Instant Millionaire

Description of Unit

Students create and present a budget for a real school or class activity that requires a budget, estimating the costs and presenting their product graphically and tabularly. Then students will identify one dream/goal and conduct research using their identified resources and $1 million to make a budget for completing this dream/goal. This project generates an understanding of the relationship between fractions, decimals, and percentages.

This guide links the Instant Millionaire unit to the Texas Essential Knowledge and Skills (TEKS) for sixth graders. Instant Millionaire is a social studies and mathematics unit that allows students to study the mathematics of money and budgets, the economics of making money, and the social responsibility of having money. Instant Millionaire also gives students opportunities to practice skills in the other subject areas. For example, students will understand and interpret visual images, messages, and meanings, which the English Language Arts and Reading TEKS cover. The following document includes the applicable TEKS and the details of the Instant Millionaire unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

Introduce students to the concept of a budget. Share with them budgets for projects that are relevant to them.
Select a real school or class activity for which there needs to be a budget. Inform students of the fixed amount of money that can be spent to achieve the goal and also any restrictions on spending the money. Divide students into small groups. Each small group develops a budget with estimated costs that has to be shown graphically and in a table, using Excel. There must be at least five budget categories (e.g., supplies, transportation, equipment).
Each group presents its budget with a rationale for the budget estimates. After students have shared their budget proposals, encourage them to look at multiple ways the goal can be achieved. Discuss these questions:
1. How long will it take to reach the goal? Come up with three different scenarios based on different lengths of time.
2. Where will the various components be purchased?
3. Where will the project be located? Depending on the answer to this question, who will benefit from it? Once finished, how will the project benefit the community?
Select the budget that the class likes best, and use that budget to carry out the project. At the end of the project, have students compare actual expenses to budgeted expenses and create a report that shows the differences.

Phase II. Independent Research

A. Research process

Selecting a topic. Each student should identify a dream. The dream can be as big as the student can imagine. The student may wish to start a business, start a non-profit organization, build a school, or complete a community service project. The budget for the dream project is $1 million.
Asking guiding questions. Once students have selected their dream projects, each student should think of three to five guiding questions, such as:
1. What is the need or desire?
2. What are all the components that need to go into making the dream a reality?
3. How will you find out how much they cost?
4. How much do they cost?
5. What if you’re over budget?
6. Who else would benefit from and support this project?
7. Most components are available from multiple sources. What are the advantages/disadvantages of purchasing from various vendors (e.g., foreign sources, lowest cost vs. more expensive, quality vs. quantity)?
  
  While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include numerous components in the research proposal:
1. The dream project, including the project’s goals and interested parties
2. Three to five guiding questions he/she will investigate
3. Resources he/she will need to find answers to questions
4. Ideas about how the $1 million will be spent
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.

B. The product

Each student will create a poster showing how the $1 million will be spent, through a graph and a table. The table should show the category of expense and the amount with the relation to the whole shown in fractions, decimals, and percentages.

C. Communication

Each student will present their proposal to a panel/teacher who will determine who “wins” the $1 million. Alternatively all students in the class can vote on the winner. As a class, students should establish criteria for determining who wins. Criteria could include need for the project, feasibility, community support, and/or staying within budget restraints.

D. A completed project consists of:

The research proposal
A log, note cards, or resource process sheets
Final budget proposal
Recreation of the poster on a smaller scale, including all pertinent information on the poster
A Works Cited Page
An audiotape or videotape of the panel presentation, including an unscripted Q&A session

Elicit

How would you spend a million dollars? What would you use the money to purchase and how would you manage that money so that you don’t run out before you’ve met your goals?

