Writing a Cheque (30 minutes)

Lesson 1 – March 21st, 2017

Grade 4

GENERAL OUTCOMES
● Spaces and Shape (Measurement)
● Students will learn how to write a cheque
● Students will be able to identify errors on a cheque
● Students understand how to correct errors on a cheque
SPECIFIC OUTCOMES
 Read and record calendar dates in a variety of formats.
PROCESS OUTCOMES (FOR MATH – SUBSTITUTE FOR OTHERS)
● Communication, and Visualization
CROSS-CURRICULAR CONNECTIONS
● Social Studies- Using there ¼ section of land they must buy as Homesteaders
from Alberta Land Registries. Understanding that each settler paid $10 for the
land they purchased when coming to Canada.
● English Language Arts- Writing in cursive
NUMERACY/LITERACY; COMPETENCIES
● Personal Growth & Well-Being
● Collaboration
KAGAN STRATEGIES/INSTRUCTIONAL INTELLIGENCES
● Think-pair-share
● Think- for a short period of time (30 seconds-1 minute) the students think
independently about the posed question
● Pair- The students turn to their elbow partner or table group and discuss
the posed question (2 minutes)
● Share- The class then comes together to discuss the posed question (5
minutes)

MULTIPLE INTELLIGENCES/LEARNING STYLES

● Auditory ● Interpersonal
● Visual ● Intra personal

BLOOM’S TAXONOMY – GUIDING QUESTIONS

● When do you use a cheque in your daily life? (Level 1)
● What is meant by “Pay to the Order of”? (Level 2)
● What is the same about the two forms of numbers on the cheque? (Level 3)
● What are some common parts or features you recognize on each of the cheques?
(Level 4)
● What might happen if you do not write the dollar amount two ways on your
cheque? (Level 5)
● Why do you think it’s important to know how to write a cheque, why? (Level 6
MATERIALS MANIPULATIVES
 Example Cheques, same as cheque ● Filled in Cheque Displayed on
 on board (Large White Paper)
o One per table
 Cheques for PWIM (Small Blue
Cheque)
o One per child
 Cheques with Mistakes (Small
filled in orange cheque)
o One per child
 Blank Cheque (Small Orange
Cheque)
o One per child
TEACHER ACTIVITIES
Anticipatory Set (Hook)
THINK-PAIR-SHARE
PWIM
 On each table place an Example
Cheque. By doing this each child
believe they are receiving money
which results in attention to the
teacher.
 Start by asking the students if they
know “what a cheque is” and “What
is a cheque used for in daily life”
 Hand out the PWIM cheques to
each of the students. Then instruct
the students to glue their PWIM
cheque onto the top of their next
available page in their Visual
Journals.
 Tell the students their job is to
“Figure out which each thing on the
cheque means or represents.” Tell
them they are able to compare their
cheque to the cheque that is placed
on their table or on the board. For
about 1 minute the student will
PWIM* (Picture Word Inductive
Model) their cheque.
 After PWIMing the cheque by
themselves for about 1 minute the
students will turn to their elbow
partner (or table group if 3 at table),
and PWIM the cheque in their
Visual Journal together. This is take
place for about 2 minutes.
Board
● Same as the cheque the
students have on their table
STUDENT ACTIVITIES
Anticipatory Set (Hook)
 The students will respond (with
hands) to the following questions:
o What is a cheque?
o What is a cheque used for
in Daily Life?
 The students will then glue their
PWIM cheque into the top of their
next available page in their Visual
Journal.
 The students will then try to
identify what each thing on the
cheque represents and point each
of the characteristics out by
PWIMing (refer to teacher side for
information on PWIMing) --- this
is done individually
 The student will then turn to their
elbow partner or table group
(depends on number at table) as a
team the students will continue to
identify the parts of the cheque
 The students will then come back
to the class to discuss the parts of
the cheque. The parts of the cheque
they were unable to identify in the
previous two steps they will add to
their own PWIM
 The students will then respond to
the question:
o What do you think the “Pay
to the Order of” means?
  After PWIMing with a partner the
students will then as a class discuss
the components of the cheque they
were able to identify. These
similarities will be written on the
cheque posted on the board using
the Epson board. Tell the students
that “any components you are
missing in your visual journal that
are written on the board you must
add to your visual journal.”
 While PWIMing ask the students
“What do you think the students
think it means by “Pay to the Order
of” on the cheque”. Looking for the
answer: “that is who receives the
money. PWIMing as a class should
take about 5 minutes
*PWIM the students will draw lines from
the cheque and write down the elements
they are seeing. For example: They may
draw a line from where they see “March
21st, 1900” and write date. The students
have used this strategy before so they will
understand what is expected of them.

