Cross Cat Program Lesson Plan/Reflection Format (rev 8/2013)

Name: Melissa Rosanio Cooperating Teacher:

Setting/Grade Level: 12th grade Subjects: Mathematics
School: Sunnyside High School Date and Time: 09 May 2016
Theme/Title: Practical Math Composite of Class:
 1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

Students will be able to budget their HS.NQ.A.2.Defineappropriate

monthly expenses given a sample income quantitiesforthepurposeofdescriptive
and select predetermined expenses. modeling.Connection:SSHSS5C501

HS.MP.4.Modelwithmathematics.

2. Methodology
What instructional strategies will you use?
Constructions Library Research
X Cooperative Learning Peer Editing
X Discussion/Questioning Practicum
Problem Solving Field Study
Reflection/Response Graphic Organizers
X Independent Learning X Role Playing
Laboratory Viewing/Listening/Answering
Practice/Drill Experiment
Lecture Discovery
Reporting X Journal
Simulation Other:

Why did you choose these strategies/methods?

Cooperative learning and discussion were chosen as instructional strategies because
they help facilitate group learning. Students can discuss their own methodology for
completing the project and with their partners discuss how they have been successful.

Students will be role-playing an independent young adult. They will all have time to
work independently to make monetary decisions that are the most important to each of
them.

Journals will be used to track student progress and for the evaluation of a completed
assignment.
How will you group students for instruction?
Students will begin working independently but will be encouraged to discuss with their
peers throughout the entirety of the lesson. At the half waypoint they will get in groups
of 3-4 students and will discuss their progress. They will then resume independently
working until they reach the end of the assignment. They will get into groups of 3-4
and present their scenarios to each other.

List below your activities/steps including 1. HOW you activate background knowledge,
2. GAIN student attention (set induction), 3. DEMONSTRATE processes and desired
outcomes (a. modeling, b. guided practice, c. independent practice), and 4. BRING
closure to the lesson. Finally, 5. ARTICULATE how you will evaluate your
lesson/determine if student learning occurred. PLEASE MAKE SURE YOU INCLUDE
EACH OF THESE FIVE COMPONENTS IN THE ACTIVITIES/STEPS OF YOUR
LESSON.
 Activity/Step Time Allocated
(Explain each step) Lesson completed over the course of two
60 minute block periods
1. How you activate background
knowledge. 5 minutes
Play a video on the importance of
budgeting when independent.
https://www.youtube.com/watch?v=dH-
8yrzd8yc

2. Gain student attention.

Present a sample income to the class and
decide as a whole group how we should
spend our money. Encourage students to 15 minutes
think about what they enjoy and what
they want to see for our class.
(Do not introduce needs vs. wants.)

3. Demonstrate ..
a. modeling.
With the sample income in mind, the
instructor will go online and research
housing within a 2-mile radius of a given
area (the University of Arizona). If 25 minutes
nothing is found online, there will be
newspapers present with ads to go
through. Once the instructor locates
sufficient housing they will deduct it from
their monthly budget. Each bill listed will
be deducted from the budget and will be
written in a journal for review.

b. Guided practice..
Each child will go be shown where to find
all of the information needed for this 15 minutes
assignment. They will be guided through
the newspaper and through various
online search engines to help move the
project along.

c. independent practice..
Students will do research online/via
newspaper independently. They will
journal their findings and then begin to 35 minutes
create their portfolio.
Each journal will have a Spending
Diary worksheet for the students to
complete.
They will answer the following questions:
How did you spend your money? What
did you buy? How much did it cost? Have
you left yourself extra funds at the end of
the month? How do you plan on using
said money?
Their portfolio will include either a cutout
of the rental property from the ad or a
printed version, the Spending Diary
worksheet, and their overall monthly
budget summary.

4. Bring closure to lesson

Each student will have a few minutes to
reflect on how they chose to use their
flexible money in comparison to their
group members. One person from each
group will summarize the results. As a 25 minutes
class, we will all re-work the sample
scenario from the beginning of the class
period and decide what we want to use the
money towards. Will we choose to
purchase what is necessary or what seems
fun?

5. Articulate how you will evaluate how

Learning has occurred..
I will have students complete their
portfolios and look for key information:
Did they find a place of living that is
within the budget?
Did each student account for the preset
utility payments and expenses?
Is their scenario unique from their peers?
Did they answer the preset questions
regarding their scenario in their
journals?
Did they answer the questions regarding a
change of expenses, a surplus, or a
negative balance?
 3. Materials
What materials will you use? Technology Utilized
Teacher Student Cassettes/CDs CD-ROM
Whiteboard, Pen/pencil, Overhead X Computer
computer, internet, computer, internet, Slides Distance
newspaper newspaper, journal, Learning/Webcas
portfolio folder, t
scissors, glue/tape, Tape Recorder X Internet
calculator (If TV/VCR/DV Laser Disk
necessary) D
Assistive Smart Board
Tech.
Digital/Video Other
Camera

4. Assessment/Evaluation
 Assessment Alternatives
(check=process, x=product)
Application Objective Test Students will be evaluated on completion
Exam of the portfolio and their individual work.
Concept Observation Journals, Spending Diary worksheets, and
Mapping Final Portfolio will be evaluated for
Parent Contract accuracy as well as completion.
Evaluation
Peer Evaluation Checklist

Self-Evaluation Performance

Inventories X Portfolio
Quantitative Rating Scales
Scales
Rubric Scored
Discussion
Journals Problem-
Solving
Assessment
Other