Module
Confident Consumer
• Use ratio and proportion to
determine the unit price of
products and varying sizes
of products.
• Experiment with paper
towels for strength and
absorbancy.
• Use ratio and proportions
to determine quantities for
recipes.
• Compare cell phone plans
based on usage and price.
Session Focus
1
2
3
4
5
6
7
Unit Price
Usable Unit Price
Paper Towels
Area
Comparison Shopping
Dear Parent,
As parents and teachers, we
realize it can be hard to get
a child to discuss what he or
she is learning in school. We
hope the information provided
on this page will assist you in
communicating with your child
about what he or she is learning.
Your participation in the learning
process is extremely important, as
you are your child’s best teacher.
For the next few days, your
child will be learning about
food purchases, ratios,
proportions, and unit price by
completing the Confident
Consumer Module.
Words students will learn in this
Module include:
•
•
•
•
•
•
•
•
•
•
ratio
unit price
proportion
diameter
radius
usable unit price
linear
nonlinear
absorb
bulk
Questions for Discussion
During the course of this Module,
your child will be assessed on key
concepts and activities. You might
want to discuss these concepts
and activities with your child. He
or she will be asked to:
• Give an example of unit of
measure for length, mass,
weight, and volume. (For
example: length: meter,
centimeter, inch, foot,
mile; mass: gram, kilogram;
weight: ounce, pound;
volume: milliliter, liter,
ounce, quart, gallon)
• Given a set of recipes,
determine the recipe that
has the strongest flavor
of an ingredient. (Create
equivalent ratios.)
• Given the amount needed to
feed one person, determine
the amount of food needed
to feed 25 people. (Multiply
the amount needed for one
person by 25 to determine
the amount needed for 25
people.)
Local Cell Phone Plans
National Cell Phone
Plans
© 2009 Pitsco Education
Student:
Parent:
MO•0709•0000•00
Module
Fashion & Textiles
• Learn why color is
considered the most
exciting design element.
• Learn how each element of
design can affect the way a
person looks.
• Examine ways to improve
buying decisions.
• Explore fashion
merchandising.
Session Focus
1
2
3
4
5
6
7
Weaving
Elements of Design
Principles of Design
Buyer Responsibilities,
Purchase Orders,
Retail Prices
Buying Results and
Decisions
Dear Parent,
As parents and teachers, we
realize it can be hard to get
a child to discuss what he or
she is learning in school. We
hope the information provided
on this page will assist you in
communicating with your child
about what he or she is learning.
Questions for Discussion
Your participation in the learning
process is extremely important, as
you are your child’s best teacher.
• Explain textile design. (The
creation of patterns and
designs for a specific end use
such as clothing, draperies,
or furniture.)
• Explain the function
of a buyer. (A buyer's
responsibilities include
buying and selling goods to
ensure profits for a clothing
department in a retail
store as well as shopping
the markets, working
with vendors, and writing
purchase orders based on
information about sales and
the target market for a store.)
• Explain the reason for the
chosen location of the
security camera. (Have
your child describe the store
layout and explain why he
or she chose a particular
location for a security
camera.)
For the next few days, your child
will be learning about several
different areas of the fashion
industry by completing the
Fashion & Textiles Module.
Words students will learn in this
Module include:
•
•
•
•
•
•
•
•
•
•
•
•
budget
buyer
comparison shopping
consumer
dry cleaning
quota
retail
retail price
sampling
trademark
wholesale
wholesale price
During the course of this Module,
your child will be assessed on key
concepts and activities. You might
want to discuss these concepts
and activities with your child. He
or she will be asked to:
Fashion Merchandising
Fashion Merchandising
© 2009 Pitsco Education
Student:
Parent:
MO•0809•0000•00
Module
Interior Design
• Prepare a room layout
or floor plan utilizing a
computer application
simulating a room and
furnishings.
• Explore various principles
and elements of design
by creating a wallpaper
pattern.
• Complete a hands-on
activity to understand the
concept of a color wheel
and color combinations.
Session Focus
1
2
3
4
5
6
7
Color Combinations
Wallpaper Design
Wallpaper Composition
Floor Plan
Floor Plan
Interior Lighting
Remodeling Budget
© 2010 Pitsco Education
Dear Parent,
As parents and teachers, we
realize it can be hard to get
a child to discuss what he or
she is learning in school. We
hope the information provided
on this page will assist you in
communicating with your child
about what he or she is learning.
Questions for Discussion
Your participation in the learning
process is extremely important, as
you are your child’s best teacher.
• Explain the difference
between natural and artificial
light. (Natural light comes
from natural sources such as
the Sun. Artificial light comes
from human-made sources
such as lamps and candles.)
• Explain how a wall
decorated using formal
balance could be changed to
illustrate informal balance.
(Moving objects on the wall
can change the balance from
formal to informal.)
• Explain the difference
between formal and
informal balance. (Formal
balance is when both sides
of the wall are identical.
Informal balance is when
the two sides of the wall are
decorated differently.)
For the next few days, your child
will be learning about concepts
that today’s interior decorator
utilizes on a daily basis through
the use of a color wheel and the
science of color selection by
completing the Interior Design
Module.
Words students will learn in this
Module include:
• accent
• formal balance
• harmony
• horizontal lines
• indirect lighting
• informal balance
• intensity
• monochromatic
• proportion
• shade
• traffic pattern
During the course of this Module,
your child will be assessed on key
concepts and activities. You might
want to discuss these concepts
and activities with your child. He
or she will be asked to:
Student:
Parent:
MO•0110•0000•00
Module
Life Skills
• Research and present the
effects of peer pressure.
• Use the computer and
resource material for
specified time segments
during the term of the
Module.
• Use the computer
and other resource
materials to research
and present information
on how different types
of relationships can be
strengthened.
Session Focus
1
2
3
4
5
6
7
Personality Profile
Issues Facing Teens
Stress
Self-esteem
Peer Pressure
Dear Parent,
As parents and teachers, we
realize it can be hard to get
a child to discuss what he or
she is learning in school. We
hope the information provided
on this page will assist you in
communicating with your child
about what he or she is learning.
Questions for Discussion
Your participation in the learning
process is extremely important, as
you are your child’s best teacher.
• Give two examples of a
person’s temperament.
(Answers vary but might
include neatness, tardiness,
promptness, messiness.
Temperament is a set of
personality traits consistent
in a person’s behavior.)
• Identify different issues
facing teens today.
(Answers vary but might
include change in body,
added responsibilities, peer
pressure, relationships with
family/friends.)
• Explain ways to deal with
teen problems. (Have your
child list the issues included
in his/her presentation and
describe a way to deal with
each issue.)
For the next few days, your child
will be learning about primary
issues facing today’s teens
through personal assessment
while completing the Life Skills
Module.
Words students will learn in this
Module include:
• attitude
• depression
• peer pressure
• personality
• responsible
• role
• self-concept
• self-esteem
• stress
• values
During the course of this Module,
your child will be assessed on key
concepts and activities. You might
want to discuss these concepts
and activities with your child. He
or she will be asked to:
Relationships
Assembling Your
Presentation
© 2010 Pitsco Education
Student:
Parent:
MO•0110•0000•00