MIDDLE SCHOOL TASKS G AME OF L IFE
Transcription
MIDDLE SCHOOL TASKS G AME OF L IFE
Texas Performance Standards Project MIDDLE SCHOOL TASKS GAME OF LIFE™ So E M 7 GRADE 7 This guide links the Game of Life™ unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Game of Life™ is a mathematics unit that allows students to research career paths of their interest and develop an education plan, as well as a designing a suitable home based on their research findings and a projected budget. This unit also has interdisciplinary connections to social studies and English language arts. For example, students will use geometry to model and describe the physical world, as addressed in the Mathematics TEKS. Students will also apply critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology, as addressed in the Social Studies TEKS; and students will analyze, make inferences, and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding, as addressed in the English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Game of Life™ unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR™). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008. Description of Unit In this project, students will begin to explore their career options. As a class, students will explore the educational paths they will need for the career of their choice in order to gain a realistic idea of the knowledge and coursework required. Then independently, students will further their college research to develop a three to five year life plan that includes completion of higher learning, a family, career, community involvement, and a residence of choice. GAME OF LIFE™ (Grade 7) 1 Texas Performance Standards Project © 2013 Texas Education Agency INTERDISCIPLINARY Sc Texas Performance Standards Project HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Goals Students will meet these goals in their explorations: Become familiar with various career and educational opportunities related to interests Learn about the purpose of their field of study within society Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking, and communication Explore unanswered questions and generate new questions Generate new ideas Build and apply critical thinking skills Phase I. Learning Experiences 1. Introduce students to the idea of pursuing higher learning and career readiness. Conduct a whole class discussion on colleges, technical schools, and career choices. You can use the following discussion questions with students: 2. How many of you have thought about the career you would like to pursue? What types of careers interest you? Do you know what type of training is required for the career of your choice? How long will your training take? What are the advantages or disadvantages of the career that you choose? What will your salary be like? How much would your college or technical school cost? What kind of lifestyle would you be able to afford with the salary you would make? Group students with similar career paths in small groups. Groups will determine the best institutions for their career. Next, they will determine the advantages and disadvantages of each institution. Students will calculate the cost of their chosen institution in addition to living arrangements and food. Students will develop a plan of study, so that they graduate in a timely manner. Students may use any of these internet resources: www.careertech.org/career-clusters/glance/at-a-glance.html www.onetonline.org/find/career www.texascollegeandcareer.org http://nces.ed.gov/nceskids/tools/college/college1.asp 3. Within their small groups, students will create a chart for their career; the chart will list their institutions, the advantages and disadvantages, certificates/degrees offered, and cost to complete the institution. They will present their findings to the class. GAME OF LIFE™ (Grade 7) 2 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Phase II. Independent Research A. Research process 1. Selecting a topic. Student will then continue to research their individual career choice. Students will develop a three to five year plan for their lifestyle options and Life Card. 2. Asking guiding questions. Once students have selected their career choice and Life Card, each student is encouraged to think of three to five guiding questions, such as: a. Which employer is the most prestigious or highest ranking in the field of your choice? b. What are the entry level skills required for that career? c. What is furthest level that you can go within your career? d. What type of lifestyle will you be able to have with this salary range? e. What kind of home will you be able to afford with your salary? 