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.

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.

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.

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.

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.