Lesson Title:
Ch. 1-1 The Accounting Equation
Class:
Accounting 1-2
Date:
Period:
Objective for the Lesson: SWBAT:
 Define accounting terms related to starting a
service business organized as a proprietorship
and to changes that affect the accounting
equation.
 Identify accounting concepts and practices
related to starting a service business organized
as a proprietorship and to changes that affect
the accounting equation.
Standards this lesson supports:
Application to real life/current issue:
 2.0 Demonstrate the Steps in the Accounting Cycle  Accounting Equation is just like a math equation—
both sides must equal.
 2.1 Explain the purpose of the accounting cycle
 2.2 Define terminology related to the
accounting cycle
 2.3 Demonstrate the fundamental accounting
equation
 2.4 Classify items as assets, liabilities and
owner’s equity.
Anticipated student misconceptions:
Critical thinking strategy / processing skill to practice: Modifications for sub-groups:
Items are assets even if you haven’t completely
Modeling
Reteach
paid for them.
Check for Understanding
Additional time
Guided Practice
KKIS for additional time or tutoring
Review
Pre-lesson assessment data (during bell work, a previous lesson, or beginning of unit or semester): Reflection on prior learning:
Bell Work: Using Cornell Notes, students will record terms and definitions from Ch. 1-1.
Discuss why it is important to develop an understanding of the
vocabulary when learning a new concept.
Vocabulary: accounting, accounting system, accounting records, financial statements, service business, proprietorship, asset, equities, liability, owner’s equity,
accounting equation.
Materials: Cornell Notes, Accounting Textbook, Ch. 1-1 PowerPoints, T/F Cards, Ch. 1-1 Working Together, On Your Own, Application Problem Working Papers
Sub-objective
Sub-obj. 1:
Demonstrate an
understanding of the
vocabulary.
Sub-obj. 2:
Demonstrate an
understanding of the
accounting concepts.
Sub-obj. 3:
Demonstrate an
understanding of
proprietorship and assets.
Ch. 1-1 Lesson Plan
Teacher Actions
Student Actions
Using Cornell Notes, students will record
the terms and definitions for Ch. 1-1.
Assessments
Formal: Assignment completed and
recorded.
 Demonstrate how accounting concepts
are shown in the text.
 Review each concept presented.
 Assign Ch. 1-1 accounting concepts.
 Circulate through room, observe
students and assist as needed.
Using Cornell Notes, students will record
the accounting concepts presented in Ch.
1-1.
Formal: Assignment completed and
recorded.
 Ask students to name some types of
companies that are organized as a
proprietorship.
 Have students develop a list of assets
owned by the school.
 Ask for volunteer to record companies
on board.
 Ask another student to record assets on
board.
Informal: Student Reponses
 Demonstrate the use of Cornell Notes.
 Explain how the terms are shown within
the chapters—bold and highlighted.
 Assign Ch. 1-1 vocabulary.
Created June 2012
Prepared by Sue Kay
 Discuss choices to reinforce
understanding.
Sub-obj. 4:
Demonstrate an
understanding of the
accounting equation.
 Explain that the accounting equation
shows the relationship among items of
value a business has and the financial
rights to the items.
 Remind students that an equation must
always equal.
 Show accounting equation on board
(from PowerPoint) and ask what each
part is.
 Students will respond to questions about
the accounting equation.
Informal: Student responses
Sub-obj. 5:
Demonstrate comprehension
of concepts from Ch. 1-1.
 Give each student True/False cards to
be used throughout course for short
reviews.
 Ask questions and survey student
responses, using PowerPoint.
 Reteach as needed.
 Students participate in review activity to
determine comprehension of Ch. 1-2.
Informal: Evaluate individual and class
comprehension by correctness of
responses to questions.
Sub-obj. 6:
Demonstrate application of
accounting concepts in Ch. 11.
 Explain procedures to be followed when
completing student assignments.
 Assign Working Together 1-1 with
students, showing work on board.
 Assign 1-1 On Your Own.
 Circulate through room, observe
students and assist as needed.
 Ch. 1-1 Application Problem
 Complete Working Together 1-1 (with
teacher)
 Complete On Your Own 1-1
 Complete Ch. 1-1 Application Problem
Formal: Assignments graded and recorded.
End-of-lesson assessment/closure:
Teacher will explain procedures.
Exit Pass: Thumbs Up/Thumbs Down: Ask for volunteer to answer once students have responded
to each question. (This can be done daily using a variety of questions, depending on where
students are within the lesson.)
 Can you state the four components of accounting?
 Can you explain the importance of accurate accounting records?
 Do you know the accounting equation?
Ch. 1-1 Lesson Plan
Created June 2012
Improvement of student performance (between pre- and end-oflesson assessment):
 by sub-groups
 by individuals
Prepared by Sue Kay