Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Reanna Fitzgerald

Grade Level: 11th/12th Grade
School: Woodland High School
Date: May 17th, 2019
Time: 8:25-9:20am

Reflection from prior lesson (if you did not teach the previous lesson, what did
you observe that will help you prepare and teach this lesson?):
The lesson from Friday went very well. The class did really well during our Kahoot quiz and they
also did a good job participating in our “Would You Rather” math routine. Students enjoyed
having open-ended questions where they didn’t have to be right or wrong. Students were able to
justify why they chose the option they did with math reasoning. When we were doing our
Bookkeeping Basics part of our project, the students grasped onto the concept of budgeting
really well.

Lesson Goal(s) / Standards:

CCSS.MATH.CONTENT.6.RP.A.3.C
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the
percent.
CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of their variables. Include expressions that
arise from formulas used in real-world problems. Perform arithmetic operations,
including those involving whole-number exponents, in the conventional order when
there are no parentheses to specify a particular order (Order of Operations).
CCSS.MATH.CONTENT.6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world
or mathematical problem; understand that a variable can represent an unknown
number, or, depending on the purpose at hand, any number in a specified set.

Practice Standards:
CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

Lesson Objectives:
Students will apply mathematical thinking to solve real world problems.
Students will understand how to create a budget that is based off incomes for other people.
Students will define terms such as Net Pay, Income,

Materials Needed:
● Packet
● Calculator
● Writing Utensil
● Projector

Contextual Factors/ Learner Characteristics:

All of these students in this class are on IEPs. This class has a total of seven kids and six of them
are seniors, one of them is a junior. Some of these students really like to share out questions and
thoughts as we go through our lessons. This is the first class period of the day so at times
students are slow to start and participate. In this class, students are learning math that applies
to real world situations such as taxes, income, budgets, and more.

A. The Lesson

1. Introduction (15 minutes)

Class will start with a “Would You Rather” Math Routine.
This will be in a powerpoint presentation. Students will use the “Think-Pair-Share” Strategy to
share ideas.
· getting attention
*Start by handing out packets.
“Good morning you guys! Yesterday, we started this packet and talked about our “Bookkeeping
basics”. Today we are going to start by reviewing what we learned yesterday.”
· relating to past experience and/or knowledge
“When we talk about bookkeeping, what are we talking about?”
● Let students answer, agree or disagree. Correct/Reinforce and move on.
“Yes, we are talking about budgeting and how to plan for monthly expenses in the real world.”
“Does anyone remember what consumption is?”
● Student wait time, answer, continue.
“Consumption is what we use up. When we use anything, we are a consumer. We consume food,
water, energy, all those things.”
“What are some examples of monthly expenses that you guys might have to pay for now?”
● Let students share their experiences, relate to yesterday’s assignment.

· creating a need to know/ sharing objective, in general terms

“Today our goal is to continue building on our budgeting knowledge and learn about the section
Budget Busters. In this section we will try our best to stick to a monthly budget based off income
for the month.”
Read the introduction part of it to the class. (Above the information of the person).
2. Content Delivery (30 minutes - modeling, direct instruction, lecture)
“DeAndre is our first person we are helping out. He has a family of 4. He has an annual salary of
$65,000 at 28% tax rate. First we need to find the amount of taxes that is taken out of his salary
in a year. What should we do to find that?”
● Give students wait time.
“Right! We multiply their gross income by the percentage of taxes. When we do that, what do we
get?”
● Students should answer: 18,200
“Next we need to find their Net Annual Income. How we would go about doing that?”
● Take the dollar amount of taxes that are taken out of their paycheck and subtract it from
the Gross annual salary.
○ Students should answer $46,800
“Next we will need to find DeAndre’s net monthly income. Any ideas on how we figure that out?”
● Need to divide the net annual income by 12 to find each month’s net income.
“So we just figured out DeAndre’s net annual income and his net monthly income. But can
anyone tell me why this information is important? Why do we need to calculate the net income
and not just go off of our gross income when we budget?”
● Answers will vary.
“We need to know Net income because that is the actual amount of money that we get to bring
home to us. If we estimate our monthly budgets based off our gross income, then we will most
likely go over budget every month.”
“To the left here, we get to see DeAndre’s projected budget. This is what he believed he would
spend his monthly budget on. To the right, we will calculate what he actually ended up spending
in each category of his budget.”
“Who knows how to calculate the percentage of his budget?”
● We need to use his net monthly income and the total amount he spent on that category.
You take what he spent on each category, then divide it by his net pay and then times by
100.”
● ** Have students round to the tenths place.
* Do this for all the categories. Check in with students see what they got for each of their
answers.
● “To figure out exactly how much DeAndre was off in his budget we will have to subtract
his actual spendings from his projected amount. Since we only know the percentages
from his projected budget, we will have to figure out what that percentage is for dollar
amounts. To do this, we multiply his monthly net income by his projected percentage for
each category.”
○ Have students talk and go through those calculations all together.
 ● Questions 1 and 2….
○ How well is DeAndre adhering (which means sticking to) his budget? Are there
any significant differences?
○ DeAndre wants to save more money for his children’s college education, what
would you suggest he could trim from his spending?
● ** Let students answer those questions aloud as a whole class, then write their final
thoughts on their paper.

We will continue this same process for the next 3 examples (or whatever time allows).
** Depending how the first example goes, may allow students to complete the next 2 or 3 on
their own.

3. Closure (10 minutes)

** IF time allows, have students grab a chromebook and login to Kahoot! We will take the same
quiz as yesterday so we can keep working on mastering those terms. If time doesn’t allow, we
will take that Kahoot! Monday morning before beginning class.

“So today we learned a lot about what goes into making a budget. I want you guys to keep in
your minds that even though you have a budget set, unpredictable things can happen. In this
simulated game of life, we are going to encounter several unpredictable things and you have to
hope that you have money to cover it. Here is a little overview or preview of this game that we
will be playing beginning next week after we finish our last section of this booklet.”

End lesson with a “Trailer” created with iMovie to introduce the game that is soon to follow the
lessons.

B. Assessments Used
Informal assessments- packet work, class discussion, checking for understanding, sharing work
with the whole class.
Formal assessments- Kahoot! Quiz, grading of the packet as whole class, and end of the class
challenge.

C. Differentiated Instruction
Think-Pair-Share Strategy: To increase class participation and maximize the student
participation, students will use the Think-Pair-Share strategy to contribute to class discussions.
This strategy helps minimize anxiety to sharing aloud.
Calculators: Students are able to use calculators if necessary and needed, as stated on their
accommodations on their IEPs.
D. Resources
https://docs.google.com/presentation/d/1NjJFMMwyrnwQur_uujpFudKJE7g3p688IHvfKLlp
MbE/edit?usp=sharing

http://www.wouldyourathermath.com/

Review Kahoot! If time allows:

https://create.kahoot.it/details/budget-basics/7d8a5bce-14b4-4283-bfae-fd871349134c

Youtube Trailer:
https://youtu.be/BXiqaJCqL1Y