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Lesson PlanFinancial Literacy in Grade 8 Mathematics and Language
Travel Planning and Skills for Life
An annual trip to Southern Ontario is planned for the grade 8 students of Moosonee Public School. This is a big event involving two full days of travel and many “first time” experiences for students. In preparation for the trip, students in this lesson work with expectations from the mathematics and language curriculum as they participate in a variety of activities to help them think about long term planning, saving, budgeting and living within their means. Students gather and organize information. They also use reflecting, reasoning and proving skills while calculating and solving problems.
Click here to access expectations written out in full
Grade 8
Mathematics (2005)Mathematical Process Expectations• Reasoning and Proving• Reflecting• Selecting Tools and Computational Strategies
Number Sense and NumerationOperational Sense • solve problems involving whole numbers, decimal numbers, fractions, and integers, using a variety of computational strategies;
Proportional Relationships • solve problems by using proportional reasoning in a variety of meaningful contexts.
Language (2006)Reading1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;1.4 Demonstrating Understanding
Writing1. generate, gather, and organize ideas and information to write for an intended purpose and audience;1.4 Classifying Ideas1.6 Review
By the end of this lesson, students will be able to:
• Select tools and strategies to multiply decimals to calculate taxes
• Solve problems involving decimals for a given scenario to develop skills for personal budgeting for the year-end trip
• Demonstrate their understanding that money is a limited resource by creating a spending plan and budget for the year-end trip
Sample Success Criteria
• I used rounding to estimate costs.
• I planned what I needed by looking at the itinerary to predict when I would need spending money.
• I checked my calculations using a calculator.
Curriculum Expectations Learning Goals
Financial Literacy in Grade 8 Mathematics and Language Pg 1 of 4
Instructional Components and Context
Readiness Students have some experience with … • Connecting mathematical operations to real-life contexts • Multiplying 3 and 4 digit decimal numbers • Representing percents as decimals • Reading and selecting important information from a text
Terminology • Tax (PST, HST) • Budget • Income • Needs and wants as they relate to financial literacy • Spending • Deducted • Commission
Materials
• Laptop, projector and screen
• Handouts • Cards for 4 Corner activity in “Minds On” • Fake money ($400 per student) • Proposed Itinerary for the year-end trip • Budget Scenarios Copy of proposed itinerary, budget planning template and additional information, questions and things to consider when developing this plan for spending (to be distributed to students during group activity). Each group is given a different scenario and must accommodate their plans accordingly. • Personal Budget Scenario
Financial Literacy in Grade 8 Mathematics and Language Pg 2 of 4
Whole Class - Four Corners
• Tell students they will be participating in an activity where they will have a chance to practice estimating how much money they might want to spend for optional expenses during a year-end trip. Pose the following scenario: As you all know, we will be taking a year-end trip. Although we are fundraising money for this trip, that money only goes towards things we need - our pre-set expenses like transportation, hotel accommodations, admission tickets and food. It does not cover things that might be considered “wants” - our optional expenses like souvenirs, individual shopping wants (such as clothes), snacks or additional attractions (like the games at an arcade). In order to get us thinking about how much spending money we may want to bring with us for these optional expenses, we are going to participate in an activity called Four Corners. Look around the room; in each corner you will see a card with a different amount of money ($40, $60, $80 $100).
• Distribute $400 in fake money to each student.
• Project the Proposed Itinerary on the screen. Show only Monday, covering the rest of the week with a sheet of paper. Continue to tell students about the scenario and what they need to do: You are going to look at the activities occurring each day and think about how much spending money you may want given the activities/attractions planned for that day. Once you’ve decided, move to that corner of the room. Place that amount of money in the basket.
• As the students complete this activity (five times, one for each day of the trip) pose questions about their choices, encouraging students to think about their choices. Consider asking students about why they have chosen a specific corner, or why a group of people have chosen one money amount versus another (see Guiding Questions). Encourage students to use their prior knowledge about how much things may cost in other situations to help them in making their decisions. Part way through the task, stop and suggest that students count their money and think about what they have spent and how much they have to spend for the days remaining. Note that being aware of how much money you have and what you are spending is an important financial literacy skill. Activity continues until all five days are complete.
