Correlation to the
With Demonstrators
For Middle and High School
Mathematics
200 W.
Broadway,
502-267-3570
(1-800-I-DO-ECON)
Stock Market Game
Correlation
to the
For Middle
and High School
Mathematics
___________________
1.5 - 1.9 Students use mathematical ideas and
procedures to communicate, reason, and solve problems
Reasoning and Problem Solving
"There are four aspects of
the problem-solving process that are particularly useful for middle school
grade students: understanding the problem, devising a plan, carrying out the
plan, and looking back." These four aspects are present in the Stock
Market Game program. The goals and
procedures of the Stock Market Game program are easy to understand. The problem of growing an investment is easy
to understand. Students devise a plan
for investing the $100,000, implement their plan, then
examine the results. Since the Stock
Market Game program's duration is 15 weeks, students engage in extended problem
solving, investigation, and "looking back" at results.
Communicate
Working in small teams,
opportunities abound for students to communicate their mathematical, thinking,
reasoning, and questioning about their investment choices, the tea's investment
decisions, and performance, as well as the class's overall performance. The
team setting may encourage more active communication by the students who are
often less hesitant to speak before the full class as well as provide tutorial
communications among team members as they calculate purchases, sells, broker
fees, gains/losses, opportune selling prices, and more. Charts, graphs and team presentations can
communication decisions, projections, and performance. The Stock Market Game program provides many
opportunities for teachers to devote classroom time to encouraging student
communication of mathematical reasoning and thinking being used in the Stock
Market Game program.
Demonstrators:
Using Stock Market Game, students
will
1)
select, apply, and justify appropriate mathematical
procedures to solve real life problems using rational numbers (Students
justify calculations on SMG portfolio)
2)
model problem solving situations using oral, written,
concrete, pictorial, graphic, and simple algebraic methods. (Use Market
Mysteries activities)
3)
communicate the
meanings of number, space, change, data, and measurement verbally, pictorially,
symbolically, and concretely. (Create spreadsheets and charts of stock
price changes)
4)
use deductive
and inductive reasoning to synthesize information related to problems, making
conjectures, exploring, validating, and convincing others. (Students
research and interpret stock data, economic data, and corporate data, make
stock selections, and create a convincing argument for their reasoning to
teammates.)
Problem Solving
Learning from the Market, lessons
1, 8, 9, 13, 15, 23, 24
The Stock Market Game Guide,
lessons 16, 17
SMG Teacher's Guide to the
Internet, activities, 4.30, 4.51, 4.62
Reasoning and Proof
Learning from the Market, lessons
8, 10, 11, 13, 18, 22
SMG Teacher's Guide to the
Internet, activities, 4.2, 4.21, 4.30, 4.40, 4.51, 4.62
Communication
Learning from the Market, lessons,
3, 7, 22
SMG Teacher's Guide to the
Internet, activities, 4.2, 4.12, 4.21, 4.30, 4.40, 4.51, 4.62
1.16
Students use computers and other kinds of technology
to collect, organize, and communicate information and ideas.
Demonstrators:
Using The
Stock Market Game, students will
1)
use the research facilities within SMG and other
online resources to gather statistical stock data on their stock selections
2)
track their
stock prices, dividends, stock splits, fees, gains and losses, interest earned
and paid in their portfolio pages (Account Summary, Account Holdings,
Transaction Notes, Gains and Losses, Transaction History, and Pending
Transactions).
3)
use Market
Mysteries to collect, organize, and evaluate data (clues), and communicate
their choices online.
4)
Create spreadsheets and graphical presentations of
their stock data
Learning from the Market lessons
SMG Teacher's Guide to the
Internet activities
2.7
Students understand number concepts and use numbers
appropriately and accurately.
2.8
Students understand various mathematical procedures
and use the appropriately and accurately
Demonstrators:
Using The
Stock Market Game, students will
1) use large numbers, fractions, percents and ratios as they buy
and sell shares of common stock.
2)
work with
equivalent representations such as converting whole number and fractional
prices to dollars and cents.
3)
convert percents
to decimals when calculating broker fees, and the reverse, decimals to
percents, when calculating yields.
4)
examine trading
volumes and values of stocks traded, which illustrates practice with large
numbers. Examples of team trading volume
and class trading volume promote understanding of proportionality.
5)
develop and practice proportional reasoning skills as
they determine which stocks are better buys, which stocks in their portfolio
have been most profitable and brought the highest yield, or determine whether a
high or low price earnings ratio is a better investment.
