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We Pay the Tax TITLE We Pay the Tax AUTHOR Ann Woomert PUBLISHER The Financial Literacy Series Curriculum Expectations Overall: Grade 4: read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths,and simple fractions, and represent money amounts to $100 Grade 5: solve problems involving the multiplication and division of multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to hundredths, using a variety of strategies Grade 6 & 7: demonstrate an understanding of relationships involving percent, ratio, and (unit rate: Grade 6) rate Grade 7. Specific Expectations: Grade 4: add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools (e.g., currency manipulatives, drawings) Grade 5: read and write money amounts to $1000 (e.g., $455.35 is 455 dollars and 35 cents, or four hundred fifty-five dollars and thirty-five cents) Round decimal numbers to the nearest tenth, in problems arising from real-life situations Grade 6: represent relationships using unit rates Grade 7: use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution (Sample problem: A book costs $18.49. The salesperson tells you that the total price, including taxes, is $22.37. How can you tell if the total price is reasonable without using a calculator? Solve problems involving the multiplication and division of decimal numbers Concept: I will be able to develop, select and apply problem solving strategies involving money based on everyday situations; which will involve whole numbers and decimals, using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., estimation, algorithms) The book We Pay the Tax is about two boys who are newcomers to Canada. This book describes their experience as they discover that the “price” that is given/shown is not reflected on the final cost, as they are required to pay the tax. The boys are shocked to learn this (but luckily had extra money ) The cashier then explains the extra cost is referred to as tax. In Ontario the tax is called HST and that this tax goes to the government. (ha we literally laughed out loud at this part) This 13% is added to the sub-total to provide the final cost. This book is a great way for newcomers to Canada to build their financial literacy skills, reinforce place value, mental math skills, working with decimals and provides a great “springboard” for great real-life math situations and math based dialogue. Stephanie Yoreff Page 1 Introduction of the Book: I introduce this book by trying to connect their previous experience and prior knowledge about shopping, having “pocket money” and using mental math skills (estimation, rounding) I would remind them of our field trip to St. Lawrence Market where they had to borrow money because they did not realize that the tax would be added to the price shown and was NOT included in the cost (as was their experience from their home country) ***obviously if I were to use the book again & didn’t have the field trip experience to activate their prior knowledge I would ask about a shopping trip they may have had with their friends or family*** I would then show the cover & read the title We Pay the Tax. I would ask students: Do you know what “tax” is? Have you heard of the tax HST? Did you pay tax in your home country? On chart paper I would record their ideas/responses. I would then begin reading the story that describes Mohammed and his friend experiencing the cold Canadian climate for the first time and therefore decide to buy a hot drink and get a snack to eat. I would then pause and ask them to estimate the cost of a hot drink & snack. We would record their answers on the chart paper. I would continue reading the book to page 9 & 10 where Mohammed and his friend order their meal & see that the cost is $4.23. I would pause here and ask the class to represent this number/amount in their notebooks (with manipulative based coins, base 10 materials, drawings, numbers or any way they felt best showed their understanding of this amount). I would then continue reading to page 12 where Mohamed is surprised that his hot beverage and snack will actually cost $4.78. We would then represent this amount of money in our notebooks using the same tools as before. I would keep reading until we reach the point in the story where Mohammed and his friend show the cashier their calculations because they were determined that their calculations were correct. I would then invite the students to continue reading on their own, (this book is available to download for guided reading purposes) to see who was right - Mohammed or the cashier. After everyone had finished reading we would discuss the “who was right” (hopefully they will understand that the cashier had to add the tax) and then we would look at how the tax (13%) was calculated. We would look at different ways to represent this amount of money and how to find the tax with and without the use of a calculator. Building and reinforcing rounding and estimation skills are also important math concepts that can be addressed through the reading of this book. Although very short & simple, the idea of paying tax and understanding how it is calculated is an important one. With all of the changes newcomers to Canada face, helping students develop their financial literacy skills can be an integral part of making their adjustment to Canadian Life (hopefully) a little less stressful. Stephanie Yoreff Page 2 Lesson Plan: Grade 7 Number Sense (written communication expectations will be modified for ELL Learners) Lesson adapted from “Math Makes Sense” Pearson Grade 7 Working with Percents Curriculum Expectations: Overall: demonstrate an understanding of addition and subtraction of fractions and integers, and apply a variety of computational strategies to solve problems involving whole numbers and decimal numbers Specific: solve multi-step problems arising from real-life contexts and involving whole numbers and decimals, using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., estimation, algorithms) use estimation when solving problems involving operations with whole numbers, decimals, and percents, to help judge the reasonableness of a solution (Sample problem: A book costs $18.49. The salesperson tells you that the total price, including taxes, is $22.37. How can you tell if the total price is reasonable without using a calculator Task/Problem To accurately calculate discounts, sales tax, total cost and total saving of a number of items, when given a budget of $500. Learning Goal I will be able to calculate discounts, sales tax, total cost and total savings of items and stay within a budget of $500. Part 1 Before, Minds On or Activate Prior Knowledge Remind students that we read We Pay the Tax and that Mohammad and his friend were surprised to learn that they had to pay an “additional cost” from what they had estimated & this was the tax. Today we will be looking at how having estimation strategies and knowing that a tax of 13% is added to all of our purchases helps us to be “smart shoppers” You will have a budget of $500 to spend at the class store. You will have to calculate the discount of the sale items & add the 13%. Student Success Criteria I can chose an appropriate strategy (for example estimating, using tables, number lines) to choose items totalling less than $500, including tax, and calculate money saved I can explain how sales tax was calculated (operations with decimal, two-steps, sales tax applied after discount) I am accurate when calculating discounts, sales tax, total cost and total saving Questions: A full class discussion about shopping would be initiated and I would ask students about the last time they had gone shopping with their friends or family. Then, with their “elbow partner” I would ask them to discuss and record (on chart paper or sticky notes) their answers to the following questions: Some example questions may include: What items were you hoping to buy? Did you have a budget to work with? How could you estimate the cost of a $60 pair of jeans, before tax, if they were 40% off? How can you estimate if you have enough money to pay for an item, including taxes? Stephanie Yoreff Page 3 Part 2 – During, Work on It or Hands On In partners, students will circulate the “store” and begin their shopping spree. Students are reminded that they ONLY have $500 to spend and this MUST include the 13 % tax. Student work will include: A list of the items you’ve bought and what you paid for each one A number line or algorithm to illustrate how you reached each answer The strategy you used to stay within the $500 budget How much money you saved by buying items on sale How you calculated the sales tax The final total Part 3 – After, Consolidation & Math Congress Once each pair has finished “shopping” I would select 4 pieces of work, that would best highlight the different strategies used to solve the problem Congress Questions: What strategy did you find most helpful when you were deciding which items to buy? Why was it important to keep a “running total” of our purchased items? How might this activity help you the next time you go shopping? Stephanie Yoreff Strategies: Estimate the cost of each item (including tax) Making a table that shows a “running total” to make sure they do not exceed $500 Rounding each price to the nearest dollar before finding the sale price Using a number line from 0% - 100 % to help illustrate each calculation Tools: Paper/pencil Clipboard Calculator Items for sale Misconceptions: Students do not know that to calculate the cost of an item with tax, directly, they multiply the price by 1.13. We can help by reviewing two methods to calculate the cost, including tax. Method 1: calculate 13% of the cost, then add it to the sub-total for the final cost. Method 2: Calculate 113% (1.13) of the cost; that is multiply by 1.13. Students should see that both methods produce the same result. Students think that 100% means 0.100. Page 4