Whole class discussion
• Conduct a classroom discussion with the students about their experience. Sample reflection questions: How much money do you have left? Did you run out of money? Did you wish you had more money on a later day in the week? What influenced your spending? Did your spending increase if your friends’ did? How might you have changed that? If there was a basket with $0 would you have chosen that option at any point? What made this task difficult? [not knowing what was coming up the following day]. What would you have done differently if you had been able to see all five days in advance? How would that have changed your spending? [knowing what was coming would have given us more information so we could better plan and budget our money.]
Guiding Questions:
To be posed while the students are moving about the class, completing the Four Corners activity: • Why do you think so many people chose that basket? What is happening on this day of the itinerary that is impacting your choice?• Do the choices your peers are making influence your choices about how much to spend? Why or why not?• Did you overspend on the days earlier in the week? How do you know?• You may WANT to spend $80 but you only have $100 left and three more days to go. How will this affect your decision?• Knowing that we have a shopping day coming up, how will you spend your money prior to that?
Assessment as Learning (AaL)
• Class discussion based on reflective questions posed by the teacher
Differentiated Instruction:
• Use various words and explain concepts in multiple ways during the explanation to further increase listening comprehension.• Project Proposed Itinerary on the screen while simultaneously using words to communicate the same information to support a variety of learning types.
Minds On Connections
Financial Literacy in Grade 8 Mathematics and Language Pg 3 of 4
Individual work – Personal Budget Scenarios
• Explain to students that they will be preparing a budget for themselves and that they will each be given a different amount of money to work with. Give each student a Personal Budget Scenario handout and a slip of paper with an amount ranging between $150 and $450.• Use the Guiding Questions (see right) to help students begin their assignment and deepen their thinking as they create their budget.• Co-construct success criteria with the students, identifying what will be assessed during this Personal Budget Scenario.
Extensions:
Use some of the Guiding Questions as a written assignment for students to complete in addition to the spending plan and budget.
Students research what is necessary to open an account at a bank or credit union.
Students research how to acquire a debit card and the costs associated with using it.
Students explore pros and cons of carrying cash or using a debit card to make purchases.
Guiding Questions:
• How does knowing the itinerary in advance help you prepare a plan for saving, spending and a budget?• How would this activity be different if you didn’t have an itinerary? How might your budget look different than the one here?• What are some things that you can do to ensure that you have enough spending money to take on the trip with you?• Who can help you plan as you prepare for the trip?• How could you participate in this trip with minimal or no spending?• If you come back from Toronto with any money leftover what will you do with it?
Assessment of Learning (AaL)
• Personal Budget Scenario worksheet using co-constructed success criteria.
Consolidation Connections
Small group - Saving and Spending Scenarios
• Create groups of 4-5 students and give each group one of the Budget Scenarios. Instruct students to read the scenarios and work through the various problems presented to prepare a spending budget for the year-end trip. Prompt students to support their work: • What information are you given? • What pieces of information do you need to make the calculations about spending? • Using the given information what can you calculate; what problems can you solve? • What strategies could you use to calculate the tax? • Are all parts of your template complete? • How did you calculate your total, including tax? • What mental math strategies could you use to calculate your remaining money? • In what other situations might you be able to use the skill of budgeting?
• Note that personal circumstances are unique and have impact on spending decisions. Possible discussion point: Everyone’s lives and circumstances are unique and that will alter their choices and their spending budgets. You may have a trip coming up later in the summer that you are saving for, you may have been given money at graduation, or you may have four younger siblings to buy souvenirs for. Different people have different values and perspectives related to spending and saving money. In any case, we all have unique situations that cause us to spend money differently. Students work together in their groups using the Budget Scenarios to develop a spending plan and budget according to their scenario. • Groups present their Budget Scenarios and calculations to the class. Class discusses similarities and differences in scenarios and other possible strategies for planning the spending. Possible discussion point: Every group spent more money during the shopping day and Wonderland day, but less at Sainte Marie Among the Hurons and horseback riding. How can this help you decide where to spend and where to save?
Action! Connections
Assessment for Learning (AfL)
• Use guiding questions to assess and reassess students’ learning and redirect where necessary. Observe students’ use of prior math skills to problem solve, and creation of a budget that matches requirements of scenario.
