Running head: Week 2 Benchmark Assignment Design Lesson Plans
Week 2 Design Lesson Plans
Stephen Rocco
American College of Education
Week 1 Analysis
2
Addie: Analysis
Systematic Data Analysis
Subject Area: Math of Finance (Consumer Math) Grade Level: 12
Who are the learners? What are their characteristics? The learners are low
performing seniors, both male and female, who are most likely on a school to career
track. The students were placed in a “Math of Finance” (Consumer Math) class in order
to satisfy the 4th year Math requirement required by the State and School District and to
provide them with real world skills. Students were selected for this class based upon
low NECAP test scores and grade performance over the first three years of high school.
Data sources were school NECAP scores for each student and grade performance from
school records.
What is their current performance? (Support with data.) These students scored
less than the 35th percentile on NECAP Math tests and all have earned 72 or less in
Math courses.
What is the desired performance? (Cite a goal from the SIP, or formulate a goal).
All students will increase their grade performance to 85 or better through a curriculum of
real world consumer math that they will use in their post-secondary lives regardless of
career choice.
Week 1 Analysis
3
Describe the gap that exists between current student performance and desired
performance. Currently, there is no way to disaggregate data to show weaknesses in
performance in areas such as Problem Solving, Numbers and Operations, Functions, or
Data and Statistics.
What level of computer/Internet skills do the learners have? What types of
computer/Internet skills do they need to have? Students are proficient with email,
MS Word and Internet Search and use. Students will need some tutorial on formulas
and functions using Excel.
To what types of technology do learners have access? Students will have access
to computers during schdeuled lab time. All students have access to computers and
internet after school hours.
What learning constraints exist for the targeted group of learners? No IEP’s exist
in the class. Students are all capable. Learning constraints are mostly due to lack of
interest in traditional math and lack of school’s ability to place them in more
homogeneous grouping to this point.
Curriculum Focus
The course focuses on financial fitness for life. Beginning with an overview of Personal
Financial Planning and the Benefits of Good Financial Decision Making. Students have
had instruction in “What is a financial plan” and “Why should we create one”. They have
Week 1 Analysis
4
had the opportunity to choose a career path and an understanding of expected income
levels for entry level jobs. This unit will focus on Budgeting and Personal Net Worth
Statements. Students have already answered the questions: What kind of lifestyle do I
want to have? (Job type?, Lifestyle?, Income Level?, Family?, etc.)
This unit will answer the questions:
Week 1 Lesson 1:

How will I achieve the lifestyle I want? What are SMART goals? Why set
financial goals and how do I set them?
Week 1 Lesson 2

Why do I create a budget? How do live within my means? How do I
create a budget? How do I not spend more than I make?
Week 2 Lesson 1

What is a personal net worth statement? Why do I create a personal net
worth statement? How do I create a personal financial statement?
Week 2 Lesson 2

