6.1 
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:


6.1A 
Apply mathematics to problems arising in everyday life, society, and the workplace.
Process Standard

Apply
MATHEMATICS TO PROBLEMS ARISING IN EVERYDAY LIFE, SOCIETY, AND THE WORKPLACE
Including, but not limited to:
 Mathematical problem situations within and between disciplines
 Everyday life
 Society
 Workplace
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 VII.D. Problem Solving and Reasoning – Realworld problem solving
 VII.D.1. Interpret results of the mathematical problem in terms of the original realworld situation.
 IX.A. Connections – Connections among the strands of mathematics
 IX.A.1. Connect and use multiple key concepts of mathematics in situations and problems.
 IX.A.2. Connect mathematics to the study of other disciplines.
 IX.B. Connections – Connections of mathematics to nature, realworld situations, and everyday life
 IX.B.1. Use multiple representations to demonstrate links between mathematical and realworld situations.
 IX.B.2. Understand and use appropriate mathematical models in the natural, physical, and social sciences.
 IX.B.3. Know and understand the use of mathematics in a variety of careers and professions.

6.1B 
Use a problemsolving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution.
Process Standard

Use
A PROBLEMSOLVING MODEL THAT INCORPORATES ANALYZING GIVEN INFORMATION, FORMULATING A PLAN OR STRATEGY, DETERMINING A SOLUTION, JUSTIFYING THE SOLUTION, AND EVALUATING THE PROBLEMSOLVING PROCESS AND THE REASONABLENESS OF THE SOLUTION
Including, but not limited to:
 Problemsolving model
 Analyze given information
 Formulate a plan or strategy
 Determine a solution
 Justify the solution
 Evaluate the problemsolving process and the reasonableness of the solution
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 I.B. Numeric Reasoning – Number sense and number concepts
 I.B.1. Use estimation to check for errors and reasonableness of solutions.
 V.A. Statistical Reasoning – Design a study
 V.A.1. Formulate a statistical question, plan an investigation, and collect data.
 VII.A. Problem Solving and Reasoning – Mathematical problem solving
 VII.A.1. Analyze given information.
 VII.A.2. Formulate a plan or strategy.
 VII.A.3. Determine a solution.
 VII.A.4. Justify the solution.
 VII.A.5. Evaluate the problemsolving process.
 VII.D. Problem Solving and Reasoning – Realworld problem solving
 VII.D.2. Evaluate the problemsolving process.

6.1C 
Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
Process Standard

Select
TOOLS, INCLUDING PAPER AND PENCIL AND TECHNOLOGY AS APPROPRIATE, AND TECHNIQUES, INCLUDING MENTAL MATH, ESTIMATION, AND NUMBER SENSE AS APPROPRIATE, TO SOLVE PROBLEMS
Including, but not limited to:
 Appropriate selection of tool(s) and techniques to apply in order to solve problems
 Tools
 Paper and pencil
 Technology
 Techniques
 Mental math
 Estimation
 Number sense
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 I.B. Numeric Reasoning – Number sense and number concepts
 I.B.1. Use estimation to check for errors and reasonableness of solutions.
 V.C. Statistical Reasoning – Analyze, interpret, and draw conclusions from data
 V.C.2. Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.

6.1D 
Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate.
Process Standard

Communicate
MATHEMATICAL IDEAS, REASONING, AND THEIR IMPLICATIONS USING MULTIPLE REPRESENTATIONS, INCLUDING SYMBOLS, DIAGRAMS, GRAPHS, AND LANGUAGE AS APPROPRIATE
Including, but not limited to:
 Mathematical ideas, reasoning, and their implications
 Multiple representations, as appropriate
 Symbols
 Diagrams
 Graphs
 Language
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 II.D. Algebraic Reasoning – Representing relationships
 II.D.1. Interpret multiple representations of equations, inequalities, and relationships.
 II.D.2. Convert among multiple representations of equations, inequalities, and relationships.
 VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
 VIII.A.1. Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
 VIII.A.2. Use mathematical language to represent and communicate the mathematical concepts in a problem.
 VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
 VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
 VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
 IX.B. Connections – Connections of mathematics to nature, realworld situations, and everyday life
 IX.B.1. Use multiple representations to demonstrate links between mathematical and realworld situations.

