For Missouri Teachers · Standards Alignment
Missouri’s Personal Finance Course Level Expectations, Mapped to a Ready-to-Teach Course
Missouri requires students to complete a personal finance course to graduate. This page sets out what the law asks for, lists all 74 of the state’s grades 9–12 personal finance expectations, and shows for each one whether our 10 classroom-ready units cover it fully, in part, or not at all — with the partial rows naming exactly what is missing.
The Requirement
What Missouri actually requires
Missouri’s requirement is a State Board of Education rule rather than a statute. 5 CSR 20-100.190, in the Missouri Code of State Regulations, sets the minimum for graduation from a Missouri public high school at twenty-four units, of which one-half unit of credit must be Personal Finance. The rule was originally filed June 30, 2005 and amended in 2018, so this is a long-standing requirement in force now — not a mandate arriving in a future year.
How a student earns that half credit changes what the state assessment does, and that is worth reading before you plan the year. DESE provides a free Personal Finance assessment aligned to the expectations below, and its own testing information sets three different rules for it: for a student earning the credit through embedded coursework the assessment is required, with the district setting the pass rate; for a student testing out it is required and the score must be 90% or higher; and for a student in a stand-alone Personal Finance course it is optional. A student may take it once per testing window.
That is why the coverage below matters more in Missouri than in most states: for two of those three routes, an assessment built from these expectations is the thing a student has to pass.
The content is set by DESE’s Personal Finance Course Level Expectations for grades 9–12, approved September 2017: 74 expectations across seven strands.
Check every detail against Missouri’s own sources: 5 CSR 20-100.190 as published by the Secretary of State, and the Course Level Expectations from DESE’s social studies and personal finance page. Districts differ in which course carries the requirement and in which of the three assessment routes they use, so confirm your own building’s plan before you build a syllabus around it.
The Course
10 units, 50 days, written to be taught in order
10 five-day units, 50 class periods of core instruction. How much of a semester that is depends on your building: on an every-other-day block, where a semester is roughly 45 to 50 meetings, the units fill it; on a traditional daily period, where a semester runs nearer 90, they are the spine and the course tests and the gap material below fill the rest. Plan the schedule against your own calendar rather than against this figure.
Every unit ships a free pacing guide, pre-quiz and vocabulary sheet that need no account, so you can read the objectives this crosswalk is built from before deciding anything. The full teacher kit — teacher guide, student packet, quizzes, unit project, final assessment, editable slides and the complete ZIP — comes with Full Membership.
Each card shows how many Missouri expectations that unit carries, fully or in part. A standard taught by two units is counted on both, so these add to 83 rather than to the 56 standards the course addresses.
The Crosswalk
All 74 expectations, and how far the course covers each one
56 of the 74 expectations are addressed by a unit — 31 fully and 25 in part. Of the 18 that are not, 18 are served elsewhere on this site and are linked in the table. Standard codes and wording below are reproduced from Personal Finance Course Level Expectations, Grades 9-12, Missouri Department of Elementary and Secondary Education, Summer 2017 (approved September 2017).
How to read the third column. A unit is listed against a standard only where its published pacing-guide objectives support it, so every row here is one you can check yourself against a free PDF. Fully means those objectives support the standard’s main clause and every requirement it names outside its “e.g.” examples. Partly means they support the main clause but not one or more named requirements — and the row says which, so you know exactly what to supplement. It is a strict rule, applied the same way in all seven strands; the member materials in each unit go further than the free guide advertises, so treat this as the floor, not the ceiling.
The misses are not spread evenly. Financial Investing (VII) is where the course leaves the most to supplement — 7 of its 8 expectations are carried by no unit — so plan for that strand first. The table names every strand.
