Diana Walcott-Ward, Shantell King, Susan Charles
CBSE 7204 - Professor O’Connor
Module 2 Assignment 7 & 8
Due date: 2/27/13
Lesson Title: How can we earn money from the stock market?
Grade: 4
The Stock Market
What quenches our thirst?
Bloom’s Taxonomy
 Evaluation, Analysis, and Synthesis
Gardner’s Multiple Intelligences
 Logical/Mathematical Intelligence
Children’s Literature
Stock Market Pie: Grandma Helps Emily Make A Million
J. M. Seymour
NYC Science Scope & Sequence
Inquiry Skills
Communicating – giving oral and written explanations or graphic representations of
observations
Comparing and contrasting – identifying similarities and differences between or among
objects, events, data, systems, etc.
Creating models – displaying information, using multisensory representations
Gathering and organizing data – collecting information about objects and events which
illustrate a specific situation
Generalizing – drawing general conclusions from particulars
1
Interpreting data – analyzing data that have been obtained and organized by determining
apparent patterns or relationships in the data
Process Skills
V. Use information systems appropriately.
XVII. Observe, collect, organize, and appropriately graph data, then accurately interpret results.
XVIII. Collect and organize data, choosing the appropriate representation: (Journal entries,
Graphs, Drawings/pictorial representations)
XIX. Make predictions based on prior experiences and/or information.
XXI. Identify and control variables/factors.
XXII. Plan, design, and implement a short-term and long-term investigation based on a studentor teacher-posed problem.
XXIII. Communicate procedures and conclusions through oral and written presentations.
NCTM Math Skills
Content Standards
 Represent and analyze patterns and functions, using words, tables, and graphs.
 Model problem situations with objects and use representations such as graphs, tables, and
equations to draw conclusions
 investigate how a change in one variable relates to a change in a second variable;
 Identify and describe situations with constant or varying rates of change and compare
them
 represent data using tables and graphs such as line plots, bar graphs, and line graphs;
 Compare different representations of the same data and evaluate how well each
representation shows important aspects of the data.
 Propose and justify conclusions and predictions that are based on data and design studies
to further investigate the conclusions or predictions.
Process Standards



Problem Solving
Build new mathematical knowledge through problem solving;
Solve problems that arise in mathematics and in other contexts
Reasoning and Proof
Build new mathematical knowledge through problem solving;
Solve problems that arise in mathematics and in other contexts;
Apply and adapt a variety of appropriate strategies to solve problems;
Monitor and reflect on the process of mathematical problem solving
Connections
Organize and consolidate their mathematical thinking through communication;
Communicate their mathematical thinking coherently and clearly to peers, teachers, and
others;
Analyze and evaluate the mathematical thinking and strategies of others;
Use the language of mathematics to express mathematical ideas precisely
2

Representations
Create and use representations to organize, record, and communicate mathematical ideas;
select, apply, and translate among mathematical representations to solve problems
ISTE NETs Standards for Literature Students:
Innovation and Creativity: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology. Students:
a) Apply existing knowledge to generate new ideas, products, or processes.
b) Identify trends and forecast possibilities.
Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information. Students:
a) Plan strategies to guide inquiry.
b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
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. Students:
a) Identify and define authentic problems and significant questions for investigation.
c) Collect and analyze data to identify solutions and/or make informed decisions.
Materials: Graph Paper
Handouts
Computers
Smart board
Chart Paper
Behavioral Objectives
Students will be able to:
 create an Excel spreadsheet
 calculate the mean, mode, median, and range for their data
 Graph information based on two stocks.
Motivational/Constructivist Activity
Teacher will ask students if they know what the stock market is. At this time the teacher will
create a K-W-L Chart writing the students responses in the “K section”. The teacher will ask
students what questions they have about the stock market and those responses will go in the “W
section”. Students will watch a BrainPop Video,
http://www.brainpop.com/socialstudies/economics/stockmarket/preview.weml and write any
new found information or answer questions that they had based on the stock market in the “L
section” of the chart.
Time: 6 class periods
Procedure
3
The teacher will inform the students that they will be working on “Wall Street” for the next six
days doing what investors do. Each person will be given a role and as a group you will be
monitoring one of the two stocks.
1. Students will write in their glossary the new vocabulary words they have learned based on the
video they just saw. Students will read the story Stock Market Pie: Grandma Helps Emily Make
a Million.
2. Students will be given one of the two companies to invest in: PepsiCo or Coca Cola. In their
group must choose a role: Stock broker, trader, financial reporter, recorder, and investor.
3. They will go to the computer room to look up information for their stock. They will be
directed to go to the website: http://finance.yahoo.com/ and shown how to use the website to
find information about their stock. Students will only be monitoring the opening and closing of
each stock.
4. Each person will keep accurate information on the stock. At the end of each class session the
financial reporter from each group will share any information pertinent to their stock to the
class.? Students will be using Excel to record their data they will enter the opening and closing
rates for each day.
