Henry Tsay

EDUC 540

Videotaped Lesson #1: Lesson Plan

9th Grade Math (Problem Solving/Pre-Algebra/Algebra)

I.

Content and Standards: Pennsylvania CC.2.2.HS.D.1: Interpret the structure of expressions

to represent a quantity in terms of its context. (A1.1.1.5.1, A1.1.1.5.2, A1.1.1.5.3, A2.1.2.2.1,
A2.1.2.2.2); Pennsylvania CC.2.2.HS.D.2: Write expressions in equivalent forms to solve
problems. (A1.1.1.5.1, A1.1.1.5.2, A1.1.1.5.3, A2.1.2.1.1, A2.1.2.1.2, A2.1.2.1.3, A2.1.2.1.4,
A2.1.2.2.1, A2.1.2.2.2)

II.

Prerequisites: Students should be able to perform calculations that include several different
types of operations correctly by applying the order of operations. Students should understand
the difference between annual and monthly quantities and how to convert back and forth.

III.

Essential Questions: What is a loan? Why do people take out loans? How do loans work?
How do you pay for a loan? How do you determine how much you pay each month for a
loan? Based on a loan offer, can you determine if it makes sense for you to take out the loan?

IV.

Instructional Objective: Students will learn to use equations/formulas with variables,

specifically how to calculate formulas by plugging in values of variables into a formula.
Students will need (to remember) to apply order of operations correctly, as parentheses,
exponents, multiplication, division, addition, and subtraction are all a part of the calculation.
Students will be expected to make decisions on taking out a loan based on loan offer
information, their calculations, and criteria provided for them.

V.

Instructional Procedures:
a.

Explain how loans work. What are loans? Why/how do people get loans? Loans break
large purchases or large costs into small, regular, manageable chunks. The lender makes
money on loans by charging interest (interest rate) on top of the loan amount that
someone has to pay, so the total cost of the loan will always be more than the original
loan amount. Examples: car, mortgage, student loans

b.

Explain and discuss equations/formulas/variables. Formulas/equations define a

relationship between numbers and quantities. Variables are often used to represent
numbers and quantities. You determine the value of a formula by substituting variables
with the numbers and quantities they represent. Examples: Pythagorean theorem,
quadratic equation, E = mc2.

c.

Introduce the practice/example problem;

Henry Tsay
EDUC 540

Videotaped Lesson #1: Lesson Plan

i. Jena is considering borrowing $20,000 to buy a nice new car if:
- the monthly payment is less than $350
- the total cost is less than $25,000
ii. Loan offer details: $20,000 for 72 months at 6.6% annual interest rate
iii. Based on your calculations, does the monthly payment fit into Jenas budget?
Would you recommend this loan for her? Why or why not?

d.

Show the formula.

e.

Make sure students understand that variables C and r written next to each other are to
be multiplied and not combined into a new variable Cr.

f.

Write out all of the variables and the numbers/quantities they represent: monthly payment
P, loan amount C, monthly interest rate r (make sure to convert from annual rate to
monthly rate), number of months N

g.

Plug in values and solve for P.

h.

Calculate the long-term (total) cost of the loan: N*P.

i.

Calculate the interest paid on the loan: N*P C.

j.

Start students on the worksheet. Students will repeat the steps to determine the monthly
payments for each scenario. Students will also be asked to answer questions (mostly on
financial decisions based on the loan information and offers as well as their calculations).

VI.

Materials and Equipment: 21st Century Math Projects worksheet printouts for students;
calculators and/or Chromebooks for doing calculations; math notebooks for taking notes.

VII.

Assessment/Evaluation: Students will demonstrate that they understand how to use variables
and formulas to do calculations, specifically the formula included herein to determine the
value of a monthly payment for specified loan terms. Students will be asked to submit their
completed worksheets for a grade that will contribute towards competency credit; students
may be asked to redo work if necessary. The worksheets will be returned to the students after
grading for their reference on the Game of Life project, and their performance on the future
project (see Differentiation) will also depend/reflect on their understanding of the concepts
(financial, math) included in this lesson.

Henry Tsay
EDUC 540
VIII.

Videotaped Lesson #1: Lesson Plan

units from food calories to calories burned per pound per minute to minutes of exercise

through successfully completing their own personalized menus. The minutes for each food
should be proportional to the number of calories for each food; having incorrect values of the
minutes of exercise for menu items would indicate that the student did not understand the
objective or the mathematics understanding for converting units.
IX.

Differentiation: This lesson is a precursor to the students first big Project of the year in the
math courses: The Game of Life, a multi-step project focused on financial literacy. Students
will use skills of working with equations and the familiarity gained with this particular
equation (determining monthly payment amount) as part of their Game of Life project. All
students will be given the Game of Life project in a few weeks after completing this and all
other preparatory lessons. During instruction on this lesson, students who have difficulty
understanding the math concepts will be pulled aside for additional instruction/assistance.

X.

Technology: Students may use their Chromebooks for doing their calculations.

XI.

Self-Assessment: Based on students questions and responses and work on the worksheets,
assess the following:
a.

Regarding instruction/presentation of the lesson: how well did students understand

how to substitute values for variables? Did they understand that the formula provided was
for finding the monthly payments? Did they understand, that when you are given a
regular monthly amount and the number of months the amount will be paid, that you
multiply the two quantities together to find the total amount paid? Did students
understand the concept of interest-bearing loans and that the total amount repaid over the
life of the loan will be greater than the original amount, due to the interest charged?

b.

Regarding continuity of lessons: Did students understand that the formula is used to
calculate monthly payments in order for people to ensure that a loan payment fits into his
or her monthly budget, as we have discussed in previous lessons? Did they correctly
apply the order of operations?

c.

Regarding students math content knowledge: Did students understand how to

calculate exponents, either conceptually or practically using a calculator? Did they use
good mathematical and common sense in answering the questions about real-life
situations on the worksheet?