Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Elizabeth Winslett
Position

Math Teacher

Content Area

Mathematics

Time line

1 semester

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Students will extend the understanding of proportional reasoning, ratios, rates, and percents by
applying them to various settings to include business, media, and consumerism. Students will
create and analyze mathematical models to make decisions related to earning, investing,
spending, and borrowing money. Students will communicate mathematically, solve problems
using appropriate technologies, and use multiple representations.
Content Standards

Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students will communicate information and ideas effectively
to multiple audiences using a variety of media and formats. Students apply digital tools to
gather, evaluate, and use information. Students will locate, organize, analyze, evaluate,
synthesize, and ethically use information from a variety of sources and media. Students will use
critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
NETS*S Standards:

Page 1 of 8

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will create a project that will summarize the entire budget unit. Students will learn how to break down a
salary into a reasonable budget for the kind of life style they wish to be living once they graduate. They will look at
their options for living spaces, transportation, and credit cards. Students will create a mock year-long budget that
will summarize their expense choices that they have chosen. Students will pick a degree level they wish to obtain
and then chose an appropriate job. They will be required to complete their taxes at the end of the year-long
budget. They will have to practice making purchases on a credit card and having to pay it off. They will calculate
the interest of the credit card with any remaining charges. They will work on their project after every lesson that is
taught. The project will be due at the end of the semester. A detailed summary of what is to be done for each
lesson is included in the appendix.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple yes or no and should have many acceptable answers.
How do you break down a yearly salary into monthly, weekly, and daily? How do you create a budget using
percents? How do credit card companies compact interest and find your remaining balance? What are the
differences between renting or buying a house and car and what are your other options? How do you create a
successful budget that you can survive off of? How do you create a circle graph to explain how a budget was
spent? What are some other ways to represent your budget? What kind of job do you hope to have and what is
the preparatory schooling and work that it requires? How do you calculate your income taxes? How do you know
how much you much take out for taxes from every pay check? What are all of the items that are deducted from a
normal pay check?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
The students will be graded on a rubric. The rubric is included below in the appendix. The project will be
differentiated by the presentation method they choose to use and by the method in which they keep track of their
data. Students will be given a choice to use Google docs or Dropbox to ensure that they always have access to
their documents. Student can present by creating a screencast, a YouTube video, a PowerPoint, or a Glogster
poster to present their projects.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
The students will need the following, either Google Docs or Dropbox. They will need a computer. If they chose to
present with YouTube, the students will need a camera and a YouTube Account. If they choose to use power
Point or Screencasting, they will need the appropriate program. They may also need a Glogster account to create
the poster for their presentation. Students will need to know how to research using internet safety procedures.
They should know how to create a word document, power point presentation and excel spreadsheet. They will
need the lesson check list, deliverables list, and rubric. (See the Appendix)

Page 2 of 8

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
Students will be taught each lesson and be provided with practice problems. Students will be assessed on their
knowledge and comfort on the skill with a quiz or ticket before completing that section of the project.

Lesson One: Students will be taught about the salary differences that occur when different levels and
degrees of education are obtained. They will learn how to convert any given salary into monthly, weekly,
yearly, daily, and quarterly.
Lesson Two: Students will learn about the 4 major items that are deducted from salaries, state tax,
federal income tax, social security tax, and Medicare. They will learn about the current tax system and
be able to place jobs in the correct tax bracket. Student will have a hard time understanding why taxes
are taken out.
Lesson Three: Students will look at how to deduct a retirement percent and insurance amounts from
their pay checks. They will learn to see how much money they will be able to take home after these
deductions.
Lesson Four: Students will be able to decide if a budget seems reasonable to live off of. They will learn
how to create a budget out of percents and dollars using their take home pay. Students will learn how to
create a pie chart to show how they plan on spending their money. Students will learn about all of the
different bills that are required to live the lives they wish. Students will have difficulty creating a pie chart.
Lesson Five: Students will learn about credit cards and how they make their money. Students will look
at the different credit card offers and commercials to see how attractive some credit cards can be.
Students will be frustrated about how much credit cards take people for granted.
Lesson Six: Students will learn about the different car options: rent to own, leasing, and buying. They
will learn how car loans work and they will look at different scenarios to decide which option is best for
each situation. Students will have difficulty understanding the differences between buying and renting to
own.
Lesson Seven: Students will learn about the different living options: Renting, Renting to own, and
buying. Students will learn how to mortgages work. Students will then be given scenarios and have to
decide which living option is best for each situation. Students will have difficulty understanding the
differences between buying and renting to own.
Lesson Eight: Students will learn how to read a W-2 form. They will learn the differences in the 1040-EZ
and 1040-A tax forms. They will learn how to fill out the appropriate tax form to see if they will owe
money and get money back. Student will struggle remembering the differences for the forms.