Differentiated Instruction:
• Provide additional support where needed individually or for entire group• Create groups that allow for a mix of skills and learning styles to best facilitate learning and maximize chance for success
Financial Literacy in Grade 8 Mathematics and Language Pg 4 of 4
Curriculum ExpectationsFinancial Literacy in Grade 8 Mathematics and Language
Travel Planning and Skills for Life
MathematicsReasoning and Proving• develop and apply reasoning skills (e.g., recognition of relationships, generalization through inductive reasoning, use of counter-examples) to make mathematical conjectures, assess conjectures and justify conclusions, and plan and construct organized mathematical arguments;
Reflecting• demonstrate that they are reflecting on and monitoring their thinking to help clarify their understanding as they complete an investigation or solve a problem (e.g., by assessing the effectiveness of strategies and processes used, by proposing alternative approaches, by judging the reasonableness of results, by verifying solutions);
Selecting Tools and Computational Strategies• select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems;
Number Sense and NumerationOperational Sense• solve problems involving whole numbers, decimal numbers, fractions, and integers, using a variety of computational strategies; - solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools (e.g., graphs, calculators) and strategies(e.g., estimation, algorithms). - solve problems involving percents expressed to one decimal place (e.g., 12.5%) and whole-number percents greater than 100 (e.g., 115%) (Sample problem: The total cost of an item with tax included [115%] is $23.00. Use base ten materials to determine the price before tax.);
Proportional Relationships • solve problems by using proportional reasoning in a variety of meaningful contexts. - solve problems involving percent that arise from real-life contexts (e.g., discount, sales tax, simple interest) (Sample problem: In Ontario, people often pay a provincial sales tax [PST] of 8% and a federal sales tax [GST] of 7% when they make a purchase. Does it matter which tax is calculated first? Explain your reasoning.); - solve problems involving rates (Sample problem: A pack of 24 CDs costs $7.99. A pack of 50 CDs costs $10.45. What is the most economical way to purchase 130 CDs?).
Mathematics(2005)
Grade 8
Financial Literacy in Grade 8 Mathematics and Language
Reading1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;Demonstrating Understanding1.4 demonstrate understanding of increasingly complex and difficult texts by summarizing important ideas and explaining how the details support the main idea (e.g., theme or argument and supporting evidence in reviews, essays, plays, poems; key information and related data in public documents, online and print reference articles, manuals, surveys, graphs, tables and charts, websites, transcripts)
Writing1. generate, gather, and organize ideas and information to write for an intended purpose and audience;Classifying Ideas1.4 sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and see different combinations and relationships in their data (e.g., by using electronic graphic organizers, tables, charts)Review1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and sufficiently specific for the purpose, and do more planning and research if necessary (e.g., check for depth and breadth of coverage of the topic)
Language (2006)
$40
$60
$80
$100
Pro
po
sed
Sam
ple
Iti
nera
ry
Nia
gara
Fal
ls;
Fear
Fac
tory
and
Clif
ton
Hill
Jet
Boa
t Rid
eon
the
Nia
gara
Riv
er
Lase
r Ta
g an
d Arc
ade
Legi
slat
ive
Ass
embl
yof
Ont
ario
Can
ada’
sW
onde
rlan
d
Bus
bac
k to
Coc
hran
e
Hol
ocau
st M
useu
m
CN
Tow
er a
nd
Hoc
key
Hal
l of
Fam
e
Sho
ppin
g
Roy
al O
ntar
io M
useu
m
Ont
ario
Sci
ence
Cen
tre
Mus
ical
Bro
adw
ayPe
rfor
man
ce
Ste
. M
arie
Am
ong
the
Hur
ons
Hor
seba
ck r
idin
g
Med
ieva
l Tim
es
MO
ND
AY
MO
RN
ING
AFT
ER
NO
ON
EV
EN
ING
TU
ES
DA
YW
ED
NES
DA
YTH
UR
SD
AY
FRID
AY
Gro
up
# 1
Inst
ruct
ion
s:
Usi
ng t
he in
form
atio
n pr
ovid
ed b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Syl
via.
Mak
e su
re t
hat
you
show
you
r w
ork!
1)
For
six
wee
ks in
the
sum
mer
, Syl
via
wor
ked
for
the
Ont
ario
Nor
thla
nd R
ailw
ay c
lean
ing
coac
hes
and
doin
g ge
nera
l
m
aint
enan
ce.
Her
sal
ary
was
$47
5 pe
r w
eek.
21%
of
that
was
tak
en o
ff e
ach
pay
for
tax
and
othe
r du
es.
Kno
win
g th
at
sh
e w
as g
oing
on
a ye
ar-e
nd t
rip,
she
ask
ed if
she
cou
ld w
ork
during
som
e sc
hool
hol
iday
s. S
he w
orke
d on
e w
eek
during
H
unt
Bre
ak a
nd 1
0 da
ys d
urin
g th
e Chr
istm
as H
olid
ay.
