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Sunshine ATC 



 Hard ACA/ Built Environment Project 

Mathematics/Business/ Personal Development

Buying a Car/Truck/Ute

Process: Before commencing this lesson speak to the class on the idea of buying a car, so as to obtain an overview of what the class knows on this subject.

Break the class into groups of two. Tell each group that they  have received $10,000 from a benefactor.. The money comes with some strings attached. In order to get the money, they must first prove that they are mature enough to handle the responsibilities associated with car ownership; financing, insurance, maintenance, and everyday operating expenses. This will be evident to the will executor when I (the teacher) check the final results and figures of the task..

Time: 6 lessons  and one week including homework time.

Step one for the students is to choose three different kinds of cars they would like to purchase and what options they wish to include. Students will fill in a worksheet which will compare the costs of these car models. This will be a real eye-opener to the students when they discover how much everything costs that they add to the basic model. They will have to decide which of the options they will be willing to live without if the cost is too much.

 The students will be able to locate web sites which will give them this information (see resources-CAR SELECTIONS).

Worksheet 1 (HTML);   

Worksheet 1 (xls)

Step two: Once the students have selected the cars of their choice, they need to check out the financing options that are open to them.If the minimum age is 18, they can assume this age for the project. Are they going to pay cash for the car, make a down payment and monthly payments, or buy one for more than the $10,000 and finance the rest? They will research different lending institutions and record their interest rates on a worksheet.  

Step three: Insurance will be the next item of major concern. It will be assumed that the student will be paying for his/her own insurance. They will look at three insurance companies and compare the prices of the policies based on their age, gender, academic achievements, prior convictions of offenses, etc. The type of car they selected will also affect the insurance coverage. Students will fill out insurance worksheets on the computer. These may be sent back to the student via email if not obtainable directly from the website.. (see resources-INSURANCE).

Step four: A list of maintenance items will be given to the students to find the cost. These will need to be considered when the overall price of the car is being viewed. Some of these costs will fall under the car's warranty and other's will have to be absorbed by the buyer.(see resources-MAINTENANCE).(Worksheet 2 HTML) 

Step five: Students will compile the information that they gathered from their research and create a spreadsheet. From this spreadsheet they will turn it into a graph, which will help them when they compare and make their car selection. (Worksheet 3 HTML ).

 

Learning Advice: This project can be used in many different ways. For example, the students may  have access to a computer lab having computers with internet connection. Each group of two will work on each section of the lesson. If there is a quite limited number of computers available for the task, a possibility is to  divide the sections among groups of students to jigsaw/dovetail the project. This would allow movement from one section to the next with finished data. This would also allow putting together different scenarios taken from the graphs that each group creates from their information. In this way,  the students could investigate specific cars, insurance coverage, and so on.

Obviously, this lesson could work in a networked classroom.Student could follow the basic lesson and branch out into their personal area of preference. The students woul  need to arrange the information that they find (either on the Internet or from other resources) onto individual worksheets. This would make it much easier to compare the data within a given category. 

The final outcome is to come up with different strategies for spending the $10,000. The class  will compare the individual group outcomes and decide on the plan that made the wisest choices. This means that they took all points into consideration when making their choices. A major item the students need to keep in mind is that once the car is purchased they will still need money for fuel.

Students(at least one in each group) may need to have available to them an e-mail address for responding to questions about quotes for insurance and financing.

 Student Information

You and your partner have received $10,000 from a benefactor. This money has to be spent on a car and it comes with some strings attached. You must prove that you are mature enough to handle the responsibilities associated with car ownership; financing, insurance, maintenance, and everyday operating expenses. This will be evident to the will executor when he/she (your teacher) checks the final figures on your worksheets.

First -- Choose three different kinds of cars that you would like to purchase. Be sure to include the options that you wish to include. By using the given sites on the Internet you will fill in a worksheet which will compare these car models and the prices for each option. (see resources-CAR SELECTIONS). (Worksheet 1 HTML xls)

Second--Once you have selected the cars and the options, you will need to check out the financing options that are open to teenagers/18 y.o.'s. You must decide if you are going to pay cash for the car, make a down payment and monthly payments, or buy one for more than the $10,000 and finance the rest? You will research different lending institutions and record their interest rates on the same worksheet used in the first part of the lesson. Be sure to remember that you must find out the price for each of the cars that you selected.(see resources-FINANCING)

Third--Insurance will be the next item you will research. You will look at two insurance companies and compare the prices of the policies based on your age, gender, academic achievements, prior convictions of offenses, and any other questions that the insurance companies ask. The type of car that you select will affect the insurance coverage. (see resources--INSURANCE).

