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Education
Web
 Financial Literacy Lessons for ESL Students
© 2002, San Diego Centers for Education & Technology Teacher’s Notes, Unit I - Page 18 Financial Literacy, Unit I Teacher’s Notes Section B No driver's license Soc. Sec. Number: 699-11-0407 No previous employment Nearest Relative: Miranda's brother Jose Garcia liv...
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© 2002, San Diego Centers for Education & Technology Teacher’s Notes, Unit I - Page 18 Financial Literacy, Unit I Teacher’s Notes Section B No driver's license Soc. Sec. Number: 699-11-0407 No previous employment Nearest Relative: Miranda's brother Jose Garcia lives in San Diego. His phone number is 619-640-9782. Section C No home purchased. Credit: Credit Card -- Sears No Balance Account Number: 1010-5556-9321-0003 No property repossessed. No lawsuits. No Bankruptcy. Personal
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http://www.otan.us/images/publicarchive/ArchivesDigitalFiles/ELCivics/Financial_Lit/003370financial_literacy_esl.pdf#page=69
www.otan.us/images/publicarchive/ArchivesDigitalFiles/ELCivics/Financial_...
© 2002, San Diego Centers for Education & Technology Teacher’s Notes, Unit I - Page 18 Financial Literacy, Unit I Teacher’s Notes Section B <span class="highlight">No</span> driver's license Soc. Sec. Number: 699-11-0407 <span class="highlight">No</span> previous employment Nearest Relative: Miranda's brother Jose Garcia lives in San Diego. His phone number is 619-640-9782. Section C <span class="highlight">No</span> home purchased. Credit: Credit Card -- Sears <span class="highlight">No</span> Balance Account Number: 1010-5556-9321-0003 <span class="highlight">No</span> property repossessed. <span class="highlight">No</span> lawsuits. <span class="highlight">No</span> Bankruptcy. Personal
Hands On Banking Adults: Teacher's Guide
HANDS ON BANKING® • TEACHER’S GUIDE 29 ADULTS • MANAGING YOUR MONEY • www.handsonbanking.org Savings Deposit Worksheet Name Fill out the sample deposit slip below using the following information: Checks to deposit: $57.58 $146.25 $10.92 $27.63 Cash ba...
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HANDS ON BANKING® • TEACHER’S GUIDE 29 ADULTS • MANAGING YOUR MONEY • www.handsonbanking.org Savings Deposit Worksheet Name Fill out the sample deposit slip below using the following information: Checks to deposit: $57.58 $146.25 $10.92 $27.63 Cash back: $20 To complete a savings deposit slip: • Put the date in the space marked “A”. • Write your account number on the line marked “B”. (Since this is for practice, you’ll need to create your own account number) • If
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=28
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
are usually required, for example: • Driver’s license or state ID • Passport • U.S. military ID • Alien Registration card • Matricula Consular card OR 1 item from the above list and a major credit card or gas card. And… • Your Social Security number or individual tax ID number (ITIN) • Money to <span class="highlight">deposit</span> – ask if there’s a minimum. Bank requirements may vary, so ask your local bank what they require. • When you open an account, take out a loan, or use other services at a bank, you will be
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=29
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
HANDS ON BANKING® • TEACHER’S GUIDE 29 ADULTS • MANAGING YOUR MONEY • www.handsonbanking.org Savings <span class="highlight">Deposit</span> Worksheet Name Fill out the sample <span class="highlight">deposit</span> slip below using the following information: Checks to <span class="highlight">deposit</span>: $57.58 $146.25 $10.92 $27.63 Cash back: $20 To complete a savings <span class="highlight">deposit</span> slip: • Put the date in the space marked “A”. • Write your account number on the line marked “B”. (Since this is for practice, you’ll need to create your own account number) • If
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=30
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
HANDS ON BANKING® • TEACHER’S GUIDE 30 ADULTS • MANAGING YOUR MONEY • www.handsonbanking.org Teacher’s Copy of Savings <span class="highlight">Deposit</span> Worksheet Fill out the sample <span class="highlight">deposit</span> slip below using the following information: Checks to <span class="highlight">deposit</span>: $57.58 $146.25 $10.92 $27.63 Cash back: $20 To complete a savings <span class="highlight">deposit</span> slip: • Put the date in the space marked “A”. • Write your account number on the line marked “B”. (Since this is for practice, you’ll need to create your own account number) • If
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=43
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
HANDS ON BANKING® • TEACHER’S GUIDE 43 ADULTS • MANAGING YOUR MONEY • www.handsonbanking.org Checking <span class="highlight">Deposit</span> Worksheet Name Use the information below to fill in a sample checking account <span class="highlight">deposit</span> slip. Checks to <span class="highlight">deposit</span>: Cash back: $17.10 $80.00 1,145.55 75.00 335.92 To complete a checking <span class="highlight">deposit</span> slip: • Put the date in the space marked “A”. • Write your account number on the line marked “B”. (Since this is for practice, you’ll need to create your own
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=44
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