Page 3 of 8

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.
The students will work by themselves using their peers and teachers when they have questions. To ensure
equitable access, the students will receive ample time in a computer lab to complete the project. At the end of
every instructional lesson, the class will go to the lab to complete that part of the project. Each lesson of the
project will be checked by the teacher before the student continues onto the next section. I will need to make
sure that students understand internet safety before beginning the project. Problems will be solved as they arise
and shared with the class to ensure that they dont occur again. They will also be listed down for the next time
the project is completed. I will have found a list of option for the students to choose from if they cannot find
something on line. See Appendix for this list. Students will be able to research in the language most comfortable
to them and then translate it to English for presentation needs.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?
My role in this lesson is to provide the basic information and how tos so the students can use the knowledge to
apply it to different financial situations. Students will show comprehensions of the lessons by synthesizing a yearlong budget that includes all 9 lessons that were discussed. The goal of this project to show the students how the
topics can be applied to their lives. At the end of the project, the students will do an analysis of their budget to see
how it worked out for them and if they would need to change anything for the next year. They will also analysis
the project to provide feedback for the teacher. The technology that will be used will help the students learn how
to use 21st century tools that they could use to do something like this when they have a real job and need to create
a budget. The students will build knowledge as the lessons go on. They will be evaluated at the end of each
lesson to ensure comprehension before moving on to the next topic in creating a budget. Students will have their
projects checked to analysis if they are on the right track and doing the work correctly. The students will end the
project by presenting their authentic budgets that they have been working on. Students will be evaluated on how
they understand and apply the lessons we learned into their budgets.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
The lesson will be differentiated by allowing the students to choose between the methods of presentation.
Students will also have the information presented to them in a spoken manner and written manner with a read
along set of directions. The notes will be projected using an Elmo data projector to help students who need a
more direct note taking setting. This will also allow the teacher to zoom in and out on the notes for students who
may have a difficulty seeing. There will be versions of the notes in French and Spanish for those students who are
ELL. Students will take notes individually and then work both individually as well as with partners to complete the
practice problems given. Students who need an extension can discuss the lesson with their parents and see if
they can apply the skills we are learning to help their parents create a budget for the household.

Page 4 of 8

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The closing event will be every one presenting their budget projects. They will analyze how their proposed budget
worked, if they had enough money at the end of every month. They will analyze their budget on how applicable
they are to their current lives and their future lives. Students will be asked to give one thing they liked about the
project, one thing they didnt like, and one thing they would change to make it better. These lessons will prove to
be effective if the projects show that the students understand the topics and can create a year-long budget using
the information. The teacher will look at what they felt worked well and will change anything for the next year
that they feel is necessary. They will evaluate how readily available the information was and if something need to
be provided the next time or changed to something more easily found.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
The lesson was fun and the kids enjoyed doing it. But next time, I need to get the project approved by the
principal.