How do I know if I have met my financial goals? How do I modify my
spending activity in order to meet my financial goals?
Technology Resources available are the internet, computers with MS Office and
internet access, an Online Personal Finance program called “Moneyskill”. There will be
a blend of lecture, group collaboration, handwritten activities, constructed response
vocabulary quiz, performance based assessment (budget and personal finance
statement), evaluative reflection, and E-Assessment through Moneyskill online.
Week 2 Design Lesson Plans
Course Number and Title:
Date: 09/08/12
5
The Mathematics of Finance #3004
Lesson Planning
Curriculum Unit Title: Financial Responsibility and Decision Making
Week 1 Lesson 1 Title: Lifestyle and Financial Goals
Objective(s):
1. Students will use the elements of their chosen career and personal lifestyle to
develop a path for reaching that lifestyle.
2. Students will set SMART goals for attaining their chosen career in an effort to
create an income and their future lifestyle.
Description of Activity: Referring to their lifestyle elements and career choice from the
previous unit they will identify a median salary from http://www.bls.gov . They will then
identify the level of education needed and how they expect to achieve that. Students will
discuss with their computer neighbor and record their findings in a journal entry.
Face-to-Face Instructional Strategy
Technology Integration
Strategy 1:
Class discussion of similar lifestyle
elements. Listing on computer projected
with LCD projector onto screen for entire
class to share ideas. Students should
simultaneously record these and others
specific to their own choices in a journal.
Strategy 2:
Online Blog discussion of their career
choice, education, and income. Discussion
must include personal opinions of whether
their goals are attainable in the specified
timeframe. If not, what alternatives do we
have.
Strategy 3:
Individual student internet research, and
recording in journal using MS Word on
computer. “I have chosen to pursue this
career because…”
Resources and Media (included above) Record Vocabulary in “Staggerbooks”.
Assessment Plan
Face-to-Face
Completion of SMART goals worksheets
Staggerbook Entries - Vocabulary
Technology
Recording in Journal (MS Word)
Online Blog Entry
Week 2 Design Lesson Plans
6
Curriculum Unit Title: Financial Responsibility and Decision Making
Week 1 Lesson 2 Title: Creating a 12 month Budget
Objective(s):
3. Students will learn the elements of a budget, know the importance of a budget,
and then create a 12 month budget based upon the income from their research in
Lesson 1.
4. Students will learn how to modify the expenses to balance the budget.
Description of Activity:
Face-to-Face Instructional Strategy
Technology Integration
Strategy 1:
Strategy 2:
Strategy 3:
Resources and Media (included above)
Assessment Plan
Face-to-Face
Staggerbook Entries - Vocabulary
Class discussion of budget elements using
a simulated budget, listing on computer
projected with LCD projector onto screen
for entire class to share.
Completion of Jumpstart’s Online Reality
Check Quiz. Recording expense elements
in Excel Spreadsheet for use later.
Online Blog entry How and why do we
choose what expenses are important to
us?
Record Vocabulary in “Staggerbooks”.
Technology
Online Blog Entry
Excel Spreadsheet – Budget and Actual
Expenses
Reality Check Quiz results - Printout
Poll Everywhere - formative
Week 2 Design Lesson Plans
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Week 2 Curriculum Unit Title: Financial Responsibility and Decision Making
Lesson 1 Title: Creating Personal Financial Statements
Objective(s):
5. Students will know the elements of a personal financial statement, know the
importance of it, and then create one based upon the information from their
personal budgets from Week 1 Lesson 2.
Description of Activity:
Face-to-Face Instructional Strategy
Technology Integration
Strategy 1:
Strategy 2:
Strategy 3:
Resources and Media (included above)
Assessment Plan
Face-to-Face
Staggerbook Entries - Vocabulary
Class discussion of personal financial
statements using a simulated statement on
computer projected with LCD projector
onto screen for entire class to share.
Completion of a personal financial
statement in MS Excel Spreadsheet
Online Blog entry What factors can affect
our budget and force a modification of our
goals?
Record Vocabulary in “Staggerbooks”.
Technology
Online Blog Entry
Excel Spreadsheet – Personal Financial
Statement
Poll Everywhere - formative
Week 2 Design Lesson Plans
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Week 2 Curriculum Unit Title: Financial Responsibility and Decision Making
Lesson 2 Title: Using Budgets and Personal Financial Statements for Decision Making
Objective(s):
6. Students will know how changes in financial statements over time are used to
make financial planning decisions.
Description of Activity:
Face-to-Face Instructional Strategy
Technology Integration
Strategy 1:
Strategy 2:
Strategy 3:
Resources and Media (included above)
Assessment Plan
Face-to-Face
Staggerbook Entries - Vocabulary
Math skills worksheets
Small group discussion and class
discussion with completion of worksheets
on percentages and ratios used for
financial decision making. Use of a
document camera projected to screen for
entire class to share.
Completion of 12 month personal financial
statement using 12 month budget in MS
Excel Spreadsheet
Use of MS Word for Journal Entry as a
culminating assignment. How do
budgeting and personal financial
statements help me to make decisions
regarding my future? Why is it important?
Record Vocabulary in “Staggerbooks”.
Technology
Poll Everywhere - formative
Excel Spreadsheet – modify personal
financial statements based upon actual
expenses
MS Word – culminating assignment