Money Talks Project (2018-19)

Students will incorporate their knowledge of sequences and compound interest through the investigation of possible financial
decisions. Students will work with a partner. (The projects are due on 10/22/18 with 4 points deducted every day).

Step 1: Partnership ❏ Students will pick a partner within their class.

Step 2: Evidence ❏ Students will make sense of problems and persevere in them (Standards for Student
and Knowledge Mathematical Practice [SMPs] #1).
of Math Content ❏ Students will reason abstractly and quantitatively [SMP #2)
❏ Make sure to complete your work neatly and show plenty of work.
❏ Part I: Access the Cosmo article: How to Make More Money in Your Sleep.
http://www.cosmopolitan.com/career/advice/a36813/investing-basics/ on page 2.
❏ Part II: “Try it on our own” on page 3.
❏ Part III: “Analyze!” on page 4.
❏ Part IV: “Research!” on page 4.

Step 3: Math accuracy ❏ Students will attend to precision by double checking their work (Standards for Student
Mathematical Practice [SMPs] #6).
❏ Students will use appropriate tools strategically (SMP #5).
Step 4: Capstone ❏ At the very end, students will complete SHS Capstone Reflection sheet and turn in a
Reflection shared google doc along with your video link. bit.ly/capstonereflection
Step 5: Video ❏ Students will film a 2-3 minute video where they talk about the research they completed
in Part IV and discuss some financial decisions they might make in the future.
❏ Students will share it with Mrs. Hernandez over Google Drive or email it to her.
Step 6: Extra Credit ❏ Asked Mrs. Hernandez or Mrs. Aguilera for help/approval during lunch or afterschool at
least 1 time. (+2 extra points)

Advanced(10) Proficient (7) Basic (4) Beginning (1)

Step 2: __ Project includes advanced __ Project includes __ Project includes math __ Project includes
Evidence and math concepts advanced math concepts concepts in 50% of the basic math concepts in
Knowledge of __ Displays more than enough in 75% of the assignment assignment 25% of the assignment
math evidence __ Displays adequate __ Displays some math __ Displays little math
Math Content math evidence evidence evidence
Step 3: __ 100% of what is __ 75% of what is __ 50% of what is __ 25% of what is
communicated in the project is communicated in the communicated in the communicated in the
Math accuracy
accurate project is accurate project is accurate project is accurate
Step 4: __ Shared google doc link __ Shared google doc link __ 1 Complete sentence __ Incomplete sentences
Capstone __ 3 Complete sentences for __ 2 Complete sentences for each question for each question.
Reflection each question for each question __ Below average use of __ Poor use of grammar
__ Excellent use of grammar __ Average use of grammar and spelling and spelling
and spelling grammar and spelling
__ Video is 2-3 minutes long __ Video is 2-3 minutes __ Video is longer than __ Video is 1 minute
Step 5: __ Video has a lot of good long 3 minutes long
Video information about the research __ Video has some good __ Video has __ Video has
completed information about the information about the information about the
__ Shared with Mrs. research completed research completed research completed
Hernandez __ Shared with Mrs.
Hernandez

Total Score Partner #1 Name: Partner #2 Name: Period

/40

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 Compound Interest Vs. Geometric Sequences PTA (Thanks to Mrs. Herrera!)

Part I: Verify Cosmo article. Compound interest is related to geometric sequences. Access the Cosmos article: How to
Make More Money in Your Sleep. (http://www.cosmopolitan.com/career/advice/a36813/investing-basics/) [1. Click on the infographic. 2. Double click on
the infographic to zoom in. 3. Answer the questions on page 2 / part I. ]

Compound Interest: Explicit Geometric Formula:

gn=g1∙rn-1

For this case, n=1 so the formula can be simplified to

A = P(1 + r)t

1. Identify the corresponding pieces of each formula and explain any differences (i.e. why are there
differences?)

2. Using both formulas, verify the information in the article. (You may choose to verify the 5 year amount or the
30 year amount. You do not have to verify both.) Do your answers from the formulas match the numbers in the
article? Why or why not?

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Part II: Try it on your own!

Directions Your Answers

a. Get a die. Roll #1 = Roll #2 =

b. Roll the die 6 times and record the values.

Roll #3 = Roll #4 =

Roll #5 = Roll #6 =

c. You are going to invest your money into an account! 1. I am investing

d. Take the results from your first 3 rolls to determine how much money you are going $__________________
to invest. (for example, if your rolls were 4, 6, and 1, you are investing $461)

e. Your 4th roll represents your interest rate. (for example, if you rolled a 4, you got a 2. My interest rate is____________ %
4% interest rate)

f. Your 5th and 6th rolls represent the years I would like you to use to calculate your 3. I will calculate for
balance. (for example, if your rolls were 5 and 3, calculate the balance for year 5 and year _______ and year_________ .
year 53. That is not a typo – use roll 5 as one calculation, then put rolls 5 and 6
together using the 5th roll in the tens place and the 6th roll in the ones place for your
second calculation.) Use either formula, whichever you prefer.

CALCULATIONS

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Part III: Analyze!

1. Were the numbers you rolled reasonable values for the amount of money you were investing? Explain.

2. Was the number you rolled a reasonable value for an interest rate? Explain.

3. What about the years you calculated – is it reasonable to have that money in the account for that long? Explain.

Part IV: Research!

1. Do some research on banks and investment accounts. Look up interest rates for different accounts at different
banks.

Bank/investment account #1: Bank/investment account #2:

________________________ ________________________

Interest rate #1:_______ Interest rate #2:_______

Conclusion of your findings:

2. If you had money to invest, where would you choose to invest it? Why? How much money could you reasonably
invest (Right now or right after graduating)?

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