10th, 11th Grades  Project 1 week

Wrangler Wealth Quest

Toni S
Updated
CCSS.Math.Content.HSS-MD.B.5
CCSS.Math.Content.HSA-CED.A.4
CCSS.Math.Content.HSS-MD.B.5
CCSS.Math.Content.HSA-CED.A.4
CCSS.Math.Content.HSS-MD.B.7
+ 5 more
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Purpose

Students investigate how investing can make a real purchase possible by choosing a desired item and determining how much principal is needed to reach that target. Using sample data and guidance from a local credit union, they compare two investment options, analyze compound interest and expected outcomes, and decide which strategy best fits their goal. Over the short project, they build and revise a pitch deck, record a brief evidence-based reflection, and share their thinking in a gallery walk for classmates and community partners.

Learning goals

Students will analyze compound interest, exponential growth, and present value using sample data from a local credit union to determine how much principal is needed to afford a chosen purchase. They will compare two investment options by rearranging formulas, calculating outcomes, and using expected value and probability concepts to judge which choice is the stronger path to their goal. Students will communicate their reasoning clearly through a pitch deck, audio reflection, and gallery walk presentation that uses evidence from community partner examples. They will also strengthen collaboration and self-direction by using teacher and peer feedback to revise their calculations, improve slide clarity, and justify their final recommendation.

Standards
  • [Common Core] CCSS.Math.Content.HSS-MD.B.5 - (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
  • [Common Core] CCSS.Math.Content.HSA-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
  • [Common Core] CCSS.Math.Content.HSS-MD.B.5 - (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
  • [Common Core] CCSS.Math.Content.HSA-CED.A.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
  • [Common Core] CCSS.Math.Content.HSS-MD.B.7 - (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
Competencies
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Students create a quick-start calculation sheet on launch day, a comparison chart using local credit union sample data, and a first-draft pitch deck that identifies a goal purchase and tests two investment options. Midway through, they record a short audio reflection explaining which option best fits their goal and support their reasoning with expected value, probability, compound interest, and present value evidence. After a teacher-and-peer critique checkpoint, they revise their calculations, visuals, and claims into a polished pitch deck that shows the chosen item, compares the two credit union options, and calculates the principal needed to reach the target amount. For the Money Moves Gallery Walk, they also prepare a simple poster or display slide so classmates and community partners can review, listen, and vote on the clearest path to the goal.

Launch

Open with a “Goal Rush” image lineup featuring items students might realistically want to buy, such as a certified pre-owned Jeep Wrangler, and have each student choose one target purchase that matters to them. Then introduce a nearby credit union partner to share two sample investment options and real account growth examples, followed by a fast team challenge: estimate which option could reach the goal faster and how much starting money might be needed. End the launch with groups posting their first guesses and questions on chart paper so the class can begin investigating how present value, compound interest, and risk affect the path to the purchase.

Exhibition

Host a Money Moves Gallery Walk where students post a poster and 3–5 slide pitch deck featuring their goal item, a comparison of two credit union investment options, and the calculated principal needed to reach the purchase price. Invite the nearby credit union partner and classmates to circulate, listen to each student’s short audio reflection, and ask questions about the evidence, probability reasoning, and present value calculations behind each recommendation. Give visitors a simple feedback-and-voting form to identify the clearest investment path to the goal and the most convincing use of sample account data. End with a brief share-out where selected students explain how critique and revision strengthened their final recommendation.