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Lesson Title:

Making a Budget Lesson # Date: 2017-11-01

Name: Subject: Grade(s):


Lacey Banman and Darcy Brennan Cross-Curricular 10

Rationale: (lesson context and reasons why lesson matters)


This lesson is based on an inquiry, and an application of research results. The inquiry asks students to consider the inquiry
question, How could I support myself after graduation? The inquiry starts with a group activity in which students collaboratively
research what they will spend money on in order to support themselves. Using this research, the students fill in the section of the
rubric that identifies the expenses they need to research in order to satisfy the requirements of the assessment. Students then
conduct their research independently, finding out what their expenses would be, and compiling them into a budget. Before the final
stage of the project, there is a tutorial on functions in Google Sheets that will assist them in making their budget. This lesson
touches on many skills that are necessary in the workplace, and for the students personal growth: collaboration, self-directed
learning, and financial literacy.

Curricular Competency:

Apprenticeship and Workplace Mathematics Big Ideas 10


Many relationships can be modelled and interpreted using graphs.
Analyzing simulations and data allows us to notice trends and relationships.

Curricular Competencies
Estimate reasonably
Use tools or technology to analyze relationships and test conjectures
Model mathematics in contextualized experiences

Content
Create, interpret, and critique graphs
Financial literacy: gross and net pay

Foundation of Mathematics and Pre-Calculus Big Ideas 10


Analyzing simulations and data allows us to notice trends and relationships.

Curricular Competencies
Estimate reasonably
Use tools or technology to analyze relationships and test conjectures
Model mathematics in contextualized experiences

Content
Relationships among data, graphs, and situations
Financial literacy: gross and net pay

Computer Studies Big Ideas 10


Complex tasks require different technologies and tools at different stages.

Curricular Competencies
Identify and use appropriate tools, technologies, materials, and processes for production
Make a step-by-step plan for production and carry it out, making changes as needed

Content
Principles of computational thinking

Career Life Education Big Ideas 10


Successful career and education paths require planning, evaluating and adapting

Curricular Competencies
Use entrepreneurial and innovative thinking to solve problems in their personal life and community
Use self-assessment and reflection to consider their graduation and post-graduation goals and plans
Create and initial career and education plan, considering financial implications

Content
Personal financial planning

Learning Intentions Activity Assessment


I can work effectively as part of a group Students will conduct research in groups Teacher will assess as research is
conducted
Students are marked on created rubric

I can do indepth research and cite my Students will create a references page Students will be marked on their
sources References Page

I can set appropriate goals for myself Students will create the rubric for this Students will be marked according to the
assignment based on their research rubric they created

I can create a budget using spreadsheet Students will create a budget using Budgets will be marked by the teacher
software spreadsheet software using the student rubric

Prerequisite Concepts and Skill :( for student success)

Students should be familiar with the basic functions of Spreadsheet software (Google Sheets / Microsoft Excel)
Students should have core numeracy skills (addition, subtraction, multiplication, division)
Students should have basic algebra skills (variables, order of operations)

Materials and Resources with References/Sources:

For Teacher For Students

Google Sheets and projector 1 Chromebook for each student WITH internet access

Google Sheets file containing instructions and budget Colored Markers


framework 1 large piece of chart paper for class

Rubric Poster Banman Brennan Budget Website

Banman Brennan Budget Website

Differentiated Instruction (DI): (accommodations)

This lesson can be completed using pen and paper instead of a computer, however the Google Sheets formula information may be
superfluous. If using a computer is an issue for any student, print the budget framework and asks students to conduct their
research using fliers, information from family and friends, and sources in the school library.

Since students create the rubric for this assignment, students should be encouraged to consider DI, and include opportunities in
their rubric for extending.

Organizational/Management Strategies: (anything special to consider?)


Ensure the computer lab is equipped with monitoring software. Monitor students to ensure they are using their school-assigned
logins and are not sharing computers or using any login other than their own and are staying on task.

Ask students that have completed their research to print some supporting documents to bring to the discussion. Emphasize for
students that evidence will help them ensure their ideas are included in the rubric.

Possible Aboriginal Connections / First Peoples Principles of Learning

Special attention should be paid to ensuring the budget fits students identity and way of life. Students may have alternative
sources of food or other goods, and there should be consideration given to this in the creation of the rubric, as well as in the design
of the budget framework.

Lesson Activities:
Teacher Activities Student Activities pacing
Introduction (hook/motivation/lesson overview) Students begin to brainstorm ideas for expenses. 5m
The teacher will place the rubric poster on the board
and draw students attention to the blank area, telling
them that they will get to choose how their next
assignment is marked. The teacher will ask the
students to start thinking about what they will need to
pay for when they move into their own home.

The teacher will show the Budget Framework


Spreadsheet document and explain that students
need a budget before they can move out, so they will
be doing research in groups about what expenses
they will have.
Body (lesson flow/ management)

Students should be placed in groups by the teacher. Students move their desks to sit with their groups. 5m
Ensure that for each potential rubric point, there is
one group. There should be a minimum of 5 rubric
points.

Students will create lists of expenses in their groups. 20m


The Teacher will ask each student to use their
Chromebook to access the internet. Students will be
asked to find out what they will need to pay for when
they move out, and make these into a list of
expenses. These items should include rent, food,
utilities, telecommunications services, as essential
items. If students neglect to include these, they may
be added to the FORM area of the rubric before
grading points are determined.

One student from each group approaches the board 5m


The Teacher will lead a discussion in which students and writes down one item on the rubric poster.
will be asked to contribute the most important items
from their list (that havent already been mentioned) to
the rubric.

Students decide how many marks for each of the 3 5m


The teacher counts the rubric points (including any marks.
added to the FORM area in the previous section) and
asks students how many rubric points should earn a
Beginning mark, repeating for each of the 3 other
marks.

Students may wish to discuss what demonstrates 5m


personal investment
The teacher presents the finished rubric and explains
to students that Extending will require them to
demonstrate that they have fulfilled these
requirements, and their assignment shows personal
investment. If students want to discuss this, add their
thoughts to the poster.
Students will practice performing basic operations on 5m
columns, rows, and cells, using formulas.
The teacher will use the Budget Spreadsheet
Framework to explain performing basic operations on
columns, rows, and cells using formulas while
students practice in their document.
Students will complete the assigned tasks to satisfy 25m
the rubric they have created along with the teacher.
The teacher will ask students to complete the Budget
Framework in Google Sheets by performing more
research, if necessary, to find appropriate values for
their expenses, and adding any additional expenses
they require. If students require more time and they
are working well, give them more time at the
beginning of the next class.
Students provide one operator in Google Sheets 1m
Closure ( connections within lesson or between before leaving the class.
lessons, sharing successes, summaries)

Ticket out the door - The teacher asks students to


name they key for one operator in Google Sheets (+ -
plus, * - star, - dash/minus, / - slash/divide)
Reflections: (over)

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