3. Creating a research proposal. The student should include these components in their research proposal: a. The career he or she will study b. Three to five guiding questions he or she will investigate c. The primary and secondary sources used to conduct research 4. Conducting research. After the teacher has approved the student proposals, each student will begin using the resources he or she has identified and others he or she may encounter. During this stage, the student will develop an entry-level resume, maintain a budget, develop a career goal plan to include key employers, and submit a sketch of their home. B. The product The student will build a portfolio that includes his or her resume, career goal plan, personal budget, My Life at a Glance, and a sketch of their home. The student will create a five-minute presentation marketing himself/herself for the next position or level at the company pertaining to their career. C. Communication In a five-minute presentation, students will present their self-marketing presentation and portfolio. Audience members will ask unscripted questions for the student to answer. D. A completed project consists of: 1. The research proposal, including guiding questions 2. Research notes and/or resource process sheets 3. The product, including references or works cited Internet Resources: Budgeting, check writing, and financial planning information for students http://www.moneyinstructor.com/ GAME OF LIFE™ (Grade 7) 3 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Jobs and Careers http://kids.usa.gov/teens-home/jobs/index.shtml Occupational Outlook Handbook http://www.bls.gov/ooh/ The College Board Career Browser https://bigfuture.collegeboard.org/majors-careers Salary Wizard http://www.collegegrad.com/salaries/salaries.shtml Texas Essential Knowledge and Skills The unit may address the following TEKS: English Language Arts and Reading: 7.1 7.2 7.3 7.7 7.9 7.13 7.14 Reads grade-level text with fluency and comprehension Understands new vocabulary and use it when reading and writing* (Testable on the Grade 7 Reading STAAR, Reporting Category 1) Analyzes, makes inferences, and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support their understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 2) Understands, makes inferences, and draws conclusions about the varied structural patterns and features of literary nonfiction and provides evidence from text to support their understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 1) Analyzes, makes inferences, and draws conclusions about the author's purpose in cultural, historical, and contemporary contexts and provides evidence from the text to support their understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 1) Uses comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning* (Testable on the Grade 7 Reading STAAR, Reporting Category 2, Reporting Category 3) Uses elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text* (Testable on the Grade 7 Writing STAAR, Reporting Category 1, Reporting Category 2, Reporting Category 3) Mathematics: 7.1 Uses mathematical processes to acquire and demonstrate mathematical understanding 7.3 Applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions GAME OF LIFE™ (Grade 7) 4 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS 7.4 Applies mathematical process standards to represent and solve problems involving proportional relationships 7.6 Applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships 7.10 Applies mathematical process standards to use one-variable equations and inequalities to represent situations 7.11 Applies mathematical process standards to solve one-variable equations and inequalities 7.12 Applies mathematical process standards to use statistical representations to analyze data 7.13 Applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor Social Studies: 7.9 7.21 7.22 7.23 Understands the location and characteristics of places and regions of Texas Applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology* (Testable on the Grade 8 Social Studies STAAR) Communicates in written, oral, and visual forms* (Testable on the Grade 8 Social Studies STAAR) Uses problem-solving and decision-making skills, working independently and with others, in a variety of settings Texas College and Career Readiness Standards This unit may address the following Texas College and Career Readiness Standards: English Language Arts: I.A.1 I.A.2 I.A.3 II.A.2 II.A.3 II.A.4 II.A.10 Determines effective approaches, forms, and rhetorical techniques that demonstrate understanding of the writer’s purpose and audience Generates ideas and gathers information relevant to the topic and purpose, keeping careful records of outside sources Evaluates relevance, quality, sufficiency, and depth of preliminary ideas and information, organizes material generated, and formulates thesis Uses text features and graphics to form an overview of