HANDS ON BANKING® • TEACHER’S GUIDE 44 ADULTS • MANAGING YOUR MONEY • www.handsonbanking.org Teacher’s Copy of Checking <span class="highlight">Deposit</span> Worksheet Use the information below to fill in a sample checking account <span class="highlight">deposit</span> slip. Checks to <span class="highlight">deposit</span>: Cash back: $17.10 $80.00 1,145.55 75.00 335.92 To complete a checking <span class="highlight">deposit</span> slip: • Put the date in the space marked “A”. • Write your account number on the line marked “B”. (Since this is for practice, you’ll need to create your own account
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=46
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
bank. ATM Safety Tips ƒ Think about your personal safety when using an ATM. Because most ATMs give out cash and many accept deposits, it makes sense to be alert and aware of your surroundings, <span class="highlight">no</span> matter where or when you use an ATM. ƒ Memorize your personal identification number (PIN). Don’t write down your account number and PIN and carry it with you. If your wallet or purse is stolen, someone else could have access to your money. ƒ When typing in your PIN at the ATM, cover the number pad so <span class="highlight">no</span> one
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=49
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
April 16. • On April 25, you used your debit card at the Food Store to buy groceries and spent $37.27. To fill in a check register: • To record a check you’ve written, fill in the check number and date. Fill in the payee and, on the line below, what the payment is for, like rent or clothing. Then subtract the amount of the check from your current balance. • Now enter a check <span class="highlight">deposit</span>. Fill in the date and the amount of the <span class="highlight">deposit</span>, the name of the person or business that wrote the check, and, on the
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http://www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#page=50
www.handsonbanking.org/nav_elements/teachers_guide_PDF/Adult_T_Guide.pdf#...
• On April 25, you used your debit card at the Food Store to buy groceries and spent $37.27. To fill in a check register: • To record a check you’ve written, fill in the check number and date. Fill in the payee and, on the line below, what the payment is for, like rent or clothing. Then subtract the amount of the check from your current balance. • Now enter a check <span class="highlight">deposit</span>. Fill in the date and the amount of the <span class="highlight">deposit</span>, the name of the person or business that wrote the check, and, on the line below
Practice with Graphing Complex Numbers
Practice with Graphing Complex Numbers Practice with Graphing Complex Numbers Topic Index | Algebra2/Trig Index | Regents Exam Prep Center Answer the following questions dealing with complex number graphing. Remember to draw the vector from...
Monetary Policy and Financial Sector Reform for Employment Creation and Poverty Reduction ...
informal enterprises could be substantially higher. Although there is no complete consensus on the reasons for such high real interest rates and spreads, there are a number of factors that most analysts agree play a role. 4.2.2 Concentration in the Banking Sector The banking sector currently...
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informal enterprises could be substantially higher. Although there is no complete consensus on the reasons for such high real interest rates and spreads, there are a number of factors that most analysts agree play a role. 4.2.2 Concentration in the Banking Sector The banking sector currently consists of a significant number of different types of institutions, w ith approximately tw enty major banks and 120 rural and community banks. The group of major banks consists of eight commercial banks, three
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http://www.undp-povertycentre.org/pub/IPCCountryStudy2.pdf#page=25
www.undp-povertycentre.org/pub/IPCCountryStudy2.pdf#page=25
informal enterprises could be substantially higher. Although there is <span class="highlight">no</span> complete consensus on the reasons for such high real interest rates and spreads, there are a number of factors that most analysts agree play a role. 4.2.2 Concentration in the Banking Sector The banking sector currently consists of a significant number of different types of institutions, w ith approximately tw enty major banks and 120 rural and community banks. The group of major banks consists of eight commercial banks, three
Scholastic: The Case of the Mysterious Money Trail
she exclaimed. "Oh, no!" I said. "That sounds like the work of Pat Terns." Pat visits unsuspecting towns and passes off her bogus bills as she shops. During her shopping sprees, Pat becomes confused, forgetful, and sometimes lost. To help her keep track of where she's...
Using Your Checkbook: Eastside Literacy Program
Tips Resources volunteer reports ESL Leaders Tutors GED/Others library General Information Online Catalog Math Lesson Idea: Using a Checkbook Description Show your student how to correctly write a check, fill out a deposit slip, and use a check register. Introduce the concept of balanci...
2006 Science and Technology/Engineering Curriculum Framework
2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and videos to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection...