5. At the end of the fifth class students will be required to create a graph based on the opening
and closing prices of their stock.
6. Once students have completed their graph they will calculate the mean, mode, median, and
range for their data and record it on Excel.
7. Finally students from each group will publish a financial report based on their findings for
each the week.
Modification for special needs and ESL: Students with special needs will receive small –group
and one – to – one additional instruction, and necessary guidance throughout the activity.
Questions
Closed-Ended Questions
1. What is the stock market?
i. Answer: It is a place where bonds and stocks are traded (sold).
2. How does a person become a shareholder?
i. When you buy stock, you become a shareholder, which means you now own a "part" of
the company. If the company's profits go up, you "share" in those profits. If the
company's profits fall, so does the price of your stock. If you sold your stock on a day
when the price of that stock falls below the price you paid for it, you would lose money.
4
Open Ended Questions
1. What companies should you invest in?
i. People most likely pick a company that they are familiar with such as using their
products. Read the financial statements about the company do your research about the
company; any company that has been in the news that has been doing bad business will
not be a good company to invest in.
2. When should you trade your stock?
i. Most people hold on to their stock for a long period of time. However, if you believe that
their stock is going to go to yield any profits based on literature or financial advice, then
you should trade it.
Assessment
Informal
Teacher will monitor students as they enter data on Excel spreadsheets.
Throughout this lesson student will assessed based on how well they comprehend the profits and
losses of their stock
Formal
Students will answer questions based on vocabulary they have learned.
Students will calculate the mean, median, mode, and range for the opening and closing prices of
PepsiCo and Coca Cola stock.
Students will graph the opening and closing prices of PepsiCo and Coca-Cola.
Follow-up activity
Students will choose a stock of their choice by using a local newspaper, or other form of
multimedia. Students will have to answer the following question; why do you want to invest in
this stock? Explain.
5
Rubrics
Category
Create an Excel
spreadsheet
Calculate the
mean, mode,
median, and
range for their
data
Graph
information
based on two
stocks.
Target
3
Student created
spreadsheet
including
appropriate title,
and formatting.
Students
calculated the
mean, mode,
median, and
range with no
errors
Students graph
information
based on two
stocks and
included “x” and
“y” axis, and
labels.
Satisfactory
2
Student created
spreadsheet
including
appropriate title,
and little
formatting.
Students
calculated the
mean, mode,
median, and
range with some
errors
Students graph
information
based on two
stocks and did
not include “x”
and “y” axis, but
had labels.
6
Unsatisfactory
1
Student created
spreadsheet
including no
title, and no
formatting.
Students
calculated the
mean, mode,
median, and
range with
numerous errors
Students graph
information
based on one of
two stocks and
did not include
“x” and “y” axis,
or labels.
Student Rating
References
Brainpop. (2012). Retrieved from
http://www.brainpop.com/socialstudies/economics/stockmarket/preview.weml
NCTM. (2011). Content standards. National Council of Teachers of Mathematics.
Retrieved from
http://www.nctm.org/standards/content.aspx?id=4294967312
NCTM. (2011). Process standards. National Council of Teachers of Mathematics.
Retrieved from
http://www.nctm.org/standards/content.aspx?id=322
NYC K-8 Science Scope & Sequence Standards. (n. d.). Retrieved from
http://schools.nyc.gov/Documents/STEM/Science/K8ScienceSS.pdf
PBS (2007, May 10). www.pbs.org. Retrieved from
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Seymour, J. M. (2002). Stock market pie: Grandma helps emily make a million.
Iowa: DOI: DynaMinds Publishing
7
Formal Assessment #1
Name:
Grade: 4
Date:
Directions: Use the word box to match words to their correct definitions.
a. Stock
Market
b. Shareholder
c.Net worth
e. stock
d. Ticker
Symbol
f. investment
j. Financial
reporter
k. Stock
broker
1. The short abbreviation used to identify publicly traded shares of a particular
stock on a particular stock market.
2. A place where bonds and stocks are traded.
3. An individual who gives factual information about various in the stocks in the
stock market.
4. The value of a company.
5. It is their job to buy and sell stocks for customers.
6. Units of ownership in the company.
8
Formal Assessment # 2
Name:
Date:
Directions: Calculate the mean, median, mode, and range of each stock for a five
day period. Show all work
Data
Stock: KO
Day 1
Day 2
Day 3
Day 4
Day 5
Opening Price
$ 35.98
$38.78
$37.67
$36.78
$35.87
Closing Price
$36.98
$38.90
$37.50
$36.40
$40.00
Opening Price
$22.67
$21.98
$20.43
$22.34
$21.78
Closing Price
$22.90
$25.90
$22.45
$19.87
$21.87
Mean
Median
Mode
Range
Data
Stock: PEP
Day 1
Day 2
Day 3
Day 4
Day 5
Mean
Median
Mode
Range
9
Assessment # 3
Name:
Date:
Grade: 4
Directions: Create a line graph for each stock based on their opening and closing
prices.
Label each axis
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