informational texts and to determine where to locate information Identifies explicit and implicit textual information including main ideas and author’s purpose Draws and supports complex inferences from text to summarize, draw conclusions, and distinguish facts from simple assertions and opinions Identifies and analyzes how an author's use of language appeals to the senses, creates imagery, and suggests mood GAME OF LIFE™ (Grade 7) 5 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project II.A.11 II.B.1 II.B.2 II.B.3 II.D.1 III.A.2 III.B.1 III.B.2 III.B.3 IV.B.1 IV.B.2 IV.B.3 V.A.1 V.A.2 V.A.3 V.B.1 V.B.2 V.B.3 V.C.1 V.C.2 HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Identifies, analyzes, and evaluates similarities and differences in how multiple texts present information, argue a position, or relate a theme Identifies new words and concepts acquired through study of their relationships to other words and concepts Applies knowledge of roots and affixes to infer the meanings of new words Uses reference guides to confirm the meanings of new words or concepts Describes insights gained about oneself, others, or the world from reading specific texts Adjusts presentation (delivery, vocabulary, length) to particular audiences and purposes Participates actively and effectively in one-on-one oral communication situations Participates actively and effectively in group discussions Plans and delivers focused and coherent presentations that convey clear and distinct perspectives and demonstrates solid reasoning Listens critically and responds appropriately to presentations Listens actively and effectively in one-on-one communication situations Listens actively and effectively in group discussions Formulates research questions Explores a research topic Refines research topic and devises a timeline for completing work Gathers relevant sources Evaluates the validity and reliability of sources Synthesizes and organizes information effectively Designs and presents an effective product Uses source material ethically Mathematics: III.A.2 IV.A.1 IV.C.3 IV.D.1 IV.D.2 VI.A.1 VI.B.1 VI.B.2 VI.B.3 VIII.A.1 VIII.A.2 VIII.A.3 Makes, tests, and uses conjectures about one-, two-, and three-dimensional figures and their properties Selects or uses the appropriate type of unit for the attribute being measured Determines indirect measurements of figures using scale drawings, similar figure, the Pythagorean Theorem, and basic trigonometry Computes and uses measures of center and spread to describe data Applies probabilistic measures to practical situations to make an informed decision Plans a study Determines types of data Selects and applies appropriate visual representations of data Computes and describes summary statistics of data Analyzes given information Formulates a plan or strategy Determines a solution GAME OF LIFE™ (Grade 7) 6 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project VIII.A.4 VIII.A.5 VIII.C.1 VIII.C.2 IX.A.2 IX.A.3 IX.B.1 IX.B.2 IX.C.1 IX.C.2 X.A.2 X.B.1 X.B.2 X.B.3 HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Justifies the solution Evaluates the problem-solving process Formulates a solution to a real world situation based on the solution to a mathematic problem Uses a function to model a real-world situation Uses mathematical language to represent and communicate the mathematical concepts in a problem Uses mathematics as a language for reasoning, problem solving, making connections, and generalizing Models and interprets mathematical ideas and concepts using multiple representations Summarizes and interprets mathematical information provided orally, visually, or in written form within the given context Communicates mathematical ideas, reasoning, and their implications using symbols, diagrams, graphs, and words Creates and uses representations to organize, record, and communicate mathematical ideas Connects mathematics to the study of other disciplines Uses multiple representations to demonstrate links between mathematical and real-world situations Understands and uses appropriate mathematical models in the natural, physical, and social sciences Knows and understands the use of mathematics in a variety of careers and professions Science: I.D.1 I.D.2 I.D.3 III.D.1 III.D.2 Demonstrates literacy in computer use Uses computer models, applications, and simulations Demonstrates appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data Uses search engines, databases, and other digital electronic tools effectively to locate information Evaluates quality, accuracy, completeness, reliability, and currency of information from any source Social Studies: I.A.1 I.A.2 I.A.3 I.A.4 I.A.5 I.D.1 I.D.2 I.E.1 Uses the tools and concepts of geography appropriately and accurately Analyzes the interaction between human communities