She
was
pai
d th
e sa
me
rate
($4
75 p
er w
eek)
but
was
onl
y
de
duct
ed 1
8.5%
fro
m e
ach
cheq
ue.
How
muc
h m
oney
did
Syl
via
brin
g ho
me
in a
ll?
2)
Syl
via’
s pa
rent
s sa
id t
hat
she
coul
d sp
end
thre
e-qu
arte
rs o
f he
r m
oney
on
option
al e
xpen
ses
on h
er y
ear-
end
trip
.
Th
ey w
ant
her
to s
ave
the
othe
r qu
arte
r. H
ow m
uch
mon
ey w
ill S
ylvi
a ha
ve t
o sp
end
on t
he t
rip?
Nia
gara
Fal
ls;
Fear
Fac
tory
and
Clif
ton
Hill
Jet
Boa
t Rid
eon
the
Nia
gara
Riv
er
Lase
r Ta
g an
d Arc
ade
Legi
slat
ive
Ass
embl
yof
Ont
ario
Can
ada’
sW
onde
rlan
d
Bus
bac
k to
Coc
hran
e
Hol
ocau
st M
useu
m
CN
Tow
er a
nd
Hoc
key
Hal
l of
Fam
e
Sho
ppin
g
Roy
al O
ntar
io M
useu
m
Ont
ario
Sci
ence
Cen
tre
Thea
tre
Perf
orm
ance
Ste
. M
arie
Am
ong
the
Hur
ons
Hor
seba
ck r
idin
g
Med
ieva
l Tim
es
MO
ND
AY
MO
RN
ING
AFT
ER
NO
ON
EV
EN
ING
TU
ES
DA
YW
ED
NES
DA
YTH
UR
SD
AY
FRID
AY
$$
$$
$
$$
$$
$
$$
$$
$
Daily
To
tal
Sp
en
din
g T
ota
l fo
r all 5
days
:
$
$
$$
$$
• U
sing
the
dol
lar
amou
nt y
ou c
alcu
late
d an
d th
e itin
erar
y fo
r th
e tr
ip b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Syl
via.
M
ake
note
s un
der
each
act
ivity
as
to w
hat
sort
of item
s sh
e m
ay w
ish
to p
urch
ase
(e.g
. so
uven
irs,
foo
d, a
dditio
nal a
ctiv
itie
s or
clo
thes
).
• U
sing
tho
se n
otes
, es
tim
ate
the
cost
of ea
ch a
ctiv
ity
and
write
the
am
ount
on
the
mon
ey li
ne.
• A
dd u
p al
l thr
ee t
otal
s to
cal
cula
te t
he d
aily
tot
al.
How
muc
h m
oney
is s
he g
oing
to
spen
d in
tot
al o
n th
e tr
ip?
M
ake s
ure
sh
e s
tays
wit
hin
her
mean
s!
Gro
up
# 2
Inst
ruct
ion
s:
Usi
ng t
he in
form
atio
n pr
ovid
ed b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Jaso
n. M
ake
sure
tha
t yo
u sh
ow y
our
wor
k!
1)
Jaso
n st
arte
d w
orki
ng a
t th
e lo
cal g
roce
ry s
tore
last
wee
k. H
e w
as v
ery
keen
to
get
a pa
rt-t
ime
job
beca
use
his
clas
s is
go
ing
on a
yea
r-en
d tr
ip a
nd h
e w
ants
to
brin
g so
me
spen
ding
mon
ey.
His
bos
s to
ld h
im t
hat
he c
ould
wor
k ev
ery
Th
ursd
ay a
nd F
rida
y ni
ght
from
4:0
0pm
to
8:00
pm a
nd e
very
Sat
urda
y fr
om 1
0:00
am t
o 6:
00pm
. H
e m
akes
$10
per
ho
ur,
min
us t
he 1
9% in
tax
es t
hat
are
take
n of
f hi
s ch
eque
eac
h w
eek.
How
muc
h w
ill h
e br
ing
hom
e pe
r w
eek?
2)
Due
to
holid
ays
and
fam
ily o
blig
atio
ns,
Jaso
n ca
nnot
wor
k ev
ery
sing
le w
eek
in a
mon
th.
Bel
ow is
a t
able
sho
win
g
ho
w m
any
wee
ks h
e w
orke
d ea
ch m
onth
, fr
om S
epte
mbe
r to
Jun
e.
