see how much interest she has

earned on her bond. 

Mary is very confused by all this jargon.

All she wants to know is what the bond

will be worth on her next birthday. Using

what you have learned about semi-annual compounding and I Bonds, help

Mary determine the value of her bond at the end of one year.

Answer the following questions on the back of this handout.

1. What is the combined interest rate?

2. Use the combined interest rate to estimate how much interest Mary

would earn that year.

3. For the first half of the year, how much interest will Mary earn from the

fixed interest rate?

4. For the first half of the year, how much interest will Mary earn from the

inflation rate?

5. How much will her bond be worth after six months?

6. For the last half of the year, how much interest will she earn from the

fixed interest rate?

7. For the last half of the year, how much interest will Mary earn from the

inflation rate?

8. How much will her bond be worth after the second six months?

9. How much interest will Mary’s bond earn for the year?

10. Why does the interest earned exceed the amount you estimated in #2?

15

Activity 1-5 Mary’s Dilemma

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
• The word percent means “per hundred.”

• A percent is like a ratio because it

compares a number to 100.

• A percent is a part of a whole. 

• A number followed by a percent symbol

(%) has a denominator of 100. This means

that it is easy to write as a fraction or a

decimal. For example, if you earned a 90%

on your last test, you also earned 90/100

that is the same amount as the decimal .90. 

To find the percent, we use the following

equation. 

a% = c ÷ b and a% · b = c

where a is the percent, 

b is the whole, and

c is the part of the whole.

16

Visual 1-1 Review of Percent

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
➽ What percent of the students’ families thought that Mrs.

Addle was correct?

In this example, 25 is the whole and 20 is the part of the whole, so

we know b and c. Now, we must solve for a.

a ÷ 100 = 20 ÷ 25

What percent of 25 is 20?

a% · 25 = 20

(a ÷ 100) · 25 = 20

.25a = 20

a = 20 ÷ .25

a = 80%

80% of the students learned that their families agreed with

Mrs. Addle.

➽ How can 80% be stated as a decimal?

80% = 80 ÷ 100 = .80 or 8 ÷ 10 = .8

➽ What percent of the students failed to do their homework? 

• The whole is represented by 100%. 

• The part of the whole that did the homework is 80%, so 20% didn’t. 

or, (a/100) · 25 = 5 , 

• so that .25a = 5, 

• so that a = 5 ÷ .25, 

• therefore, a = 20 or 20% of the students didn’t complete the 

homework.

➽ How can 20% be stated as a decimal? (by converting 20% to

20/100 or 2/10 which equals 0.2)

17

Visual 1-2 Addle’s Answers

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
18

Millionaire

Rule 1:

Visual 1-3 Millionaire Rules 1 and 2

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Grade Level Accumulated Savings

3rd grade $ 360

4th grade 720

5th grade 1080

6th grade 1440

7th grade 1800

8th grade 2160

9th grade 2520

10th grade 2880

11th grade 3240

12th grade 3600

Grade Level Accumulated Savings

7th grade 720

8th grade 1440

9th grade 2160

10th grade 2880

11th grade 3600

12th grade 4320
19

Millionaire

Rule 2:

Visual 1-4 Compound Interest

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

A B CD E

Beginning Interest Annual End-of-Year

Year Amount Rate (5%) Interest Amount

7th grade $ 360.00 0.05 $ 18.00 $ 378.00

8th grade 738.00 0.05 36.90 774.90

9th grade 1,134.90 0.05 56.75 1,191.65

10th grade 1,551.65 0.05 77.58 1,629.23

11th grade 1,989.23 0.05 99.46 2,088.69

12th grade 2,448.69 0.05 122.43 2,571.12
1. a% · b = c; a = percent; b = whole; c =

part of whole

2. 25% · $10 = $2.50

3a. $2,571.12 - $360 = $2,211.12

3b. $360 · 6 years = $2,160

3c. a% = c ÷ b

3d. $2,160/$2,571.12 = 84%

3e. $2,571.12 - $2,160 = $411.12

3f. $411.12/$2,571.12 = 16%

3g. The interest was compounded. The saver

earned interest on both deposits and

accumulated interest.

3h. The amount of savings would increase

even more.

20

Visual 1-5 Answers to Activity 1-3

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
1. 0.05/4 = .0125

2.

3. $2160.00

4. $419.55

21

Visual 1-6 Answers to Activity 1-4

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Deposit Plus First Second

Previous Quarter Subtotal Quarter Subtotal

Grade Level Balance Interest Interest

7th grade $ 360.00 $4.50 $364.50 $4.56 $369.06

8th grade 738.34 9.23 747.57 9.34 756.91

9th grade 1135.95 14.20 1150.15 14.38 1164.53

10th grade 1553.83 19.42 1573.25 19.67 1592.92

11th grade 1992.98 24.91 2017.89 25.22 2043.11

12th grade 2454.51 30.68 2485.19 31.06 2516.25

Third Fourth

Quarter Subtotal Quarter Accumulated Savings

Grade Level Interest Interest

7th grade $4.61 $373.67 $4.67 $378.34

8th grade 9.46 766.37 9.58 775.95

9th grade 14.56 1179.09 14.74 1193.83

10th grade 19.91 1612.82 20.16 1632.98

11th grade 25.54 2068.65 25.86 2094.51

12th grade 31.45 2547.70 31.85 2579.55
1. 2.0% + 2.6% = 4.6%

2. $100 x 4.6% = $100 x .046 = $4.60

3. 2.0% —: 2 = .02 —: 2 = 0.01; $100 x .01 = $1.00

4. 2.6% —: 2 = .026 —: 2 = .013; $100 x .013 = $1.30

5. $100 x [1 + (4.6% —: 2)] 

$100 x [1 + (.046 —: 2)]

$100 x 1.023% = $102.30

6. $102.30 x .01 = $1.02

7. $102.30 x .013 = $1.33

8. $102.30 x 1.023 = $104.65

9. $104.65 - $100 = $4.65

10. Because of compounding, in the second half of the year,

Mary earns interest on her principal AND on the interest

earned in the first half of the year.

22

Visual 1-7 Answers to Activity 1-5

Money Math: Lessons for Life

Money Math (Lesson 1)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Students hear a story about Tom, a middle school student who wants to

redecorate his bedroom. They measure the classroom wall dimensions,

draw a scale model, and incorporate measurements for windows and doors

to determine the area that could be covered by wallpaper. Students then

hear more about Tom's redecorating adventure, learning about expenses,

budget constraints, and trade offs. For assessment, students measure their

rooms at home. This lesson requires that students know how to measure, or

a review may be necessary before teaching.

Students will be able to:

1. measure in feet and calculate square feet.

2. define area.

3. calculate the area of squares and rectangles.

4. define trade offs, budget constraint, and expenses.

5. identify trade offs.

measurement, dimension, height, width, length, area, average

trade offs, budget constraint, expenses

• a sign for each wall in the classroom (labeled A, B, C, and D) and

masking tape (Prior to class, tape a letter sign to each wall in the

classroom.)

• a yardstick or steel tape measure and a sheet of paper for each group of

students

• one sheet of graph paper, one ruler, and one protractor for each student

• transparency of Visual 2-1

• calculators (optional)

• copy of Activity 2-1 for each student

• book of wallpaper samples or allow students to visit Internet sites

• 2-3 sheets of 8-1/2" x 11" paper, crayons, markers, and/or colored

pencils for each student

• 9" x 12" piece of oak tag for each student

• scissors and glue or glue sticks

23

Lesson Description

Objectives

Mathematics

Concepts

Personal Finance

Concepts

Materials Required

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
2 - 3 days

Get Ready

1. Ask students if they're happy with the way their rooms at home are

decorated. (Answers will vary.) Discuss the following.

a. If you like your room, what do you like? (color, wallpaper,

furniture, posters, pictures)

b. If you don't like your room, what would you change? (color,

wallpaper, posters, pictures) Why? (paper is for younger kids, tired

of the color or the wallpaper pattern, want posters and pictures

related to new things)

2. Explain that they will learn about a middle school boy, Tom, who's

unhappy with the way his room looks. Read the following story to the

class.

My room still looks EXACTLY the way it did when I was ten. Can you

believe it? I just can't stand it any longer. So, over the weekend, I

asked Mom if I could change my room. I told her that I wanted to rip

down the race car wallpaper and put up something else. Mom said I

could change my room, but I couldn't put up strange stuff like skull and

crossbones wallpaper. She also said I would have to figure out how

much wallpaper I needed before we could shop for wallpaper. I said,

"That's easy, I need enough to cover all the walls. The person at the

wallpaper store will know." Mom replied, "Tom, the person at the store

needs some help. You have to measure the walls and have some idea

about how much wallpaper you need before you ever go to the store.

This is where all those important math skills you've learned at school

will come in handy." Let's talk about what you need to know.”

Maybe this redecorating idea wasn't such a great one after all. Maybe

I can just stick some posters over the race cars.

3. Discuss the following.

a. Do you think Tom should give up on the wallpaper idea? (Answers

will vary.)

b. Have any of you ever helped someone in your family buy

wallpaper? (Answers will vary.)

c. What math skills will Tom need to buy wallpaper? (measurement

skills, understanding of dimensions, addition, subtraction,

multiplication, and division skills)

d. If we wanted to buy wallpaper for the classroom, what dimensions

would we need? (the height and width of the walls) Why? (These

measurements allow us to determine the amount of wall space to be

covered with wallpaper.)

24

Time Required

Procedure

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
e. What is a baseboard, and why do you measure only to the baseboard

and not to the floor? (A baseboard is a strip of plastic or wood that

fits on top of the floor and along the bottom of the wall. The

wallpaper will stop at the baseboard. It won't cover the baseboard.) 

4. Divide students into groups of 3 or 4, and distribute a yardstick or steel

tape measure and a sheet of paper to each group. Draw the table below

on the board, and ask a member of each group to draw the same table

on the sheet of paper. Allow time for groups of students to measure the

walls in the room and record the measurements.

Wall Height of Wall in Feet Width of Wall in Feet

A

B

C

D

Get Going

1. Have each group report its measurements. As each reports, record the

measurements in the table on the board as in the sample table below.

Wall Heights of Wall in Feet Widths of Wall in Feet

A 8', 8'6", 8'3", 7'9", 8' 10', 10'6", 10', 10'3", 10'3"

2. Point out any differences in measurements. Given differences, ask for a

way to calculate a single height and width for each wall, given the data.

Guide students to recognize that they can calculate an average height

and width for each wall. Ask how to calculate the average height of the

wall. (Add all height measurements and divide by the number of

groups.) Allow time for students to compute the average heights. Then

ask how to calculate the average width for each wall. (Add all width

measurements for each wall and divide by the number of groups.) Have

students compute the average widths.

3. Record averages on the board, and explain that when determining how

much wallpaper to buy, experts recommend that people round to the

next highest half foot or foot as needed. If necessary, round the averages

calculated.

25

Note: If there are large

errors in measurement of

any wall, have the groups

measure again.

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Graph It

1. Distribute rulers and graph paper. Have students draw a scale model of

the room using the averages and a scale of 1" = 1'.

2. Have one group measure the windows, another measure the chalkboard,

and another measure the doors, then record the measurements on the

board. Tell students to use this information to complete the drawing.