One thing to know before you compare this page with another state’s. Missouri writes one demand per expectation — “Compare gross and net income”, “Develop a savings plan”, “Identify payment methods” — where several other states pack five or six separate demands into a single standard. A one-demand expectation can be met in full; a six-demand one almost never is. So the Fully count below is higher than on our other state pages, and that is a fact about Missouri’s drafting rather than evidence that this course fits Missouri better. Read the rows, not the ratio.
| Strand | Expectations | Fully | Partly | Not by a unit |
|---|---|---|---|---|
| I Financial Decision Making | 5 | 4 | 1 | 0 |
| II Earning Income | 11 | 2 | 5 | 4 |
| III Buying Goods and Services | 16 | 8 | 6 | 2 |
| IV Saving | 9 | 6 | 2 | 1 |
| V Using Credit | 17 | 6 | 7 | 4 |
| VI Protecting and Insuring | 8 | 5 | 3 | 0 |
| VII Financial Investing | 8 | 0 | 1 | 7 |
| All seven strands | 74 | 31 | 25 | 18 |
I · Financial Decision Making
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| I.1.A Unlimited Wants and Limited Resources |
Evaluate the role of choice in decision making. | FullyInsurance & Risk · Renting & Major Purchases · Saving & Emergency Funds |
| I.1.B Unlimited Wants and Limited Resources |
Apply a rational decision making process to satisfy wants. | FullyBudgeting & First Paycheck · Renting & Major Purchases · Saving & Emergency Funds |
| I.2.A Choice and Decision Making |
Explain how today's choices have future consequences. | FullySaving & Emergency Funds · Credit & Borrowing · Investing & Long-Term Growth |
| I.2.B Choice and Decision Making |
Explain the causal relationship between choice and opportunity cost. | PartlyCredit & Borrowing · Investing & Long-Term Growth · Renting & Major PurchasesNot covered here: The words opportunity cost appear in no published objective. Trade-offs are taught throughout, but not under the name Missouri uses, and no objective asks a student to state the next-best alternative that a choice gave up. |
| I.2.C Choice and Decision Making |
Analyze how choices can result in unintended consequences. | FullyModern Payments, Scams & Fraud · Credit & Borrowing · Investing & Long-Term Growth |
II · Earning Income
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| II.1.A Career Choices and Consequences |
Evaluate how career choices impact income and quality of life. | PartlyCareers & Paying for EducationNot covered here: The income half is covered and the quality-of-life half is not. No published objective asks how a career choice affects hours, working conditions, location or the rest of a life outside the paycheck. |
| II.1.B Career Choices and Consequences |
Analyze the relationship between education, skill development and earning potential. | PartlyCareers & Paying for EducationNot covered here: The course prices education and does not price its return. No objective has students compare earnings across education levels, so the link from schooling and skill-building to earning potential — the relationship this expectation names — is never drawn. |
| II.1.C Career Choices and Consequences |
Describe how wages and salaries are determined in labor markets. | No unit — see Jobs & Career articles |
| II.1.D Career Choices and Consequences |
Analyze how changes in economic conditions and/or in labor markets can cause changes in a person's income or employment status. | No unit — see Jobs & Career articles · Politics & Economy articles |
| II.1.E Career Choices and Consequences |
Describe how entrepreneurs see problems as opportunities for creating new or innovative goods or services. | No unit — see Economics lessons & worksheets · Small Business articles |
| II.2.A Forms of Compensation |
Examine how workers are paid through wages, salaries and commissions. | PartlyCareers & Paying for Education · Budgeting & First PaycheckNot covered here: Commission is the missing third. No published objective covers pay that varies with what a worker sells, which is how a large share of first jobs in retail and sales actually pay. |
| II.2.B Forms of Compensation |
Analyze why benefits such as health insurance, paid vacation, retirement plan, family leave, tuition reimbursement and flexible scheduling are considered forms of compensation. | FullyCareers & Paying for Education |
| II.2.C Forms of Compensation |
Identify sources for earning income in addition to wages and salaries such as rent, interest, gifts, dividends, profits and capital gains. | PartlySaving & Emergency Funds · Investing & Long-Term GrowthNot covered here: Interest is covered as income. Rent, gifts, business profits and capital gains are not — no published objective presents any of them as a source of a person’s income. |
| II.3.A Taxes and Other Deductions |
Compare gross and net income. | FullyBudgeting & First Paycheck · Taxes & First Filing |
| II.3.B Taxes and Other Deductions |