Page 5 of 8

Appendix:
Steps and objectives:

1. Lesson One Salary

a. Students will choose a degree level that they believe they can achieve
b. Students will choose a job based on the degree level that will be obtaining
c. Students will research the salary for the job that they taking
d. Students will break down their salary into monthly paychecks
2. Lesson Two Taxes
a. Students will take the correct amount of taxes out of their monthly pay check
for the correct tax bracket
3. Lesson Three Insurance and Retirement
a. Students will take out the amount they wish to save for retirement
b. Students will take out the amount needed to pay for health insurance
c. Students will take out amount needed for car insurance
4. Lesson Four Budget and expenses
a. Student will create a budget for utilities, entertainment, food, transportation,
medical, clothes savings, and other.
b. Student will take out money for the electrical bill
c. Student will take out money for the water bill
d. Student will take out money for the cell phone bill
e. Student will take out money for credit card payments
f. Student will take out money for food
g. Student will take out money for entertainment
5. Lesson Five Credit cards
a. Students will research a credit card offer that they believe to be beneficial
b. Students will make a minimum of 3 purchases on their credit card each
month
c. Students will create their monthly credit card bill for each month
6. Lesson Six Car payments
a. Students will take out the correct amount for their car payment
7. Lesson Seven Mortgage or rent
a. Student will take out money for rent or mortgage
8. Lesson Eight Taxes
a. Students will file their taxes and see if they owe money or get money back.
9. Students will see if they have enough money each month to sustain themselves and
fix their budget accordingly.

Deliverables:
1. Students will create an excel file documenting all of the money changes
2. Students will create a pie chart and any other type of graph they see necessary
using all of the expenses they had
3. Students will create a presentation of their portfolio
Budget Project Rubric

NAME:

Page 6 of 8

Topic

Half points

No points

The project holds the

audiences attention but it
dull to watch
Four misspellings and/or
grammatical errors.

The project does not

hold the audiences
attention
More than 4 errors in
spelling or grammar.

Students found a salary

but it was not reasonable.
It was divided correctly

Students did not find

a salary or turn it into
months correctly

Students found the

correct dollar amount for
federal, state, Medicaid,
and social security taxes

Students found some of

the correct dollar amount
for federal, state,
Medicaid, and social
security taxes

Students took a
reasonable dollar amount
out for retirement and
insurance

Students took a dollar

amount out for retirement
and insurance but it was
not reasonable

Students did not find

the correct dollar
amount for federal,
state, Medicaid, and
social security taxes
Students did not take
out a reasonable
dollar amount out for
retirement and
insurance

Students created a budget

that was reasonable and
had all the necessary
categories. Students
created a pie chart of
budget

Students created a budget

but it was missing a few
pieces. Students made a
pie chart but it had a few
mistakes wrong.

Students did not

create a budget or a
pie chart

Credit
cards,
mortgage,
and car
payments

Students created their

Students charged 3 times a
credit card bills correctly.
month but did not created
Students charged 3 times
the bills correctly
a month

Students did not

create it correctly or
charge correctly

Income tax

Students completed their

income taxes correctly

Students completed their

income taxes but make 23 mistakes

Students did not

compute it correctly.

Appearance
and
presentation
Mechanics

Salary

Taxes

Insurance
and
retirement

Expenses
and Budget

All points
The project holds the
audiences attention
No misspellings or
grammatical errors.
Student found a
reasonable salary and
divided it into months
correctly

Points
Earned

/10

/10

/10

/10

/20

/15

Grade: _________________________________

Page 7 of 8

/10

/15

Job and Degree Options:

High School
Degree
Waiter

Salary

2- year degree

Salary

4 or more years

Salary

$17,080

Dental Hygienist

$67,320

$81,540

Fast Food
Cook
Farm Laborer
Roofer

$16,740

$38,240

Cashier

$17,100

Receptionist
Amusement
Park Worker
Barber

$23,100
$17,340

Industrial
Maintenance
Fire Fighter
Neuromuscular
Therapist
Diesel Engine
Mechanic
Autobody Worker
Ambulance Driver

Electrical
Engineer
Obstetrician

Personal Care
Aid
Road
Construction
Equipment
Operator

$19,340
$28,600

$59,880
$69,100

$39,280

Accountant
Computer
Programmer
Registered Nurse

$38,800
$17,980

Veterinarian
Architect

$75,180
$69,700

$130,380

Dentist

$193,981

$17,480

Air Traffic
Controller
Welder

$31,380

Pharmacist

$106,260

$28,120

Child Care Worker

$17,120

Speech and
Language
Pathologist

$62,460

$29,960

$32,820
$31,060

$235,310

Page 8 of 8

$59,700