Keep Going

1. Discuss the following.

a. How can these measurements be used to determine the amount of

wallpaper needed for the room? (by determining the area of wall

space that must be covered)

b. What is "area"? (the measure of the interior region of a two

dimensional figure)

c. What type of figure is the wall? (rectangle)

d. How do we determine the area of a rectangle? (Answers will vary.

Guide students to recall that they must multiply the length of the

rectangle by the width.)

e. What is the length of the front wall of the classroom? (Answer

depends on the classroom.)

f. What is the width of the front wall of the classroom? (Answer

depends on the classroom.)

g. Using your drawing, how can you determine the area of the front

wall? (count the number of squares inside the rectangle)

h. Why is area expressed in square units - in this case, square feet? (It

is the sum of the squares inside a two dimensional figure.)

i. Multiplying height by width, how can you determine the total wall

area in the room? (Multiply the height of each wall by the width of

each wall and add the four products.)

2. Have students think of another way to do this problem that might take

less time. Guide them to recognize that they could first add the width of

all four walls and then multiply that sum by the sum of the height of the

four walls. Have them calculate in this way and compare answers. Of

course, the answers will be the same.

26

Students should notice they

need measurements of

doors, windows, chalkboards and other areas that

wouldn't be covered with

paper.

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
3. Ask if they still have a problem to solve before they could purchase

wallpaper. 

a. What is it? (The measurement includes the doors, windows, and

chalkboards that shouldn't be covered with paper.)

b. How can the measurements be corrected? (by subtracting the area

of the doors, chalkboards, and windows from the total area)

c. Point out that each single roll of wallpaper contains 30 square feet

of paper. How can the number of single rolls of wallpaper to buy to

paper the walls in the classroom be determined? (divide the area of

the wall space by 30)

4. Read the following scenario to the class. 

My mom and I figured out the wall area of my room. Then we went

shopping at a huge hardware store. It had everything - wallpaper,

paint, lamps, blinds, rugs, picture, and posters.

I found some great wallpaper for only $36 per single roll!

I gave the store clerk the area that Mom and I calculated. She

explained that I would need at least 15 single rolls of paper. I also

found two posters, a basketball lamp, some great soccer posters,

and paint for the baseboards in my room.

My room was going to look fabulous, but my mom spoiled the whole

thing with, you guessed it, MATH! First she asked, "Tom, if the

wallpaper is $36 a roll and you need 15 rolls, how much will that

cost?" I replied, "Oh, Mom. I don't know. Don't you have a

calculator?"

5. Pause and have students help Tom with this calculation. 

(15 x $36 = $540) Continue reading the story.

"Tom," my mom said anxiously, "that's $540 just for wallpaper. How

much is the gallon of paint?" "Uh, $25," I answered. "And, you

want pictures, posters, a lamp, a bedspread, and blinds?" I think

you should know that there's a limit to what I will spend," Mom

explained.

Well, that ended my shopping spree. My mom told me that she was

willing to spend a total of $700 on the project. She said that $700

was my budget constraint. How am I supposed to get everything I

want? If I spend $540 for wallpaper, I'll only have, um . . . . Does

anyone have a calculator?

6. Pause and have someone help Tom with the calculation.

($700 — $540 = $160)

27

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
7. Explain that Tom has a budget constraint of $700. A budget constraint

is a limit to the amount that may be spent. Because of this constraint,

Tom can't have everything he wants. He must limit his expenses to

$700 or less. Explain that expenses are payments for goods and

services.

8. Explain that Tom must make some choices. His mom suggested that

first he should make a list of the expenses for his room. Display Visual

2-1 and explain that this is Tom's list. Discuss the following.

a. How much more are Tom's expected expenses than his budget

constraint? ($935 — $700 = $235)

b. Suggest some changes that Tom might make. (only buy one lava

lamp, only buy one soccer poster and frame, wait and ask for the

black light and black light poster as a holiday gift, eliminate the

basketball hoop)

9. Point out that Tom must make some trade offs. Trade offs involve

giving up some of one thing to get more of something else. If Tom buys

more expensive wallpaper, he must give up some of the other things

that he wants. Continue the story.

"Look, Mom," Tom said in a reasonable voice, "I'm perfectly willing

to give up the blinds and the bedspread. After all, our apartment is

on the second floor, so I don't need blinds. I hate to make my bed,

so why have a bedspread?"

Sounding exasperated, Mom responded, "Tom, we need blinds or

curtains on the windows. That's one of the landlord's rules, and I

want the apartment to look nice. You may not like making your bed;

however, I like it when your bed is made, so the bedspread is a

must. Do you have other suggestions?"

Tom replied, "I could buy one lava lamp instead of two and one

soccer poster and frame instead of two. I could wait and ask for the

black light and black light poster for a holiday or birthday gift. I

could do the same with the basketball hoop. I guess I have to have a

trash can, right?" Tom's mother nodded. "Well then, that's all I can

think of."

"Okay, Tom, how much would you save if you did all that?" Tom's

mom asked.

"Gosh, Mom, are you sure you didn't bring a calculator?"

28

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
10. Pause and ask how much Tom would save with all those changes.

($22.50 by eliminating a lava lamp, $37.50 by eliminating one soccer

poster and frame, $15 by eliminating the basketball hoop, and $30 by

eliminating the black light and black light poster for a total of $105)

Discuss the following.

a. At first, what trade off is Tom willing to make? (He is willing to

give up the bedspread and blinds in order to have the wallpaper.)

b. What does his mom think of this? (She isn't willing to make the

same trade off.)

11. Continue the story.

"Mom, I figured it out. If I make all the changes we discussed, I can

save $105, but that still isn't enough. Maybe I should just stick with

the race cars," Tom said dejectedly.

"Tom, I have a better idea. You know, you chose a designer

wallpaper," she said.

"Yes, isn't it great? The designer's name is Tom, too," Tom said.

"Well, that's not such a good reason to buy the paper, and that

wallpaper is much more expensive than some others. Plus, that

paper has a large pattern repeat. That's why you must buy 15 rolls

of paper. You need more paper in order to match the pattern as the

paper is hung. It would be a good idea if you were a wiser buyer.

There are many other books containing wallpaper samples. Some

might be just as nice but cost less. Why don't you spend a little more

time looking? Perhaps you should think carefully about what's

really important to you. Is the designer wallpaper more important

than the other things you want for your room?"

12. Ask why Tom's mom was right. (Tom hadn't considered all available

options.) Explain that after Tom looked for a while, he found wallpaper

for only $15 a single roll and the pattern repeat was smaller, so he only

needed 14 rolls. He decided he would rather have the less expensive

wallpaper in order to have more of the other items he wanted. Discuss

the following.

a. What trade off is Tom willing to make now? (He's willing to give up

the designer wallpaper in order to have the other items he wants for

his room.)

b. How much would the new wallpaper selection cost? 

(14 rolls x $15 = $210)

29

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
13. Display Visual 2-1 again, explaining that Tom's expenses have changed.

Ask for alternative approaches to calculating a new total. Write student

approaches in sentences on the board. Then have students convert the

sentences as mathematical statements, using symbols and parentheses

as needed.

Subtract $540 from $935 and add $210 to the difference.

($935 — $540) + $210 = $605

Add all numbers substituting $210 for $540.

(45 + 25 + 75 + 15 + 210 + 100 + 90 + 10 + 20 +15) = $605

Subtract $210 from $540 and subtract the difference from $935. 

$935 ($540 — $210) = $605

Graph It

Using a computer or pencil, paper, protractor or ruler, have students create

a bar or circle graph showing the portion of Tom's decorating budget

represented by each expenditure.

Wrap It Up

Review lesson content with the following questions.

1. What is area? (the measure, in square units, of the interior region of a

two dimensional figure)

2. What's the formula for calculating the area of a rectangle?

(A = lw)

3. Sue's parents told her that she could buy new clothes, but her budget

constraint was $125. What does that mean? (Sue must limit the amount

that she spends to $125 or less.)

4. What is an expense? (an amount spent to purchase goods or services)

Give an example of an expense you had this week. (lunch, video rental,

candy)

5. Trade offs involve giving up a little of one thing in order to get a little

more of something else. If your parents said that you could have $5

more allowance a week for watching your younger brother after school

on Fridays for one hour, what trade off are they asking you to make?

(give up one hour of free time on Fridays in order to have $5 extra to

spend/save)

30

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Check It—Assessment

1. Have students draw a scale model of their bedroom or another room in

their homes, using graph paper and a ruler. The scale should be 1" = 1'.

The model should illustrate walls, doors, and windows. Using the scale

model, students should determine the amount of wallpaper needed to

paper the room.

2. Distribute Activity 2-1 to each student, review instructions, and have

students complete the worksheet.

Going Beyond—A Challenge Activity

1. Ask what a pattern repeat is. After a few answers, explain that on most

wallpaper, there is something called a pattern repeat. This is the vertical

distance between one point on a pattern design to the identical point

vertically. This pattern repeat is an integral part of the design. If the

pattern repeat is large, the consumer must buy extra paper to match the

pattern. If the pattern is random or the repeat pattern is small, the

consumer won't need to buy as much extra paper.

2. Tell students that they will design their own wallpaper. The paper must

have a straight across or a drop match pattern. They must design enough

paper so that another student can cut the paper into strips and cover a 9"

x 12" area with it.

3. Distribute 2-3 sheets of 8-1/2" x 11" paper, crayons, scissors, markers,

and colored pencils. Tell students to draw patterns, using a landscape

orientation. Have them carefully cut the sheets into 2-1/2" x 8-1/2"

strips. When finished, have students trade designs. Give each student a

piece of 9" x 12" oak tag (or an 8-1/2" x 11" sheet of paper) and a glue

stick or glue. Tell them to match the strips as though they were hanging

paper by gluing the strips on the oak tag with a portrait orientation.

31

Have students visit a web

site to see examples of: drop

match, straight across

match, and random match.

www.wallcovering.org/

patterns.html or search for

wallpaper pattern examples

As an alternative, bring in a

book of sample wallpaper so

students can look at

different types of pattern

repeats.

Lesson 2 Wallpaper Woes

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Read the paragraphs below and answer the questions that follow.

Kristen wants to buy a new video game with a price of $65. Kristen

receives $15 for an allowance each week. She has been trying to save

$5 each week for the last 5 weeks. So far, she has $5. Kristen is very

frustrated. She can't figure out what she is doing wrong.

She must use her allowance for school lunches as well as for any

entertainment or activities during the week. Last week Kristen paid

$1.50 each school day for lunch. Kristen's neighbor said that he would

pay Kristen $10 to rake leaves on Saturday afternoon, but Kristen

wanted to go to the movies with her friends. The ticket for the matinee

was $4.00, and she spent another $2.50 on popcorn and soda. While

she and her friends waited for their ride home, she spent $1.00 playing

video games at the arcade in the theater.

1. What are expenses? In the space below, write a list of Kristen's

expenses for last week.

2. Kristen chose to go to the movies with her friends rather than rake

leaves. She gave up earning some extra money to spend more time with

her friends. What is this called?

__________________________________________________________

3. Recommend some simple changes Kristen could make to save more of

her allowance. 

__________________________________________________________

__________________________________________________________

4. Kristen and her family are going on vacation. Her mother told her that

she could spend $30 on souvenirs, video games, and miniature golf

during the week. What is Kristen's budget constraint for the trip? 

