Money Math Freedom Workbook
Financial Literacy Unit
Money, Math & Freedom
Session 1: Guided Presentation Notes & Norms
Student Packet
LEVEL I
Name:
Date:
Classroom Expectations & Norms
Today's conversation is about poverty, opportunity, and financial literacy. We handle these personal topics with extreme maturity and respect based on these core agreements:
- • Listen actively and respectfully
- • Avoid jokes/comments about situations
- • Think critically about systemic factors
- • Support each other's vision
Powerpoint Lecture: Key Notes
As your teacher displays the presentation slides, use this space to record important definitions, statistics, and personal observations.
1. Core Concept: What is Financial Freedom?
2. Defining Poverty in America (Notes & Definitions)
3. Key Takeaways: Factors affecting Opportunity (Education, Demographics, etc.)
Intro to Financial Freedom Packet Page 1 of 5
Financial Literacy Unit
Money, Math & Freedom
Session 1: Statistical Analysis & Writing
Student Packet
LEVEL I
Part 1: Reality & Representation in America
Evaluate the data tables below (recreated from today's slides) and respond to the analysis questions. Write clearly and construct complete sentences.
Poverty by Education Level (Ages 25+)
| Highest Education Attained | Poverty Rate |
|---|
| Less than High School Diploma | 18.8% |
| High School Diploma Only | 9.1% |
| Bachelor's Degree or Higher | 2.0% |
Average Annual Earnings (Age 25+)
| Racial/Ethnic or Gender Group | Avg. Salary |
|---|
| Asian (Non-Hispanic) | $95,000 |
| White (Non-Hispanic) | $68,000 |
| Hispanic / Black average | $50k / $45k |
| Women / Men (All Races) | $55k / $65k |
1. CORRELATION STUDY: Based on Table A, what clear connection can you make between a person's level of formal education and their risk of living in poverty?
2. SYSTEMIC REFLECTION: Table B highlights significant salary gaps by gender and race/ethnicity. How might structural differences or systemic factors contribute to these salary differences?
3. PERSONAL MOTIVATION: Why is it crucial to remember that "patterns do not decide your future"? What is the connection between financial knowledge and personal choice?
Intro to Financial Freedom Packet Page 2 of 5
Financial Literacy Unit
Money, Math & Freedom
Session 1: BizTerm$ Dictionary Work
Student Packet
LEVEL I
Part 2: BizKid$ BizTerm$ Companion
Research or look up definitions for the core terms below, and write a summary definition in your own words.
| Financial BizTerm | My Definition (In My Own Words) |
|---|
| 1. Budget | |
| |
| 2. Net Profit | |
|
| 3. Gross Profit |
|
| 4. CD (Savings) |
|
| 5. Opportunity Cost |
|
| 6. Compound Interest |
|
| 7. Penalty |
|
| 8. Savings Account |
|
| 9. Invest |
|
| 10. Track Spending |
|
Episode Review Challenge
- Purchasing shares of a company's stock means you
your money in that business.
- A plan to manage your income and reach your financial goals is a
.
- Interest paid on interest you have already earned is called
.
Scenario Application Challenge: Gross Profit
Suppose you and a friend sell 15 t-shirts for $20 each. Raw materials cost $8 per shirt. What is your Gross Profit? Show calculations below:
Intro to Financial Freedom Packet Page 3 of 5
Financial Literacy Unit
Money, Math & Freedom
Session 1: Reality, Representation, & My Vision
Student Packet
LEVEL I
Part 3: Math-Focused Financial Calculations
Financial calculations allow you to project the effects of your decisions over time. Work through the scenarios below. Show all step-by-step arithmetic in the space provided.
Scenario A: The Power of Compound Interest
Suppose you invest $1,000 at age 16. Compare storing that money at 0% interest in cash with a bank CD earning 10% interest compounded annually. Complete the calculations below:
| Year | 0% Cash Balance |
|---|
| Year 0 (Start) | $1,000.00 |
| Year 1 End | $1,000.00 |
| Year 2 End | $1,000.00 |
| Year 3 End | $1,000.00 |
| Year | 10% Compound CD |
|---|
| Year 0 (Start) | $1,000.00 |
| Year 1 End | $1k × 1.10 = $ |
| Year 2 End | Yr 1 × 1.10 = $ |
| Year 3 End | Yr 2 × 1.10 = $ |
Scenario B: Business Income & Profits (Sneaker Sales)
Liam customizes sneakers and runs an online retail shop. In October, he sells exactly 12 pairs of custom sneakers for $150 each. COGS is $50/pair. Operations rent is $120, marketing is $80.
1. Gross Revenue (Sales):
$
2. Cost of Goods (COGS):
$
3. Gross Profit (1 - 2):
$
4. Operating Expenses:
$
5. Net Profit (3 - 4):
$
6. Profit Margin %:
%
Critical Math Insight:
Based on Scenario B, why is the difference between Liam's Gross Profit and his Net Profit so important when planning budgets?
Intro to Financial Freedom Packet Page 4 of 5
Financial Literacy Unit
Money, Math & Freedom
Session 1: Reality, Representation, & My Vision
Student Packet
LEVEL I
Part 4: Financial Freedom Vision Board Planner
Now it is time to build your roadmap! Use this space to research, plan, and sketch elements of your Financial Freedom Vision Board. You will transfer these ideas into your final digital/physical poster project.
Must-Include Categories
- Definition: Personal meaning of financial freedom.
- Career Target: Expected starting role & salary.
- Education Path: Schooling or credential.
- Shelter: Home type and target location.
My Personal Definition
"To me, financial freedom means not having to worry about..."
Vision Board Content Outline & Blueprint
| Project Category | My Notes, Figures, and Chosen Images |
|---|
| 1. Dream Career & Income | |
| 2. College/Trade School | |
| 3. Shelter & Transportation | |
| 4. Dream Hobbies & Legacy | |
Immediate Milestone Strategy:
List two concrete actions you can take this semester (e.g., improve a specific grade, set up a savings ledger, track monthly spending habits) to make your vision board a reality.
Action A:
Action B:
Intro to Financial Freedom Packet Page 5 of 5
Money Math Freedom Teacher Key
Teacher Resource
Facilitation Guide & Key
Lesson: Money Math and Freedom
Discussion Guide
TEACHER
Instructional Philosophy & Classroom Expectations:
Poverty, systemic wage gaps, and income limitations can feel highly personal. Set expectations at the start (Slides 7-9) that conversations will be handled with high maturity and respect. Ensure students understand that statistics show societal patterns, but do not dictate individual trajectories. Frame financial literacy as a practical tool for systemic and personal agency.
Part 1: Discussion & Reflection Prompts Guide
Student Question 1: Connection between formal education and poverty risk.
"There is a strong negative correlation between educational attainment and poverty risk. According to Table A, adults without a high school diploma experience a poverty rate of 18.8% (about 19 out of 100), whereas obtaining a Bachelor's degree or higher drives that rate down drastically to just 2.0% (2 out of 100). Higher formal credentials generally open access to higher-paying careers, technical training, and wider corporate networks."
Student Question 2: Systemic wage gaps by race and gender.
"Systemic salary differences are influenced by occupational segregation (differing representations in high-paying sectors like STEM vs. service sectors), generational wealth gaps (affecting resources available to launch businesses or pursue higher education), and institutional biases. For instance, the data show women earn 82¢ for every $1 earned by men ($55k vs $65k overall). Addressing this requires both individual salary negotiation skills and structural updates in hiring/promotion fairness."
Student Question 3: "Patterns do not decide your future."
"Societal statistics highlight systemic barriers, but individuals are not merely numbers. Acquiring financial literacy (budgeting, tracking expenses, investing, understanding interest) gives individuals the tactical knowledge to leverage resources, minimize costly penalties, compound their savings, and build businesses—allowing them to break standard patterns."
Intro to Financial Freedom Teacher Key Page 1 of 2
Teacher Resource
Workbook Answer Key
Lesson: Money Math and Freedom
Workbook Answers
TEACHER
Part 2: BizTerm$ Dictionary & Match Key
• Budget: Money plan to reach goals
• Net Profit: Sales minus all costs/taxes
• Gross Profit: Revenue minus COGS only
• CD: Fixed-term interest savings