Engage

Introduce students to the concept of a budget. Share with them budgets for projects that are relevant to them. Helpful websites include:

Explore

Select a real school or class activity for which there needs to be a budget. You may wish to narrow the activity in scope—a project that can be accomplished in a class period or two—as students will carry out this project prior to starting their individual research later in the task. Inform students of the fixed amount of money that can be spent to achieve the goal and also any restrictions on spending the money. Divide students into small groups. Each small group develops a budget with estimated costs that has to be shown graphically and in a table, using Excel. There must be at least five budget categories (e.g., supplies, transportation, equipment).

Explain

Each group presents its budget with a rationale for the budget estimates. After students have shared their budget proposals, encourage them to look at multiple ways the goal can be achieved. Discuss these questions:

How long will it take to reach the goal? Come up with three different scenarios based on different lengths of time.
Where will the various components be purchased?
Where will the project be located? Depending on the answer to this question, who will benefit from it? Once finished, how will the project benefit the community?

Explore

Select the budget that the class likes best, and use that budget to carry out the project. At the end of the project, have students compare actual expenses to budgeted expenses and create a report that shows the differences.

Elaborate (Phase II)

Research process

Selecting a topic. Each student should identify a dream. The dream can be as big as the student can imagine. The student may wish to start a business, start a non-profit organization, build a school, or complete a community service project. The budget for the dream project is $1 million.
Asking guiding questions. Once students have selected their dream projects, each student should think of three to five guiding questions, such as:
1. What is the need or desire?
2. What are all the components that need to go into making the dream a reality?
3. How will you find out how much they cost?
4. How much do they cost?
5. What if you’re over budget?
6. Who else would benefit from and support this project?
7. Most components are available from multiple sources. What are the advantages/disadvantages of purchasing from various vendors (e.g., foreign sources, lowest cost vs. more expensive, quality vs. quantity)?
  
  While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include numerous components in the research proposal:
1. The dream project, including the project’s goals and interested parties
2. Three to five guiding questions he/she will investigate
3. Resources he/she will need to find answers to questions
4. Ideas about how the $1 million will be spent
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.

Explain

The product

Communication

Criteria could include need for the project, feasibility, community support, and/or staying within budget restraints.

Evaluate

Use the TPSP Middle School Rubric to assess each student’s learning.

Additionally, you may wish to develop self- or peer-assessments based on the rubric that students could use to evaluate their products.

A completed project consists of:

The research proposal
A log, note cards, or resource process sheets
Final budget proposal
Recreation of the poster on a smaller scale, including all pertinent information on the poster
A Works Cited Page
An audiotape or videotape of the panel presentation, including an unscripted Q&A session

In what ways did the student:

Develop sophisticated, open-ended questions about the self- selected topic;
Use a variety of sources that access advanced content and include multiple perspectives;
Collect data using the tools of the discipline;
Analyze and interpret the data;
Capture and apply their analysis through an original product; and
Communicate his/her research findings, learning, and ideas to an audience using the language of the discipline.

Extend

Being able to develop a budget and present reports enables students to tackle projects across multiple disciplines. Extension activities include the following interdisciplinary project ideas.

English language arts

Your class has decided to start a literary journal or blog. In order to cover the printing and/or hosting costs this media outlet will need to raise money through both advertising and donations. For this to happen, the content must be engaging, well written, and suited to the audience. What will students write? How will articles be selected, managed, proofread, edited, and approved for publishing?

To sustain the journal/blog the class will need to spend their revenues wisely. One idea aimed at encouraging involvement of the readership is to hold periodic writing contests. The winners of these contests not only have their works published, but also receive a small stipend as an award. Design a budget to launch and sustain this class news

Science

In collaboration with your teacher and librarian, identify how you might covert your classroom or school to become a “sustainable” building. What sources of green energy might you consider? How much might converting to such a system cost? What are the long- term savings and benefits? How long will it take for your school to see the economic savings of such a switch?

Social Studies

Most candidates running for public office need to raise money to get their message out to the people via advertising and public relations campaigns. With the help of your local librarian and/or teacher identify a candidate from a recent election and determine how much money the candidate spent on advertising for the election. Research the cost of signs, t-shirts, bumper stickers, and ballpark figures for producing magazine, radio, online and television advertisements.

Also, research how candidates raise funds for these items and to whom income and expenses must be reported. How would you design a budget for a candidate running opposite to the person you selected? What types of activities would you include in your fundraising strategy? Where will you spend your money and how much will you need to raise?

This unit may address the following TEKS.

111.26, Mathematics, Grade 6

111.26(b)(1): Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.26(b)(3): Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.
111.26(b)(4): Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
111.26(b)(5): Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships.
111.26(b)(12): Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems.
111.26(b)(13): Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems.
111.26(b)(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.

112.18, Science, Grade 6

112.18(b)(3): Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.18(b)(4): Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.

113.18, Social Studies, Grade 6

113.18(b)(5): Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.
113.18(b)(8): Economics. The student understands the factors of production in a society's economy.
113.18(b)(10): Economics. The student understands categories of economic activities and the data used to measure a society's economic level.
113.18(b)(12): Government. The student understands various ways in which people organize governments.
113.18(b)(17): Culture. The student understands relationships that exist among world cultures.
113.18(b)(18): Culture. The student understands the relationship that exists between the arts and the societies in which they are produced.
113.18(b)(19): Culture. The student understands the relationships among religion, philosophy, and culture.
113.18(b)(20): Science, technology, and society. The student understands the influences of science and technology on contemporary societies.
113.18(b)(21): Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.18(b)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.18(b)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

110.22., English Language Arts and Reading, Grade 6, Adopted 2017

110.22(b)(3): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.22(b)(10): Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.22(b)(1): Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.22(b)(12): Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.22(b)(2): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.22(b)(8): Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Esta unidad puede abordar los siguientes TEKS.

111.26, Mathematics, Grade 6

111.26(b)(1): Estándares de procesos matemáticos. El estudiante utiliza procesos matemáticos para adquirir y demostrar comprensión matemática.
111.26(b)(3): úmeros y operaciones. El estudiante aplica los estándares de procesos matemáticos para representar la suma, la resta, la multiplicación y la división al resolver problemas y justificar soluciones.
111.26(b)(4): Proporcionalidad. El estudiante aplica los estándares de procesos matemáticos para desarrollar comprensión de las relaciones proporcionales al resolver problemas.
111.26(b)(5): Proporcionalidad. El estudiante aplica los estándares de procesos matemáticos para resolver problemas que involucran relaciones proporcionales.
111.26(b)(12): Medición y datos. El estudiante aplica los estándares de procesos matemáticos para utilizar representaciones numéricas o gráficas que le permitan analizar problemas.
111.26(b)(13): Medición y datos. El estudiante aplica los estándares de procesos matemáticos para utilizar representaciones numéricas o gráficas que le permitan resolver problemas.
111.26(b)(14): Comprensión de finanzas personales. El estudiante aplica los estándares de procesos matemáticos para desarrollar una mentalidad financiera que favorezca la solución de problemas y que sea útil en su vida para que lo guíe como consumidor e inversionista bien informado.

112.18, Science, Grade 6

112.18(b)(3): Investigación y razonamiento científicos. El estudiante usa el razonamiento crítico, el razonamiento científico y la resolución de problemas para tomar decisiones informadas y conocer las contribuciones de científicos importantes.
112.18(b)(4): Investigación y razonamiento científicos. El estudiante entiende cómo usar una variedad de instrumentos y equipos de seguridad para realizar investigaciones científicas.

