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Title: Author: Subject: Grade Level(s): Duration: Personal Budgeting and Checkbook Financing Lisa Brown Mathematics and/or Dollars and Sense 9th-12th grade Day One The teacher will introduce topic and KWHL GoogleDoc, discuss with students prior knowledge and experience, and show a banking presentation. Day Two The students will view the eBook, create a CBI account through MoneySmart and begin the CBI program. Day Three The students will continue to complete the CBI program and print certificates of completion with 80% or better. Day 4 The students will be introduced to the simulation and receive teacher instruction on completing the packet and begin simulation Day 5-6 Students will continue the simulation, checking rubric as they progress. Banking and Checking Account Management Each lesson is part of a larger unit that focuses on the students personal finance, including their careers, budgeting a checkbook, car buying and giving. In each particular set of lessons, students will learn about one of the key components of personal finance Students will engage in different activities to support their learning and they will have several different opportunities to share their new knowledge. Summarizing their final product with a presentation on their glogster. Math Models TEKS (5) The student uses functional relationships to solve problems related to personal income. The student is expected to: (C) analyze data to make decisions about banking. (6) The student uses algebraic formulas, graphs, and amortization models to solve problems involving credit. The student is expected to: (C) use amortization models to investigate automobile financing and compare buying and leasing a vehicle.
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Subject Area: Unit Description:
Lesson Description for Day: State Standards:
Dollars and Sense TEKS (2) The student demonstrates management of financial resources to meet the goals of individuals and families across the life span. The student is expected to: (A) evaluate the need for personal and family financial planning, including budgeting, expense records, and maintaining economic self-sufficiency; (G) compare types of bank accounts available to consumers and the benefits of maintaining a bank account; (H) demonstrate the ability to balance a check book
Unit Goals: Students will examine their personal strengths and explore possible careers. Students will weigh the pros and cons of investment in the auto industry, Use technology, including webbased tools to research and calculate costs and benefits of purchasing fuel-efficient vehicles. Students will explore the various types of giving. Students will budget their checkbook using expected salary and expenses discussed in previous lessons. The student will Determine use for checking accounts Compare different types of checking accounts Demonstrate ability to manage a checking account Perform math calculations to balance check register and reconcile account statement
Anticipatory Set: Students will complete a digital version of KWHL chart about banking and about checking accounts with in GoogleDocs. Question students on personal experience with checking accounts and checks. The teacher will introduce the concept of banking and how checking accounts provide a means to manage money and provide a record of spending through a presentation. Students will view the eBook, Banking. Students will complete the computer based instruction provided by FDIC using the http://moneysmart.drc.com/login/login.php login page. Students will create a personal account to keep track
Introduce and Model New Knowledge:
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Provide Guided Practice:
Provide Independent Practice:
of their learning. Students will use new knowledge to establish a checking account, and maintain the account through a published simulation. Teacher will provide a rubric for the simulation based on the individual tasks required to successfully complete each component. Students will write checks, record transactions in a check register, and balance the check register. Students will reconcile the check register with the bank statement. Students will report their final ending balance.
Formative/Ongoing Assessment: The teacher will be conducting formative/ongoing assessments for each, in-class activity. These assessments are to ensure that students are participating and working on the projects throughout the in- and out- of class time given. Students will complete the CBI with a score of 80 % or better and print an authentic certificate provided by the system. Using the student rubric, students will complete each task of the simulation correctly. Students will work the simulation like a problem and arrive at a final account balance. If the amount is not correct there are errors. They will work though the documents to locate the error(s).
Summative/End Of Lesson Assessment:
Individual student computers with internet access Teacher computer with projector and Elmo Checking account simulation, On Your Own Accommodating software for special needs students.
Adapted from http://lessonbuilder.cast.org