6.1E 
Create and use representations to organize, record, and communicate mathematical ideas.
Process Standard

Create, Use
REPRESENTATIONS TO ORGANIZE, RECORD, AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:
 Representations of mathematical ideas
 Organize
 Record
 Communicate
 Evaluation of the effectiveness of representations to ensure clarity of mathematical ideas being communicated
 Appropriate mathematical vocabulary and phrasing when communicating mathematical ideas
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
 VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.

6.1F 
Analyze mathematical relationships to connect and communicate mathematical ideas.
Process Standard

Analyze
MATHEMATICAL RELATIONSHIPS TO CONNECT AND COMMUNICATE MATHEMATICAL IDEAS
Including, but not limited to:
 Mathematical relationships
 Connect and communicate mathematical ideas
 Conjectures and generalizations from sets of examples and nonexamples, patterns, etc.
 Current knowledge to new learning
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 VII.A. Problem Solving and Reasoning – Mathematical problem solving
 VII.A.1. Analyze given information.
 VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
 VIII.A.1. Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
 VIII.A.2. Use mathematical language to represent and communicate the mathematical concepts in a problem.
 VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.1. Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
 VIII.C.2. Create and use representations to organize, record, and communicate mathematical ideas.
 VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
 IX.A. Connections – Connections among the strands of mathematics
 IX.A.1. Connect and use multiple key concepts of mathematics in situations and problems.
 IX.A.2. Connect mathematics to the study of other disciplines.

6.1G 
Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
Process Standard

Display, Explain, Justify
MATHEMATICAL IDEAS AND ARGUMENTS USING PRECISE MATHEMATICAL LANGUAGE IN WRITTEN OR ORAL COMMUNICATION
Including, but not limited to:
 Mathematical ideas and arguments
 Validation of conclusions
 Displays to make work visible to others
 Diagrams, visual aids, written work, etc.
 Explanations and justifications
 Precise mathematical language in written or oral communication
Note(s):
 The mathematical process standards may be applied to all content standards as appropriate.
 TxRCFP:
 Using operations with integers and positive rational numbers to solve problems
 Understanding and applying ratios and rates and using equivalent ratios to represent proportional relationships
 Using expressions and equations to represent relationships in a variety of contexts
 Understanding data representation
 TxCCRS:
 VII.A. Problem Solving and Reasoning – Mathematical problem solving
 VII.A.4. Justify the solution.
 VII.B. Problem Solving and Reasoning – Proportional reasoning
 VII.B.1. Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
 VII.C. Problem Solving and Reasoning – Logical reasoning
 VII.C.1. Develop and evaluate convincing arguments.
 VIII.A. Communication and Representation – Language, terms, and symbols of mathematics
 VIII.A.3. Use mathematical language for reasoning, problem solving, making connections, and generalizing.
 VIII.B. Communication and Representation – Interpretation of mathematical work
 VIII.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
 VIII.B.2. Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
 VIII.C. Communication and Representation – Presentation and representation of mathematical work
 VIII.C.3. Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.

6.14 
Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:


6.14A 
Compare the features and costs of a checking account and a debit card offered by different local financial institutions.
Supporting Standard

