LP 2

Teacher Candidate: Meredith Stark Date: April 30, 2017
Grade and Topic: Grade 7, Math Length of Lesson: 45 hour in 2 days
Mentor Teacher: Professor Brian Johnson School: University of Memphis
Unit/Chapter Objective/Generalization/Big Idea:

This chapter and lesson plan is about teaching students at a young age about finances. Starting
at such an early age will help students get ahead in understanding the concept of budgeting and
the use of money.
Lesson Objective:
In this assignment, the students will be:
Assessing a personal and financial situation (needs, values, life situation).
They will set financial goals, as well as personal goals.
Create a budget for fixed and variable expenses based on the income of the career assigned
to them by the teacher.
Record their current spending patterns, both saving and investing.
Set realistic goals for the future
Communicate with other students how they will be able to survive and budget with the
amount they will earn.
Standards Addressed:
State/District, Common Core Standards
3e. Develop a chart or table to compare characteristics of various careers, such as alignment to
personal interest and aptitude, education requirements, available positions, salaries, potential
lifetime earnings, and employer benefits. Research multiple viewpoints that support or question
the use of student loan debt in paying for postsecondary education. Assess the extent to which
the reasoning and evidence presented support the authors claim. Citing specific textual
evidence, craft an argumentative essay that either supports or opposes the use of student loan
debt, developing both claim(s) and counterclaim(s) fairly. (TN CCSS Reading 6, 7, 9; TN CCSS
Writing 1, 4, 7, 8, 9).
ISTE Standard(s)
1. Facilitate and inspire student learning and creativity.

b. Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources.
Materials:
1. Computer
2. Microsoft Word
3. Printer
4. Checklist with name and income of career
5. Internet access to the websites below:
http://www.payscale.com/research/US/Country=United_States/Salary
http://www.apartmentguide.com/gclid=CJyCkb2MzdMCFcy2wAodWGcIDg&WT.mc_i
d=9027&WT.srch=1&ef_id=WGMEqAAABess33Fg:20170430211336:s
https://www.edmunds.com/calculators/mktcat=carcalculator&kw=new+car+loan+calcul
ator&mktid=ga9911352&gclid=CJ2ToNWMzdMCFQEPaQodTzkJvg
www.google.com
Technology Integration:
Students will be using the websites stated to get a ideal amount on how much money they will have to
budget for housing, car payments, etc. Word Processing software will be used to make a chart to record
data on how much money can be udgeted. When students are done creating budgets, they will need to
print their charts to discuss with their peers and to turn in for grading.
Background and Rationale:
The key concept for this lesson is to teach the students to budget. They will be creating actual
charts that will break down what they spend personally and also in savings and payments.
Procedures and Timeline:

Introduction:
The lesson will start by asking the students what they want to be when they grow
up. If the student is unsure what they want to be, the teacher will assign the
student a career choice.
The teacher will allow approve and/or assign each student a career path for each
student.
Discuss the importance of budgeting and making payments.
At the Computer (45 minutes)
Teacher Procedures:
(Will demonstrate steps 1-5)
1. Have students open both MS Word and an Internet browser.

2. Direct students to the payscale website.
3. Direct students how to create a table on MS Word.
4. Direct students on how to fill in the table in MS Word. Have students put in the title of
each row and column as directed below.
5. Pass out checklist to make sure students understand the layout of the chart.
6. Monitor and assist as needed.
Student Procedures:
1. Open both MS Word and an internet browser.
2. Open the payscale website.
3. Open MS Word.
4. In MS Word, create a table with the column titled: Expenses, Budget, Actual and
difference. Also title all rows with fixed regular expenses, fixed irregular expenses,
transportation and other.
5. Space out each row to add detailed expenses as seen in the example given.
6. Take the time to research and report all data found on normal finances the student will
need to survive.
7. Get permission from teacher to print paper off when the student is done.
After the Computer (45 minutes)
Teacher Procedures:
1. Place students in groups of 3 to 4 students.
2. Give students 10 to 15 minutes to discuss all their research and to help each other on any
questions they may have.
Student Procedures:
1. While in group, the students will discuss their finances and all the payments they will
have to make yearly.
2. Students will discuss ways to budget for their futures, and what they learned while doing
this project.
Closure:
Create a class discussion reviewing what they learned in this project, and ways they can prepare
for this in the future.
Assessment Evidence:
What You Need 0 pts. 2 pts. 4 pts. Total:

Rows/Columns No rows/columns Only a few All rows and 4 pts.
are titled. rows/columns are columns are titled
titled. as instructed.
Detailed No detailed Only some detailed Budgeting chart 4 pts.
information information was information was was detailed and
added under titles. given. fininced correctly.
Finances Inadequate Only some The student 4 pts.
finances were finances were adequately
recorded. listed. researched and
recorded all
finances and
budget
requirements.
Modifications:
I am aware that modifications will be made for students who did not master the objectives and for those
for enrichment. However, modifications are not covered int this course and are not part of this
particular lesson.
Example:
Career:
Expenses Budget Actual Difference
Fixed Regular
Expenses
Rent $ $ $
Car Payment/Insurance $ $ $
Fixed Irregular
Expenses
Savings $ $ $
Food $ $ $
Utilities $ $ $
Transportation
Gas and Oil $ $ $
Other
Clothing $ $ $
Entertainment $ $ $
Total Monthly $ $ $
Expenses

LP 2

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Teacher Candidate: Meredith Stark Date: April 30, 2017

Grade and Topic: Grade 7, Math Length of Lesson: 45 hour in 2 days

Mentor Teacher: Professor Brian Johnson School: University of Memphis

Unit/Chapter Objective/Generalization/Big Idea:

State/District, Common Core Standards

1. Facilitate and inspire student learning and creativity.

Background and Rationale:

Procedures and Timeline:

At the Computer (45 minutes)

(Will demonstrate steps 1-5)

1. Have students open both MS Word and an Internet browser.

After the Computer (45 minutes)

What You Need 0 pts. 2 pts. 4 pts. Total:

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