Debit & Credit Account Comparisons
6.14A Compare the features and costs of a checking account and a debit card offered by different local financial institutions.
The verb in this expectation is compare and therefore your students will need to have exposure to both checking accounts and debit cards. Students should be using information from banks and credit unions to compare the features of account types.
A helpful starting set of criteria for students to compare would be:
With all student expectations that ask student to compare, providing your students with sentence stems and/or vocabulary banks will help them to communicate their mathematical reasoning more effectively, and it will provide them an opportunity to practice the skills required by the Process TEKS.
A helpful starting set of criteria for students to compare would be:
- Minimum to Open
- Monthly Service Fee (differences in rates and fees should be covered)
- ATM Daily Cash Limit
- Overdraft Protection
- Overdraft Fee
- Mobile Banking
With all student expectations that ask student to compare, providing your students with sentence stems and/or vocabulary banks will help them to communicate their mathematical reasoning more effectively, and it will provide them an opportunity to practice the skills required by the Process TEKS.
Debit & Credit Cards
6.14B Distinguish between debit and credit cards.
The most effective way to approach teaching the differences between credit and debit cards is to provide students with opportunities to complete feature analysis over both card types. Students need to be able to distinguish between the two card types (debit & credit) and therefore this TEK is bet integrated into other parts of the personal financial literacy lessons. |
Balancing Check Registers
6.14C Balance a check register that includes deposits, withdrawals, and transfers.
This expectation contains the word includes and therefore the listed items will be expected to be taught specifically. Therefore, you will want to make sure that your check registers contain withdrawals, deposits and transfers. 6.14C will give you a second opportunity to cover combining integers as well as helping students relate to what reasonably should be the outcome (in regards to changes in a balance) a transaction should have. A common misconception is centered on the understanding the positive and negative numbers and how to work them in reverse. Students will need to gain a perspective of who is gaining and who is losing the amounts. |