•
How
man
y w
eeks
did
Jas
on w
ork
in t
otal
?
•
How
muc
h af
ter-
tax
mon
ey d
id J
ason
mak
e in
tot
al?
Mo
nth
Sep
tem
ber
Oct
ober
Nov
embe
r
Dec
embe
r
Janu
ary
Febr
uary
Mar
ch
Apr
il
May
3 4 4 2 4 3 2 4 4
Nu
mb
er
of
Weeks
Wo
rked
Nia
gara
Fal
ls;
Fear
Fac
tory
and
Clif
ton
Hill
Jet
Boa
t Rid
eon
the
Nia
gara
Riv
er
Lase
r Ta
g an
d Arc
ade
Legi
slat
ive
Ass
embl
yof
Ont
ario
Can
ada’
sW
onde
rlan
d
Bus
bac
k to
Coc
hran
e
Hol
ocau
st M
useu
m
CN
Tow
er a
nd
Hoc
key
Hal
l of
Fam
e
Sho
ppin
g
Roy
al O
ntar
io M
useu
m
Ont
ario
Sci
ence
Cen
tre
Ste
. M
arie
Am
ong
the
Hur
ons
Hor
seba
ck r
idin
g
Med
ieva
l Tim
es
MO
ND
AY
MO
RN
ING
AFT
ER
NO
ON
EV
EN
ING
TU
ES
DA
YW
ED
NES
DA
YTH
UR
SD
AY
FRID
AY
$$
$$
$
$$
$$
$
$$
$$
$
Daily
To
tal
Sp
en
din
g T
ota
l fo
r all 5
days
:
$
$
$$
$$
• U
sing
the
dol
lar
amou
nt y
ou c
alcu
late
d an
d th
e itin
erar
y fo
r th
e tr
ip b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Jaso
n. M
ake
note
s
un
der
each
act
ivity
as t
o w
hat
sort
of item
s yo
u m
ay w
ish
to p
urch
ase
(e.g
. so
uven
irs,
foo
d, a
dditio
nal a
ctiv
itie
s or
clo
thes
).
• U
sing
tho
se n
otes
, es
tim
ate
the
cost
of ea
ch a
ctiv
ity
and
write
the
am
ount
on
the
mon
ey li
ne.
• A
dd u
p al
l thr
ee t
otal
s to
cal
cula
te t
he d
aily
tot
al.
How
muc
h m
oney
is h
e go
ing
to s
pend
in t
otal
on
the
trip
?
Make s
ure
he s
tays
wit
hin
his
mean
s!
Thea
tre
Perf
orm
ance
Gro
up
# 3
Inst
ruct
ion
s:
Usi
ng t
he in
form
atio
n pr
ovid
ed b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Ang
ela.
Mak
e su
re t
hat
you
show
you
r w
ork!
1)
Ang
ela’
s pa
rent
s gi
ve h
er a
n al
low
ance
of
$40.
50 p
er w
eek.
Ang
ela
wan
ts t
o sa
ve a
t le
ast
$450
for
her
yea
r-en
d tr
ip.
H
ow m
any
mon
ths
wou
ld it
tak
e he
r to
do
that
, as
sum
ing
that
the
re a
re f
our
wee
ks in
eac
h m
onth
?
2)
Ang
ela
ofte
n go
es o
ut s
hopp
ing,
and
som
etim
es s
he e
nds
up s
pend
ing
som
e of
her
allo
wan
ce.
If A
ngel
a on
ly h
as f
rom
Sep
tem
ber
until M
ay t
o sa
ve for
her
trip,
she
will
nee
d to
mak
e a
budg
et t
o en
sure
tha
t sh
e ha
s $4
50 f
or t
he t
rip.
Add
itio
nally
, Ang
ela
has
som
e ex
pens
es c
omin
g up
: sh
e w
ants
to
buy
a $2
4.95
vid
eo g
ame,
thr
ee $
18.9
9 bi
rthd
ay
gi
fts
(one
for
eac
h of
her
sib
lings
), a
nd a
$34
.97
pres
ent
for
her
Gra
ndm
othe
r.
•
Cal
cula
te h
ow m
uch
each
of th
e ex
pens
es is
goi
ng t
o co
st,
re
mem
bering
tha
t Ang
ela
will
be
char
ged
the
13%
HST
tax
on
eac
h of
her
pur
chas
es.