and the environment Analyzes how physical and cultural processes have shaped human communities over time Evaluates the causes and effects of human migration patterns over time Analyzes how various cultural regions have changed over time Identifies and evaluates the strengths and weaknesses of different economic systems Analyzes the basic functions and structures of international economics Identifies different social groups and examines how they form and how and why they sustain GAME OF LIFE™ (Grade 7) 7 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project I.E.2 I.E.3 II.B.4 II.B.5 II.B.6 III.B.1 IV.A.1 IV.A.2 IV.A.3 IV.A.4 IV.A.5 IV.A.6 IV.B.1 IV.B.2 IV.B.3 IV.B.4 IV.C.1 IV.D.1 V.A.1 V.A.2 V.B.1 HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS themselves Defines the concept of socialization and analyzes the role socialization plays in human development and behavior Analyzes how social institutions function and meet the needs of society Evaluates how major philosophical and intellectual concepts influence human behavior or identity Explains the concepts of socioeconomic status and stratification Analyzes how individual and group identities are established and change over time Applies social science methodologies to compare societies and cultures Identifies and analyzes the main idea(s) and point(s) of view in sources Situates an informational source in its appropriate contexts Evaluates sources from multiple perspectives Understands the differences between a primary and secondary source and uses each appropriately to conduct research and construct arguments Reads narrative texts critically Reads research data critically Uses established research methodologies Explains how historians and other social scientists develop new and competing views of past phenomena Gathers, organizes, and displays the results of data and research Identifies and collects sources Understands/interprets presentations critically Constructs a thesis that is supported by evidence Uses appropriate oral communication techniques depending on the context or nature of the interaction Uses conventions of standard written English Attributes ideas and information to source materials and authors Cross-Disciplinary Standards: I.A.1 I.B.2 I.B.3 I.B.4 I.C.3 I.D.1 I.D.2 I.D.3 I.D.4 Engages in scholarly inquiry and dialogue Constructs well-reasoned arguments to explain phenomena, validate conjectures, or support positions Gathers evidence to support arguments, findings, or lines of reasoning Supports or modifies claims based on the results of an inquiry Collects evidence and data systematically and directly related to solving a problem Self-monitors learning needs and seeks assistance when needed Uses study habits necessary to manage academic pursuits and requirements Strives for accuracy and precision Perseveres to complete and master tasks GAME OF LIFE™ (Grade 7) 8 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project I.E.1 I.E.2 I.F.1 I.F.2 I.F.3 I.F.4 II.A.1 II.A.2 II.A.3 II.A.4 II.A.5 II.A.6 II.A.8 II.B.1 II.B.2 II.C.2 II.C.3 II.C.4 II.C.5 II.C.6 II.C.7 II.C.8 II.D.3 II.E.1 II.E.2 II.E.3 II.E.4 Works independently Works collaboratively Attributes ideas and information to source materials and people Evaluates sources for quality of content, validity, credibility, and relevance Includes the ideas of others and the complexities of the debate, issue, or problem Understands and adheres to ethical codes of conduct Uses effective prereading strategies Uses a variety of strategies to understand the meanings of new words Identifies the intended purpose and audience of the text Identifies the key information and supporting details Analyzes textual information critically Annotates, summarizes, paraphrases, and outlines texts when appropriate Connects reading to historical and current events and personal interest Writes clearly and coherently using standard writing conventions Writes in a variety of forms for various audiences and purposes Explores a research topic Refines research topic based on preliminary research and devises a timeline for completing work Evaluates the validity and reliability of sources Synthesizes and organizes information effectively Designs and presents an effective product Integrates source material Presents final product Presents analyzed data and communicates findings in a variety of formats Uses technology to gather information Uses technology to organize, manage, and analyze information Uses technology to communicate and display findings in a clear and coherent manner Uses technology appropriately GAME OF LIFE™ (Grade 7) 9 HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Attachment 1 Grade Your Home Step 1 Plan your living space. A single story home is one level. A two-story home will cost less because the two-story home will