__________________________________________________________

32

Activity 2-1 Assessment

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Tom's Expenses

2 lava lamps $ 45

one gallon of high-quality paint 25

2 soccer posters with frames 75

over-the-door basketball hoop 15

15 single rolls of wallpaper 540

bedspread 100

2 blinds for windows 90

one black light poster 10

one black light 20

black-light trash can 15

TOTAL $ 935

33

Visual 2-1 Tom’s Expenses

Money Math: Lessons for Life

Money Math (Lesson 2)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

Students examine careers and reflect on how workers use math in their

occupations. They study selected occupations, learning about the work

skills (human capital) that different workers possess and salaries that those

workers earn. Next, students learn about how taxes are paid on income that

people earn and how income tax is calculated. They learn how the

progressive federal income tax is based on the ability-to-pay principle.

Students will be able to:

1. describe examples of human capital.

2. explain the link between human capital and income earning potential

and provide examples.

3. define and provide examples of human and capital resources.

4. define and provide examples of income, saving, taxes, gross income,

and net income.

5. define and provide examples of ability-to-pay and progressive tax.

6. calculate tax rates (percents) and the dollar amount of taxes.

7. read and understand tax tables.

computation and application of percents and decimals, using and applying

data in tables, reasoning and problem solving with multi-step problems

income, saving, taxes, gross income, net income 

• copy of Activity 3-1, cut apart so there is one card for each group of 3-4

students

• calculators

• copy of Activity 3-2, cut apart so there is one card for each pair of

students

• copy of Activity 3-3 for each pair of students

• black markers, chalkboard, masking tape

• copy of Activity 3-4 for each pair of students

• copy of Activity 3-5 for each student

• transparency of Activity 3-5

• copy of Activity 3-6 for each student

• transparencies of Visuals 3-1 through 3-4

35

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Lesson Description

Objectives

Mathematics

Concepts

Personal Finance

Concepts

Materials Required

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
3 - 4 days

Get Ready

1. Divide the class into groups of 3 or 4. Give a card from Activity 3-1 to

each group.

2. Explain that each card describes a person with a particular occupation

and a problem facing that person. Tell students to read the cards, decide

what types of math skills/calculations each person must use to solve his

or her problem, solve the problem where possible, and explain their

reasoning in words.

3. Allow time for students to work. Have groups share the information on

their cards, the type of math skills required, and their answers and

reasoning. Discuss the following.

a. What did all people described on the cards have in common? (They

all used mathematics skills to solve a work-related problem.)

b. What types of mathematics skills were required? (basic computation

skills, calculation of area and volume, conversion from customary

to metric measurement, understanding calculation of averages,

calculation of percentages)

c. Think of other occupations that also require the use of mathematics

skills. (Answers will vary.)

d. Can you think of tasks that you or others at home do that require the

use of mathematics? (cooking, painting, wallpapering, buying

carpeting, sewing, woodworking, doing math homework, balancing

the checkbook)

4. Divide students into pairs, and give a card from Activity 3-2 to each

pair.

5. Tell students that these are occupation cards. Ask each pair to identify

only the occupation to the class. Pairs should not read the information

on the card to the class. After each pair states its occupation, discuss the

following with the class.

a. What type of work does a person with this occupation do? (Answers

will vary.)

b. What type of math skills do you think a person with this occupation

might use? (Answers will vary but might include: basic

calculations, graphing, interpretation of data, charts, and tables,

geometry, algebra.)

6. If students have questions about a worker, attempt to answer the

questions as a class.

36

Time Required

Procedure

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
7. Have each pair answer the questions on Activity 3-3 based on the

occupation chosen. Tell each pair to write its occupation on the back of

Activity 3-3 with a black marker. Tell each pair to tape the paper with

the occupation to the chalkboard.

8. Have one member of each pair identify the occupation, describe the

education necessary, and the math skills involved. After all occupations

have been identified, discuss the following. 

a. Which occupation do you think earns the highest salary? (Answers

will vary.)

b. Which occupation do you think earns the lowest salary? (Answers

will vary.)

9. Combine student pairs into small groups. Have groups consider the

occupations on the board and rank them according to yearly wage. The

first occupation they list should be the occupation they think earns the

highest wage, the second occupation should be the one they think earns

the next highest wage, and so on.

10. Allow time for students to work. Have a volunteer group place the signs

on the board in order (left to right) according to its list. Allow time for

other groups to comment or make changes.

11. Have a student who worked with a particular occupation go up to the

board and write the annual salary calculated for that occupation under

the sign. Tell groups to check how well they did in ranking the

occupations according to wage. Rearrange the signs and rewrite salaries

so they are in the correct order. Discuss the following.

a. In general, do the very high-earning occupations require more or

less education than the very low-earning occupations? (more)

b. Give an example of this generalization. (Doctors earn higher wages

and require more education than roofers.)

12. Explain that people who work in the economy are human resources.

Human capital is the quality and quantity of skills, education, and

talents a person has. When people attend classes, become apprentices,

obtain graduate degrees, and receive on-the-job training, they are

investing in or improving their human capital. Have students identify

examples of investment in human capital made by the people about

whom they read. (finished high school; attended trade school, college,

or university; practice; apprenticeships)

13. Have students explain how, in general, investment in human capital

helps a person succeed or “pays off.” (People who invest in their human

capital tend to earn more income over time than those who don’t.) Ask

students why participation in mathematics classes throughout a student’s

school career is considered an investment in human capital. (Math skills

37

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
are essential to day-to-day living as well as required for various

occupations. Learning and improving math skills improves a person’s

human capital.)

Keep It Going

1. Explain that the wage or salary that people earn for the work they do is 

called income. There are three things that people do with their income. 

They can save it, spend it, and pay taxes with it. Everyone must pay 

taxes, but it is up to each individual to determine what to do with the

money that is left after paying taxes. Some might spend all of the

money; some might spend some and save some.

2. Explain that saving occurs when people do not spend all their income

on goods and services right away. Taxes are required payments to

government. Discuss the following.

a. What taxes do you pay or are you aware adults pay? (sales tax,

income tax, property tax)

b. On what items do you pay sales tax? (Answers will vary; however,

usually on items purchased such as books, toys, clothes, and food.)

c. For what do you think the money collected as sales tax is used?

(Answers will vary.)

d. To whom do people pay property tax? (local government) 

e. For what do you think property taxes are used? (Answers will vary.)

f. To whom do people pay income tax? (federal and state

governments) 

g. For what do you think federal income taxes are used? (Answers will

vary.)

3. Explain that federal income taxes are used to provide goods and

services for citizens of the United States and to support the operation of

the federal government. Ask students for examples of goods and

services that the federal government provides. (interstate highways,

bridges, defense, medical research, national weather service, college

loan programs, welfare payments, food stamps, approval of new drugs

through the FDA, testing of meat and other agricultural products,

disaster relief)

4. Point out that people usually learn about income tax when they get their

first job and must pay income taxes. However, the class will have the

opportunity to learn from a young woman named Hannah. Read the

following.

It is March in Hannah’s senior year of high school. She is going to

college in the fall and has a scholarship that covers two-thirds of her

38

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
tuition. Her parents have agreed to pay the remaining one-third of her

tuition and her room and board. Hannah must pay for her books each

semester and for her miscellaneous expenses such as pizza, movies, and

other entertainment. Hannah has been looking for a job for several

weeks and has finally found one. Let’s listen while Hannah tells her

mother about her new job.

“Mom! I did it! I found a job. I’ll earn $7.50 per hour at Toys for You.

The manager said I could work weekends until school is out. That will

be about 12 hours a week. She said that I could work at least 25 hours

a week during the summer. Mom, I’ll have almost $2000 before college

starts in the fall. If I combine that with what I’ve already saved, I’ll

have more than enough money for school. Can you believe it? I start

next week—that’s spring break. The manager said to count on 25

hours.”

“Hannah that’s great. Be careful though, before you start counting your

money you need to remember that you have to pay taxes.”

“Yeah, yeah, I know. They gave me some forms to fill out. I have to take

them back tomorrow when I start. What’s the big deal about taxes? All I

have to do is fill out some forms. No problem.”

“Hannah, it is more than just forms. Toys for You will take money from

your check each week. That money will be sent to the state and federal

governments. So don’t plan to receive as much money as you expected

each week.”

“Come on, Mom. No matter what happens, you always have to talk

about the negative stuff. Just be happy I have a job and that I start

tomorrow. Now, I have to figure out what to wear for my first day.

Maybe I’ll go buy a new pair of slacks. After all, I am going to have a

lot of money!”

5. Pause and ask what Hannah’s mom was trying to tell her about taxes 

and her pay. (Answers will vary. Perhaps some student will recognize 

that because taxes will be withheld, Hannah’s take-home pay will be 

less than she expects.) Continue with the story as follows.

“Mom, Mom, where are you?” Hannah shouted. “I have a really big

problem.”

“Hannah, for heaven’s sake, what are you yelling about?” Mom

replied.

“I just got my first paycheck from Toys for You. Mom, they didn’t pay

me as much as they said they would. I’ve been cheated.”

“Calm down and let me see your paycheck and receipt,” Mom replied.

39

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
6. Display Visual 3-1 and continue reading.

“Hannah, they paid you what they said they would. You worked 30

hours last week and your gross income is $225.”

“But Mom, the check is only for $162. That’s the gross part if you

ask me. They cheated me out of $63.”

“Hannah, gross income means the total amount you earned before

taxes are withheld. The $162 is your net income. That’s the amount

left after you pay taxes. Remember I tried to tell you about taxes.

Gross income is the actual amount you earned before taxes were

withheld.”

“Oh, yeah, those forms I filled out, right?”

“Yes, you filled out forms so that Toys for You could withhold

federal income tax, Social Security and Medicare/Medicaid tax, and

state income tax. Look at your pay receipt.”

7. Refer to the transparency, and ask the following questions.

a. What is Hannah’s gross income? ($225)

b. What is gross income? (the amount earned before taxes are

withheld)

c. How was this amount determined? (by multiplying the number of

hours Hannah worked by her hourly wage, $7.50 x 30)

d. How much did Hannah pay in Federal Income Tax? ($33.75)

e. What percent of Hannah’s total earnings is that? (15%) How did

you find the percent? [($33.75 —: $225) x 100]

8. Ask if students know what FICA is. (Answers will vary.) Explain that

FICA stands for Federal Insurance Contribution Act. This is money

withheld to support Social Security and Medicare/Medicaid programs.

Social Security is a tax paid by today’s workers that is used today to

pay benefits to retired and disabled workers and their dependents.

Medicare is a health insurance program for the aged and certain

disabled persons. Medicaid provides health and hospitalization benefits

to people who have low incomes. Continue discussing the pay receipt

as follows.

a. How much did Hannah pay in Social Security and

Medicare/Medicaid tax? ($20.25)

b. What percent of Hannah’s total earnings is that? (9%)

c. How did you find that percent? [($20.25 —: $225) x 100]

d. How much did Hannah pay in state income tax? ($9)

e. What percent of Hannah’s total earnings is that? (4%) How did you

find that percent? [($9 —: $225) x 100]

40

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
f. What is Hannah’s net income? ($162)

g. What is net income? (the amount of earnings received after taxes

are paid)

h. What percent of her income did Hannah pay in taxes? (28%) How

did you find that percent? ( [($225-$162) —: $225] x 100 ) or (15%

+ 9% + 4% = 28%)

9. Continue the story.

“Well, Mom, this is ridiculous. I am just a kid. Why do I have to pay

taxes? What do I get from the government? This just isn’t fair. I

shouldn’t have to pay taxes.”

