Daily Learning Contract
- Topic: Entrepreneurship
- Objective: Students will use supplied buyer and cost evidence to identify a real-estate opportunity, responsibility, risk, and tradeoff.
- TEKS: d(3)(I)
- Demonstration of Learning: Completed FYF renovation plan plus individual math audit and entrepreneurship response.
Lesson Overview
| Time | 50 minutes |
| TEKS | d(3)(I) |
| Deliverable | Completed FYF renovation plan plus individual math audit and entrepreneurship response |
| Materials | Student FYF workbook pp. 238-239, one-page CCE companion, calculator, private Canvas response |
Scenario Boundary
This is a fictional workbook decision model. Costs and estimated value increases are supplied scenario data, not current contractor bids, appraisals, tax advice, financing advice, or a promise of profit. Students do not research or use real addresses, listings, family property, or purchase plans.
Before Class
Provide FYF pp. 238-239, pencil, calculator, and one one-page companion per student by Canvas annotation or print. Pairs may discuss buyer evidence, but each student submits one companion. Project this model: Kitchen refresh costs $10,000 and adds an estimated $15,000, so net change is +$5,000. It fits the supplied buyer preference for a modern kitchen. It does not prove a real bid or resale gain. Use the locked FYF images only for projection or absence. Do not print a second renovation table.
50-Minute Flow
1. Warm-Up: Benefit and Responsibility (5 min)
Students write one possible benefit and one responsibility of operating an independent business. Use neutral wording; do not imply entrepreneurship is always preferable to employment.
2. Read the Need and Model Net Value (10 min)
Read the workbook's buyer preferences. Model one row:
estimated value increase − cost = net value change
Explain that the workbook uses simplified estimates and that actual renovation decisions require qualified estimates, due diligence, financing, permits, inspections, taxes, and risk review.
3. Complete the FYF Renovation Plan (20 min)
Students work directly in FYF pp. 238-239. They select upgrades from the workbook's fixed table, keep total cost at or below $25,000, calculate value added and net value change, and justify the plan with supplied buyer evidence. The one-page CCE companion collects only the math audit, tradeoff, risk, and professional-boundary evidence that the workbook does not collect.
Active monitoring:
- Minute 14: students can calculate one net change and cite a buyer preference. If one-third choose by taste, reread the four supplied preferences.
- Minute 28: total cost is at or below $25,000 and work remains in the FYF table.
- Minute 40: companion totals match the plan, and opportunity, responsibility, risk, and qualified role are distinct.
Safe trim: accept a three-upgrade plan and concise bullets. Protect the math audit, buyer-evidence reason, risk, and simulation limit. Check FYF in place and collect only the companion.
4. Entrepreneurship Connection (10 min)
Students explain one opportunity, two responsibilities, one risk, and one professional/qualified role an investor would still need. They compare this decision with one prior entrepreneurial project without claiming every sales agent is an unsupervised business owner. BLS reports many brokers and agents are self-employed, while Texas Sales Agents still require broker sponsorship for active practice.
5. Exit Check (5 min)
State the chosen plan's total cost, total estimated value added, net value change, one buyer-evidence reason, and one fact the simulation cannot prove.
Support and Fallback
The student workbook is the default route. Licensed page images are embedded in authenticated Canvas for projection and absence. The one-page CCE companion may be typed, dictated, annotated, or completed on paper. Do not require students to complete both a second renovation table and the workbook table. A partner is optional; the reasoning evidence is individual.