•
Fill
in t
he t
able
to
the
righ
t w
ith
her
inco
me
(wee
kly
allo
wan
ce)
an
d ex
pens
es in
ord
er t
o ta
bula
te h
ow m
uch
she
will
be
able
to
sa
ve t
owar
ds h
er t
rip.
•
Will
she
be
able
to
save
the
$45
0 th
at s
he w
ante
d fo
r
sp
endi
ng o
n he
r tr
ip?
Mo
nth
Inco
me
Exp
en
ses
Am
ou
nt
save
d
tow
ard
s h
er
trip
Sep
tem
ber
Oct
ober
Nov
embe
r
Dec
embe
r
Janu
ary
Febr
uary
Mar
ch
Apr
il
May
Tota
ls
Nia
gara
Fal
ls;
Fear
Fac
tory
and
Clif
ton
Hill
Jet
Boa
t Rid
eon
the
Nia
gara
Riv
er
Lase
r Ta
g an
d Arc
ade
Legi
slat
ive
Ass
embl
yof
Ont
ario
Can
ada’
sW
onde
rlan
d
Bus
bac
k to
Coc
hran
e
Hol
ocau
st M
useu
m
CN
Tow
er a
nd
Hoc
key
Hal
l of
Fam
e
Sho
ppin
g
Roy
al O
ntar
io M
useu
m
Ont
ario
Sci
ence
Cen
tre
Ste
. M
arie
Am
ong
the
Hur
ons
Hor
seba
ck r
idin
g
Med
ieva
l Tim
es
MO
ND
AY
MO
RN
ING
AFT
ER
NO
ON
EV
EN
ING
TU
ES
DA
YW
ED
NES
DA
YTH
UR
SD
AY
FRID
AY
$$
$$
$
$$
$$
$
$$
$$
$
Daily
To
tal
Sp
en
din
g T
ota
l fo
r all 5
days
:
$
$
$$
$$
• U
sing
the
dol
lar
amou
nt y
ou c
alcu
late
d an
d th
e itin
erar
y fo
r th
e tr
ip b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Ang
ela.
Mak
e no
tes
un
der
each
act
ivity
as t
o w
hat
sort
of item
s sh
e m
ay w
ish
to p
urch
ase
(e.g
. so
uven
irs,
foo
d, a
dditio
nal a
ctiv
itie
s or
clo
thes
).
• U
sing
tho
se n
otes
, es
tim
ate
the
cost
of ea
ch a
ctiv
ity
and
write
the
am
ount
on
the
mon
ey li
ne.
• A
dd u
p al
l thr
ee t
otal
s to
cal
cula
te t
he d
aily
tot
al.
How
muc
h m
oney
is s
he g
oing
to
spen
d in
tot
al o
n th
e tr
ip?
Make s
ure
sh
e s
tays
wit
hin
her
mean
s!
Thea
tre
Perf
orm
ance
Gro
up
# 4
Inst
ruct
ion
s:
Usi
ng t
he in
form
atio
n pr
ovid
ed b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Wilb
ur.
Mak
e su
re t
hat
you
show
you
r w
ork!
1)
Wilb
ur r
ecen
tly
got
a jo
b w
orki
ng f
or a
mag
azin
e su
bscr
iption
age
ncy.
For
eve
ry 1
2-m
onth
mag
azin
e su
bscr
iption
he
sells
,
he
mak
es a
com
mis
sion
of 12
%.
Each
mag
azin
e su
bscr
iption
sel
ls f
or $
25.
How
muc
h m
oney
is W
ilbur
mak
ing
on e
ach
su
bscr
iption
? If
Wilb
ur s
ells
150
mag
azin
e su
bscr
iption
s, h
ow m
uch
mon
ey w
ill h
e ha
ve t
o ta
ke o
n hi
s ye
ar-e
nd t
rip?
2)
Wilb
ur w
ants
to
save
up
mon
ey f
or h
is y
ear-
end
trip
, bu
t hi
s pa
rent
s w
ant
to e
nsur
e th
at h
e al
so s
aves
som
e of
it.
W
ilbur
has
sol
d 15
0 m
agaz
ine
subs
crip
tion
s. H
is p
aren
ts w
ant
him
to
save
one
-thi
rd o
f th
at.
How
muc
h m
oney
will
W
ilbur
hav
e fo
r op
tion
al e
xpen
ses
on h
is y
ear-
end
trip
?