“Hannah, think. You get some goods and services from the

government. Plus, you won’t earn much income during the year, so

you’ll probably get a refund. This means that the state and federal

government may give back part or all of the income tax you paid.

The Social Security taxes won’t be refunded.”

10. Ask what types of goods and services Hannah might receive from the

government. (highways, bridges, defense, fire and police protection,

national weather service, testing of meat and other agricultural and

medical products for her protection)

11. Display Visual 3-2. Have students determine Hannah’s expected

earnings if she works 20 hours per week for 20 weeks. ($3,000) Using

this income and the tax table, show how to look up the amount of

federal tax that Hannah must pay.

• Find $3,000 of taxable income. Point to the next to last row.

• Explain that Hannah earned at least $3,000 but less than $3,050.

• Hannah is single. Read across the row to the column labeled

“single.”

• The amount found in this row and column is the amount of federal

income tax Hannah must pay – $454. 

12. Have students return to work with their “occupation” partners. Give a

copy of Activity 3-4 to each pair and a copy of Activity 3-5 to each

student. Go over the example at the bottom of the Activity 3-5. 

13. Demonstrate how to use the tax rate schedules for the Fixits. Display

the transparency of Activity 3-5. Have students write their answers as

you demonstrate.

• Locate the “married filing jointly” schedule.

• Locate the income category for the Fixits. (Over $283,150)

• Read the base tax for this income category. ($85,288.50) 

• Show the tax rate for the income amount over $283,150. (39.6%) 

41

In these examples, gross

income is equated with

taxable income for

simplification. We have

suggested incorporating

more advanced tax concepts

in Going Beyond — A

Challenge Activity, which is

the extension section of the

lesson

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
• Calculate the amount of tax. ( [(285,000-283,150) x .396] = 732.60

+ 85,288.50 = 86,021.10)

14. Have students enter the information for the mechanic in the table on

Activity 3-4 and complete the remaining problems.

15. When students have completed the work, display Visual 3-3 and have

students check their answers.

16. Refer students to both the tax rate schedule and the table they

completed. Ask students if they can determine any relationship between

the amount of tax paid and the amount of income earned? (Those who

earn more, pay more in taxes.)

17. Explain that the federal income tax system is based on the ability-topay principle of taxation. This principle states that a tax is fair if those

who earn different amounts of income pay different amounts of taxes.

The federal income tax is a progressive tax — those who earn more

income pay a larger percent of their income in tax.

18. (Optional) Have students choose a career/occupation in which they are

interested. Use the Internet to determine the average yearly income for

this occupation. Use a recent IRS tax rate schedule to determine the

amount of tax that would be paid and the tax rate as a single person or

married couple.

Wrap It Up

Discuss the major points of the lesson as follows.

1. What is income? (money earned for the use of resources)

2. What is saving? (income not spent on goods and services now)

3. What are taxes? (required payments to government)

4. What is gross income? (the amount earned before taxes and other

deductions are withheld)

5. What is net income? (the amount available after taxes and other

deductions are withheld)

6. What are human resources? (people working in the economy)

7. What is human capital? (the quality of the education, skills, and talents

people possess)

8. How can people invest in their human capital? (through education,

training, practice)

9. What is the relationship between income and human capital? (people

with more and better human capital tend to earn more income)

10. What are some examples of investment in human capital related to

mathematics? (learning basic computation skills, learning to calculate

42

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
percents, ratios, area, perimeter, learning to use the calculator

efficiently)

11. What is the ability-to-pay principle of taxation? (People who are able to

pay more should pay more taxes.)

12. What is a progressive tax? (a tax requiring those who earn more to pay

a larger percentage of their income in tax and those who earn less to

pay a smaller percentage of their income in tax)

Check It—Assessment

Hand out Activity 3-6 and have students complete the work. Display Visual

3-4, and allow students to check their work.

Going Beyond— A Challenge Activity

1. Using their work from Activity 3-4, have students consider the

following problem using the example of Pierre.

Next year, Pierre moves to a fancier restaurant and gets a great big

raise! Now, Pierre has his own television show on the Eat Well

channel. He’s still single and earning $165,000 a year. How does

the amount of tax he pays change? (He will pay more taxes because

he has a larger income AND because he will pay a higher tax rate

as he moves to a higher income category.

2. Point out that the chef has moved to a new income category. Explain

that people would usually say that Pierre has reached a new “tax

bracket.” In the higher tax bracket, Pierre will pay a higher percentage

of tax. However, he pays the higher percentage only on his additional

earnings beyond $158,550. This is the case with each tax bracket

(income category) change. Taxpayers only pay the higher tax rate on a

portion of their earnings. This idea of paying a higher percentage of tax

on additional or extra earnings over some amount is referred to as

marginal tax rates.

3. Have students speculate as to what marginal means in this context.

Explain that in economics marginal means the extra or additional of

something. So marginal tax rates are the extra taxes paid on extra

earnings.

4. Have students look at the initial incomes of Pierre and the Joneses. Tell

them to calculate the percent of total income that Pierre and the Joneses

paid in income tax. When work is completed, have students share their

answers. (30,429 —: 115,000 = 26.5%; 46,324.50 —: 175,000 =

26.5%)

5. Have students conjecture why that percent is lower than the marginal

tax rates of 31% and 36%, respectively. (The taxpayers don’t pay the

43

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
marginal tax rates of 31% and 36% on all their income. They pay the

marginal tax rates only on the income that exceeds the lowest income

amount in their tax bracket. On the other income, they are paying lower

rates.)

6. Explain that when taxpayers complete their income tax forms, they are

allowed to deduct certain items from their taxable earnings. For

example, taxpayers may deduct the interest on mortgage payments and

charitable donations. Ask students how deductions would affect the

amount of tax a person pays. (Deductions reduce the amount of tax a

person pays because deductions are subtracted from the gross earning

amount.)

7. Have students visit the IRS website to research the types of things that

are tax deductible. Then have them complete scenarios for their

occupation that include number of family members, mortgage costs,

and charitable donations. Then allow them to complete a tax form using

a commercial software tax package.

8. Have a certified public accountant visit the class and discuss

deductions, exemptions, and tax credits. Have students complete the

scenarios for their occupation/ family to include the number of family

members and deductions. Then have them complete a tax form using a

commercial software tax package.

9. Have W-4 forms available and help students complete those forms.

10. For additional information about Social Security students can visit the

Social Security Administration website at www.ssa.gov/kids.

44

Lesson 3 Math and Taxes: A Pair to Count On

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Wanda Woodworker is a carpenter. She is putting a two-room

addition on Mr. Smith’s house. She must decide how many pieces of

drywall to order. Each sheet of drywall is 4’ X 8’. The rooms will

have 8’ ceilings. One room is 12’ X 16’; the other room is 12’ X 12’.

How many sheets of drywall does she need? Explain your reasoning.

Paul Prentice is a painter. He owns Paul’s Paints and Papers. Paul

charges $20 per hour for painting plus the cost of the paint. He is

painting the exterior of Sandy Beaches’ house. He has determined

that he will need 15 gallons of paint. The paint Sandy selected is

$25 per gallon. Paul estimates that the job will take 24 hours.

What is the estimate? Explain your reasoning.

Patrick Zabrocki is a student teacher. He is teaching a fifth-grade

class a lesson on averages. He has decided to begin by calculating

the average height of students in the class. What does he have to

do? List the steps and explain your reasoning.

Andrea Sooter is a furniture salesperson at a large furniture store.

She receives a monthly base salary of $1000 plus a ten-percent

commission on her sales. Last weekend was Labor Day weekend. The

furniture store had a sale. Andrea’s sales for the weekend brought

her monthly total to $45,000. Andrea wants to estimate her pay

for the month. What is the estimate? Explain your reasoning.

Alan Pretzal is an attorney. He works with many different clients.

He is required to bill each client’s account according the amount of

time he spends working on that client’s legal problems. Mr. Pretzal

charges $100 per hour. Yesterday, he spent thirty minutes on the

ABC account; fifteen minutes on the phone with another client, Mr.

Jones; three and one-half hours on the Clark Candy account; ten

minutes on the phone with Alexis Borgmeyer; and 45 minutes on Email correspondence with Henry’s Hardware. How much should Alan

bill each account? Explain your reasoning.

Kathryn McCorkle is a chef. She has an excellent recipe for

burritos. The recipe serves six people. Kathryn is catering a party

and wants to expand the recipe to serve 100 people. What must

Kathryn do to determine how much of each ingredient she needs?

Explain your reasoning.

45

Activity 3-1 Math is Everywhere

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Dr. Harry Lessman is a family practitioner. A patient, Ms. Strep, 

has a sore throat for which the doctor must prescribe an 

antibiotic. The dose of antibiotic is 10 milligrams per kilogram 

of body weight. This dose should be taken twice per day for 

ten days. Ms. Strep weighs 135 pounds. What dose should 

Dr. Lessman prescribe? Explain your reasoning.

Martin Walsh owns a gasoline station. It is time for him to order

gasoline. The volume of each tank is 10,000 gallons. He knows how

wide the tank is, how tall it is, and how deep it 

is. He has measured the height of gasoline remaining in each of the

three tanks. What must Martin do to determine how much gasoline

to order to fill the tanks? Explain your reasoning.

Courtney Rosser is a seamstress. She is making drapes for 

the windows in Mrs. Plum’s conservatory. The windows are 

48” wide and 63” long. There are four windows. The material Mrs.

Plum has selected comes in widths of 24”. Drapes 

require two and one-half times the width of the window. 

How much material should Courtney buy? Explain your 

reasoning.

46

Activity 3-1 Math is Everywhere

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
1. You are a carpenter. Before graduating from high school, you

met with a counselor who asked you many questions. She

helped you recognize that you were physically fit, had

excellent manual dexterity, good mathematics skills, and

enjoyed creating things. She asked you if you might be

interested in pursuing a career as a carpenter. You agreed

that this might be a career for you. Once you graduated from

high school, you took classes at a carpenter trade school and

participated in an apprenticeship program that lasted three

years and included on-the-job training. You are able to work

from blueprints, measuring, marking, and arranging materials.

You check the accuracy of your work with levels, rules, plumb

bobs, and framing squares. Your hourly wage is $18.50. Last

year, there were two months during which you were unable to

work because of inclement weather.

2. You are a painter and paperhanger. During the summers of

your junior and senior years in high school, you worked for a

master painter who was an independent contractor. You set up

and cleaned up. While helping, you learned a lot by watching

the painter work. After you graduated from high school, you

spoke with the contractor about being an apprentice. The

contractor agreed to hire you. You attended classes and

worked as an apprentice for three years. Some of the classes

were mathematics classes.

As a painter and paperhanger you have to prepare surfaces

for paint or paper, mix and apply paints, incorporate some

decorating concepts, and use cost-estimating techniques. Your

hourly wage is $16. You worked the full year last year

because you were able to work inside during inclement

weather.

3. You are a roofer. You chose this career because your family

owns a roofing company and has been in the roofing business

for years. You learned your skills by participating in a threeyear apprenticeship program that combined on-the-job training

and classroom work. In addition to math classes, you also took

a course in mechanical drawing. It is important that you stay

in good physical condition and have excellent balance. Roofing

is strenuous, hot, and dirty work. The longer you have worked

in the business the more involved in budgeting, cost-estimation,

and time estimation you have become. Last year, you earned

$15 per hour. You were out of work three months because of

bad weather.