Fourth--You will be given another worksheet which will show you how to figure the price for maintenance of your car. These will need to be considered when the overall price of the car is being viewed. Some of these costs will fall under the car's warranty and other's will have to be absorbed by you, the buyer. Once you fill out worksheet C2, be sure to transfer this information to worksheet C1. (see resources--MAINTENANCE). (Worksheet 2 HTML

Fifth--Your final worksheet consists of 4 questions and/or activities for you to answer or do. This will show what you learned from this activity on the Internet. Be sure to answer each question completely. All three worksheets will be turned in for evaluation. Worksheet 3 HTML

Sixth--Students  in their groups/partners present an oral presentation to the class on the results of their search. They must be able to back up the rationale that they used to come to their decision. 

Resources:

Computers with internet connection;

CAR SELECTION

FINANCING

INSURANCE

MAINTENANCE

RESEARCH MATERIAL

STUDENT WORKSHEETS

Worksheet 1 HTML

Worksheet 1 (xls)

Worksheet 2 HTML

Worksheet 3 HTML

Extensions:

Suggested field trips to:

Class Speakers:

Assessment: You can Submit your work on the T-Drive

Students will be assessed according to the following assessment rubric.

 

 

1 Unsatisfactory response (1-3)

 

2 Satisfactory response (4-6)

 

3 Competent response (7-8)

 

4 Exemplary response (9-10)

 

 

Purpose of the task not accomplished.

Does not successfully communicate relevant ideas; Presents fragmented understanding of concepts; results may be incomplete

 

Purpose of task not fully achieved; some strategies may be ineffectual Gaps in conceptual understanding evident. Limited communication; results may be incomplete or not clearly presented.

 

Accomplishes purposes of task. Understands major concepts, though some less important ideas missing. Clear understandings of concepts. Communicates effectively.

 

Fully achieves purpose of task, while insightfully interpreting, extending beyond tasks.

Demonstrates in-depth understanding of concepts and content. Communicates effectively and clearly to various audiences, using dynamic and diverse means.

Content

Minimal content. Fragmented and incomplete ideas.  Unworkable spreadsheet. Poor attempt at modelling.

 

 

Incomplete, not labelled, instructions for spreadsheet not clear.

 

Spreadsheet calculations operable and workable. Minor mistakes in maths calculations. Steps explained. Overall clear content.

 

 

Project completed successfully. Full and clear explanations in modelling, calculations and spreadsheet. Understood deeper mathematical content. Steps clearly explained. Diverse content.

Layout

Fragmented and incomplete components, with major elements missing; no evidence of achieving a workable result and presentation.

 

 

 

Minimal attempt to provide an ordered and sequential project. Limited communication such as headings and comments to assist reader to navigate through project.

 

 

 

Good attempt to provide a sequential project. Effective communication throughout.  Major features of task and spreadsheet set out clearly. Some minor details lacking in descriptors. Visual layout could be improved.

Good attempt to provide a sequential project. Effective communication throughout.  Major features set out clearly. Excellent layout.

Writing and Oral Reporting

Minimal description of project and what was accomplished

 

 

 

 

An attempt at describing project, but was in a general form only with missing elements.

 

 

 

A good description of the project. Some of the reasons for steps and processes, and connections not present, including comments in spreadsheet.. Major concepts explained

 

An excellent and clear description of the project. Included comments in spreadsheet. Well described reasons for steps and processes, and connections present. Additional information included.

Technical

Did not producea workable worksheet. Minimal technical input to task.

 

 

 

Produced very basic worksheet with formulas, but not complete. Not clearly presented and integrated.

 

 

 

Produced a good worksheet with formulas, but not complete in minor areas. Acceptable and adequate technical input, overall being clear and integrated.

 

 

Project completed successfully. Fully functional spreadsheet. Calculations fully operable. Excellent modelling showing technical aspects. Very clearly presented and integrated. Technically went beyond expectations.

 

Copyright [Author: Robert Dodd ]