Alex Soffer, Joseph Daley, Lauren Duerson and Maria O’Regan
ED 7204.T.NET1
March 7, 2012
MST Lesson Plan Format
Versus
APPL or MSFT?
Blooms Taxonomy:
Level 2:Comprehension
Level 3 Application
Level 4: Analysis
Level 5: Synthesis
Gardner’s Multiple Intelligence(s):
1. Logical: Mathematical
2. Interpersonal
3. Visual
4. Linguistic-:Intelligence
Children’s Literature: How Economics Works: The Stock Market
by Donna Jo Fuller
NAEP Process Skills
Scientific Inquiry
• S4.2 Conduct scientific investigations using appropriate tools and
techniques.
• S4.3 Identify patterns in data and/or relate patterns in data to theoretical
models.
Technology:
• T4.1 Propose or critique solutions to problems, given criteria and
scientific constraints.
• T4.3 Apply science principles or data to anticipate effects of
technological design
NAEP Science Content Standards





Employ tools to gather, analyze, and interpret data. S2.1dS3.1a,b
Use mathematics in scientific inquiry. M3.1a
Use data to construct reasonable explanations.
Develop and communicate explanations using evidence. S1.3S3.2d,e
Identify dependent and independent variables. M1.1aS2.2d
NCTM Math Skills
Process Standards: Reasoning and Proof, Communication, Connections, and
Representation.
Reasoning and Proof
• Make and investigate mathematical conjectures
Communication
• Organize and consolidate their mathematical thinking through
communication
• Communicate their mathematical thinking coherently and clearly to
peers, teachers, and others
Connections
• Recognize and use connections among mathematical ideas
• Recognize and apply mathematics in contexts outside of mathematics
Representation
• Create and use representations to organize, record, and communicate
mathematical ideas
• Select, apply, and translate among mathematical representations to solve
problems
• Use representations to model and interpret physical, social, and
mathematical phenomena.
Content Standards: Algebra, and Data Analysis and Probability: Grades 3-5
Algebra
• Represent and analyze patterns and functions, using words, tables, and
graphs.
Analysis and Probability
• Collect data using observations, surveys, and experiments;
• Represent data using tables and graphs such as line plots, bar graphs,
and line graphs;
• Recognize the differences in representing categorical and numerical
data.
ISTE NETs Standards for Literate Students:
1. Communication and Collaboration- Students use digital media and
environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of
others.
2. Research and Information Fluency- Students apply digital tools to gather,
evaluate, and use information.
3. Critical Thinking, Problem Solving and Decision Making-Students use
critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources.
4. Technology Operations and Concepts- Students demonstrate a sound
understanding of technology concepts, systems, and operations.
Behavioral Objectives:
• Students will be able to explain the purpose of the stock market
• Students will be able to create a line graph, with labels, that show the closing
prices of each stock.
 Students will be able to compute the range, mean, minimum and maximum for
Apple and Microsoft and input into a table while then creating a written analysis
explaining the line graph and the relevance of each statistic (range, mean,
minimum and maximum).
Motivation/Constructivist Activity:
Tell the students that last week while they were collecting stock data about Apple and
Microsoft, you were collecting data about who brought their lunch to school and who did
not. Show the students the table created. Next, show them the line graph.
Monday
Did Bring
Lunch
15
Did Not
Bring Lunch
6
Tuesday
12
9
Wednesday
Thursday
Friday
0
10
8
21
11
13
25
20
15
10
5
0
In their collaborative groups have them answer these questions:
1. What does the blue and red line represent?
2. What does each square or circle represent?
3. Why did I use one graph to show two different sets of data
4. Could I have used a pie graph?
Teacher reviews the components of the graph with the students.
Time Duration:
One 50 minute period as well as 5-10 minutes over the previous five days to track the
stocks.
Procedures:
1. Over the past two days the teacher has read “How Economics Works: The
Stock Market” by Donna Jo Fuller. Before and after each reading, the
students added words to the “Classroom Glossary”.
2. Distribute the rubric for the following activity. Review expectations and
answer any questions students may have about what is expected from them
during individual, group and class work.
3. Ask students to take out their Stock Market Data notebook and refer to the
data they collected over the past five days. Using turn and talk, students
refresh each other what the numbers represent.
4. Ask the students to turn and talk: What type of graph should you use if they
were to compare the two sets of numbers?
5. Teacher chooses a few groups to explain to the class, what the numbers
represent.