Compare
THE FEATURES AND COSTS OF A CHECKING ACCOUNT AND A DEBIT CARD OFFERED BY DIFFERENT LOCAL FINANCIAL INSTITUTIONS
Including, but not limited to:
 Features and costs of a checking account offered by financial institutions
 May charge a monthly service fee
 Monthly service fee may be waived if a certain balance is maintained (e.g., a certain balance is maintained, checking account is linked to a savings account at the same bank; direct deposit(s) ensure regular deposits into the account, etc.).
 May charge for the cost of the checks
 Fees for insufficient funds may be assessed if a check is written for more money than is in the account.
 Fees may vary from $25 to $35 dollars per check.
 Interest may or may not be earned based on the account balance.
 Interest is generated by multiplying a predetermined percent by the total
 Features and costs of a debit card offered by financial institutions
 May be used to make purchases, like a check, or can be used to withdraw cash from a bank account
 Fees may be assessed for withdrawing funds using an automated teller machine (ATM) that is not owned by the bank that issued the debit card.
 Attached to a checking account
 May be offered at no charge to the account holder or may require an activation fee
 May offer reward points associated with qualifying purchases that can be used for specific goods and/or services
 May offer a cashback incentive for each qualifying purchase that is paid out annually
Note(s):
 Grade Level(s):
 Grade 5 developed a system for keeping and using financial records.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:

6.14B 
Distinguish between debit cards and credit cards.
Supporting Standard

Distinguish
BETWEEN DEBIT CARDS AND CREDIT CARDS
Including, but not limited to:
 Debit cards
 May be used to withdraw money from a bank account as purchases are made
 May be used to withdraw cash from a bank account
 May be used like cash or checks
 Credit cards
 May be used like personal shortterm loans
 May be used to finance purchases
 Offer monthly payments that can be paid towards the balance due so that purchases can be paid over time
 Charge a fixed or variable interest rate on the monthly balance or type of purchase made
 May charge other fees associated with the account (e.g., late fees, annual enrollment fees, payment by phone fees, etc.)
 Has a credit limit, or a maximum amount that may be withdrawn from the card
Note(s):
 Grade Level(s):
 Grade 5 identified the advantages and disadvantages of different methods of payment including checks, credit card, debit card, and electronic payments.
 Grade 8 will solve realworld problems comparing how interest rate and loan length affect the cost of credit.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:

6.14C 
Balance a check register that includes deposits, withdrawals, and transfers.
Supporting Standard

Balance
A CHECK REGISTER THAT INCLUDES DEPOSITS, WITHDRAWALS, AND TRANSFERS
Including, but not limited to:
 Deposit – money put into an account
 Withdrawal – money taken out of an account
 Transfer – money moved from one account to another account
 A transfer is considered a deposit into the bank account receiving the transfer.
 A transfer is considered a withdrawal from the bank account sending the transfer.
 Available balance – the amount available in an account for a person, business, or organization to spend
 Check register – a small table to keep track of deposits, withdrawals, transfers, and current available balance
 Balance – to reconcile your budget or account statement with your check register to make sure the records match and are accurate
 Process of balancing a check register
 Record an initial available balance with the date.
 Log each transaction on a separate row of the register with the date, a description of the payee or deposit, and the exact amount of the transaction in either the “deposit” column or the “withdrawal” column.
 Calculate the new available balance for each transaction.
 For withdrawals, subtract the amount of each expense from the available balance, making the new available balance less each time.
 For deposits, add the amount of each income to the available balance, making the new available balance more each time.
 After all deposit and withdrawal items have been logged and calculated, the last balance at the bottom of the register is the new available balance to be considered for future spending and saving.
Note(s):
 Grade Level(s):
 Grade 6 introduces balancing a check register that includes deposits, withdrawals, and transfers.
 Grade 7 will create and organize a financial assets and liabilities record and construct a net worth statement.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
 TxCCRS:
 I.A. Numeric Reasoning – Number representations and operations
 I.A.2. Perform computations with rational and irrational numbers.
 IX.A. Connections – Connections among the strands of mathematics
 IX.A.2. Connect mathematics to the study of other disciplines.

6.14D 
Explain why it is important to establish a positive credit history.