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2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and videos to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection activity. (Note: Often a security deposit is required but no charges are incurred unless the items are not returned or are returned damaged. The borrower is responsible for return shipping.) The
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http://www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
www.doe.mass.edu/frameworks/scitech/1006.pdf#page=143
2. Resources on alternatives to dissection A number of organizations will loan alternatives, such as CD-ROMs (virtual dissections), models, and videos to students and schools. The following organizations have free lending libraries and will help teachers find a suitable alternative to a dissection activity. (Note: Often a security <span class="highlight">deposit</span> is required but <span class="highlight">no</span> charges are incurred unless the items are not returned or are returned damaged. The borrower is responsible for return shipping.) The
Nevada
index (CPI): An index that measures the average level of prices of goods and services typically consumed by an urban American family. Consumer(s): A person who buys and uses goods and services. Corporation(s): A business with multiple owners, whose director and officers are individua...
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index (CPI): An index that measures the average level of prices of goods and services typically consumed by an urban American family. Consumer(s): A person who buys and uses goods and services. Corporation(s): A business with multiple owners, whose director and officers are individually liable, but all owners (shareholders and stockholders) are not. Cost(s): Anything lost or sacrificed when a choice is made. Credit: Money borrowed or the capacity to borrow money. Credit rating: A number that
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http://www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=86
www.doe.nv.gov/Standards/SocialStudies/CompleteStandardsDec2008.pdf#page=...
<span class="highlight">index</span> (CPI): An <span class="highlight">index</span> that measures the average level of prices of goods and services typically consumed by an urban American family. Consumer(s): A person who buys and uses goods and services. Corporation(s): A business with multiple owners, whose director and officers are individually liable, but all owners (shareholders and stockholders) are not. Cost(s): Anything lost or sacrificed when a choice is made. Credit: Money borrowed or the capacity to borrow money. Credit rating: A number that
MATHEMATICS
Performance Indicators & Descriptors 3 4 5 6 7 8 No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performa...
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Performance Indicators & Descriptors 3 4 5 6 7 8 No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. No performance indicator. Although no performance indicators are stated, students are expected to
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http://www.maine.gov/education/lres/pei/math_0708.pdf#page=10
www.maine.gov/education/lres/pei/math_0708.pdf#page=10
Performance Indicators & Descriptors 3 4 5 6 7 8 <span class="highlight">No</span> performance indicator. Although <span class="highlight">no</span> performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. <span class="highlight">No</span> performance indicator. Although <span class="highlight">no</span> performance indicators are stated, students are expected to have instructional experiences in which they use only rational numbers. <span class="highlight">No</span> performance indicator. Although <span class="highlight">no</span> performance indicators are stated, students are expected to
Microsoft Word - K-8 Mathematics Curriculum Framework.doc
45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties o...
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45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: NO. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=4
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=4
3 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.K.4 = Number and Operations. Standard 1.Kindergarten. 4 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=6
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=6
5 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.K.6 = Number and Operations. Standard 1.Kindergarten. 6 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=8
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=8
7 Number and Operations: Number Sense K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.2.10 = Number and Operations. Standard 1.Grade 2. 10 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=10
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=10
9 Number and Operations: Properties of Number Operations K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.2.K.1=Number and Operations. Standard 2. Kindergarten. 1 st Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=12
11 Number and Operations: Properties of Number Operations K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.2.K.3=Number and Operations. Standard 2. Kindergarten. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=17
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=17
16 Number and Operations: Numerical Operations and Estimation K-4 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.3.K.3 = Number and Operations. Standard 3. Kindergarten. 3 rd Student Learning Expectation Strand: Number and Operations Standard 3: Numerical Operations and Estimation Students shall compute fluently and make reasonable estimates THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=43
42 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.5.1 = Numbers and Operations. Standard 1. Grade 5. 1 st Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=44
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=44
43 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.5.4 = Numbers and Operations. Standard 1. Grade 5. 4 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=45
44 Number and Operations: Number Sense 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>.1.5.5 = Numbers and Operations. Standard 1. Grade 5. 5 th Student Learning Expectation Strand: Number and Operations Standard 1 Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=46
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=46
45 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>. 2.5.3 = Number and Operations; Standard 2. Grade 5. 3 rd Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=47
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=47
46 Number and Operations: Properties of Number Operations 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>. 2.5.4 = Number and Operations; Standard 2. Grade 5. 4 th Student Learning Expectation Strand: Number and Operations Standard 2: Properties of Number Operations Students shall understand meanings of operations and how they relate to one another THE GOAL FOR EACH
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http://arkansased.org/teachers/pdf/k8_math_may05.pdf#page=50
arkansased.org/teachers/pdf/k8_math_may05.pdf#page=50
49 Number and Operations: Numerical Operations and Estimation 5-8 Mathematics Curriculum Framework Revised 2004 Arkansas Department of Education Key: <span class="highlight">NO</span>. 3.5.5 = Number and Operations. Standard 3. Grade 5. 5 th Student Learning Expectation Strand: Number and Operations Standard 3: Numerical Operations and Estimation Students shall compute fluently and make reasonable estimates THE GOAL FOR EACH STUDENT IS
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