Name: Erin Allen

Grade & Subject: 12th Grade: Business (Career Development)

Lesson Cycle (5E Hybrid Model)

Lesson Title/Topic: Money-Managing Your Dreams

Standards: Career Prep II 127.14 (c) (9) (H)

(9) The student acquires the academic and technical skills for future education and employment in high-skill,
high-wage, or high-demand occupations. The student is expected to:

(H) apply money-management and financial-planning techniques.

Lesson Objectives: Assessment (Evaluation):

Given up to 3 learning differentiation project options, Completed money-management presentation

TSW research and present their teams findings on (PowerPoint, recording/podcast, or tri-fold).
average job salaries for location and cost-of-living
expenses.

Materials:
Computers/iPads, whiteboard, access to internet, school database, LinkedIn, career chips, US city strips, and
PPT application, tri-fold (glue, scissors, newspaper, markers), and headphones/mic (depending on option
chosen by group).

The teacher will: The student will:

Engagement:

Give each group leader a talking chip at the door with a
high-demand job title on the back. The groups assistant
manager will then be given a US city. The group cannot
look at either chip until teacher gives directions.
Directions: Based on the careers and locations given to
each team, teams will use what they know about the
career/industry and hypothesize the salary of the position
on their chips and cutout. Teams will talk through what
monthly expense topics to consider when budgeting.
Set timer for 4 minutes.
As a class, well have our Student of the Day (Scribe)
come up and bullet-point common monthly expense
topics. Ask each team to have a non-manager tell the
scribe what their team has decided as possible monthly
expense topics to consider.
Each group leader will be given a talking chip at
the door with a high-demand job title on the back.
The groups assistant manager will then be given
a US city. The group cannot look at either chip
until teacher gives directions.
Use what they know about the career/industry and
hypothesize the salary of the position on their
chips and cutout. Teams will talk through what
monthly expense topics to consider when
budgeting.
When times up, Student of the Day will come
up to the board as the class scribe and a non-team
manager from each group will tell the scribe what
they came up with. Scribe will bullet point the
class/teams monthly expense
Name: Erin Allen
Grade & Subject: 12th Grade: Business (Career Development)

Understand career salaries and cost-of-living

expenses differ given the location and job
demand.
Explanation & Elaboration:

Review the differences between fixed and flexible

monthly expenses. Follow along and take necessary notes on where
to find annual salary info. Take notes on how-to
Costs of living on your own may include: research the cost-of-living expenses given a
1. Typical fixed monthly expenses (a review): particular metro/rural area.
Rent
Car payment
Car insurance Understand career salaries and cost-of-living
Medical Insurance expenses differ given the location and job
Loan/Credit Card payment demand.

2. Typical flexible monthly expenses (a review):

Food
Utilities (Internet, natural gas, water, electricity)
Transportation (gas, oil, bus fare, etc.)
Clothing
Entertainment
Personal items (cell phone, toiletries, sundries, etc.)

Have students understand that what we may pay here in

Fort Worth is not necessarily the same for other
states/areas.

Explain budgeting by using checks and balances or the

Total Difference formula (Total Difference= Total
Income + Total Expenses). Often used in businesses as
the accounting formula (Assets= Liabilities + Owner
Equity) which we will get to later on in the school year.

Budget calculators are available at ecsi:

http://www.ecsi.net/budgetcalc.html

Exploration:

Open PPT template titled, Money-Managing Your
Dreams_Template.
As an example, explore the salary for teacher position in
DFW, TX., monthly cost-of-living expenses for the area,
and where to find the detail. With class, well talk
through where to find available, positions, average
monthly & miscellaneous expenses. This will be used for
students to better understand the cost-of-living by
Engage with the teacher while exploring the
salary for Teacher position in DFW, TX., and
monthly expenses for the area. With class, well
talk through the key subject expenses the class
came up with, which will be necessary for the
presented team projects during the Independent
Practice/Evaluation portion of the lesson.
Name: Erin Allen
Grade & Subject: 12th Grade: Business (Career Development)
applying their mathematical skills learned in Mr.
Neighbors class, while also incorporating learned social
behavior/changes from Mr. Gillaspies social studies
class.
For salary, visit LinkedIn Salary platform here:
https://www.linkedin.com/salary/
Type High School Teacher for title and Dallas/Fort
Worth for the location. The median base salary for a
teacher in the DFW area is $55,600.
From there, visit Expatistan.com to determine the break
down averages of cost of living per city/area.:
https://www.expatistan.com/cost-of-living/dallas
With monopoly money, have students work together to
take out the monthly expenses (round if needed).
Questions: Why is this important to know as 12th
graders?
Explain why you think your chosen careers and the
money differentiates between states?
Differentiate fixed expenses and flexible.
Evaluation:
Give instructions on money-management assignment.
Have students work with their teams/tables (only 3-4 per
group). Remind students that each member of group must
come up with an answer for at least 2 bullets from the
board. Please see instructions under The student will
column of the Evaluation practice. Walk around room
observing students at work.
Remind students that following the independent practice,
we will be paring up with our face partners for a Timed
Pair Share activity as an exit ticket for todays lesson.
Closure:
Understand salaries are before taxes and that
salaries will typically be annual dollar amounts.
To find monthly payment (before taxes), divide
this salary by 12 (monthly pay).
From the engagement piece, come up with cost-
of-living expenses to consider monthly (fixed or
flexible). For each bullet (approximately 5 for
fixed and 5 for flexible), class will be instructed
to research those averages given the location
using expatistan.com/cost-of-living/
For the hands-on teacher example, teams are
given $4,500 in Monopoly money. For each
example of category expense, take out that
estimated amount (i.e. rent $900, food $600, ect).
Research the high-demand job and salary using
LinkedIn Salary platform to determine monthly
income.
Research living expenses (both fixed and
flexible) averages based on 10 bullet points. All
10 expense topics must be located on
presentation. Each team member is responsible
for at least 2 bulleted expense topics and
estimated expense for location.
Team 1: Nurse (RN) / Houston, TX
Team 2: IT Manager / New York, NY
Team 3: Occupational Therapist / Los Angeles,
CA
At the end, students will use the Total Difference
formula (Income Expense) to find the total
difference.
Name: Erin Allen
Grade & Subject: 12th Grade: Business (Career Development)

Timed Pair Share: With face partner, students are
required to share their thoughts and come up with 3
bullet points on what was learned today following a 30
second think time alone. Following the 30-second think
time, Partner A will share their thoughts for 30 seconds
while Partner B listens. After 30 seconds, the partners
will switch roles.
Each partner will write down at least 3 bullet points on
what was learned today and hand to teacher on the way
out of the classroom.
Fill out exit ticket (3 bullet points on what was
learned today). Listen to teacher for instructions
on the Timed Pair Share activity.
Based on the information weve learned in this
lesson about identity theft and prevention, the
student and their partner will share their thoughts
on the teachers closing question(s). As an exit
ticket, TSW reiterate what their teammates
response was to teachers closing questions on a
piece of paper. TSW hand teacher the piece of
paper on their way out.

Options:
Enrichment: Members of team can
individually log in and play Game Corp,
the highly-interactive business management
simulation, to apply what was learned in this
lesson. Students can quietly talk with their
teams on decision making inquiries.
Reteach: Depending on the students project option
chosen, we will walk through a different differentiation
solution (hands on: bi-fold and newspaper/print, auditory:
podcast, team recording, visual: PPT presentation). If
mathematical issue, have students refer to the ecsi budget
calculator. Reflect to The Bean Game if confusion
persists.

Modifications:

References:

Find Game Corp downloadable link here:

https://www.learn4good.com/games/online/projectmanagement.htm

LinkedIn Salary Platform: https://www.linkedin.com/salary/

Ecsi Budget Calculator: http://www.ecsi.net/budgetcalc.html

Expatistan : https://www.expatistan.com/cost-of-living/dallas

Kagan Structures

The Bean Game: http://extension.usu.edu/utah/files/uploads/Finance/THE%20BEAN%20GAME.pdf