Nia
gara
Fal
ls;
Fear
Fac
tory
and
Clif
ton
Hill
Jet
Boa
t Rid
eon
the
Nia
gara
Riv
er
Lase
r Ta
g an
d Arc
ade
Legi
slat
ive
Ass
embl
yof
Ont
ario
Can
ada’
sW
onde
rlan
d
Bus
bac
k to
Coc
hran
e
Hol
ocau
st M
useu
m
CN
Tow
er a
nd
Hoc
key
Hal
l of
Fam
e
Sho
ppin
g
Roy
al O
ntar
io M
useu
m
Ont
ario
Sci
ence
Cen
tre
Ste
. M
arie
Am
ong
the
Hur
ons
Hor
seba
ck r
idin
g
Med
ieva
l Tim
es
MO
ND
AY
MO
RN
ING
AFT
ER
NO
ON
EV
EN
ING
TU
ES
DA
YW
ED
NES
DA
YTH
UR
SD
AY
FRID
AY
$$
$$
$
$$
$$
$
$$
$$
$
Daily
To
tal
Sp
en
din
g T
ota
l fo
r all 5
days
:
$
$
$$
$$
• U
sing
the
dol
lar
amou
nt y
ou c
alcu
late
d an
d th
e itin
erar
y fo
r th
e tr
ip b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
Wilb
ur.
Mak
e no
tes
un
der
each
act
ivity
as t
o w
hat
sort
of item
s he
may
wis
h to
pur
chas
e (e
.g.
souv
enirs,
foo
d, a
dditio
nal a
ctiv
itie
s or
clo
thes
).
• U
sing
tho
se n
otes
, es
tim
ate
the
cost
of ea
ch a
ctiv
ity
and
write
the
am
ount
on
the
mon
ey li
ne.
• A
dd u
p al
l thr
ee t
otal
s to
cal
cula
te t
he d
aily
tot
al.
How
muc
h m
oney
is h
e go
ing
to s
pend
in t
otal
on
the
trip
?
Make s
ure
he s
tays
wit
hin
his
mean
s!
Thea
tre
Perf
orm
ance
Pers
on
al
Sp
en
din
g P
lan
an
d B
ud
get
Sce
nari
o•
Usi
ng t
he d
olla
r am
ount
giv
en t
o yo
u an
d th
e itin
erar
y fo
r th
e tr
ip b
elow
, cr
eate
a s
pend
ing
plan
and
bud
get
for
your
self.
Mak
e no
tes
unde
r ea
ch a
ctiv
ity
as t
o w
hat
sort
of item
s yo
u m
ay w
ish
to p
urch
ase
(e.g
. so
uven
irs,
foo
d, a
dditio
nal a
ctiv
itie
s or
clo
thes
).
• U
sing
tho
se n
otes
, es
tim
ate
the
cost
of ea
ch a
ctiv
ity
and
write
the
am
ount
on
the
mon
ey li
ne.
• A
dd u
p al
l thr
ee t
otal
s to
cal
cula
te t
he d
aily
tot
al.
How
muc
h m
oney
are
you
goi
ng t
o sp
end
in t
otal
on
the
trip
?
Make s
ure
yo
u s
tay
wit
hin
yo
ur
mean
s!
Nia
gara
Fal
ls;
Fear
Fac
tory
and
Clif
ton
Hill
Jet
Boa
t Rid
eon
the
Nia
gara
Riv
er
Lase
r Ta
g an
d Arc
ade
Legi
slat
ive
Ass
embl
yof
Ont
ario
Can
ada’
sW
onde
rlan
d
Bus
bac
k to
Coc
hran
e
Hol
ocau
st M
useu
m
CN
Tow
er a
nd
Hoc
key
Hal
l of
Fam
e
Sho
ppin
g
Roy
al O
ntar
io M
useu
m
Ont
ario
Sci
ence
Cen
tre
Ste
. M
arie
Am
ong
the
Hur
ons
Hor
seba
ck r
idin
g
Med
ieva
l Tim
es
MO
ND
AY
MO
RN
ING
AFT
ER
NO
ON
EV
EN
ING
TU
ES
DA
YW
ED
NES
DA
YTH
UR
SD
AY
FRID
AY
$$
$$
$
$$
$$
$
$$
$$
$
Daily
To
tal
Sp
en
din
g T
ota
l fo
r all 5
days
:
$
$
$$
$$
Thea
tre
Perf
orm
ance