47

Activity 3-2 When I Grow Up

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
4. You are a teacher. When you graduated from high school,

you decided to attend a state university and obtain a degree

in education. When you obtained your degree, you had to

pass a test in order to be certified as a teacher. You are

certified to teach elementary school. To maintain your

certification, you must attend professional development

programs each year. Within two years from receiving your

certification, you must begin work on your masters degree.

You teach fifth-grade. You have a minor in math so you

teach all of the fifth-grade math classes. In exchange, your

teaching partner teaches all of the fifth-grade social studies

classes. In addition to teaching math, you use math skills to

prepare bulletin board displays, prepare grades, and in many

other ways. You work very hard to provide hands-on

activities and math manipulatives so your students will enjoy

and learn mathematics.

You have been teaching for 1-1/2 years. Your salary last

year was $24,390. You are in school for ten months. You

have two months paid vacation. However, during that time,

you must pursue educational opportunities that will help you

obtain your masters degree.

5. You are a lawyer. After graduating from high school, you

earned a bachelor of science degree in economics. After

completing your undergraduate degree, you entered law

school. This took an additional three years. When you

finished law school, you had to pass the state bar exam, a

test that determines whether lawyers are certified to

practice law in a given state. You obtained certification in

your state and three neighboring states. You specialize in

real-estate law. You are a partner in a firm and, as a result,

earn a yearly salary plus bonuses. Your bonuses are based on

the percentage of work you bring to the firm. You must

attend yearly courses and workshops to maintain your

qualifications and to learn about recent developments in realestate law.

In your work, you must be able to analyze and interpret

tables of data, graphs, and charts. You also employ basic

mathematics computation skills. Last year, your salary

combined with bonuses averaged $15,000 per month.

48

Activity 3-2 When I Grow Up

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
6. You are a chef. In high school, you took business mathematics

and business administration. After high school, you attended a

special cooking school – a culinary institute. This included

classroom instruction as well as two internships at

restaurants. Then you began work as an apprentice chef in a

restaurant. Over time, you developed the experience necessary

to establish your own catering business. You also took some

basic business courses at a local community college. Some

important skills necessary in your work are the ability to

supervise less-skilled workers, limit food costs by minimizing

waste, accurately anticipate the amount of perishable supplies

needed, and maintain day-to-day bookkeeping. You measure,

mix, and cook ingredients according to recipes. You also

develop specialties. You organize and plan menus for your

clients. Last year you estimate that you earned $17.50 per

hour and worked an average of 50 hours per week.

7. You are a physician, a Doctor of Medicine. You examine

patients; order, perform, and interpret diagnostic tests;

diagnose illnesses; and prescribe and administer treatment.

Your specialty is pediatric cardiology. While in high school, you

took many mathematics and advanced science courses. In

college, you majored in pre-med. After earning your bachelors

degree, you went to medical school for four years. After

medical school you spent 7 years in internship and residency.

You had to pass both the state medical exam and a special

exam given by the American Board of Medical Specialists. Now

you are in practice with other pediatric specialists.

As a partner in a medical practice you have office hours,

hospital visits, in-office meetings, and must be on call to serve

patients every other weekend. In general, you work 50 to 60

hours per week. Last year, your average monthly salary was

$18,750. You are still paying back student loans for your many

years of education. But you are grateful to have reached your

goal.

49

Activity 3-2 When I Grow Up

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
8. You are a mechanical engineer. You apply the theories and

principles of science and mathematics to solve technical

problems. You design products and machinery to build those

products. Engineering knowledge is applied to improving many

things.

You were always fascinated with how things work. Often you

took things apart to see how they worked and then put them

back together. In high school, you took all the mathematics

and science classes offered. After high school, you attended a

university that offered degrees in a number of engineering

fields. It took four years to complete your degree. You went

on to earn a masters degree in engineering. You are licensed

as a professional engineer. To get this license, you had to

work four years after finishing school and pass a special

exam. To maintain your license, you must attend programs

and courses each year. These courses help you maintain the

technical knowledge you need to be successful. You enjoy

your work because it is challenging. Last year, your hourly

salary was $35.

9. You are an automobile mechanic/service technician. You

inspect, maintain, and repair automobiles and light trucks, such

as vans and pickups with gasoline engines. People who did this

work in the past were called auto mechanics. Now, because of

computerized shop equipment and electric components, they

are increasingly called service technicians.

You’ve always liked learning how things work and fixing things

that didn’t work. You had good reading, mathematics,

communication, and analytical skills. After high school, you

attended an intensive, two-year program that included

classroom work as well as hands-on practice. Your classroom

work included English, basic mathematics, and computers.

After receiving your associate degree, you went to work for a

large automobile dealership. Each year, the dealership sends

you to a training center where you learn how to repair new

car models and receive special training in the repair of things

like fuel-injection systems or air conditioners. Last year, the

dealership was extremely busy. You worked many hours of

overtime. As a result, your weekly salary was $1000.

50

Activity 3-2 When I Grow Up

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
10. You are a registered nurse. You help promote health,

prevent disease, and help patients cope with illness. You

provide direct patient care so you must observe, assess, and

record symptoms, reactions, and progress. You assist

physicians during treatments and examinations; administer

medications; and assist patients with recovery. You supervise

licensed practical nurses and aides on your floor.

You are a very caring and sympathetic person. You can direct

others, follow precise orders and determine when assistance

is needed. After graduating from high school, 

you attended a university that offered a four-year bachelor

of science in nursing degree. Your training included classroom

instruction and supervised clinical experience in hospitals and

other health facilities. You took courses in anatomy,

physiology, microbiology, chemistry, nutrition, psychology, and

other behavioral sciences as well as nursing. Upon graduation,

you went to work at the hospital. You take continuing

education courses to advance your skills. Last year, you

earned $4,208 per month.

11. You are a certified public accountant. You prepare, analyze,

and verify financial documents in order to provide

information to your clients. You provide accounting, auditing,

tax and consulting services for your clients. Your clients

include businesses, governments, nonprofit organizations, and

individuals.

You have a bachelor’s degree in accounting. While in college,

you participated in an internship program at a public

accounting firm. After graduating from college, you took the

certified public accountant exam. This two-day exam was

very difficult, but you passed. As a result, you have a

license as a certified public accountant (CPA). In order to

renew your license, you must attend continuing education

classes each year. Last year, you earned $95,000.

51

Activity 3-2 When I Grow Up

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
12. You are a retail salesperson. You sell new and used automobiles.

You help customers find the vehicle they are looking for and try

to interest them in buying the auto. You describe the auto’s

features, demonstrate its use, and show various models and

colors. You are able to explain the features of various models,

the meaning of manufacturers’ specifications, and the types of

options and financing available. You fill out sales contracts and

complete the paperwork necessary for various payment options.

You have always been able to communicate clearly and

effectively. You have a real talent for persuasion. After finishing

high school, you earned an associate degree in communication.

Once you completed your degree, you went to work for a large

automobile dealer. You participated in a dealer-training program

and in manufacturer’s training. This training provided information

about the technical details of standard and optional equipment.

Each year, you attend additional training regarding new models.

You have been working for the same automobile dealership for

several years. Last year you earned $15 per hour.

13. You are a firefighter. You are called on to put out fires, treat

injuries, and provide other emergency functions. Firefighting

requires organization and teamwork. Between alarms, you clean

and maintain equipment, conduct practice drills and fire

inspections, and participate in physical fitness activities. You are

required to prepare written reports on fire incidents and review

fire-science literature to keep up with technology and changing

practices and policies.

After graduation from high school, you had to pass a written

exam; tests of strength, physical stamina, coordination, and

agility, and a medical examination that included drug screening.

You were among those with the highest scores on all the tests.

That is why you were selected for your job. After accepting the

job, you participated in weeks of training at the department’s

fire academy. This included classroom instruction and practical

training. Some topics you studied were firefighting techniques,

fire prevention, hazardous materials control, and first aid. You

learned how to use axes, fire extinguishers, chain saws, ladders,

and other firefighting equipment. You continue to study and

acquire advanced skills in various fire-related topics. Last year,

you worked an average of 50 hours per week and earned $22 

per hour.

52

Activity 3-2 When I Grow Up

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
1. What is your occupation? 

2. What kinds of tasks do people with this occupation do?

3. How much and what type of education does your occupation

require? (vocational training, community college, four-year college or

university, advanced degrees)

4. What types of mathematics does the occupation require?

5. What is your weekly and monthly salary or wage? How did you

determine your weekly and monthly salary or wage?

6. What is your annual salary? How did you determine your annual

salary?

7. Is this an occupation you might consider for your future? Why?

53

Activity 3-3 What’s My Line?

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Enter the answers for the mechanic from the calculations done in

class on the table below. Use Activity 3-5 to answer the following

questions. Please use a separate sheet of paper to show your work.

Enter your answers in the table below.

1. Pierre Haricots, an executive chef at an exclusive restaurant in

New York City, earns $115,00 per year. If his filing status is single,

how much federal income tax must he pay? What is the tax rate

on the amount over the base amount? 

2. In the Jones family, both parents work. One is a successful

stockbroker and the other is a chemical engineer. Their combined

income is $175,000. Their filing status is married filing jointly. How

much federal income tax must they pay? What is the tax rate on

the amount over the base amount?

Tax Rate on

Yearly Filing Amount Income over 

Occupation Income Status of Tax Base Income

Fixits

Pierre

Joneses

54

Activity 3-4 Who Pays? How Much?

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Use this schedule if your filing status is Single

If your income is: But not Your tax is: of the amount

over— over— over—

$ 0 25,750 _____ - 15% $ 0

25,750 62,450 3,862.50 + 28% 25,750

62,450 130,250 14,138.50 + 31% 62,450

130,250 283,150 35,156.50 + 36% 130,250

283,150 ______ 90,200.50 + 39.6% 283,150

Use this schedule if your filing status is Married filing jointly

If your income is: But not Your tax is: of the amount

over— over— over—

$ 0 43,050 _____ - 15% $ 0

43,050 104,050 6,457.50 + 28% 43,050

104,050 158,550 23,537.50 + 31% 104,050

158,550 283,150 40,432.50 + 36% 158,550

283,150 ______ 85,288.50 + 39.6% 283,150

Tax calculation example for Mr. & Mrs. Fixit

Mr. Fixit is Cartown’s best auto mechanic. He owns a busy auto repair

shop and has a popular television show. He earns $285,000 a year. His

wife doesn’t work outside the home. Their filing status is married filing

jointly.

1. Look at the bottom schedule because the Fixits are married filing

jointly. 

2. Under which income category do they fall? ________________

3. What is the base (bottom) tax for this category? ___________

4. What is the tax rate for any income above the lowest income

amount in their category? _____________________________

5. Calculate the total tax by adding the base (bottom) tax amount to

the dollar amount of the percent of income over the lowest income.

6. What is the tax rate that the Fixits pay on all income?________

55

Activity 3-5 Another Tax Calculation

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
This summer, you found your first part-time job working at the mall in

the food court. You are earning $6.50 per hour and have been working

20 hours per week. You are paid every two weeks. You did some

research and found out that the company will withhold 15% of your

pay in federal income tax, 9% in FICA and Medicare tax, and 3% in

state income tax. On a separate sheet of paper, answer questions 1-5.

Be sure to show your work.

1. What is your gross income for two weeks?

2. How much do you pay in federal income tax each time you are

paid? FICA? State income tax?

3. What is your net income each pay period?

4. At the end of 8 weeks, how much net income will you earn? How

much federal income tax will you pay? 

5. What human capital do you possess now? What investments can

you make in your human capital?

6. Ms. Lawes is an attorney with a large, successful law firm. Last

year she earned $135,000. How much tax must Ms. Lawes pay?

Use the tax information below to answer the question.

If your income is: But not Your tax is: of the amount

over— over— over—

104,050 158,550 23,537.50 + 31% $104,050

7. Ms. Lawes’ assistant earns $35,800 per year. Based on what you

know about the federal income tax system, would you expect the

assistant to pay a larger percentage of her income in tax than Ms.

Lawes? Why?

56

Activity 3-6 Assessment—A Taxing Situation

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Toys for You Pay Receipt Hannah Smith

Store #87 SSN 494-90-1234

Earnings Hours Amount Deduction Current Year To Date

Regular 30.00 225.00 FICA Tax and 

Medicare Tax 20.25 20.25

Overtime 0.00 0.00 Federal Tax 33.75 33.75

Total 30.00 225.00 State Tax 9.00 9.00

Year-to-Date Gross 225.00 Total 63.00 63.00

Net Pay 162.00 162.00

57

Visual 3-1 Hannah’s Horrible Truth

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
If your taxable And you are—

income is—

At least But less than Single Married Married Head

Filing Filing of

Jointly Separately Household

Your tax is—

2,975 3,000 448 448 448 448

3,000 3,050 454 454 454 454

3,050 3,100 461 461 461 461

58

Visual 3-2 Sample Tax Table

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Occupation Yearly Filing Amount of Tax Rate on

Income Status Tax Income over the

Base Income

Pierre $115,000 single $30,429.00 31%

Joneses $175,000 married

filing $46,354.50 36%

jointly

Pierre: [.31 x (115,000-62,450)] + 14,138.50 = 30,429.00

Joneses: [.36 x (175,000-158,550] + 40,432.50 = 46,354.50

59

Visual 3-3 Answers to Activity 3-4

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
1. 6.50 x 40 = $260

2. federal income tax: $260 x .15 = $39

FICA/Medicare: $260 x .09 = $23.40

state income tax: $260 x .03 = $ 7.80

3. $260 — $39 - $23.40 — $7.80 = $189.80

4. $189.80 x 8 = $1518.40

$39 x 8 = $312.00

5. Ability to read, use math skills, special talents students may

possess. Attend school. Finish high school. Go to college.

Attend a trade school. Participate in an apprenticeship

program.

6. [(135,00-104,050) x .31] + 23,537.50 = $33,132

7. No, because the federal income tax is designed to be a

progressive tax. This means that those who earn less, pay a

smaller percentage of their income in tax than those who earn

more.

© Copyright 2007 by The Curators of the University of Missouri, a public corporation

60

Visual 3-4 Answers to Activity 3-6

Money Math: Lessons for Life

Money Math (Lesson 3)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Students develop a budget for a college student using a spreadsheet. They

examine the student’s fixed, variable, and periodic expenses and revise to

adjust for cash flow problems that appear on the first spreadsheet. Note:

Instructions for using a spreadsheet are based on Microsoft Excel® but

generally apply to other spreadsheet software. This lesson is designed to

increase student awareness and appreciation of the efficiency of using

computer technology in math applications. The use of a computer lab is

recommended. If the lesson is taught with a few computers, increase the

time required indicated below.

Students will be able to:

1. develop, analyze and revise a budget.

2. define and give examples of fixed expenses.

3. define and give examples of variable expenses.

4. explain how periodic expenses affect the budgeting process.

5. explain and give an example of a budget surplus and a budget deficit.

6. create a spreadsheet for a budget.

organizing numerical data, spreadsheet application, problem solving

budget, gross and net income, payroll taxes, fixed expenses, variable

expenses, periodic expenses

• computers with spreadsheet software

• copies of Activities 4-1 through 4-6

• transparencies of Visuals 4-1 through 4-6

2-4 days

Get Ready

1. Give a copy of Activity 4-1 to each student, and read the scenario

together.

2. Explain the main features of a spreadsheet, using the example. Have

students complete the spreadsheet using the instructions provided.

61

Lesson Description

Objectives

Mathematics

Concepts

Personal Finance

Concepts

Materials Required

Time Required

Procedure

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Note: if your spreadsheet program uses different methods for formulas,

explain them as students progress through the steps. 

3. When students are finished, display a copy of Visual 4-1, so students

may check their work. Debrief with the following questions.

a. What is a budget? (a plan of future income and expenses)

b. Why did Janna’s parents tell her to make a budget? (They wanted

her to consider all income and expenses to make a careful decision

about moving into an apartment.)

c. What are fixed expenses? (expenses that are the same every month)

Give some examples of fixed expenses. (monthly rent, car payment)

d. What are variable expenses? (expenses that can vary from month to

month) Give some examples. (food, clothing, entertainment)

e. The table indicates that Janna has a surplus. Why does she have a

budget surplus? (She has more income than expenses.)

f. Name some ways that Janna may be wrong about really having a

budget surplus. (Her income may be lower, and/or her expenses

may be greater than indicated.)

Keep It Going

1. Give a copy of Activity 4-2 to each student, and read the scenario

together.

2. When students are finished, display Visual 4-2 (or hand out copies if

the print is too small to be seen), so students may check their work.

Debrief with the following questions.

a. What’s the difference between gross income and net income?

(Gross income is the total income that a person receives. Net

income is gross income minus deductions.)

b. What payroll deductions did Janna have? (federal and state income

taxes as well as FICA) Explain that people may have many more

payroll deductions for things such as medical insurance or gifts to

charitable organizations. Janna only has taxes removed from her

paycheck.

c. What is another name for net income? (take-home pay)

3. Give a copy of Activity 4-3 to each student, and read the scenario

together.

4. When students are finished, display Visual 4-3 (or hand out copies if

the print is too small to be seen), so students may check their work.

Debrief with the following questions.

a. Why do you think that car insurance payments were labeled as

“periodic expenses?” (The payments only occur twice a year, not

62

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
every month. They do not occur regularly such as every week or

month. They are payments that are made periodically, not

regularly.)

b. According to your spreadsheet, what is the problem with a periodic

expense? (It makes the expenses higher in some months than others.

In this case, the car insurance payments resulted in a negative

surplus.) Explain that a negative surplus is called a deficit.

c. What could Janna do to resolve her problem? (Answers will vary,

but students are likely to point out that she could save some every

month so she would have the money when she needed it.)

5. Give a copy of Activity 4-4 to each student, and read the scenario in

Part I together. Have students revise their budget spreadsheets once

more. When they’re finished, display Visual 4-4 (or hand out copies if

the print is too small to be seen), so students may check their work.

Debrief with the following questions.

a. On Janna’s spreadsheet, where does she have a problem? (In the

months of November and May, she has a large negative surplus.)

b. What is another term for negative surplus? (deficit)

c. How did you spread out her car payments? (by setting some aside

every month)

d. Why does Janna still have a problem? (She has a negative surplus

every month.)

e. What recommendations could you make to Janna? (Janna must

either increase her monthly income or reduce her monthly

expenses.)

6. Assign Part II. When students are finished, have them report how they

reduced Janna’s expenses and why they chose that approach to her

budget problem.

Wrap It Up

Review the main points of the lesson with the following questions.

1. What is a budget? (a plan of future income and expenses)

2. What are fixed expenses? (expenses that are the same every month)

3. Give some common examples of fixed expenses for a family. (monthly

rent, car payment)

4. What are variable expenses? (expenses that can vary from month to

month)

5. Give some common examples of variable expenses for a family. (food,

clothing, entertainment)

6. What are periodic expenses? (expenses that are made periodically, not

63

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
regularly)

7. Give some common examples of variable expenses for a family. (car

insurance, property taxes)

8. What is a budget surplus? (A budget surplus occurs when income is

greater than expenses.)

9. What is a budget deficit? (A budget deficit is a negative surplus; it

occurs when expenses are greater than income.)

10. How can a budget help individuals and families? (A budget helps

people examine income and plan expenses carefully so that the budget

is balanced or has a surplus. It helps people prepare for the future.)

11. How does the use of a spreadsheet help people prepare budgets? (A

budget spreadsheet makes the preparation easier and faster. It helps

people develop different income and expense scenarios and make

adjustments to prepare for the future.)

Check It — Assessment

Give a copy of Activity 4-5 to each student. Have students read the

scenario and complete the work. (See Visual 4-5 for final spreadsheet and

Visual 4-6 for a suggested written response.)

64

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Going Beyond—A Challenge Activity

Give a copy of Activity 4-6 to each student, and read the scenario. Have

students revise their budget spreadsheets a final time. When finished, have

students explain how their budgets changed and what Janna had to give up

to take the trip.

65

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Janna is a college sophomore. Next year, she and three friends want to live in an apartment instead of

the dormitory. She went home for the weekend to convince her parents about this good idea. Friday

night, Janna announced, “The university will increase fees for room and board next year from $3,600

to $4,050. What a rip-off! That’s $50 more each month, and it’s not worth it. The dormitory is noisy

at night when I study – a real distraction. The food in the cafeteria is barely edible, and it’s not

healthy food. Fifty girls share the same bathroom, and it’s always dirty. People are really noisy.”

Now, Janna was sure she had her parents’ attention, so she continued her story. Heather, Amy, Lisa,

and I found a furnished apartment close to campus with two bedrooms, living room, two baths, eat-in

kitchen, and lots of parking. I’ll pay one-fourth of the rent — $350 each month, including rent,

electricity, water, sewer, and trash pick-up. 

Then Janna explained that she would earn $325 per month as a part-time lab assistant in the

chemistry lab, and her parents could give her $400 each month. That’s the amount they paid for room

and board at the university. She has a scholarship for her tuition and books. She pointed out that

would leave plenty of money for other expenses.

Janna’s parents agreed that everything she said was quite true, except for one thing. They didn’t agree

that she would have “plenty of money” left over for other expenses. They asked Janna to prepare a

budget using the spreadsheet program on the computer. They said that she needed to think about

every little aspect of her school life. She had included rent, which is a fixed expense — an expense

that is the same every month. She hadn’t included any variable expenses — expenses that may vary

each month, such as groceries to replace the dorm meals and personal items. Janna went to the

computer and prepared the following budget for her school year. 

A BC DEF GHI J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

2 INCOME ITEMS

3 Allowance 400.00

4 Part-time work 325.00

5 INCOME

6

7 FIXED EXPENSE ITEMS

8 Rent 350.00

9 FIXED EXPENSES

10

11 VARIABLE EXPENSE ITEMS

12 Groceries/personal items 216.50

13 VARIABLE EXPENSES

14

15 TOTAL EXPENSES

16

17 SURPLUS

66

Activity 4-1 Budget Beginnings

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
What Is a Spreadsheet?

A spreadsheet organizes information into a table of horizontal rows and vertical columns. Each row

has a number assigned to it, and each column has a letter assigned to it. Each box in the table is a cell

in which data (information) are placed. The data may be numbers or letters. A cell is the intersection

of a row and column and has an “address” identifying its coordinates. The column heading at the top

shows the column letters, and the row heading at the left shows the numbers. For example,

“allowance” is located in cell A3 and “216.50” is located in cell B12. You can change cells by using

the arrow keys or by clicking on a cell using the mouse.

Creating Janna’s Budget Spreadsheet

A budget is a plan of future income and expenses. It helps people anticipate future problems and

create ways to correct for them. Create Janna’s budget spreadsheet.

Step 1

Click in the A1 cell using the mouse or go to A1 using arrow keys. Cell A1 looks different than the

others with a dark border. When you are using a specific cell, it is called the active cell. Type

“ITEM” in A1. Hit Enter .

Make A1 the active cell and widen column A, so all information in the column fits. Click Format,

click Column, click Width, type “30” and click OK. You may also put the cursor on the line between

A and B in the column heading. You’ll see an arrow indicator. Click and drag until the width is 30.

Click on B in the column heading, hold the Shift key down, and use the right arrow to highlight

columns B through J. Using the mouse, click on Format, click on Cells, and click on Number under

Category. Make sure that you have 2 decimal places. Click OK.

Enter all data. You can format the data in a cell using the toolbar by aligning the data in the center,

right, or left, and by putting the data in boldface or italics. Look at Janna’s budget and format as you

enter information in the cells.

Step 2

B5 should have Janna’s total income. The number is a sum of B3 and B4. Don’t do the addition in

your head and enter it. Tell the program to add the numbers. Type =B3+B4 in cell B5, hit Enter, and

the correct answer should appear.

There’s only one fixed expense, so enter that amount in B9. Do the same with variable expenses in

B13. The sum of fixed and variable expenses is total expenses. In cell B15, type =B9+B13.

The difference between income and total expenses is called the surplus. In cell B17, type =B5-B15.

Step 3

Complete the spreadsheet by entering the remaining months. Because Janna has the same income and

expenses each month, simply copy and paste the data into each month. Make B3 your active cell,

hold down the shift button, and use the down arrow to highlight B3 through B17. Then copy the data.

Go to C3 and paste the data. You may also go to C3, hold down the shift button, use the right arrow

to highlight columns C through J, and then paste the data. This shows how a computer spreadsheet is

so much easier than completing a handwritten, computed table!

Save your file.

Janna took her budget to her parents. They were impressed with her spreadsheet skills and said,

67

Activity 4-1 (page 2) Budget Beginnings

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
“Janna, you really did a great job setting up a budget on a spreadsheet! You must have learned a lot

in your computer class at college.” Janna pointed out that she had a monthly surplus, and she asked if

she could rent the apartment. Her parents replied that she still had many things to consider. “Janna,

you must pay taxes on the income you receive — 15% federal income tax, 4% state tax, and about

8% for FICA.”

“What’s FICA?” replied Janna. “It’s for Social Security and Medicare,” her mom explained. Janna

said, “I’m not going to retire for a long time. I don’t need to pay that now.” Mom pointed out that the

law requires that Janna pay her share of Social Security and Medicare. Janna got out her calculator

and said, “Well, taxes reduce my income by $87.75, but my surplus is much more, so I’ll be okay.

May I call my friends and tell them the good news?”

Dad said, “Not quite yet. I don’t think you’ve considered all your expenses. You will probably share

a phone and the basic monthly service is $40 that you can share with your friends. You also spend

about $25 a month on your long distance phone calls. In the university dorm, your room included

access to the Internet and cable TV. In an apartment, you’d have to pay for those things. Internet

access would cost about $20 a month, and cable TV would cost about $30 a month for basic service.

You could divide those expenses among your friends.”

Janna exclaimed, “That’s not so bad. That’s only $5 a month for Internet, $10 a month for a phone,

$7.50 a month for cable TV when we share expenses. That’s the great thing about sharing an

apartment. You can share expenses. Of course, I don’t think my friends will want to share my long

distance bill from calling my sister at her university in Canada. Let’s see another $25 and $22.50

gone. That still leaves a surplus. We’re going to have such a great time in our. . . .”

“Just a minute, Janna,” Dad said. Last year, you spent about $50 a month on gasoline, and you had a

lot of school and entertainment expenses. According to your credit card statements, that was about

$100 a month for notebooks, clothes, movies, and so on. You spent about $125 a month on eating

out!”

“Wait a minute!” exclaimed Janna. “I work in the summer and save $3000 for spending money

during the school year. I forgot to include that in my income. Every month, I can withdraw one-ninth

of my savings so that I have extra income every month. I’m not worried. This is all going to work

out yet. Just wait and see. I’ll go back and revise my budget.”

68

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
A New Budget

Look at the following spreadsheet. You must enter some new categories (that is, rows). Now, Janna

has another income source, some income deductions, and several new expenses. 

A BC DEF GHI J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

2 INCOME ITEMS

3 Allowance 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00

4 Part-time work 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00

5 Savings withdrawal

6 INCOME

7

8 DEDUCTIONS

9 Federal income tax (15%)

10 State income tax (4%)

11 FICA (8%)

12 TOTAL DEDUCTIONS

13

14 NET INCOME

15

16 FIXED EXPENSE ITEMS

17 Rent 350.00

18 Basic phone service

19 Cable television

20 Internet access

21 FIXED EXPENSES

22

23 VARIABLE EXPENSE ITEMS

24 Groceries/personal items 216.50

25 Long distance phone calls

26 Eating out

27 Gasoline

28 School/entertainment

29 VARIABLE EXPENSES

30

31 TOTAL EXPENSES

32

33 SURPLUS

NOTE: You now have more than one fixed and variable expense, so you must tell the computer to

add the expenses. Go to B21 (which probably says 350.00). Type =B17+B18+B19+B20. Be sure to

put a similar equation in B29 for variable expenses. Copy B21 to C21 through J21. Then use the

same process for copying B29.

69

Lesson 4 Spreading the Budget

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Janna rushed back to her parents after she worked hard on her budget spreadsheet. “Look!” she cried,

“I did it! I still have a monthly surplus. Now, may I call Heather, Amy, and Lisa with the good

news?”

The look on her father’s face told her that the call would not take place. Dad looked at the

spreadsheet, and once again told Janna what a terrific job she had done. “Janna, I’m proud of your

good work. However, there’s still something that you haven’t considered.”

“How could there possibly be anything else?” asked Janna. “This is a total picture of my financial

life!”

“Not quite,” replied Janna’s father. “You forgot that you pay car insurance twice a year — $600 each

time. That was the deal we made last year when we agreed that you could take your car to college.

You must pay your car insurance on the first of November and again on the first of May.”

“Okay, okay. I’ll put that in my spreadsheet. I’ll be right back.” Janna was gone for a while, then

came running back to her parents. “Just look at this spreadsheet! I’ve got a terrible problem! What

am I going to do?”

Revise Janna’s budget one more time.

• Periodic expenses occur occasionally, such as every six months or once a year.

• Go to cell A31, and insert four rows. Leave row 30 blank. Type PERIODIC EXPENSES (left 

alignment) in row 31. Type car insurance (left alignment) in row 32. Type PERIODIC 

EXPENSES IN ROW 33 (right alignment). Row 34 should be blank. See the following example.

A BC DEF GHI J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

29 VARIABLE EXPENSES 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50

30

31 PERIODIC EXPENSE ITEMS

32 car insurance

33 PERIODIC EXPENSES

34

35 TOTAL EXPENSES

• Enter car insurance payments in November and May. Enter a sum for periodic expenses in row 

36.

• Go to B35 and revise the formula to include periodic expenses. Copy to the remaining cells in 

row 35. The surplus amounts in row 37 should change automatically.

• Save your file.

70

Activity 4-3 More Budget Revisions

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
“What’s the matter?” asked Janna’s mother.

“Mom, I’ve got a terrible problem in November and May when I pay my car insurance. I don’t want

to choose between an apartment and my car!” exclaimed Janna.

Janna’s mom told Janna to calm down. “Janna, she said. It’s not as bad as it appears. You have a

surplus of -518.42. That’s a negative surplus or a deficit. Let’s think about a solution to your

problem.”

Eventually Janna thought that she could save $100 each month so that she could pay for the car

insurance when it was due. Mom thought that she had a great idea and told Janna to revise her budget

one more time.

Janna said, “Boy, I’m glad that I learned how to use a spreadsheet. I would have to keep doing the

WHOLE budget over and over again if I were doing this with paper and pencil. Thank goodness for

computers!”

After a while, Janna reappeared. “I can’t believe it! I’ve still got a problem! What’s next? Now I have

a negative surplus every month!”

Revise Janna’s spreadsheet one more time to see what she’s talking about.

• Janna has $1200 in car expenses. Insert a row above FIXED EXPENSES and under Internet 

access for “saving.” Janna should save every month for car insurance, based on 9 months. 

• In November and May, Janna’s savings withdrawals will be $600 more than usual so she can pay 

her car insurance.

• Janna’s deficit should be -51.75 every month.

• Save your file.

Part II

Just one more revision.

Make a decision for Janna so that she has a positive surplus once again. Janna really can’t earn any

more money. She’s a full-time college student who already works as much as possible. As Janna said,

“I guess that I’ll just have to cut some expenses.”

Enter your changes into the spreadsheet. Be prepared to explain and defend your changes to the class.

71

Activity 4-4 More and More Budget Revisions

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Read the following e-mail from Josh. Use the information to develop a spreadsheet budget for the

school year. Determine if Josh has a budget surplus or deficit. Make sure to include a monthly

payment for the money he owes you, his friend. 

Write a response to Josh. In the message, explain what a budget spreadsheet is. Define budget deficit

and budget surplus. Explain why Josh has one or the other. Also, define fixed, variable, and periodic

expenses and make a list of Josh’s fixed, variable, and periodic expenses. Suggest actions that Josh

could take to bring his budget into balance.

Hi!

I thought I’d better write before my mother talks with yours. I had the money to repay what I

borrowed from you. You know that I’ve been working all summer and saving for school clothes and

the trip to Three Banners over the Desert Water Park at the end of May. I had plenty of money—

enough to repay you and buy the other things. But that was before my life started to fall apart.

Luckily no one was hurt when the rock flew through Mrs. Smith’s window. I could have earned more

money to pay for the window if the blade on the lawn mower hadn’t bent when it hit the rock. Oh,

well, Mom says I won’t have to pay to have the lawn mower repaired. 

Anyway, I still have $270 left. Sometime during the year, I want to buy two pairs of Frumpy and

Fitch jeans. They’re $45 each. Admission to the water park along with food, video arcade, and shows

will cost $72. It’s worth it though. Mom says I have to put at least 10 percent of the $270 in my

savings account. I’ll never understand that. I put money in the account so I can buy stuff in the

future. Who cares about that? I want stuff now. Mom also says that I have to provide my own

spending money each month and money for gifts for holidays and birthdays. How am I supposed to

know how much I’ll need for things like that when they haven’t even happened yet? I guess I’ll need

at least $10 every month for fun things like movies and skating. I’ll also need at least $5 per month

for food. How much do you think I’ll need? How many months are there during the school year? You

know what else? I promised to donate $2 each month to a Save the Rainforest fund at school. I

decided that I just wouldn’t do that because I’ve had all of these problems. Mom says a promise is a

promise and I have to make the donation. Gosh, how would anyone know if I didn’t? Parents! I

guess I’ll just buy the stuff I want right now. Then, I’ll use the rest for spending money until I run

out. But what about saving and the trip in May and the Rainforest fund? I give up!

I know I still owe you $25 and I’ll repay you. Someday. Soon. I promise. You know you can trust

me. I’m really reliable. It may take a while though. Hey, maybe I’ll find a job shoveling snow in a

few months.

