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Section One-Objectives and TEKS

Objective: Students will be able to explain the connection between human capital/labor and income,
and be able to represent real world relationships using supply and demand with verbal descriptions.
TEKS: Personal Financial Literacy 3.9
The student applies mathematical process standards to manage one's financial resources
effectively for lifetime financial security.
3.9(A) Explain the connection between human capital/labor and income.
3.9(B) Describe the relationship between the availability or scarcity of resources and how that
impacts cost.
Section Two-Materials, Resources, and Motivation
Materials: whiteboard and dry erase marker, vocabulary cards, computer for video, and worksheet
Motivation: I will show a short supply and demand video to get students to focus
Prior Learning: Students were introduced to the concept previously, and they are familiar with income
and jobs people perform to earn an income or wage.
Section Three-Delivery System
Instructional Steps:
a. New vocabulary words are familiar to students because the examples relate to current student
b. Using the whiteboard, I will write the vocabulary words along with the meaning, and I will model
the steps to finding the difference between the supply and demand word problem.
c. I will recap important points often by reminding students of the connections between human
capital/labor and income and supply and demand.
d. I will check for understanding by asking students to provide the meaning to their new words.
e. Can the student distinguish the reason of supply and demand?
f. I will begin the lesson by reviewing financial vocabulary words and their meaning. I will ask students
to recall the words and their meaning. I will write the words on the whiteboard, and I will add 3 new
words to the list. I will ask students to give me their thought of the meaning of the new words. Next I
will show students a video about supply and demand. After video, we will discuss. I will ask students if
they saw or heard anything familiar in the video. Next, I will model a word problem on the whiteboard
for students; showing them how to find the difference between supply and demand. I will provide one
more example and this time I will ask students to give me the answer to fill in the blanks. Finally,
students will be provided with three different cards, and they will hold up the vocabulary card that goes
with the scenario I read out loud. We will discuss each scenario and their answers.
g. Students will be involved throughout the lesson because I will ask for their thoughts and ideas and
responses to questions.
h. Review at the beginning of lesson (IP), Video (GP), Vocabulary card scenarios (IP), worksheet (GP)
I. I will monitor student responses to assess their needs by checking for consistent understanding
of the concept.
Review: I will ask students to tell me what they learned today.
Future Learning: I will ask students to remind me of the meaning of their new words.
Assessment of Learning: I will measure the learning through oral discussion and the scenario activity.

Section Four-Special Circumstances

Lesson Extension and/or Modification
For students who have mastered the objective, they will create their own supply and demand word
problem for another student to solve. For students who did not master the objective, they will work
with a partner to master the vocabulary words, and they will work on the concepts through the online
math lab.