Explain
WHY IT IS IMPORTANT TO ESTABLISH A POSITIVE CREDIT HISTORY
Including, but not limited to:
 Credit history
 Established by the number of open credit accounts, the length of time credit accounts have been opened, the balances on credit accounts, the number of ontime payments, and the number of credit inquiries for an individual
 A positive credit history is established by paying bills and loan payments on time and in full according to the credit agreement.
 Importance of a positive credit history
 Large and/or major purchases (e.g., appliances, furniture, automobiles, property) may require approval from a lender.
 Lenders examine an individual’s credit history to determine if they should loan money to the individual.
 Positive credit histories may entitle an individual to a lower monthly interest rate than someone without a positive credit history.
Note(s):
 Grade Level(s):
 Grade 2 identified examples of borrowing and distinguished between responsible and irresponsible borrowing.
 Grade 8 will solve realworld problems comparing how interest rate and loan length affect the cost of credit.
 Grade 8 will calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator.
 Grade 8 will identify and explain the advantages and distadvantages of different payment methods.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:

6.14E 
Describe the information in a credit report and how long it is retained.
Supporting Standard

Describe
THE INFORMATION IN A CREDIT REPORT AND HOW LONG IT IS RETAINED
Including, but not limited to:
 Information on a credit report
 Personal information
 Full name, and maiden name if applicable
 Current address and/or previous addresses
 Social security number
 Date of birth
 Driver’s license or state identification number
 Current and/or previous employers
 Current and previous applications for credit
 Number of credit inquiries
 Number of bankruptcies
 Number of arrests
 Number of law suits
 A list of companies that an individual has a current account with and/or a list of companies for which accounts have been paid in full.
 Open accounts
 All current account balances and monthly payments made (e.g., credit cards, personal loans, car loans, medical bills, home mortgages, and any other accounts that require regular payments, etc.)
 Closed accounts
 All past accounts that have been paid in full
 All accounts that have been charged off as bad accounts due to failure of payment
 Payment history
 Number of on time payments
 Number of early payments
 Number of late payments
 Number of payments that have not been made and may have been turned over to collection agencies
 Credit score
 A threedigit number between 300 and 850 associated with an individual’s credit history and risk calculated by a credit reporting agency (e.g., Equifax, Experian, TransUnion)
 Credit scores are usually updated monthly.
 Duration of information retained
 Most information regarding accounts and payments is retained for 7 years.
 Bankruptcy may be retained for 10 years.
 Criminal history may be retained indefinitely.
Note(s):
 Grade Level(s):
 Grade 2 identified examples of borrowing and distinguished between responsible and irresponsible borrowing.
 Grade 8 will solve realworld problems comparing how interest rate and loan length affect the cost of credit.
 Grade 8 will calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator.
 Grade 8 will identify and explain the advantages and disadvantages of different payment methods.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:

6.14F 
Describe the value of credit reports to borrowers and to lenders.
Supporting Standard

Describe
THE VALUE OF CREDIT REPORTS TO BORROWERS AND TO LENDERS
Including, but not limited to:
 Value of credit reports to borrowers
 Positive credit reports show borrower’s payment history and ability to pay.
 Positive credit reports may lower interest rates for future lending.
 Allows borrowers to know their credit rating
 Inaccurate credit reports may indicate identity theft or fraud.
 Poor credit reports help borrowers to determine the accounts and/or information that should be resolved to improve their credit report.
 Value of credit report to lenders
 Allows lenders to determine financial stability and/or financial risk involved with a borrower
 Allows lenders to share information about an individual’s credit
 Allows lenders to view all current and/or past accounts of the borrower along with their payment history
Note(s):
 Grade Level(s):
 Grade 2 identified examples of lending and used concepts of benefits and costs to evaluate lending decisions.
 Grade 8 will solve realworld problems comparing how interest rate and loan length affect the cost of credit.
 Grade 8 will calculate the total cost of repaying a loan, including credit cards and easy access loans, under vaious rates of nterest and over different periods using an online calculator.
 Grade 8 will identify and explain the advantages and disadvantages of different payment methods.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:

6.14G 
Explain various methods to pay for college, including through savings, grants, scholarships, student loans, and workstudy.
Supporting Standard