Your friend,

Josh

72

Activity 4-5 Help!

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
Janna is very happy sharing an apartment with her three friends, and everything is working out fine.

Janna developed a budget with a small surplus, and she’s managed her money very well for two

months. On October 31, Janna and her roommates had enough surplus to host a Halloween party.

While Janna was admiring Barbara and Claire’s 60s costumes, Barbara exclaimed, “Have you heard

about the trip to New Mexico for Habitat for Humanity“. It will happen during our spring break. I

went last year, and it was such a wonderful experience. We repair and fix up homes for people who

can’t afford to do it themselves. There’s a cost, but it’s really worth it.”

“How much?” asked Janna.

“Only $800, but you must pay a $200 deposit by the end of next week. Will you join us?” asked

Claire.

“It sounds perfect. I worked with them last summer, and it was very rewarding. I’ll work on my

budget and let you know in a couple of days,” replied Janna

Using your last spreadsheet, work out a budget that will allow Janna to go on the trip. Be prepared to

discuss how you changed the budget and what Janna must give up.

73

Activity 4-6 Let’s Work This Problem and Solve It!

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
A BC DEF GHI J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

2 INCOME ITEMS

3 Allowance 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00

4 Part-time work 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00

5 INCOME 725.00 725.00 725.00 725.00 725.00 725.00 725.00 725.00 725.00

6

7 FIXED EXPENSE ITEMS

8 Rent 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00

9 FIXED EXPENSES 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00

10

11 VARIABLE EXPENSE ITEMS

12 Groceries/personal items 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50

13 VARIABLE EXPENSES 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50

14

15

TOTAL EXPENSES 566.50 566.50 566.50 566.50 566.50 566.50 566.50 566.50 566.50

16

17 SURPLUS 158.50 158.50 158.50 158.50 158.50 158.50 158.50 158.50 158.50

74

Visual 4-1 Budget Beginnings

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
A BC DEF GHI J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

2 INCOME ITEMS

3 Allowance 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00

4 Part-time work 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00

5 Savings withdrawal 333.33 333.33 333.33 333.33 333.33 333.33 333.33 333.33 333.33

6 GROSS INCOME 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33

7

8 DEDUCTIONS

9 Federal income tax (15%) 48.75 48.75 48.75 48.75 48.75 48.75 48.75 48.75 48.75

10 State income tax (4%) 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00

11 FICA (8%) 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00

12 TOTAL DEDUCTIONS 87.75 87.75 87.75 87.75 87.75 87.75 87.75 87.75 87.75

13

14 NET INCOME 970.58 970.58 970.58 970.58 970.58 970.58 970.58 970.58 970.58

15

16 FIXED EXPENSE ITEMS

17 Rent 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00

18 Basic phone service 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00

19 Cable television 7.50 7.50 7.50 7.50 7.50 7.50 7.50 7.50 7.50

20 Internet access 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

21 FIXED EXPENSES 372.50 372.50 372.50 372.50 372.50 372.50 372.50 372.50 372.50

22

23 VARIABLE EXP. ITEMS

24 Groceries/personal items 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50

25 Long distance phone calls 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00

26 Eating out 125.00 125.00 125.00 125.00 125.00 125.00 125.00 125.00 125.00

27 Gasoline 50.00 50.00 50.00 50.00 50.00 50.00 50.00 50.00 50.00

28 School/entertainment 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00

29 VARIABLE EXPENSES 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50

30

31

TOTAL EXPENSES 889.00 889.00 889.00 889.00 889.00 889.00 889.00 889.00 889.00

32

33 SURPLUS 81.58 81.58 81.58 81.58 81.58 81.58 81.58 81.58 81.58

75

Visual 4-2

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
A B C D E FGH I J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

2 INCOME ITEMS

3 Allowance 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00

4 Part-time work 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00

5 Savings withdrawal 333.33 333.33 333.33 333.33 333.33 333.33 333.33 333.33 333.33

6 GROSS INCOME 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33 1058.33

7

8 DEDUCTIONS

9 Federal income tax (15%) 48.75 48.75 48.75 48.75 48.75 48.75 48.75 48.75 48.75

10 State income tax (4%) 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00

11 Social security/Medicare (8%) 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00

12 TOTAL DEDUCTIONS 87.75 87.75 87.75 87.75 87.75 87.75 87.75 87.75 87.75

13

14 NET INCOME 970.58 970.58 970.58 970.58 970.58 970.58 970.58 970.58 970.58

15

16 FIXED EXPENSE ITEMS

17 Rent 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00

18 Basic phone service 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00

19 Cable television 7.50 7.50 7.50 7.50 7.50 7.50 7.50 7.50 7.50

20 Internet access 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

21 FIXED EXPENSES 372.50 372.50 372.50 372.50 372.50 372.50 372.50 372.50 372.50

22

23 VARIABLE EXPENSE ITEMS

24 Groceries/personal items 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50

25 Long distance phone calls 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00

26 Eating out 125.00 125.00 125.00 125.00 125.00 125.00 125.00 125.00 125.00

27 Gasoline 50.00 50.00 50.00 50.00 50.00 50.00 50.00 50.00 50.00

28 School/entertainment 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00

29 VARIABLE EXPENSES 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50

30

31 PERIODIC EXPENSE ITEMS

32 Car insurance 600.00 600.00

33 PERIODIC EXPENSES 600.00 600.00

34

35 TOTAL EXPENSES 889.00 889.00 1,489.00 889.00 889.00 889.00 889.00 889.00 1,489.00

36

37 SURPLUS 81.58 81.58 -518.42 81.58 81.58 81.58 81.58 81.58 -518.42

76

Visual 4-3 Check It!

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
A BCDEFGHI J

1 ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

2 INCOME ITEMS

3 Allowance 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00 400.00

4 Part-time work 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00 325.00

5 Savings withdrawal 333.33 333.33 933.33 333.33 333.33 333.33 333.33 333.33 933.33

6 GROSS INCOME 1058.33 1058.33 1658.33 1058.33 1058.33 1058.33 1058.33 1058.33 1658.33

7

8 DEDUCTIONS

9 Federal income tax (15%) 48.75 48.75 48.75 48.75 48.75 48.75 48.75 48.75 48.75

10 State income tax (4%) 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00

11 Social security/Medicare (8%) 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00 26.00

12 TOTAL DEDUCTIONS 87.75 87.75 87.75 87.75 87.75 87.75 87.75 87.75 87.75

13

14 NET INCOME 970.58 970.58 1570.58 970.58 970.58 970.58 970.58 970.58 1570.58

15

16 FIXED EXPENSE ITEMS

17 Rent 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00 350.00

18 Basic phone service 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00

19 Cable television 7.50 7.50 7.50 7.50 7.50 7.50 7.50 7.50 7.50

20 Internet access 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

21 Saving 133.33 133.33 133.33 133.33 133.33 133.33 133.33 133.33 133.33

22 FIXED EXPENSES 505.83 505.83 505.83 505.83 505.83 505.83 505.83 505.83 505.83

23

24 VARIABLE EXPENSE ITEMS

25 Groceries/personal items 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50 216.50

26 Long distance phone calls 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00

27 Eating out 125.00 125.00 125.00 125.00 125.00 125.00 125.00 125.00 125.00

28 Gasoline 50.00 50.00 50.00 50.00 50.00 50.00 50.00 50.00 50.00

29 School/entertainment 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00 100.00

30 VARIABLE EXPENSES 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50 516.50

31

32 PERIODIC EXPENSE ITEMS

33 Car insurance 600.00 600.00

34 PERIODIC EXPENSES 600.00 600.00

35

36 TOTAL EXPENSES 1022.33 1022.33 1622.33 1022.33 1022.33 1022.33 1022.33 1022.33 1622.33

37

38 SURPLUS -51.75 -51.75 -51.75 -51.75 -51.75 -51.75 -51.75 -51.75 -51.75

77

Visual 4-4 More and More Budget Revisions

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.
78

Visual 4-5 Check It!

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.

ITEM SEP OCT NOV DEC JAN FEB MAR APR MAY

INCOME ITEMS

Part-time work 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00

INCOME 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00 30.00

FIXED EXPENSE ITEMS

Save the Rainforest Fund 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00

Loan Repayment 2.78 2.78 2.78 2.78 2.78 2.78 2.78 2.78 2.78

FIXED EXPENSES 4.78 4.78 4.78 4.78 4.78 4.78 4.78 4.78 4.78

VARIABLE EXPENSE ITEMS

Entertainment 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00

Food/snacks 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Clothing 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00 10.00

VARIABLE EXPENSES 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00 25.00

SAVING 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00 3.00

PERIODIC EXPENSE ITEMS

Gifts 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Water park 8.00 8.00 8.00 8.00 8.00 8.00 8.00 8.00 8.00

PERIODIC EXPENSES 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00 13.00

TOTAL EXPENSES 45.78 45.78 45.78 45.78 45.78 45.78 45.78 45.78 45.78

SURPLUS -15.78 -15.78 -15.78 -15.78 -15.78 -15.78 -15.78 -15.78 -15.78
Josh, I think that I can help you. I’ve prepared a budget spreadsheet for you. That’s a list of your

monthly income and expenses. It will help you see how much money you have for each month and

what your expected expenses are. Right now you have a problem because you have a budget deficit.

That means that you are planning to spend more each month than the money you have available.

Sometimes people have budget surpluses. That means that they have more money available each

month than what they expect to spend. Too bad that’s not your problem. 

If you look at the spreadsheet, you’ll see that I have several categories of expenses. Fixed expenses

don’t vary from month to month. For you, the donation to the rainforest fund is a fixed expense.

Since you’re my good friend, I’ve decided you can pay part of the $25 you owe me each month.

Then it won’t be so hard. That payment is also a fixed expense. You also have some variable

expenses. These expenses can change from month to month. For example, one month you might

spend more for food or clothing than in another month. 

You also have some periodic expenses. These occur once in a while. The trip to the water park and

gifts for holidays are periodic expenses. I also included the saving your mother recommended. It’s

only $3 per month. That’s not so bad. If you look at the entire spreadsheet, you’ll notice that you

only have $30 to spend each month. There are 9 months in the school year so I divided $270 by 9.

However, you expect to spend $45.78 each month. You can’t do that. You don’t have enough money.

I have some suggestions that might help you balance your budget. That means your expenses equal

the amount of money you have to spend. To do that, you have to reduce what you spend and/or

increase your income. You can reduce the amount you want each month for clothes. Your old jeans

still fit, so you can get by with one pair of Frumpy and Fitch jeans. You’ll only need $5 each month

for clothes. Also, you can make gifts instead of buying gifts. You’ll only need $2 each month for

gifts. You could also reduce the amount you spend at the water park if you bring some snacks from

home and play fewer video games. You’ll only need $7 each month. 

Finally, I think you better plan on shoveling snow and babysitting each month. Maybe you could be a

soccer referee for the little kids’ soccer program at the community center, too. That will give you

some additional income. I bet you can earn about $15 a month. You could also ask your grandparents

for money for your birthday. That would help. You might end up with extra spending money for the

trip!

79

Visual 4-6 Check It Answers

Money Math: Lessons for Life

Money Math (Lesson 4)

© Copyright 2008 by The Curators of the University of Missouri, a public corporation

Reproduction is permitted and encouraged.




University of Missouri-St. Louis

Center for Entrepreneurship & Economic Education

ISBN 978-0-9709279-1-0

2007202-9/07