Brought Lunch
Did not Bring
Lunch
6. Using the data collected from the past five days, students will find:
a.
The difference (range) between the opening and closing numbers
for Apple and Microsoft.
b.
The mean (average) for Apple and Microsoft, per day.
c.
The minimum and maximum prices for both Apple and Microsoft.
7. In the computer lab, students work in pairs. Using Excel, students are
instructed to create a line graph and three tables using the data collected over
the past five days. One table should represent the opening and closing prices
of Apple, the second table should represent the opening and closing prices of
Microsoft, and the third table should depict the mean, median, mode, range,
minimum and maximum prices for Apple and Microsoft. Each child will then
print their spreadsheets and charts for their records in the classroom (Students
have used Excel previously and are familiar with how to create graphs and
tables).
8. Once each group has completed the activity, the students will return to their
classroom.
9. Have students open their notebooks and begin a written analysis of the
information they collected. This is to be done individually. Explain to the
students that they should explain the line graph and what each statistic means.
10. In groups, spend 5 minutes discussing the relevance of each statistic.
11. As a class, share the importance of each statistic and any answer questions
students may have.
Questions:
I). Closed-Ended Questions:
1. What is the Stock Market?
Answer: A place where a companies stock or shares are traded,
sold and bought
2. What does x and y axis represent on your graph?
Answer: The x-axis represents the dates we used to record the
closing prices for each stock. The y-axis represents the price at
which each stock closed.
3. What is a line graph?
Answer: A line graph is a chart that displays information and
compares two variables across time.
II). Open-Ended Questions: (Minimum of two questions).
1. Which stock would you buy? Why?
2. Why do you think Microsoft’s stock closed at a lower price than Apple
every single day?
3. Knowing what you know about stocks, which companies stock would you
be interested in buying?
Materials:
1. How Economics Works: The Stock Market by Donna Jo Fuller
2. Smartboard
3. Computer lab with Microsoft Excel program
4. Internet access to track stocks
5. Stock Market Notebooks
6. Classroom Glossary
7. Pencils
References:
Fuller, D. J. (2006). How Economics Works: The Stock Market. Minneapolis: Lerner
Publication Company.
ISTE NETS 2007 Technology Standards for Literate Students. (2007). International
Society for Technology in Education. http://www.iste.org/standards/nets-forstudents/nets-student-standards-2007.aspx
National Council of Teachers of Mathematics- NCTM (2012).
http://www.nctm.org/standards/content.aspx?id=16909
Yahoo! Finance Inc. (2012).
http://finance.yahoo.com/q/hp?a=01&b=13&c=2012&d=01&e=17&f=2012&g=d&
s=MSFT
4th Grade Science Standards for the 2009 National Assessment of Educational Progress
(NAEP)
Retrieved from
https://bbhosted.cuny.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fweba
pps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_607231
_1%26url%3d
Assessment:
Objective
Target “3”
Explain the
purpose of the
stock market
Student
explained the
purpose of the
stock market
with 0 errors
Satisfactory
“2”
Student
explained the
purpose of the
stock market
with 1-2 errors
Create a line
graph, with
labels, that
showed the
closing prices
of each stock.
Student created
line graph, with
labels that
showed the
closing prices
of each stock.
The line graph
and labels had
0 errors.
Student created
line graph, with
labels that
showed the
closing prices
of each stock.
The line graph
and labels had
1-2 errors
Compute the
range, mean,
minimum and
maximum for
Apple and
Microsoft and
input into a
table and
provide a
written analysis
including an
explanation of
the line graph
and statistics.
Students
computed the
range, mean,
minimum and
maximum for
Apple and
Microsoft and
inputted it into
a table. Entries
on table had 0
errors Provided
a well written
analysis
explaining the
line graph and
the statistics
Students
computed the
range, mean,
minimum and
maximum for
Apple and
Microsoft and
inputted it into
a table. Entries
on table had 12 errors.
Provided a brief
written analysis
explaining the
line graph and
the statistics.
Unsatisfactory
“1”
Student
explained the
purpose of the
stock market
with 3 or more
errors
Student created
line graph, with
labels that
showed the
closing prices
of each stock.
The line graph
and labels had
3 or more
errors
Students
computed the
range, mean,
minimum and
maximum for
Apple and
Microsoft and
inputted it into
a table. Entries
on table had 3
or more errors.
Provide little or
no written
analysis
explaining the
line graph and
the statistics.
Student
Rating