Coteaching Budgeting Hannah and Brooklyn

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 4th

Subject(s): Mathematics

Topic of Study:Operations and Algebraic Thinking (OA)

Time Allotment: 60 minutes

Standards: 4.OA.A.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Objectives: Students will be able to create a budget and keep track of their Grocery Store spendings on a spreadsheet. They will use numbers that require mental computation and estimation in their spreadsheets.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students should know basic addition, subtraction, multiplication and division skills.  Students should also have a real-life experience with spending money/budgeting-this is to establish that the students have something to build upon in the lesson. How will prior knowledge and experience be assessed? Prior knowledge and experience will be assessed by asking students to do a quickwrite about an encounter they had with money, and how they decided to spend/save it. How will you use this information in the planning process? This information will be used to ensure that students have an area to build upon within the lesson.  It will also put them in the correct mindset for the lesson, preparing them to think about how they spend their money. Why should the content of this lesson be taught at this grade level? At this age students start to use money independently and it is important for them to begin to understand the concept of money and how to budget. How do the objectives that you have for the lesson align with the standards? The students will be required to use estimation and mental computation, which align with the standards. When will the lesson be taught in the course of the school year? Why? This lesson will be taught towards the end of the school year.  There are many components to this lesson plan: math, technology, critical thinking, planning ahead, etc.  Thus, this lesson might be better fitting towards the end of the school year, after the children have developed more over the course of the year.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

Launch: First, the teacher will ask students to recall a real-life encounter they have had with money.  Students will be asked to write for 3-5 minutes about this encounter in a quickwrite format.  Then, students will be given time to share their writing with an elbow buddy.

Verbally, prompt students with questions to stimulate critical thinking about shopping and spending money. How often do you all go shopping? Have you ever shopped in the clearance rack or sale section? How much do you think an average shirt sells for? Allow children to speak out their answers and give examples of shopping trips they have been on.

Explore: Mathematical Practice 1: Make sense of problems and persevere in solving them.

Students will then be given an opportunity to do a little shopping of their own.  The teacher will invite students to shop at the store Babs’s Bargains via a Google Doc.  This store will provide food, articles of clothing, etc.  The teacher will explain that the students will each have the opportunity to shop at Babs’s Bargains, and will each be given $50 of allowance to spend.  Within the store, certain products will have multiples, and all prices will be recorded in a pricing list accessible via Google Sheets. The students will be given a spreadsheet (via Google Sheets) to keep track of their spendings and will be instructed to buy whatever they please BUT should spend their money wisely, and figure out how many products they can buy without exceeding their budget ($50). The children will be in charge of spending and calculating their own money.  While shopping, students will record their purchases in Google Sheets.  They will have to compute the reciept through estimation, and may not use the calculator in Google Sheets to calculate their total until they are at the checkout line.  Students will take turns shopping, with order decided by students picking a number between 1 and 10.

-Explain how the spreadsheet works.

-Allow children 20-25 minutes to explore and buy products and calculate their totals.

-After a child has bought a product, the store manager (teacher) must record it in the pricing

sheet. Once the item has run out, it is “Out of Stock,” and other children may not buy it.

-Allow each child their turn to shop until each child has completed their shopping trip.

Summarize: Discuss with the class the meaning of the word “reflect,” allowing the students to supply their own definitions.  Then, tell the students that they are to reflect on their experiences from their shopping trip.  Provide prompting questions to guide the conversation.  For example, ask students: “How was your shopping experience?  How much money did you spend?  How much money did you save?  What would you differently if you could shop again?  Would you have chosen the same items/spent the same amount of money?  How would you have spent your $50 differently if it was all the money you had for a month?”(M.P. 8. Look for and express regularity in repeated reasoning).  As these questions are asked, call on different students, allowing them to share their experiences.

Summarize: Ask the students to perform a quickwrite about their overall thoughts and findings about the shopping trip.  Provide the students 3-5 minutes to complete their quickwrite. The work they completed in class will also be turned in as an assessment.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

Students will visit Babs’s Bargains store via a Google Doc. The students will not only interact with the virtual shop, but will be required to record their purchases in Google Sheets on their own computers.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay-  Those with cognitive delay will, instead of a budget in terms of money, create a budget in terms of things. For example, instead of having a budget of $50.00 and computing using money, they will have a budget of, say, 10 items.
• Gifted- Gifted students will be asked to include taxes, and might have additional limits on their budget (i.e. required bills, paying back a friend, etc.).
• ELL- The ELL students will be provided with an aid or one-on-one work with a teacher to help them with the lesson, step by step.  These students will also benefit from the pictures and numbers included in this lesson.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? These methods provide students with a stimulation of a real life experience. They allow students to feel in charge of their decisions and emphasize on the important concept that is decision making. How do the instructional methods align with what you know about best practices (think about your methods classes)? The instruction is mostly student directed. The students will create their own budget and complete their own “grocery shopping”. How are you engaging students in creative and higher order thinking? The students will be in charge of their own work and will be making the decisions they want to make, regarding their given allowance.  The lesson relies heavily on student choice.

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

• The spreadsheets and quickwrites will be the tools used to measure overall achievement within this lesson.  Our philosophy is that quickwrites are never graded for anything other than completion.  The spreadsheets will serve as a means of checking students’ own computation-thus, this will serve as a completion grade, too.  The main focus in this lesson is not 100% accuracy, rather 100% participation and experience.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The final assessment will ultimately be turning in their completed class work. Their class work will prove that they can successfully create a grocery list budgeting out their spendings. The students will also turn in a quickwrite explaining any mental work they had to use and their difficulties. This aligns directly with the standard.  Even if the work is incorrect, the students will have checked it on their spreadsheet and adjusted their errors.  In experiencing failure, there is learning. How does the assessment demonstrate that the students have been successful in learning the content? Through completing the spreadsheets and quickwrites, students will have undoubtedly experienced a heavy decision-based process.  This, alone, as well as the academic aspects (completing multistep math problems) will serve to prove that students have been successful in learning the content. How does the assessment demonstrate student engagement in higher order thinking? The quickwrite will provide evidence if the students used higher order thinking in their work, as it is intended to be a very reflective exercise. How does the assessment demonstrate that individual student needs were met? As mentioned, although the aligned standard covers multistep word problems and mental math, the assignments within this lesson are graded based on completion.  This meets individual needs, as it allows students to feel as though they can perform to the best of their own abilities with no fear of judgement.  In other words, students who are “good” at math will still demonstrate this in their computation, while students who might struggle will have the opportunity to practice these skills, while having the tool of a calculator to aid their learning process.

V. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• This lesson allows students to be independent with their decisions, therefore inspiring dependability among themselves.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• The students will be using their computers to shop in the digital Grocery Store.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• The teacher will provide an example on the smart board for the class to see.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
1. This activity allows students to use a tool convenient for everyday life. Students can understand how to create and properly use a spreadsheet.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
1. While this activity does not use social interactions, students will follow the instructors lead when it comes to creating a budget and spreadsheet.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.