Financial Literacy Math Project | Create Your Own Business | Market Fair Budget

Rated 4.71 out of 5, based on 20 reviews

4.7 (20 ratings)

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Teach to Dream

1.8k Followers

Grade Levels

5th - 8th, Homeschool

Subjects

Math, Applied Math, Business

Resource Type

Projects, Activities, Assessment

Standards

CCSSMP1

CCSSMP3

CCSSMP4

CCSSMP5

CCSSMP6

Formats Included

Pages

8 pages

$6.00

Wish List

$6.00

Wish List

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What educators are saying

Used for a term long project with my students. They loved creating businesses and were engaged in their groups every lesson.

— Tamara P.

Rated 5 out of 5

This is a challenging activity that students have to work through. There are multiple parts that keep students thinking and creating. Great resource!

— Teresa M.

Rated 5 out of 5

Also included in

Financial Literacy Project Bundle Grades 5 to 9 | Economics and Business
Do you want your students to learn financial literacy skills and budgeting in a real life settings? Students will beg to keep learning when they participate in these FUN projects. This bundle will have you covered for YEARS to come...It is SO IMPORTANT that our students learn the vital skills of fin
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Description

Standards

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Reviews

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Q&A

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Description

Bring Financial Literacy into your classroom with this budgeting project. Engage your middle school students in applying their math skills with this business enterprise education task. Your students will love becoming entrepreneurs connecting their math and economic learning with real life as they work to start a student run business. Students will enjoy discovering the world of Enterprise Education.

This PBL activity (project based learning) is a fun hands-on learning opportunity for students where they can apply what they know about math, financial literacy, business and economics, and learn more along the way. Students start with a budget of $20 or less to create a student run business with the goal of making a profit. This real world math project is designed to take approximately 10 weeks.

Start a Student Business Math PBL includes:

Choosing a business idea (suggestions included)
Designing a business name and logo
Creating a product
Developing business forms
Tracking business expenses
Determining profit or loss

This project can be used in many ways, including:

1. As a unit of work on financial education.

2. At the end of the school term or year.

3. Tying in with a fundraiser the school is participating in.

4. A Friday real world math project for a term/ semester.

5. For either high achievers/ fast finishers or students that need a focus on real life mathematics and work one on one with an adult or in a small group.

This project connects to the Australian Curriculum Business and Economics Years 6 and 7 but can be used with students all around the world. These real-world math skills are not specific to a country or age range. Interested in providing your students with more REAL LIFE projects? Fun Day - Business and Economics Skills/ Financial Literacy It's Your Life - Real World Math Project

Resources similar to this one!

It's Your Life Math Project

Student Fair - Market Day Project

Shopping Spree Math Project

Classroom Re-design Math Project

Business and Economics Unit

If you like this resource you may also like:

MIDDLE SCHOOL PROJECTS

HOMEWORK CHOICE BOARDS/GRIDS

Fast Finishers or End of Term Ultimate Challenge Book: Bronze Level

TEACHERS LIKE YOU SAID…

⭐️⭐️⭐️⭐️⭐️ Belinda. M says, "This resources was great for my Business Ventures unit. Engaging and relevant."

⭐️⭐️⭐️⭐️⭐️ Inclusivity Planet says, "Really easy to use and implement with the class enterprise project as well as teaching them business skills!"

⭐️⭐️⭐️⭐️⭐️ Sara. D says, "Great resource!!!"

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Copyright information:

Purchasing this product grants permission for use by one teacher in his or her own classroom. If you would like to share with others, please purchase an additional license.

Total Pages

8 pages

Answer Key

N/A

Teaching Duration

2 months

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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