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Financial literacy rates of pay and overtime task cards and digital quiz

Rated 4 out of 5, based on 2 reviews
4.0 (2 ratings)
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Anne Vize Writing
815 Followers
Grade Levels
8th - 10th
Standards
Formats Included
  • Zip
Pages
28 task cards + 10 digital questions
$3.25
$3.25
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Anne Vize Writing
815 Followers
Easel Assessment Included
This resource includes a self-grading quiz students can complete on any device. Easel by TPT is free to use! Learn more.
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Description

Your Consumer and Financial Maths, Life Skills, VCAL and Transition Education students will love using these new editable financial literacy rates of pay and overtime task cards to build their personal finance skills as part of being ready for work. Use the print or digital pay rates and overtime task cards as part of a math center, co-operative learning activity or during a remote learning phase (using the digital option with embedded audio or the digital Easel progress checker quiz).

Set Two - Overtime rates, rates of pay, pay cycles, total pay

Set Two contains 28 task cards numbered 25-52. Each task card is designed to support financial literacy and work readiness for teens and young adults through thinking, planning and solving problems. The cards model typical financial algebra calculations that are needed for working with rates of pay, hours worked, total pay, ordinary and bonus pay rates, variable hours and timesheet errors.

Assumed knowledge and skills for Set Two is:

•Use of a calculator for calculations and checking answers as needed

•Understanding of hourly rate, total income and hours worked

•Understanding rosters and timesheets

•Understanding of ordinary time, time and a half, double time and triple time

•Ability to work with whole and half dollar amounts

•Ability to work with whole and part hours

•Ability to complete one, two and three step calculations

This set uses the following skills::

•Reading worded problems

•Calculating total pay from ordinary and bonus hourly rates and number of hours worked

•Calculating hourly rate from total pay and number of hours worked

•Calculating hours worked from total pay and hourly rate

•Adding hours worked on multiple days or shifts to find total hours

•Checking payments and working with timesheet errors

Here's how...

Print the cards for in class use. Share them with individuals, pairs or small groups. Allow time for solving the card, then swap and compare answers. Check work against the answer key.

Use the cards as a digital version in PPT to access the audio for each task card. This is a great option for remote learning and to provide audio support for learners as needed.

Use the digital Easel assessment as a pre-test, progress checker or a formative assessment at the end of the topic.

Fundamental skills and knowledge...

•Reading worded problems

•Calculating total pay from an hourly rate and number of hours worked

•Calculating hourly rate from total pay and number of hours worked

•Calculating hours worked from total pay and hourly rate

•Adding hours worked on multiple days or shifts to find total hours

Examples

Trixi loves her café job! She works 7-10 pm for 3 days per week at a rate of $28.56/hr and one double time cleaning shift per month from 5-9 pm on a Friday night.

What does Trixi earn in one month?

The ice cream shop is paying double time for a public holiday shift of 6 hours. Ordinary time is $12.90/hr.

How much do you earn for the shift?

Terms of use

Please enjoy using these financial literacy rates of pay and overtime task cards with your own students in your class or group, or across your own set of students. You may modify the font size, style and colour to support the learning needs of individual students as required.


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STAY IN TOUCH

Visit our Anne Vize Writing FB page to learn about new teaching ideas, resources and tips!

Read about literacy and text types for teens with this new article.

Follow our TpT store to learn what's new in inclusive and vocational education for teens.

ABOUT THE AUTHOR

Anne Vize is a special education teacher and writer from Australia. She is the author of over 30 books published for educators, including these Essential Resources titles:

The A to Z of Special Needs (2nd edition)- what you need to know about working with children who have additional learning needs

Including all children - strategies that work - best practice approaches to working with children who have a disability in an education or childcare setting

Taking Care of You - learning to manage stress and reduce burnout for educators

Inclusive Outdoor Play - discover how to adapt an outdoor play space or activity so it is accessible and positive for all children

Total Pages
28 task cards + 10 digital questions
Answer Key
Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Solve real-world and mathematical problems involving the four operations with rational numbers.
Create equations and inequalities in one variable and use them to solve problems.
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.
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.
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.

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