no taxation without calculation: filling out tax returns - interactive whiteboard lessons

Based on the content of the New York Times.
Overview | how much of the worker's income is used for tax payment? Why?
In this lesson, students estimate how much money they need to make to pay for the fee, and then consider their tax burden.
After exploring the 1040 form, they grouped using mocked-
Fill out the tax return for the taxpayer and then exchange it with another group for "audit ".
Materials | computers with Internet access and projectors;
Configuration file copy on cost-of-
Life profile and taxpayer Scenario Table (PDF). Warm-
Up | tell the students to meet, two to three in each group, and give each group a profile from the paper costof-
Introduction to life (PDF).
Let them calculate how much this person or a couple spends each year in a given situation.
Students are encouraged to estimate and incorporate other related expenses missed in the list, such as entertainment, clothing, travel, etc.
Help them determine the realistic figures for the total annual expenses and have each panel determine the annual income required to pay them.
After a few minutes, let each group share their findings.
What did they add?
How is the estimates made by the group working on the same file compared?
Does any group think it is necessary to consider taxation?
Now tell students that the government will collect 20-40% of their income in the form of federal, state and local taxes.
How will this change their income estimates?
Here, explain the difference between total and net wages, or take-home, pay.
Promote a brief panel discussion on taxation to address the following general questions: why the federal and state (and some local)
Income tax levied by the government?
What services do these taxes pay?
In addition to income tax, how is the government taxed for what purpose?
Related | in the article "seeking a path to simpler tax law", David M.
Herszenhorn discusses "the state's intricate tax laws": Americans now have less tax on the federal government than at any time since 1950, measured as a percentage of national economic output.
Projections show that due to the 2011 agreement between President Obama and congressional Republicans, the collective bill fell further in December.
New payroll tax breaks have been introduced for most workers.
But federal tax policy could go against the basic laws of mathematics for such a long time.
Even some harsh fiscal conservatives in Washington say it is necessary to increase taxes to control the country's growing debt.
This, in turn, may create an opportunity to advocate for a more efficient and streamlined system that can increase collections while reducing interest rates.
Use the questions below to read the whole article with your class.
Questions | discussion and reading comprehension: activities | let students browse the interactive feature "A Line-by-
Line goes through 1040, "a sample of a hypothetical couple's tax return in suburban New York, familiarizing them with the 1040 form.
Then tell the students that they will now go back to their small group and make tax returns for another hypothetical taxpayer or couple.
Give 1 of the 5 taxpayer scenarios in each group (PDF).
Each case applies to the Form 1040EZ (PDF)
Including W-2 and 1099-INT forms.
These forms are also distributed to groups so that they can use the official IRS 1040EZ directive (PDF)
Complete the Form 1040EZ (PDF).
After the team has completed their return, collect their forms and record their results.
Then let each team exchange returns with another team.
Their task now is to "audit" the work of another team.
Give each team a full form 1040EZ from a different team and challenge the new team to validate or dispute a given tax return.
When the federal form is completed, you can send the students to the tax administrator Federation State Tax Form website to find the appropriate state and local tax forms for the team to complete and review their status returns.
Further | to identify new tax situations by changing mock tax documents and peripheral information, remember that in order to use the form 1040EZ, the total income must be less than $100,000 and the declarant must not have a dependent, taxable interest shall not be less than $1,500.
This activity becomes more challenging by creating situations where you need to use table 1040 (PDF).
The new situation may include the following factors: Instructions for browsing Form 1040 (PDF)to get ideas.
Better yet, let students use these resources to create their own environment.
Teams can exchange situations and compete to get the best return.
You can also discuss the tax policy.
Thematic proposals include: how some people avoid paying taxes, the relative tax burden on different socio-economic classes, or how the government uses tax incentives to achieve certain policy objectives.
Do your students like to prepare mock tax returns?
If so, encourage your fledgling accountant to investigate possible career paths.
Standards | this course is related to McREL's national standards (
It can also be aligned with new Common Core national standards):Mathematics3.
Use basic and advanced programs when performing the calculation process. 9.
Understand the general nature and use of mathematics.
Business education 3.
Explain and create basic financial statements. 14.
Solve business problems with basic mathematical operations. Civics25.
Understand the issues of individual, political and economic rights.
Life Skills: Life Work 3.
Make general preparations for entering the work force. Economics6.
Understand the role of the government in the US economy. 8.
Understand the basic concepts of US fiscal policy and monetary policy.
Comments are no longer accepted.
This is a good course plan, especially in terms of showing how tax policies "go against the basic laws of mathematics.
"I also like the suggestions contained in the" go further "section of this article-but I have to go further myself!
I don't have some material I need (in-
Room computer with Internet access)
But that's okay.
I will adjust this lesson plan accordingly by strengthening some basic principles of proportional reasoning (
In the use of ". . . Advanced programs, while performing the calculation process "refer to mathematical standards).
I will also send advice to colleagues in the humanities to discuss the taxation of different socio-economic groups.
Once again, good idea! Thanks a lot!
In good faith, it is timely to consider lessons from the tax side from many perspectives.
Many publishers, including Walch.
Com, provides classroom resources available at any time such as "easy payment of income tax.
If you can use interactive whiteboard and computer, I suggest you download TurboTax (or similar)
Let them show by return how complex the calculation is and how various factors, from mortgage interest to deduction limit to AMT, have interesting consequences.
The above suggestion, line-by-
It is useful to go through line 1040, but if the teacher has tax knowledge, I believe the more interactive approach will be more interesting and useful.
Great insight from Patrick and Holly.
Also, this is a good activity for students to learn about these tax returns.