Cross Cat Program Lesson Plan/Reflection Format (rev 8/2013)

Name: Julie Dean Cooperating Teacher: Dr. Toni Sparks

Setting/Grade Level: 11th grade Subjects: Math
statistics Date and Time: 1st period, 8:40 am (50
School: Stevenson High School minutes period)
Theme/Title: Modeling Composite of Class: 15 students with
SLD

1. Learning Goals/Objectives
What student learning goals/objectives do Which indicators of the Arizona content
you have for this lesson? standards does this lesson address?

Given a real word scenario on savings

accounts and interest, students will HS.MP.4. Model with mathematics
determine how long it will take to acquire
a set amount of money for a desired object HS.N-Q2. Define appropriate quantities
given a starting amount and interest rate. for the purpose of descriptive modeling

(This lesson will be a final application/ HS.F-LE.5. Interpret the parameters in a

modeling of the concept. Students have linear or exponential function in terns of a
already been taught the concept of using context.
interest equations to find total sum of
savings.)

2. Methodology
What instructional strategies will you use?
Constructions X Library Research
Cooperative Learning Peer Editing
X Discussion/Questioning Practicum
X Problem Solving Field Study
X Reflection/Response Graphic Organizers
X Independent Learning Role Playing
Laboratory Viewing/Listening/Answering
Practice/Drill Experiment
Lecture Discovery
Reporting Journal
X Simulation Other:

Why did you choose these strategies/methods?

This application of equations is going to happen to all the students (hopefully) and the
independent application will help students become prepared for the dreaded adult life. I
want students to understand the full process of finding how long it will take to save
money and understand the math behind it. The discussion will allow for students to
have questions answered and show their initial understanding of the concept. The
simulation and independent learning will give students access to the material without
the information being spoon-fed, I want all my students to be constructivist learners no
matter their challenges.

How will you group students for instruction?

Students will be seated in their normal seats, which will be based on behavior, student
ability, and other aspects, like vision/hearing, etc.. It is important for students to not
become too dependent on teacher or peer assistance, and to limit this all students who
need extra support will be scattered across the classroom. This will also limit students
feeling that they are less than others.

List below your activities/steps including 1. HOW you activate background knowledge,
2. GAIN student attention (set induction), 3. DEMONSTRATE processes and desired
outcomes (a. modeling, b. guided practice, c. independent practice), and 4. BRING
closure to the lesson. Finally, 5. ARTICULATE how you will evaluate your lesson/
determine if student learning occurred. PLEASE MAKE SURE YOU INCLUDE
EACH OF THESE FIVE COMPONENTS IN THE ACTIVITIES/STEPS OF YOUR
LESSON.
 Activity/Step Time Allocated
(Explain each step)
1. How you activate background
knowledge. 5 minutes
Pose questions:
Ask students how much a new car costs?
How much does a vacation to Hawaii
cost? How much does a new TV cost?

(This will done as a whole class, calling on

students who are raising their hand)
2. Gain student attention. 5 minutes
Then pose the question: How long do you
think it would take to save up for that car,
vacation, or TV?

Tell the students that the average adult

with a full time job saves up money for
years at a time in order to afford these
items/experiences.

Pose the problem that the students are

solving for: each student will be given
$1,000 and they will have to pick a large
ticket item to save up for (has to be over
$1,500). They will have to look up various
banks and savings account interest rates to
find one that will give them the desired
amount of money in the shortest amount of
time.
3. Demonstrate .. 15 minutes
Students will pick an item that will be
used as the class example, like a car that
will cost $15,000.
a. modeling.
b. guided practice
Modeling and guided practice will be done
at the same time. We will start with the
equation, which is A = P(1 + rt), and then I
will have one student look up the interest
rate for a basic savings account at Chase
Bank (students will not be able to use this
for their example/project).
3. Demonstration Cont.
Once the interest rate is found, we will
plug in the given information and see how
long it will take to acquire the set amount
of money. What students will then have to
take from this is to research at least 5 more
banks for the best interest rate. Students
will also have to justify their reasoning
with full and complete sentences. I will
also be using a checklist, like PEMDAS,
and will be verbally reminding student of
the steps I am completing in order to solve
the equation.
a. independent practice 20 minutes
Students will then be given a worksheet
that outlines the steps that were done
during the guided practice. There will also
be a list of various banks and sites where
they will find the interest rates.The
worksheets will also be scaffolded
according to students needs, some will
have the interest rates already at the top,
some will be filled into the equation, some
will be able to explain their answer
verbally, etc..
4. Bring Closure to lesson. 5 minutes
After all students have completed their
worksheet, I will ask students how long it
will take to save up for their desired
lesson. If some students have part time
jobs, ask how long they think it will take
based on their salary currently (this could
lead into the next lesson with statistics).
5. Articulate how you will evaluate
learning has occurred
As all students are working towards the
same goal, I will be walking around the
classroom while to see that students are all
on the same path. I will also allow for
quiet conversation between peers for
assistance.I will also determine learning
on how involved students are during the
bellwork/guided practice. If students are
looking confused/lost, I will work with
them during independent work or pair
them with a student who has more
understanding/independency with the
concept.

As this activity is closing the lesson, other

activities from previous days will help me
determine who will still need extra support
and in which way.

3. Materials
What materials will you use? Technology Utilized
Teacher Cassettes/CDs CD-ROM
Whiteboard Overhead Computer
Marker Slides Distance Learning/
Blank Worksheet Webcast
Tape Recorder Internet
Student TV/VCR/DVD Laser
Computer for research on interest rates Disk
Worksheet Assistive Tech.
Pencil Smart Board
Calculator Digital/Video Camera
Other

4. Assessment/Evaluation
Assessment Alternatives
Application Exam
Objective Test
Concept Mapping
Observation
Parent Evaluation
Contract
Peer Evaluation
Checklist
Self-Evaluation
Performance
Inventories
Portfolio
Quantitative Scales
Rating Scales
Rubric
Scored Discussion
Journals
Problem-Solving Assessment
Other