Explain the purpose of standard deductions such as income taxes, social security (FICA), Medicare, deductions for health care and retirement savings plans. | PartlyTaxes & First Filing · Budgeting & First Paycheck · Investing & Long-Term GrowthNot covered here: Health-care deductions are the gap. No published objective explains what an insurance premium taken out of pay is buying, which is often the largest voluntary line on a first pay stub. |
| II.3.C Taxes and Other Deductions |
Explain how taxes provide public goods and services. | No unit — see Taxes lessons & worksheets · Taxes articles |
III · Buying Goods and Services
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| III.1.A Creating a Budget |
Differentiate between income and expenses. | FullyBudgeting & First Paycheck |
| III.1.B Creating a Budget |
Analyze spending habits to recognize current spending and saving trends. | FullyBudgeting & First Paycheck |
| III.1.C Creating a Budget |
Create a budget that includes savings goals, emergency funds, fixed expenses and variable expenses. | FullyBudgeting & First Paycheck · Saving & Emergency Funds · Renting & Major Purchases |
| III.1.D Creating a Budget |
Explain how budgeting for charitable giving may have tax benefits. | No unit — see Taxes articles |
| III.1.E Creating a Budget |
Prioritize expenses and payment due dates. | PartlyBudgeting & First Paycheck · Renting & Major PurchasesNot covered here: No published objective has students order their bills by due date, or decide which bill to pay first in a month when there is not enough for all of them — the sequencing half of this expectation. |
| III.2.A Purchasing Items of High Value |
Conduct research on product options to plan future purchases such as phone, car, home or vacation. | FullyRenting & Major Purchases |
| III.2.B Purchasing Items of High Value |
Evaluate product information for price, quality, service and features. | PartlyRenting & Major Purchases · Insurance & RiskNot covered here: Price and terms are compared; quality, service and product features are not. No published objective asks a student to weigh a better-made or better-supported product against a cheaper one. |
| III.2.C Purchasing Items of High Value |
Describe effective responses to deceptive or fraudulent sales practices. | FullyModern Payments, Scams & Fraud |
| III.2.D Purchasing Items of High Value |
Identify payment methods. | FullyModern Payments, Scams & Fraud |
| III.2.E Purchasing Items of High Value |
Analyze the costs and benefits of different payment options. | FullyModern Payments, Scams & Fraud · Credit & Borrowing |
| III.3.A Considering Alternative Goods and Services |
Evaluate substitutes when the price of goods or services exceeds your budget. | PartlyRenting & Major Purchases · Careers & Paying for EducationNot covered here: No published objective has students find a substitute good or service because a price exceeded a budget — the everyday version of this, swapping one product for a cheaper one that does the same job. |
| III.3.B Considering Alternative Goods and Services |
Compare the features, durability and maintenance costs of goods. | PartlyRenting & Major PurchasesNot covered here: Durability and feature comparison are not covered. No published objective asks how long a good will last or what it does that a cheaper one does not. |
| III.4.A Selecting Financial Institutions |
Compare the services, service fees and requirements of various financial institutions such as banks, savings and loans, credit unions and virtual banks. | PartlyBanking & CheckingNot covered here: Services and fees are covered; the comparison across institution TYPES is not. No published objective sets a credit union beside a bank, a savings and loan or an online-only bank, or covers what each requires to open an account. |
| III.4.B Selecting Financial Institutions |
Calculate an account balance by recording deposits, withdrawals and debit transactions. | FullyBanking & Checking |
| III.4.C Selecting Financial Institutions |
Analyze the costs and benefits of using or not using financial institutions and virtual exchanges. | PartlyBanking & CheckingNot covered here: The other side is missing: no published objective covers what it costs to go without a bank — check cashers, prepaid cards, money orders — or what a virtual exchange is. |
| III.4.D Selecting Financial Institutions |
Explain the importance of FDIC, NCUA and other security regulations to protect one's wealth in financial institutions. | No unit — see Banking lessons & worksheets · Banking articles |
IV · Saving
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| IV.1.A Reasons for Saving |
Identify short, medium and long-term savings goals including saving for high value purchases, postsecondary education/training and retirement. | PartlySaving & Emergency Funds · Careers & Paying for Education · Investing & Long-Term GrowthNot covered here: Missouri asks for three horizons and the course teaches two. The medium band — the goal that is years away but not decades — is named in no published objective. |
| IV.1.B Reasons for Saving |
Develop a savings plan. | FullySaving & Emergency Funds · Banking & Checking |
| IV.1.C Reasons for Saving |
Explain the importance of a rainy day fund for unexpected expenses. | FullySaving & Emergency Funds |
| IV.1.D Reasons for Saving |
Compare retirement savings options. | FullyInvesting & Long-Term Growth |
| IV.2.A Interest on Savings |
Compare simple and compound interest. | FullySaving & Emergency Funds |
| IV.2.B Interest on Savings |
Use the Rule of 72 to calculate how long it takes money to double. | No unit — see Rule of 72 worksheet generator |
| IV.2.C Interest on Savings |
Explain how the time value of money, i.e. money in hand today, is worth more than money promised in the future, influences financial decision- making. | FullySaving & Emergency Funds · Investing & Long-Term Growth |
| IV.3.A Saving Instruments |
Identify saving instruments such as certificates of deposit and savings accounts. | FullySaving & Emergency Funds · Banking & Checking |
| IV.3.B Saving Instruments |
Compare the liquidity, interest payment or penalty of various savings instruments. | PartlySaving & Emergency FundsNot covered here: The penalty side is missing. No published objective covers what an early withdrawal from a term account costs, which is the difference that makes a certificate of deposit a different instrument rather than a better savings account. |
V · Using Credit
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| V.1.A Facets of Credit |
Analyze the difference between a credit and a debit account | FullyCredit & Borrowing · Modern Payments, Scams & Fraud |
| V.1.B Facets of Credit |
Compare sources of consumer credit such as credit cards, consumer loans, rent-to own, title and payday loans. | PartlyCredit & BorrowingNot covered here: Only credit cards are taught in any depth. Consumer loans, rent-to-own, title loans and payday loans are compared in no published objective, and those are the products this expectation exists to warn about. |
| V.1.C Facets of Credit |
Evaluate the options for financing higher education. | FullyCareers & Paying for Education |
| V.1.D Facets of Credit |
Analyze various terms and conditions of credit cards and consumer loans. | PartlyCredit & BorrowingNot covered here: Consumer loan terms are not covered. No published objective reads a loan agreement, so term length, prepayment and default clauses are outside the course. |
| V.1.E Facets of Credit |
Explain the purpose, functions and costs of a mortgage. | No unit — see Housing lessons & worksheets · Housing articles |
| V.2.A Interest on Credit |
Compare the cost of credit between financial institutions based on the Annual Percentage Rate (APR), initial fees charged and fees for late or missed payment. | PartlyCredit & BorrowingNot covered here: No published objective compares the SAME borrowing at two different lenders, which is the comparison this expectation asks for. |
| V.2.B Interest on Credit |
Calculate the total purchase price of a good or service including interest paid. | PartlyCredit & BorrowingNot covered here: The unit teaches this conceptually and prints no amortization, so no published objective adds interest to a purchase price to reach a total cost. |
| V.2.C Interest on Credit |
Explain the relationship between risk and interest including credit worthiness and down payment. | PartlyCredit & BorrowingNot covered here: The down payment is missing. No published objective explains why putting money down lowers a lender’s risk, and therefore the rate. |
| V.2.D Interest on Credit |
Differentiate between secured and unsecured loans. | No unit — see Credit lessons & worksheets · Credit & Debt articles |
| V.3.A Credit Worthiness |
Evaluate factors that affect creditworthiness including paying on time and payment history. | FullyCredit & Borrowing |
| V.3.B Credit Worthiness |
Explain the purpose and components of credit records and credit history as provided by credit bureaus. | PartlyCredit & BorrowingNot covered here: The report is not the score, and only the score is taught. No published objective covers what a credit file contains or who compiles it, so the bureaus and the components of a credit record are outside the course. |
| V.3.C Credit Worthiness |
Identify ways to avoid and/or correct credit problems. | PartlyCredit & BorrowingNot covered here: Avoiding trouble is covered and correcting it is not. No published objective covers disputing an error, negotiating with a creditor or recovering from missed payments. |
| V.3.D Credit Worthiness |
Analyze why credit scores may be used by entities such as employers, landlords and insurance companies. | FullyCredit & Borrowing |
| V.3.E Credit Worthiness |
Evaluate a credit report to verify accuracy. | No unit — see Read a Credit Report pack |
| V.3.F Credit Worthiness |
Explain the importance of annually verifying one's credit report. | No unit — see Read a Credit Report pack |
| V.3.G Credit Worthiness |
