Filing 1040 Tax Return Digital Escape Room Activity Year 2023 Bundle
Simplified Financial Resources
16 Followers
Grade Levels
9th - 12th
Subjects
Resource Type
Standards
CCSSMP1
CCSSMP2
CCSSMP4
CCSSMP5
CCSSMP6
Formats Included
- Google Slides™
- Internet Activities
Pages
45 pages
Simplified Financial Resources
16 Followers
Includes Google Apps™
This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).
What educators are saying
My highschool ELLs (in US History) have asked about financial literacy. Since we completed our state test, I have used the extra time using this resource to teach finanical literacy. Great resource!
Products in this Bundle (2)
Description
Engage students in the process of filing a tax return with this 5-star rated bundle of tax return filing resources including an interactive digital escape room and a self-paced digital tax activity.
Both of these resources are updated yearly to reflect changes to taxation and are CURRENTLY UPDATED FOR THE 2023 TAX YEAR.
In the digital escape room, perfect as a culminating review activity (pre-quiz/test), supplemental activity, or extra credit assignment, students will review:
- Key terms of a tax return, including: filing status, deduction, dependent, social security number, refund, amount you owe, tax preparer designee, sign here, paid preparer, and tax return
- Tips or filing taxes, including: the need to review filing status each year, what to do if you receive an error on forms such as a W-2 or 1099, the need to still pay taxes by April 15th even if you gain an extension until October 15th, and more
- Where to enter common data on a tax return, including: total earned income; qualified dividends; Federal Income Tax Withheld from your W-2; applying a 2023 refund to 2024 taxes; and, a recent requirement, where to acknowledge if you bought or sold any virtual currency.
The digital escape room includes:
- Directions and rules
- A timer (set for 45 minutes)
- A “start here” narrative containing a word to unscramble
- Google Forms (which direct students to the key terms of a tax return task and tax tips maze)
- A jigsaw puzzle
- Hidden pictures (which direct them to comprehension questions and the final congratulatory note)
Technology requirements: *Please read before purchasing this resource*
Because this digital escape room is a Google Site, students will need a Google account to access the materials. Before purchasing this resource, please test:
- Google Sites: Please make sure your district DOES NOT BLOCK OUTSIDE GOOGLE SITES. I suggest checking with your IT department.
- Jigsawplanet.com: Students will not be able to access one of the activities without being able to access this site.
- Firewalls: I can't control firewalls that your school district may have in place and I'm not responsible if this site doesn't work at your school. Please be sure you check the sites above, and ensure your students have Google accounts so that this runs successfully.
In the self-paced digital learning activity, students assume the role of Robert Smith, a teen who just received a W-2 from his town's Parks and Recreation Center, where he worked in the summer of 2023. Robert's parents want him to have the experience of completing a tax return (filing as a dependent). Students will do that and more!
In this lesson, students will:
- define tax return, W-2, and 1040 and learn their history
- explain common errors in and learn common questions about filing returns
- complete a scavenger hunt, correctly transferring information on a W-2 to a 1040
- learn of their strengths and weaknesses in completing one
- reflect on their learning
Technology note: You need Google Drive to access and make use of these products.
See why this resource has been described as a "nice change of pace for my kids this morning. Yesterday, we went over tax forms, and completed a tax return. My senior economics students are routinely asking how 'to do' taxes"! ⭐️⭐️⭐️⭐️⭐️
Looking for other business education materials?
- Filing a Tax Return Digital Escape Room ⭐️⭐️⭐️⭐️⭐️
- How to Learn the Language of Business: A-Z Guide, Task Cards, Student Workbook
- The Economic Impact of Coronavirus/ COVID-19 on a Pizza Shop: Distance Learning ⭐️⭐️⭐️⭐️⭐️
- The Economic Impact of Coronavirus/ COVID-19 on a Technology Company Distance Learning
- The Economic Surge and Downtown of Businesses due to Coronavirus/ COVID-19 Distance Learning BUNDLE
- Virtual High School Business Classroom Google Slides Distance Learning Editable
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© Simplified Financial Resources
Total Pages
45 pages
Answer Key
Included
Teaching Duration
N/A
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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.
CCSSMP2
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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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