6)
build on basic
computational skills of addition, subtraction, multiplication, and division
with integers as they increase the same computational skill with fractions,
percents, and decimals.
7)
Use estimation skills in their decision-making
processes of which stocks to trade.
Learning
from the Market, lessons 1, 6, 7, 8, 9, 11, 13, 15, 16, 18, 21, 22
The
Stock Market Game Guide, lessons 1, 3, 5, 6, 8, 9, 11, 15, 18
SMG Teacher's Guide to the
Internet, activities, 4.2, 4.12, 4.21, 4.30, 4.40, 4.51, 4.62
2.10 Students
understand measurement concepts and use measurement appropriately and
accurately.
Demonstrators:
Using The
Stock Market Game, students will
1)
use time, price and money as units of measurement in
the Stock Market Game program
2)
examine price changes from day to day or week to week
and measure gains and losses in the value of their investments
3)
use various
types of measurements, including, yield, rate of return, risk, interest rates,
overpriced/underpriced, and more.
4)
Use S&P, Dow Jones, and other averages to measure
their own portfolio values
Learning from the Market, lessons
7, 8 16, 18
SMG Teacher's Guide to the
Internet, activities 4.21, 4.30, 4.40, 4.62
2.11 Students
understand mathematical change concepts and use the appropriately and
accurately.
Demonstrators:
Students
may examine:
1)
relationships of stock price to number of points in
price increase for profitability to occur; of broker fees to the price of a
stock and the profitability; buying and holding versus churning stocks;
interest rates to stock prices
2)
how a change of $10 in price of a stock would change
the costs of broker services
3)
the use of a flat broker fee compared to a percentage
broker fee
4)
using stock prices and trades in symbolic algebraic
equations and working with equivalence, cumulative, association, and
distributive properties
5)
change and co-variation
a.
change in broker fee impacts total cost of
transaction
b.
change in interest rate impacts margin buying
6)
charts of
volume, highs, lows, and trading patterns to determine trends.
Learning from the Market, lessons
2, 6, 7, 8, 9, 11, 13, 16, 18, 23
SMG Teacher's Guide to the
Internet, activities 4.30, 4.62
2.13
Students understand and appropriately use statistics
and probability.
Demonstrators:
The Stock Market Game program
provides many opportunities for students to collect, analyze, and represent
data.
1)
Through team work, students identify companies in
which they wish to invest. Prior to the
investment of their hypothetical funds, students should collect and analyze
information about the identified companies.
Individual and team collections of data about companies are completed
prior to the team's final purchase decisions.
2)
Students may compare the stock of individual
companies from different industries; stock of companies within an industry, or
stock of infant companies versus established/blue chip companies.
3)
Students can graph/chart individual stocks, team
portfolios, class investments, and analyze existing online charts.
4)
Students can
calculate and analyze means, modes, and medians by team, by individual stock or
for the entire class. They can track
stock prices of companies within an industry and identify the outliers, the
mean, mode and median.
5)
Through the understanding of relationships such as
the inverse of interest rates and stock prices, students can project probable
stock price movements and investment trends.
Learning from the Market, lessons 3, 6, 7, 8, 10, 11,
15, 18, 19, 21, 22, 23, 24
The Stock Market Game Guide, lessons 7, 8, 9, 11, 12,
13, 14, 15, 17
SMG Teacher's Guide to the Internet, activities, 4.2,
4.21, 4.30, 4.40, 4.62
Goal 5 Students
shall develop their abilities to think and solve problems in school situations
and in a variety of situations they will encounter in life.
Demonstrators:
1)
Students use critical thinking skills such as
analyzing, prioritizing, categorizing, evaluating, and comparing to solve a
variety of problems in real-life situations. (Skills used in stock
selection and portfolio development.)
2)
Students use creative thinking skills to develop or
invent novel, constructive ideas or products. (Create skits, songs,
scrapbooks, and Powerpoint presentations about stock
market, company information, or stock selections.)
3)
Students use a decision-making process to make
informed decisions among options. (Use stock data, industry data,
corporate information, and economic data to make informed buy/sell/hold
decisions.)
Goal 6. Students shall develop their abilities to
connect and integrate experiences and new knowledge from all subject matter
fields with what they have previously learned and build on past learning
experiences to acquire new information through various media sources.
Connections across content areas and with areas outside of mathematics can become increasingly rich as students mathematical knowledge grows. Students can engage with complex problems that call for knowledge drawn from multiple areas of mathematics and to which various solution strategies might apply. The Stock Market Game program infuses the disciplines and provides teachers many opportunities to enrich student mathematical understanding as a key force in everyday life.