Lesson Title–Chapter 9.1–Checking Accounts and Banking Services Length of Lesson – 3, 90 min.
Subject/Grade Level – Personal Finance/9th-12th
Author – Zadigian
School - EHS
CTE Academic Integration Lesson Planner
What do I want students to learn?
Standards and Benchmarks
NBEA Standards
 Computation
o Apply basic mathematical operations to solve
problems
o Solve problems involving whole numbers and
decimals
o Use mathematical procedures to analyze and
solve business problems.
 Communication
o Communicate in a clear, courteous, concise,
and correct manner on personal and
professional levels; oral, informational reading,
written communication, social and business
listening.
Colorado Model Content Standard
 Mathematics
o Students develop number sense and use
number relationships in problem-solving
situations and communicate the reasoning used
in solving these problems.
o Summarizes, interprets, and translates
mathematical data
o Utilizes mathematics to solve problems within
career pathway
 Reading and Writing
o Students read and understand a variety of
materials
o Students speak for a variety of purposes and
audiences
Students will:
•Know: (Content and Vocabulary)
9.1 – Checking Accounts – page 198
1. checking account
2. check
3. demand deposit
4. canceled check
5. overdraft
6. floating a check
7. ABA number
8. payee
9. account and routing numbers
10. memo
11. void
12. checkbook register
13. reconciliation
14. blank endorsement
15. special endorsements
16. restrictive endorsement
17. joint accounts
18. special accounts
19. standard accounts
20. interest bearing accounts
21. share accounts
Standards and Benchmarks
ACT College Readiness Standards
 Reading
o Locate important details in uncomplicated
passages
o Make simple inferences about how details are
used in passages
o Draw generalizations and conclusions about
people, ideas, and so on in uncomplicated
passages
 Mathematics
o Solve real-world problems using first degree
equations.
o Write expressions, equations, or inequalities
with a single variable for common pre-algebra
settings
o Identify solutions to simple quadratic equations.
o Add, subtract, and multiply polynomials.
o Factor simple quadratics.
o Solve word problems containing several
rates, proportions, or percentages.
o Read tables and graphs.
Students will:
•Do: (Skills, Strategies, Processes and Literacy)
 Describe the purpose of a checking account
 Discuss how to prepare banking forms
 Be able to distinguish between different types of
checking accounts
o Advantages?
Lesson Title–Chapter 9.1–Checking Accounts and Banking Services Length of Lesson – 3, 90 min.
Subject/Grade Level – Personal Finance/9th-12th
Author – Zadigian
School - EHS
Enduring Understandings (Big Ideas)
For example… principles, themes, generalizations or macro-concepts
Students will learn/understand how to be fiscally responsible.
Essential Questions
Guiding, driving questions which lead to enduring understandings
 Describe the purpose of a checking account
 Discuss how to prepare banking forms
 Be able to distinguish between different types of checking accounts
o Advantages?
How am I going to assess student learning?
Assessments: Formative assessments and/or Summative assessments
Please see attached summative assessment
Instructional Plan
Prerequisite Skills: Preparation
What prior knowledge, skills and understanding do the students need? How will you assess their background
knowledge and readiness?
At the beginning of every unit the students make flash cards of the vocabulary words from the textbook.
This gives us a basis for discussion during the lecture and future assignments associated with the chapter. I
also ask that they take those note cards home right away, that way they can be studying the vocabulary
throughout the entire unit. They will then turn the note cards in on the day of the test and they are actually
worth the same amount of points as the test. This shows students the importance of learning the vocabulary,
as well as gives them a cushion in case they have difficulty on the exam.
I will assess their background knowledge through various formative assessments and the questioning
method throughout the lecture. Through the assignments I will also be able to see whether or not they
understand the material presented.
Instruction and Activities:
What procedure (sequence), teaching strategies, and student activities are used in this lesson? State the student
roles, teacher roles, and grouping for this lesson.
Please see attached lesson plan
Academic Integration
What core academic topics are integrated? What terminology is common? What terminology is different?
Include specific examples to be used to introduce, teach, or review the topics.
Chapter 8.1 Content
 Describe the budgeting process and prepare personal budgets.
 Explain the purpose of record keeping and be able to prepare a personal net worth statement and a
personal property inventory.
Resources
What materials and resources are needed for this lesson? Describe the learning environment where this lesson
will take place.
Materials and Resources
Please see attached materials
Managing your Personal Finances textbook
Learning Environment
Well, I have about 30 students (it changes all of the time) in this class, ranging from 9 th to 12th grade. This
class has been one of my more difficult classes, for a couple of reasons. First, there are multiple different
groups of friends within the class. I have a group of junior girls, senior boys, and freshman boys who all like
to talk and associate with one another. I have done my best to switch the seating arrangements around
when I see that something is not going to work, but somehow, at least a pair of students ends up sitting next
to their friends and causing distractions. I honestly can not seem to find the right fit. I have tried to
consequence them using participation points and I often have them work silently by themselves if they can’t
handle working as a group or listening to me, but nothing has seemed to work. A few students have also had
multiple visits to the Deans already this semester and a few have been suspended, making it difficult to get
them caught up. I also have a few students with learning disabilities and a few pupil services students. For
the most part, it is evident that these students are capable of doing the work, it is just a matter of doing it
without getting distracted.
Lesson Title–Chapter 9.1–Checking Accounts and Banking Services Length of Lesson – 3, 90 min.
Subject/Grade Level – Personal Finance/9th-12th
Author – Zadigian
School - EHS
By doing a variety of activities, expressing to them that the skills that they are learning and practicing will
be extremely helpful to them in the “real world,” and having a little fun along the way, I am confident that I
can keep the students engaged! Plus, the students are always enthusiastic when they get to dream big and be
a little creative!!! I have also just found that if I have a positive attitude and am excited about the content, it
has a powerful way of affecting the student’s attitude!