113.18, Social Studies, Grade 6

113.18(b)(5): Geografía. El estudiante entiende cómo los factores geográficos influyen en el desarrollo económico, las relaciones políticas y las políticas de las sociedades.
113.18(b)(8): Economía. El estudiante entiende los factores de la producción en la economía de una sociedad.
113.18(b)(10): Economía. El estudiante entiende las categorías de las actividades económicas y los datos que se utilizan para medir el nivel económico de una sociedad.
113.18(b)(12): Gobierno. El estudiante entiende las diversas maneras en que la gente organiza los gobiernos.
113.18(b)(17): Cultura. El estudiante entiende las relaciones que existen entre las culturas del mundo.
113.18(b)(18): Cultura. El estudiante entiende la relación que existe entre las artes y las sociedades en las que se producen.
113.18(b)(19): Cultura. El estudiante entiende las relaciones entre religión, filosofía y cultura.
113.18(b)(20): Ciencia, tecnología y sociedad. El estudiante entiende las influencias de las ciencias y la tecnología en las sociedades contemporáneas.
113.18(b)(21): Destrezas de los estudios sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.18(b)(22): Destrezas de los estudios sociales. El estudiante se comunica en forma oral, visual y escrita.
113.18(b)(23): Destrezas de los estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

110.22., English Language Arts and Reading, Grade 6, Adopted 2017

110.22(b)(3): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.22(b)(10): Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.22(b)(1): Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.22(b)(12): Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.22(b)(2): Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.22(b)(8): Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.4: Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1: Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1: Collaborate on joint projects.
S.I.E.1: Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2: Use essential vocabulary of the discipline being studied.
S.II.A.1: Understand the real number system and its properties.
S.II.A.3: Understand ratios, proportions, percentages, and decimal fractions, and translate from any form to any other.
S.II.A.5: Simplify algebraic expressions.
S.II.A.6: Estimate results to evaluate whether a calculated result is reasonable.
S.II.A.7: Use calculators, spreadsheets, computers, etc., in data analysis.
S.II.B.1: Carry out formal operations using standard algebraic symbols and formulae.
S.II.B.2: Represent natural events, processes, and relationships with algebraic expressions and algorithms.
S.II.F.1: Select and use appropriate Standard International (SI) units and prefixes to express measurements for real world problems.
S.III.B.2: Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3: Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4: List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1: Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1: Recognize patterns of change.
S.V.E.1: Use models to make predictions.

Social Studies:

SS.I.A.2: Analyze the interaction between human communities and the environment.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.C.1: Analyze a situation to identify a problem to be solved.
CDS.I.C.2: Develop and apply multiple strategies to solve a problem.
CDS.I.C.3: Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3: Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4: Understand and adhere to ethical codes of conduct.
CDS.II.A.1: Use effective prereading strategies.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.C.1: Understand which topics or questions are to be investigated.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.1: Identify patterns or departures from patterns among data.
CDS.II.D.2: Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.III.A.3: Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.III.A.4: Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.5: Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A.4: Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.5: Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A: Apply listening skills in a variety of settings and contexts.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.C: Design and produce an effective product.

Mathematics:

M.I.A.1: Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.I.A.2: Perform computations with rational and irrational numbers.
M.I.C.1: Select or use the appropriate type of method, unit, and tool for the attribute being measured.
M.V.B.3: Compute and describe the study data with measures of center and basic notions of spread.
M.IV.C.1: Use probability to make informed decisions.
M.V.C.1: Analyze data sets using graphs and summary statistics.
M.V.C.2: Analyze relationships between paired data using spreadsheets, graphing calculators, or statistical software.
M.V.C.4: Identify and explain misleading uses of data.
M.VII.A.1: Analyze given information.
M.VII.A.2: Formulate a plan or strategy.
M.VII.A.3: Determine a solution.
M.VII.A.4: Justify the solution.
M.VII.A.5: Evaluate the problem-solving process.
M.VII.C.2: Understand attributes and relationships with inductive and deductive reasoning.
M.VII.D.1: Interpret results of the mathematical problem in terms of the original real-world situation.
M.VIII.A.1: Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2: Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3: Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.B.1: Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.B.2: Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.VIII.C.1: Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.C.2: ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3: Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.IX.A.1: Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2: Connect mathematics to the study of other disciplines.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.B.2: Understand and use appropriate mathematical models in the natural, physical, and social sciences.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.