Answers looking for during class PWIM:

Date at top, amount handwritten and wrote
in number form, pay to the order of line,
signature on the bottom line, the cents are
put over 100, cheques are handwritten,
memo is what the cheque is for
[ 10 min]
Practice/Development Practice/Development
● Hand each of the students a Blank  Each student receives a small blank
cheque cheque. This cheque does not get
● From the information the students glued into their visual journal.
have PWIMed in the hook explain  The students will fill in their
to the students how this information cheques in handwriting following
carries over onto each cheque. the steps being directed by the
● Walk the students through step by teacher.
step on writing their cheque for the  When the student is finished they
Alberta Land Registries for their ¼ can put this cheque into the hand in
plot of land. Ensure the students bin.
understand that they must use  They can then quietly read or write
cursive handwriting for their entire until the class is finished.
cheque. The steps are as follows:
1. Tell the students they must
choose a date of a time that the
Homesteaders may of wrote a
cheque for. (EX: March 21st,
1900) Explain to the students
that normally the current date
would be used on a cheque. The
student can choose the form the
write the cheque in (March 21st,
1900 or 04/21/1900)
2. Ask the students who the
Homesteaders gave their money
to for their land. (Alberta Land
Registries) Explain since the
students are paying the Alberta
Land Registries they must put
this on the Pay to the Order of
line
3. Move onto the next line which
is the written dollar amount.
Begin by asking how much each
¼ section of land costs ($10).
Then get the students to write
ten on the line and explain to
them the importance of the two
lines on either side of the ten.
Then explain to the students that
since there is no cent amount 2
Xs are placed over the cents
fraction.
4. When prompting the students to
put 10.00 in the number box ask
 them the following question
“Why do you think it’s
important for the dollar amount
to be written twice”. The
students should be able to base
this answer off the reason of the
two lines on the cheque
5. Then prompt the students to the
memo line and tell them on this
line they write the land location
of their ¼ plot. Assist the
students to find their land
location if they forget from the
plots on the board. EX: SE4
6. Lastly let the students sign their
name on the cheque. Tell the
students that this is not their
autograph if they were famous
but a legible way to read both
their first and last name.
 Be sure to give the students
adequate time between each step so
they are able to handwrite as this is
a skill they are still acquiring.
 After the students have finished
their cheque they can put them in
the hand in bin.
 They can then quietly read or write
until the rest of the class has
finished.
[ 15 min]
Check for Understanding Check for Understanding
● The students will be handed their ● The students will study their cheque
final cheque. This is the cheque that for the mistake.
contains the mistake. ● Once the students have found their
● When you hand the student the mistake they correct it and make it
cheque explain to them there is a proper and initial it
mistake on the cheque. Tell the ● Once the students have found their
students the mistakes are all within mistake they will glue there cheque
the Pay to the Order of, the written into their visual journals.
amount line and the dollar amount
box.
● Then explain to the students that
when you correct a mistake on the
cheque you must initial the
correction to prove that it was you.
 ● Explain to the students that once
they have found and corrected the
mistake they must initial the cheque
● The students can then glue this in
their Visual Journal below their
PWIMed cheque
[5 min]
Closure/Reflection ● The students will respond to why
● Ask the students why they think it they think it’s important for them to
is important for them to learn how learn how to write a cheque.
to write a cheque.
● Explain to the students that this is
something that they will use in their
daily life.
● Explain that in a later project they
will have to write a cheque so they
need to remember the skills they
learned today later in the month.

[ 2 min]

MODIFICATIONS and EXTENSIONS

● Those who struggle with reading and writing could write the cheque in printing
rather than cursive
● The students could write cheques for one another with mistakes and they have to
identify their partners mistake

EVALUATION and ASSESSMENT

● Check the students cheques that have the mistake that they corrected to ensure
they understand the aspects of the cheque (Formative Assessment)

NOTES AND REVISIONS