Explain
VARIOUS METHODS TO PAY FOR COLLEGE, INCLUDING THROUGH SAVINGS, GRANTS, SCHOLARSHIPS, STUDENT LOANS, AND WORKSTUDY
Including, but not limited to:
 Savings account – a bank or credit union account in which the money deposited earns interest so there will be more money in the future than originally deposited
 Traditional savings account – money put into a savings account much like paying a monthly expense such as a light bill or phone bill
 Taxable investment account – many companies will create an investment portfolio with the specific purpose of saving and building a strong portfolio to be used to pay for college
 Annuity – deductible and nondeductible contributions may be made, taxes may be waived if used for higher education
 U.S. savings bond – money saved for a specific length of time and guaranteed by the federal government
 529 account – educational savings account managed by the state, and is usually taxdeferred
 Grant – money that is awarded to students usually based on need with no obligation to repay this money
 Scholarship – money that is awarded to students based on educational achievement with no obligation to repay this money
 Student loan – borrowed money that must be paid back with interest
 Direct subsidized federal student loan – a loan issued by the U.S. Government in an amount determined by the college available to undergraduate students who demonstrate a financial need where the U.S. Government pays the interest on the loans while the student is enrolled at least halftime, up to six months after leaving school, or during a requested deferment period
 Direct unsubsidized federal student loan – a loan issued by the U.S. Government in an amount determined by the college available to undergraduate or graduate students where the interest is paid by the borrower from the time the loan is initiated, even during requested deferment or forbearance periods
 Private student loan – a loan issued by a lender other than the U.S. Government
 Work study – programs that allow students to work in exchange for a portion of their tuition
Note(s):
 Grade Level(s):
 Grade 2 identified examples of borrowing and distinguished between responsible and irresponsible borrowing.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:

6.14H 
Compare the annual salary of several occupations requiring various levels of postsecondary education or vocational training and calculate the effects of the different annual salaries on lifetime income.
Supporting Standard

Compare
THE ANNUAL SALARY OF SEVERAL OCCUPATIONS REQUIRING VARIOUS LEVELS OF POSTSECONDARY EDUCATION OR VOCATIONAL TRAINING
Including, but not limited to:
 Salary – a fixed annual sum that may or may not be dependent on the number of hours worked and usually paid in regular increments, such as monthly
 Postsecondary education – education that occurs beyond high school, usually at a college or university
 Associate’s degree – a degree usually earned at a community college that is for a specific occupation and can be used towards pursuing a bachelor’s degree
 Bachelor’s degree – a degree usually earned from a fouryear college or university by completing undergraduate coursework in a specific field of study
 Master’s degree – an advanced or postgraduate degree that is obtained after receiving a bachelor’s degree and is highly specialized in a specific field or occupation
 Doctoral degree – the most advanced postgraduate degree that is obtained after receiving a bachelor’s and/or master’s degree and is extremely specialized in a specific field or occupation
 Vocational training – training that occurs beyond high school and specializes in a specific field of work (e.g., medical transcriber, mechanic, electrician, welder, etc.) and may require state certification and/or a license
 Generalizations of annual salaries of occupations requiring postsecondary or vocational training
 Annual salaries are usually directly related to the amount of postsecondary or vocational training accumulated.
 Occupations requiring postsecondary education or vocational training usually offer salaries more than those occupations that do not require postsecondary education or vocational training.
Calculate
THE EFFECTS OF THE DIFFERENT ANNUAL SALARIES ON LIFETIME INCOME
Including, but not limited to:
 Lifetime income
 Determined by the number of years spent working and the salary earned during those years.
 Generalizations of the effects of salary on lifetime income
 The more money earned each year, the more money earned in a lifetime.
 The less money earned each year, the less money earned in a lifetime.
 Lower annual salaries will require more years of working to equal the lifetime income of those individuals who work fewer years at a higher annual salary.
Note(s):
 Grade Level(s):
 Grade 5 explained the difference between gross income and net income.
 Grade 7 will use data from a random sample to make inferences about a population.
 Grade 7 will use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby.
 Grade 8 will estimate the cost of a twoyear and fouryear college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college.
 Various mathematical process standards will be applied to this student expectation as appropriate.
 TxRCFP:
