INVESTING FOR THE CORE

PRESENTED BYVINCENT YOUNG, DIRECTOR OF CURRICULUM INITIATIVESKARLA HELGANS, ASSISTANT NATIONAL SMG DIRECTOR

WHAT’S THIS?

WHAT’S THIS?

WHICH DO YOU LIKE MORE?

Symbol: HSY Symbol: TR

Which Do You Like Best?

Which Would You Invest In?

Current Stock Price

(1/24/13)

Tootsie Rolls(TR)

27.17

Kisses(HSY)

78.09

Total X

% X

Transform your students, help them become data and information creators, instead of just consumers.

THE STOCK MARKET GAME™

The Stock Market Game teaches investing fundamentals while providing opportunities for real world math and ELA skills.

Do You Play?

Teams of 3 to 5

Virtual $100,000

Stocks, Bonds, & Mutual Funds

+

A Virtual Experience with Positive Real World Results

THE STOCK MARKET GAME IS

• Project Based Learning

• College and Career Readiness

• Common Core Standards correlated

• 21st Century Literacy and Skills

• Teacher Professional Development opportunities

• Interdisciplinary

One introductory lesson and 12 core lessons, organized into four units, address essential investment concepts.

“Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.”

ELA STANDARDS

Source: http://www.corestandards.org/ELA-Literacy

Teacher Support Center Standards section, Grade 6, ELA

Click the lesson’s name to access its description.

Click the asterisk above the Standard name to access its description.

The newsletter is unique because it is a creative narrative approach to informational text.

CCSS ELA CORRELATIONS

• CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (Grade 6-8 ELA History Social Studies)

• CCSS.ELA-Literacy.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (Grade 6 Reading Informational Texts, Grades 5,7,8 have similarly worded standard)

• CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (Grade 6 Reading Informational Texts, Grades 5,7,8 have similarly worded standard)

“I have always had such positive experiences with InvestWrite and all that it teaches our students. With the push for The Common Core Standards it fits perfectly and shows exactly what the student knows and what they can do. I believe, 100%, that InvestWrite is the perfect activity to incorporate into the teaching of economics and The Stock Market Game™ as it truly shows how much students have learned and are able to articulate through writing.”   

Kerry DiFusco, Gifted Resource TeacherWhite Eagle and Builta Elementary Schools

Illinois

Register Today at www.investwrite.org

CCR READING ANCHORS• Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

• Craft and Structure4. Interpret words and phrases as they are

used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

• Integration of Knowledge and Ideas7. Integrate and evaluate content

presented in diverse media and formats, including visually and quantitatively, as well as in words.1

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

• Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

SMG is most effective meeting anchors 1, 2, 4, 6, 7, 8, 9, and 10.

CCR WRITING ANCHORS• Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

• Production and Distribution of Writing4. Produce clear and coherent writing

in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

• Research to Build and Present Knowledge7. Conduct short as well as more

sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 

• Range of Writing10. Write routinely over extended time

frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

11. Note on range and content in student writing

SMG is most effective meeting anchors 1, 2, 6, 7, 8, 9, and 10.

CCR SPEAKING & LISTENING ANCHORS

• Comprehension and Collaboration1. Prepare for and participate

effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

• Presentation of Knowledge and Ideas4. Present information, findings,

and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SMG is most effective meeting anchors 1, 2, 3, 4, 5, and 6.

“One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from. The student who can explain the rule understands the mathematics, and may have a better chance to succeed at a less familiar task such as expanding (a + b + c)(x + y).”

MATH STANDARDS

Source: http://www.corestandards.org/Math

STANDARDS OF PRACTICE

• Make sense of problems and persevere in solving them

• Reason abstractly and quantitatively

• Construct viable arguments and critique the reasoning of others

• Model with Math

• Use appropriate tools strategically

• Attend to precision• Look for and make

use of structure• Look for and express

regularity in repeated reasoning

Students engage the Standards of Practice every time they meet to discuss strategies and make trades.

Teacher Support Center Standards section

Click the lesson’s name to access its description.

Click the asterisk above the Standard name to access its description.

A stock’s beta number is one of many measures of how volatile its price is compared to the market. Market analysts use sophisticated statistical tools to calculate the beta numbers for each stock, but you can get an idea of what Beta measures by comparing the change in the market to the change in price of a stock. To better understand beta numbers, calculate the monthly percentage change in each stock and in the S&P 500 in each table, using the following formula:

Percentage change from month a to month b = %100

___

)___()___(

amonthinprice

amonthinpricebmonthinprice

Expedia, Inc. (EXPE) S & P 500price % change Value % change

November 2006

$18.16

15.53%

$1,400.63

December 2006

$20.98 $1,418.30

February 2007 $21.26 $1,406.82March 2007 $23.18 $1,420.86

International (EIX) S & P 500price % change Value % change

November 2006

$45.98 $1,400.63

December 2006

$45.48 $1,418.30

January 2007 $44.98 $1,438.24February 2007 $47.00 $1,406.82Which of the stocks above had percentage changes that were very different from the market? What do you think

this means about its Beta number?

Source: Math Behind the Market Intermediate edition, What is Risk?, “Thinking Algebraically”

MATH BEHIND THE MARKET

Available digitally to registered SMG teachers in the Teacher Support Center. For a printed copy, contact your

local SMG Coordinator .

13 X 7 = 28

Source: http://www.youtube.com/watch?v=rLprXHbn19I

How would you help Costello understand 13x7 does not equal 28?

Vincent Young, Director of Curriculum Initiativesvyoung@sifma.org ph: 212-313-1296

Karla Helgans, Assistant Director National SMG Programkhelgans@sifma.org ph:212-313-1312

DISCUSSION