have a smaller roof and foundation. Sketch ideas for rooms under the roof include the footage for the garage area or patios for this project. Step 2 Determine the finishing class and construction quality for your new home. The highest-quality or executive grade, construction uses exterior masonry, shake, tile or architectural-grade shingles, reinforced concrete foundation with a basement or crawl space, and irregular walls and decorative openings. The above-average grade class has a concrete or block foundation, some wall-height changes and architectural asphalt shingle roofing. Average grade construction features basic asphalt roof shingles, concrete slab and square interior and exterior walls. Step 3 Use the same grade for your bathroom finishing and construction materials as Step 2. Executive grade construction has a minimum of four plumbing fixtures in each bath, electricity for eight or more built-in appliances and wiring for more than 80 light fixtures in the home. Above-average grade construction features three plumbing fixtures per bath, six built-in appliances and recessed lighting. Average grade building quality allows for three basic plumbing fixtures, three built-in appliances and 10 or fewer standard light fixtures. Step 4 Use the same quality for your windows and doors as Step 2. The executive grade construction has large multi-pane glass windows, skylights or decorative windows and four or more exterior doors. Above-average grade construction features a decorative front door, quality exterior doors and at least one large window with multi-pane glass. Average grade construction has hardboard doors and vinyl windows. Step 5 Use the same grade for basic features of the home as Step 2. Homes with specialized heating and cooling features, such as solar or geothermal systems, and masonry fireplaces qualify as executive grade construction. Above-average grade construction has one prefabricated fireplace and a high-efficiency heating and cooling system. Average grade includes only a basic heating system. Step 6 Use the same grade for your kitchen as Step 2. The executive grade construction uses custom cabinets, high-end appliances featuring built-in ovens, and finishes using granite or tiles. Aboveaverage grade construction has high-grade commercial cabinets, quality laminate counters and a freestanding stove. Average grade kitchens have contractor-grade cabinets and lower-quality laminate, with the homeowner buying the appliances. GAME OF LIFE™ (Grade 7) 10 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Attachment 4 Building Codes The following represents just a few of the important home building rules that have been established for our fictional community. 1. All occupied rooms must be at least 100 square feet with no wall being less than 10 feet in length. 2. All hallways and stairways must be at least 3 feet in width. 3. A basement may be built in an executive grade home, nothing less. 4. If given a family identity, each child must have a bedroom. 5. Swimming pools must be at least 15 feet wide and 30 feet long. 6. Square footage will include everything under the roof including the garage and patio for this project. GAME OF LIFE™ (Grade 7) 11 Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project Life Cards HIGH MIDDLE SCHOOL/EXIT SCHOOL TASKS TASKS Marital Status: Single Children: none College Debt: Balance in bank account: Marital Status: Married Children: none College Debt: Balance in bank account: Marital Status: single Children: two College Debt: Balance in bank account: Marital Status: Married Children: one College Debt: Balance in bank account: Marital Status: single Children: College Debt: Balance in bank account: Marital Status: Married Children: two College Debt: Balance in bank account: Marital Status: Divorced Children: two College Debt: Balance in bank account: Marital Status: Divorced Children: one College Debt: Balance in bank account: Marital Status: Single Living with parents College Debt: Balance in bank account: Marital Status: Single Living with parents (responsible for their care) College Debt: Balance in bank account: Marital Status: Married Children: one on the way Living with parents College Debt: Balance in bank account: Marital Status: Married Living with parents (responsible for their care) College Debt: Balance in bank account: Texas Performance Standards Project MIDDLE SCHOOL TASKS Documento adjunto 1 Escoge el grado de tu vivienda Paso 1 Planea tu espacio de residencia. Una casa de un piso solo tiene un nivel. Una casa de dos pisos costará menos porque la casa de dos pisos tendrá un techo y cimiento más pequeños. Dibuja ideas para cuartos bajo el techo e incluye los pies cuadrados para el área del garaje o los patios para este proyecto. Paso 2 Determina el grado de acabado y la