Math-in-CTE Lesson Plan
Lesson Title: Ways to Make Money
Lesson Number: BU03
Occupational Area: Business and Marketing
CTE Concept(s): Income (Salary, Commission, Hourly, Piece Work)
Math Concepts: Algebraic Expressions
Lesson
Objective:
Supplies
Needed:
After completion of this lesson students should understand
different methods of job/career financial compensations.
Ways to Make Money Note Sheet
Ways to Make Money Worksheet
3 Extension Worksheets (Evaluating Algebraic Expressions,
Creating Algebraic Equations, Charting Ways to Make Money)
Spreadsheet Program (optional)
Link to Accompanying Materials: Business/Marketing BU03 Downloads
THE "7 ELEMENTS"
1. Introduce the CTE lesson.
In class, we have been discussing
gross income and net income.
Using students’ personal
experience, have each describe
different types of jobs they have
worked. (Waiting tables, bagging
groceries, etc) Record
brainstorming information on board.
Then encourage the students to list
the different compensation methods
that correspond to the different jobs.
Fill in the gaps where appropriate.
2. Assess students’ math
awareness as it relates to the
CTE lesson.
Have students work with partners to
decide which of the following two
salary scenarios will yield the most
income in a 3 year time span:
Salary I: Beginning salary of
$22,000 with a yearly raise of 4%.
Salary II: Beginning salary of
$20,000 with a $2,000 raise per
year.
TEACHER NOTES
(and answer key)
Be sure to provide definitions for each of
the types of pay:
Straight salary, hourly wage,
commission only, salary plus
commission, hourly wage plus
commission, piece work, consulting fee,
self-employed.
ANSWER:
Year
Salary I
Salary II
0
22,000
20000
1
22000+.04(22,000)
= $22,880
20000+2000(1)
=$22,000
2
22000+4(22,880)
= $23,795
20000+2000(2)
=$24,000
(Answers rounded)
3
22000+.04(23,795)
= $24,747
20000+2000(3)
= $26,000
(Answers rounded)
1
Discuss Algebraic Expressions,
have students give definition and
example, if known.
Initially, we would expect to see
students using basic arithmetic for
computation. We want to get past this.
The goal is to guide them into a
discussion that includes a generalized
formula or algebraic expression.
Algebraic Expression: a mathematical
phrase that can include operations,
numbers and variables.
EX: 2x, 4t -1, a, 5r + 12, etc.
3. Work through the math
example embedded in the CTE
lesson.
Hand out Ways to Make Money
Note Sheet. Use this to guide the
students through the following
problems.
On overhead:
STRAIGHT SALARY
STRAIGHT SALARY
Number of
Additional
Years of
Schooling or
Training
0
Salary Earned
Number of
Additional
Years of
Schooling or
Training
0
1
1
2
Straight Salary: A high school graduate
can make $19000 per year. Any
additional years of training or schooling
can increase the salary by $4,000 per
year. Complete the following table to
show salaries of individuals who have
the following years of training or
schooling.
19,000 +4,000(2)
= 27,000
2
5
5
10
10
x
x
Salary Earned
19,000+4,000(0) =
19,000
19,000 + 4,000(1) =
23,000
19,000 + 4,000(2) =
27,000
19,000 + 4,000(5) =
39,000
19,000+4,000(10) =
59,000
19,000 + 4,000x
Step 1: Fill in chart. Watch for
pattern, which will help write
General Algebraic Expression.
Step 2: Write General Algebraic
Expression.
2
-“X” represents the number of
additional years
- Each time (0, 1, 2, 5, 10 hours) we
multiplied the number of additional
years by the salary increase of
$4,000, and added the base salary,
$19,000.
GENERAL EXPRESSION:
19,000 + 4,000x
Step 3: Use this algebraic
expression to make predictions for
the future.
EX: How much money would a
person expect to make if they have
15 years of additional training or
schooling?
x = 15
19,000 + 4,000(15)
19,000 + 60,000
$79,000
Step 4: Use this algebraic
expression to write an equation to
solve for the variable.
EX: If Mark makes $67,000, how
many additional years of schooling
or training does he have?
67,000 = 19,000 + 4,000x
-19000
-19,000
48,000 = 4,000x
4,000
4,000
12 = x
4. Work through related,
contextual math-in-CTE
examples.
On Note Sheet: EX: Hourly Wages
Answer:
x = hourly pay, h = hours worked,
t = overtime hours
x(h) + 1.5x(t)
3
5. Work through traditional math
examples.
EX 1: Two times a unknown
number is increased by 6

Evaluate when x = 5

Evaluate if 2x + 6 = 28
EX 2: The perimeter of a square
equals 4 times the length of a side.


What is the perimeter
when s = 5
EX 1: 2x + 6

16

x = 11
EX 2: 4s

20

s = 18
If the perimeter is 64,
what is the length of one
side?
EX 3:
Row
Number
Number of
Tulips
0
3
1
6
3
9
4
12
EX 3: 3x

36

x = 29
x

How many Tulips are
there in row 12?

If there are 87 tulips in a
row, which row are they
in?
6. Students demonstrate their
understanding.
Answers:
Students will complete Ways to
Make Money Worksheet with all
types of examples.
2. 400 + (0.03)x a. $616 b. 10200
1. .12x a. $510 b. 6835
3. 11(20) + (0.03)x a. $394 b. 8000
4. (0.24)x a. 288 b. 1846
4
Included are Worksheets which
provide more practice and
extension.
1. Evaluating Algebraic
Expressions Worksheet
2. Creating Algebraic Equations
Worksheet
3. Charting Ways to Make Money
Worksheet (extension)
7. Formal assessment.
Unit Test Question:
Duane is paid on a piecework basis.
He is paid $14.50 for each chair he
assembles. Let x = the number of
units produced.
Answer:
a. Write an algebraic expression for
his pay.
a. 14.50x
b. If Duane made $464.00 this
week, how many chairs did he
assemble?
b. 32
5