Explain the value of consumer credit protection laws. | FullyModern Payments, Scams & Fraud |
| V.3.H Credit Worthiness |
Explain responsibilities associated with the use of credit. | FullyCredit & Borrowing |
VI · Protecting and Insuring
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| VI.1.A Protecting Against Financial Risk by Insuring |
Analyze the personal financial risks that can occur when unexpected events damage health, home, property, wealth or future opportunities. | FullyInsurance & Risk |
| VI.1.B Protecting Against Financial Risk by Insuring |
Explain how and why insurance companies create policies and determine premiums. | FullyInsurance & Risk |
| VI.1.C Protecting Against Financial Risk by Insuring |
Analyze factors people use to choose insurance coverage. | FullyInsurance & Risk |
| VI.1.D Protecting Against Financial Risk by Insuring |
Explain how personal behavior and risk impact insurance premiums. | FullyInsurance & Risk |
| VI.1.E Protecting Against Financial Risk by Insuring |
Analyze health insurance options to provide funds in the event of illness and/or to pay for the cost of preventive care. | PartlyInsurance & RiskNot covered here: No published objective examines health coverage itself: no plan types, no networks, and nothing on preventive care, which this expectation names specifically. |
| VI.2.A Protecting Personal Identity |
Analyze federal and state regulations which provide some remedies and assistance for identity theft. | PartlyModern Payments, Scams & FraudNot covered here: Those are payment rules, not identity-theft remedies. No published objective covers the state and federal identity-theft process — reports, freezes, recovery plans — or the agencies that run it. |
| VI.2.B Protecting Personal Identity |
Analyze how individuals can protect themselves from others misusing personal information and from identity theft while online. | FullyModern Payments, Scams & Fraud |
| VI.2.C Protecting Personal Identity |
Discuss current ways to counter cyber-attacks and protect personal information. | PartlyModern Payments, Scams & FraudNot covered here: The device-and-account side is not covered. No published objective treats passwords, two-factor authentication, updates or public Wi-Fi, which is most of what countering a cyber-attack means in practice. |
VII · Financial Investing
| Expectation | What it asks for | Where the course covers it |
|---|---|---|
| VII.1.A Investment Instruments |
Compare various financial assets for their risk and rewards such as stocks, bonds, mutual funds, real estate and commodities. | No unit — see Investing lessons & worksheets · Investing articles |
| VII.1.B Investment Instruments |
Explain the impact of capital gains, dividends, risk and stock value on corporate stock ownership. | No unit — see Investing lessons & worksheets |
| VII.1.C Investment Instruments |
Explain how the price of a financial asset is determined by the interaction of buyers and sellers in a financial market. | No unit — see Investing lessons & worksheets · Investing articles |
| VII.2.A The Relationship between Risk and Reward |
Explain how the rate of return earned from investments will vary according to the amount of risk. | No unit — see Investing lessons & worksheets |
| VII.2.B The Relationship between Risk and Reward |
Explain how the rates of return on financial assets are influenced by buyers and sellers in financial markets. | No unit — see Investing lessons & worksheets |
| VII.2.C The Relationship between Risk and Reward |
Explain why an investment with greater risk, such as a penny stock, will commonly have a lower market price, but an uncertain rate of return. | No unit — see Investing lessons & worksheets · Investing articles |
| VII.2.D The Relationship between Risk and Reward |
Explain the risks and rewards of short term and long-term investments. | PartlyInvesting & Long-Term GrowthNot covered here: The reward side is missing. Because the unit prints no rate of return, no published objective says what a long horizon is expected to earn — only what it protects against. |
| VII.2.E The Relationship between Risk and Reward |
Describe how diversification can lower investment risk. | No unit — see Investing lessons & worksheets |
The Gaps
The 18 standards these units do not teach
No single course covers 74 standards to the same depth, and a crosswalk that claimed otherwise would not be much use to you in a curriculum review. These are the ones the 10 units do not carry, each with the reason. Most are served by something else on this site; where nothing is, it says so. Links marked lessons, worksheets or by a printable’s name are classroom material; links marked articles are background reading rather than something you can hand to a class.
- II.1.C Describe how wages and salaries are determined in labor markets.No published objective explains how wages and salaries are set in a labor market. The course treats a wage as given and works forward from it. Elsewhere on this site: Jobs & Career articles.
