Checkbook Balance Worksheet: Fill & Download for Free

I Home school two of my children and two attend public school. We have a set schedule everyday. My son has difficulty with writing, I use a lot of worksheets that he can circle answers on, I use the school curriculum , all questions in the books are answered. We delve into plenty of stuff that each child is interested in, we build off each lesson to keep interest high, teaching moments are every second of the day, not everything has to be formal. I also teach ADL’s . All of my kids are teenagers, they know how to budget money, write a check, balance a checkbook, do laundry and how to sew on a button. One son is autistic and he hates reading , I don’t push it but what I give him to read is something that he is interested in. My oldest daughter is a senior this year, she just took her ACT and scored a 20. Cooking is a good way to learn about measurements, time and following directions. We talk about everything, birth control, reproduction, music, sports and if e don’t know the answer to something g we find out! We may not do “school” one day a week but even going to get groceries is a teaching moment, sales tax, percentage saved, best deal and coupons. We watch the news and weather, talk about headlines in the paper, this often opens up debates on certain subjects, including geography, religion, war and such. I find it helpful to teach certain subjects like math, science, reading everyday.

I have been reading quora for months now, but never replied to a question. I could not resist peaking at the first answer, and then of course quickly fell into the reading of the rest of them.I teach in the Silicon Valley. Public High School. Discipline: English Language Arts, which some refer to as rhetoric and communication. I guess I don't disagree with any of those terms, but I would disagree that my subject is the most important one to master, or at least demonstrate proficiency.The things I teach are skills:-how to vary sentence structure for engaging prose-how to speak accurately and with authority-incorporating ethos, pathos, and logos into your public speeches-relating themes and critical understandings across canonical and contemporary texts through writing, analysis, and discussion.-how to use language as a source of creative. persuasive, explanatory, and narrative expression-how to recognize in reading and in original writing your subject, occasion, audience, purpose, and tone.-methods of analyzing text that promote autonomous reading of complex nonfiction texts.I do not teach a subject. I USE subjects that engage students to teach the skills the 21st Century economy demands.I agree with James Cook, Rob Ferrin, and Larry Sanger each of whom, in his own way, responds that economics is a core subject that should be taught.The law of diminishing returns, diversifying your investments, short term and long term investments. ROI, marketing oneself and one's ideas or world view...I am a 38 year old English teacher and I don't balance the checkbook. I have very little financial know-how. I regret that, but I am referring to economics as its principals apply to the spending of time, talent, and energy, rather than money.My students read, among other texts like To Kill a Mockingbird and Animal Farm, The Adventures of Johnny Bunko, The Only Career Guide You'll Ever Need and they listen to parts of Drive: The Surprising Science of Motivation, both by Dan H. Pink.Everyone suffers or succeeds by virtue of their economic know-how. Understanding the psychological and academic implications for the decisions before us, as adolescents and young adults, is a very real way to see the cause-effect relationships of our decisions.Without autonomy,mastery, and purpose, workers (and students) are only motivated to complete basic algorithmic tasks for small rewards. Money as a reward doesn't work, as the economists in his book point out through various studies. Grades are the currency of school.When we were little, elementary teachers would reward us with stickers or prizes. The stakes for us were low and the rewards were motivation enough to be good citizens or to complete math computation worksheets.But, economics and the science of motivation have proven over and over again that with more complex subjects, like those students must learn in high school, the "reward" of high marks actually increases the risk of failure. If then rewards don't work for my students.Right now, students who have demonstrated proficiency on the three core skills (essay, outline, and critical reading responses) are engaged in 20% time projects, based on the ideas in Pink's book (Or see his RSA Animate video on Motivation on youtube). The company, Atlassian, is used as an example.More than passing the class, the students are encouraged by the freedom to master something that has a purpose for them. They are blogging about knitting, creating three dimensional portraits, creating films and websites, and writing songs. They are working harder than the reward of a high GPA alone would push them to work.Applying economics to life choices, seeing English skills as assets, as currency, I think, would be a significant improvement over the grades, testing, and required work assigned to our students.

I am not familiar with that specific medication, but I have ADD (definitely correctly diagnosed as a child) and was on ritalin from 5th grade to graduation, and adderol in college (my body chemistry changed, ritalin stopped working correctly, so they switched me to adderol). The meds DEFINITELY helped.I was never really hyperactive, instead I was the inattentive daydreamer who somehow turned a couple of 15 minute worksheets (4th grade, so minimal homework) into 5 hrs of homework each night, even when I tried my best to focus on them. At the time of my diagnosis ADHD was used for hyperactive kids, and ADD was used for easily distracted daydreamers with no hyperactive impulses, hence the lack of the “H” in my diagnosis. All the doctors knew that they were just two flavors of the same disorder though.After I started taking the meds, I could focus. It still took me a bit longer than others to do assignments due to the typical ADD jumbled thought process. BUT it wasn’t so ridiculously drawn out. I was always incredibly smart, but my inattention led to my inability to finish tests or in-class assignments.With the medication, I could finish tests, I could pay attention in class and learn the material, I could actually do my in-class work and not have it added to my homework load, etc. I also remembered things like being told to bring something to class or that a book report was needed on Friday instead of the following Monday due to a forgotten holiday.Before the meds I was a C/D student SOLELY because of missed assignments and incomplete tests. After the meds, when I could actually finish stuff before running out of time (or falling asleep at 1am), my grades shot up to straight A’s.I am currently not medicated for my ADD, though I probably should be. The only reason I can get away with this is I am a housewife with no kids living in an apartment with my husband and sister. I am STILL distractible, still a daydreamer, and still somehow lose an hour or two whenever I try to do a 15 minute task particularly if it involves things like balancing a checkbook, paying bills, or planning anything. BUT because my life is basically “eh, I can do that later” and anything I don’t get done today is “eh, I can do that tomorrow”, it’s not such a big deal right now if it takes me 2 hrs to sort the handful of receipts from our weekend errand run.If I went back to school, got a job, needed to take care of a full-sized house, or had to be responsible for a tiny human, I would NEED the meds again to be able to do what every other neuro-typical adult does on a daily basis.