11/04

I. Overview of Lesson
II.

Description of Learners, Learning Environment, Intended Learning

Goals and Lesson Content
A. This lesson plan is catered toward students in the College Mentors for Kids
program. These students are at-risk and the program is to motivate them to make
good life decisions.
B. The learning environment is a classroom with accessibility to a computer lab,
smartboards and other educational tools. Also, there are college mentors that are
available to help with the lesson.
C. The goal of this lesson plan is to teach students how to budget and to show them
how their life decisions affect their future.

III.

Learning Objectives
Students will learn how to budget based on the life decisions they make.

IV.

Standards
A. P.S 2 Reason Abstractly and Quantitatively: Mathematically proficient students make
sense of quantities and their relationships in problem situations. They bring two
complementary abilities to bear on problems involving quantitative relationships: the
ability to decontextualizeto abstract a given situation and represent it symbolically and
manipulate the representing symbols as if they have a life of their own, without
necessarily attending to their referentsand the ability to contextualize, to pause as
needed during the manipulation process in order to probe into the referents for the
symbols involved. Quantitative reasoning entails habits of creating a coherent
representation of the problem at hand; considering the units involved; attending to the
meaning of quantities, not just how to compute them; and knowing and flexibly using
different properties of operations and objects.

B.

P.S 4 Model with Mathematics: Mathematically proficient students apply the

mathematics they know to solve problems arising in everyday life, society, and the
workplace using a variety of appropriate strategies. They create and use a variety of
representations to solve problems and to organize and communicate mathematical ideas.
Mathematically proficient students apply what they know and are comfortable making
assumptions and approximations to simplify a complicated situation, realizing that these
may need revision later. They are able to identify important quantities in a practical
situation and map their relationships using such tools as diagrams, two-way tables,
graphs, flowcharts and formulas. They analyze those relationships mathematically to
draw conclusions. They routinely interpret their mathematical results in the context of the
situation and reflect on whether the results make sense, possibly improving the model if it
has not served its purpose.

V.

VI.

Required Materials
A. One computer for the teachers use
B. PowerPoint presentation to introduce the lesson
C. Random Job Cards
D. My Budget Worksheet
E. Computer lab for students to research
F. Writing Utensils
G. List of questions for discussion
Procedures
A. As students walk in, give each student a job card as well as the My Budget
B.

C.
D.

E.
F.

VII.

Worksheet.
Present the PowerPoint presentation over the lesson.
1. Objective of this lesson.
2. Different jobs given
3. What students will do with these given jobs
4. Explain Different Expenses
5. Go over an example budget.
Escort the students to a local computer lab to do their budget research.
There, the students will have 30 minutes to do research on their job and what to
budget. The college mentors will help their students be realistic with their
expenses.
After the 30 minutes, bring the group together to discuss what they have found.
Go over the discussion question to guide the students and have them voice their
findings.

Assessment
An informal assessment of asking discussion questions after the students research will be

done.

1.
2.
3.
4.
5.
6.

Questions to Consider:
What did you like about this activity?
What didnt you like about this activity?
Did you know how expensive it was to own and run a house?
How does this impact your future decisions on wanting to go to college?
Would you want to be the job give to you, now knowing how much you would make?
Did this activity help you in any way?

VIII.

References and Reference Materials

Indiana Department of Education. (2014). Indiana Academic Standards. Retrieved from

http://www.doe.in.gov/sites/default/files/standards/mathematics/2014-06-26-math-g7architecturewith-front-matter.pdf.
My Plan. (2014). Top 300 highest paying jobs in the U.S. Retrieved from
http://www.myplan.com/careers/top-ten/highest-paying.php