- II.1.D Analyze how changes in economic conditions and/or in labor markets can cause changes in a person's income or employment status.No published objective covers what a recession, an industry decline or a shifting labor market does to a person’s income or job. The units teach a stable paycheck. Elsewhere on this site: Jobs & Career articles, Politics & Economy articles.
- II.1.E Describe how entrepreneurs see problems as opportunities for creating new or innovative goods or services.Entrepreneurship is not in the course. No published objective treats a problem as the opening for a new good or service. Elsewhere on this site: Economics lessons & worksheets, Small Business articles.
- II.3.C Explain how taxes provide public goods and services.The Taxes unit teaches what leaves a paycheck, what a return settles up and why. No published objective covers what the money then pays for, so the public-goods half of this expectation is not in the course. Elsewhere on this site: Taxes lessons & worksheets, Taxes articles.
- III.1.D Explain how budgeting for charitable giving may have tax benefits.No published objective covers charitable giving or its tax treatment. Elsewhere on this site: Taxes articles.
- III.4.D Explain the importance of FDIC, NCUA and other security regulations to protect one's wealth in financial institutions.No published objective covers deposit insurance. FDIC and NCUA are named nowhere in the ten pacing guides. Elsewhere on this site: Banking lessons & worksheets, Banking articles.
- IV.2.B Use the Rule of 72 to calculate how long it takes money to double.The Rule of 72 is named in no published objective. Saving Day 2 builds a compounding table by hand and Day 4 reads a long-horizon growth table, but the shortcut itself is not taught. Elsewhere on this site: Rule of 72 worksheet generator.
- V.1.E Explain the purpose, functions and costs of a mortgage.Mortgages are outside the Renting unit’s stated scope, which covers no loan math by design. No published objective covers what a mortgage is or costs. Elsewhere on this site: Housing lessons & worksheets, Housing articles.
- V.2.D Differentiate between secured and unsecured loans.Secured and unsecured borrowing are distinguished in no published objective, so collateral — and what a lender can take — is not in the course. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles.
- V.3.E Evaluate a credit report to verify accuracy.No published objective has students read a credit report, so checking one for errors is not part of the course. Elsewhere on this site: Read a Credit Report pack.
- V.3.F Explain the importance of annually verifying one's credit report.The annual check is named in no published objective. Elsewhere on this site: Read a Credit Report pack.
- VII.1.A Compare various financial assets for their risk and rewards such as stocks, bonds, mutual funds, real estate and commodities.The Investing unit teaches the money before it reaches the market and compares no asset classes. Stocks, bonds, mutual funds, real estate and commodities are set against each other in no published objective. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- VII.1.B Explain the impact of capital gains, dividends, risk and stock value on corporate stock ownership.Capital gains, dividends and share ownership are covered in no published objective. Elsewhere on this site: Investing lessons & worksheets.
- VII.1.C Explain how the price of a financial asset is determined by the interaction of buyers and sellers in a financial market.How buyers and sellers set the price of a financial asset is not taught. The unit stops at the account. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- VII.2.A Explain how the rate of return earned from investments will vary according to the amount of risk.The unit prints no rate of return anywhere, deliberately, so that it cannot go out of date — which also means no published objective relates return to risk. Elsewhere on this site: Investing lessons & worksheets.
- VII.2.B Explain how the rates of return on financial assets are influenced by buyers and sellers in financial markets.Market pricing is outside the unit’s scope, so nothing covers how buyers and sellers move rates of return. Elsewhere on this site: Investing lessons & worksheets.
- VII.2.C Explain why an investment with greater risk, such as a penny stock, will commonly have a lower market price, but an uncertain rate of return.No published objective covers individual securities, so neither penny stocks nor the price-versus-uncertainty point is in the course. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- VII.2.E Describe how diversification can lower investment risk.Diversification is named in no published objective. Elsewhere on this site: Investing lessons & worksheets.
For Your Documentation
Using this in a curriculum map
Copy the standard codes straight from the table into your planning documents. Each unit’s own page lists its five daily objectives, and the free pacing guide prints them in a one-page table you can attach to a curriculum map or hand to a department head.
If you also report against the national frameworks, the Jump$tart and CEE crosswalk maps the same library to those. For placement and end-of-course evidence, the assessments hub lists the free course diagnostic and the unit and course tests.
Teach the whole course
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