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Daily Living and Consumer Strategies

Patrick Henry High School

Daily living-Consumer Math

2016-2017

 

Leah L. Woods

Room 323

668-2000

Leah.woods@mpls.k12.mn.us

 

The Life Skills Program is a Minneapolis Public Schools Citywide Special Education program for high school students whose transition needs require special education services for the majority of their school day. The program serves students with severe learning/language disabilities and various developmental disabilities from throughout the Minneapolis school district. Students enrolled in the program are ages 14 to 18 in grades 9 through 12. Each classroom is comprised of a special education teacher and one special education assistant. A modified curriculum appropriate to the abilities and needs of the students in the program is provided. In addition to the curriculum in the Life Skills program, students may also have access to general education courses, vocational experiences, other related special education services, and community-based instruction as determined by the student’s IEP team.

 

Course Description:

Consumer math is a field of mathematics, which shows you how to use your basic math skills to real life situations such as buying a car, budgeting your money, investing, paying taxes, etc...

Course Objective:

Students will continue to develop understanding and application of basic math concepts and make connections to real world situations.

Class Expectations:

Be on time

Use the bathroom before class

Stay in assigned seat

No electronics

Water only

Class Consequences:

Nonverbal cue/ proximity

Verbal cue

Phone call home/ case manager

Removal from class

Assignments:

  • Assessments

Pre and post

  • Class work

Warm up

Exit slip

Participation

  • Homework

Weekly assignments

               

Grading Scale:
100-90% A
89-80% B
79-70% C
69-60% D
59% or lower F

Academic Standards:

9.2.1.1.1 Apply reasoned decision-making techniques in making choices; explain why different individuals, households, organizations and/or governments faced with the same alternatives might make different choices.

9.2.2.2.1 Establish financial goals; make a financial plan considering budgeting and asset building to meet those goals; and determine ways to track the success of the plan.

9.2.3.3.1 Identify the incentives and trade-offs related to a choice made by an individual, household, organization or government; describe the opportunity cost of a choice; and analyze the consequences of a choice (both intended and unintended). For example: An opportunity cost of choosing to spend more than your income, be it an individual or government, is less financial security and ability to spend later.

Academic Support:

Contact Ms. Woods