calidad de construcción para tu casa nueva. La construcción de calidad más alta o de grado ejecutivo utiliza mampostería de exterior, tejas de madera o cerámica o tejas de grado arquitectónico, cimiento reforzado de concreto con un sótano o espacio bajo la casa y paredes irregulares y aberturas decorativas. La clase de grado superior a la media tiene un cimiento de concreto o de bloque, algunos cambios en la altura de las paredes y techado de tejas de asfalto de grado arquitectónico. La construcción de clase media tiene tejas de asfalto básico, losa de hormigón y paredes interiores y exteriores cuadradas. Paso 3 Utiliza el mismo grado para el acabado del baño y los materiales de construcción como en el Paso 2. La construcción de grado ejecutivo tiene un mínimo de cuatro accesorios de tubería en cada baño, electricidad para ocho o más electrodomésticos enpotrados y alambrado para más de 80 accesorios de iluminación en la casa. La construcción de grado superior a la media tiene tres accesorios de tubería para cada baño, seis electrodomésticos enpotrados y luces enpotradas. La construcción de clase media permite tres accesorios de tubería básica, tres electrodomésticos enpotrados y 10 o menos accesorios de iluminación de clase estándar. Paso 4 Utiliza la misma calidad para tus ventanas y puertas como en el Paso 2. La construcción de clase ejecutiva tiene ventanas grandes de multi-paneles, lucernarios o ventanas decorativas y cuatro o más puertas exteriores. La construcción de grado superior a la media tiene una puerta principal decorativa, puertas exteriores de calidad y al menos una ventana grande de multi-paneles. La construcción de grado medio tiene puertas de tablero duro y ventanas de vinilo. Paso 5 Utiliza el mismo grado para las características básicas de la casa como en el Paso 2. Las casas con calefacción y refrigeración especializadas, tales como sistemas solares o de energía geotérmica, y chimeneas de mampostería se clasifican como construcción de grado ejecutivo. La construcción de grado superior a la media tiene una chimenea prefabricada y un sistema de calefacción y refrigeración de alta eficiencia. La construcción de grado medio solamente incluye un sistema básico de calefacción. Paso 6 Utiliza el mismo grado para la cocina como en el Paso 2. La construcción de clase ejecutiva utiliza gabinetes especialmente diseñados, electrodomésticos de alta calidad que tienen hornos enpotrados y acabados de granito o azulejo. La construcción de grado superior a la media tiene gabinetes comerciales de alta calidad, mostradores laminados de calidad y una estufa. Las cocinas de grado GAME OF LIFE™ (Grade 7) Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project MIDDLE SCHOOL TASKS medio tienen gabinetes de calidad de contratista y laminado de calidad más baja y los dueños compran los electrodomésticos. GAME OF LIFE™ (Grade 7) Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project MIDDLE SCHOOL TASKS Documento adjunto 4 Códigos de construcción A continuación tienes algunas de las reglas importantes para la construcción que se han establecido para nuestra comunidad ficticia. 1. Todas los cuartos habitados deben tener por lo menos 100 pies cuadrados y ninguna pared menos de 10 pies de longitud. 2. Todos los pasillos y las escaleras deben tener por lo menos tres pies de anchura. 3. Se puede construir un sótano en una casa de grado ejecutivo y nada menos. 4. Si se identifica la familia, cada niño debe tener una recámara. 5. Las piscinas deben medir por lo menos 15 pies de anchura y 30 pies de longitud. 6. Para este proyecto, los pies cuadrados incluirán todo bajo el techo incluyendo el garaje y el patio. GAME OF LIFE™ (Grade 7) Texas Performance Standards Project © 2013 Texas Education Agency Texas Performance Standards Project MIDDLE SCHOOL TASKS Tarjetas de la vida Estado civil: Soltero/a Niños: Ninguno Deuda universitaria: Saldo bancario: Estado civil: Casado/a Niños: Ninguno Deuda universitaria: Saldo bancario: Estado civil: Soltero/a Estado civil: Casado/a Niños: Dos Niños: Uno Deuda universitaria: Deuda universitaria: Saldo bancario: Saldo bancario: Estado civil: Soltero/a Estado civil: Casado/a Niños: Niños: Dos Deuda universitaria: Deuda universitaria: Saldo bancario: Saldo bancario: Estado civil: Divorciado Estado civil: Divorciado Niños: Dos Niños: Uno Deuda universitaria: Deuda universitaria: Saldo bancario: Saldo bancario: Estado civil: Soltero/a Estado civil: Soltero/a Vive con los padres Vive con los padres (responsable de su cuidado) Deuda universitaria: Deuda universitaria: Saldo bancario: Saldo bancario: Estado civil: Casado/a Estado civil: Casado/a Niños: Un bebé en camino Vive con los padres (responsable de su cuidado) Vive con los padres Deuda universitaria: Deuda universitaria: Saldo bancario: Saldo bancario: