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 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

BLOOMS 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 its important to know how to write a cheque, why? (Level 6
MATERIALS MANIPULATIVES
Example Cheques, same as cheque Filled in Cheque Displayed on Board
on board (Large White Paper) Same as the cheque the
o One per table students have on their 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 STUDENT ACTIVITIES
Anticipatory Set (Hook) Anticipatory Set (Hook)
THINK-PAIR-SHARE The students will respond (with
PWIM hands) to the following questions:
On each table place an Example o What is a cheque?
Cheque. By doing this each child o What is a cheque used for
believe they are receiving money in Daily Life?
which results in attention to the The students will then glue their
teacher. PWIM cheque into the top of their
Start by asking the students if they next available page in their Visual
know what a cheque is and Journal.
What is a cheque used for in daily The students will then try to
life identify what each thing on the
Hand out the PWIM cheques to cheque represents and point each
each of the students. Then instruct of the characteristics out by
the students to glue their PWIM PWIMing (refer to teacher side for
cheque onto the top of their next information on PWIMing) --- this
available page in their Visual is done individually
Journals. The student will then turn to their
Tell the students their job is to elbow partner or table group
Figure out which each thing on the (depends on number at table) as a
 cheque means or represents. Tell team the students will continue to
them they are able to compare their identify the parts of the cheque
cheque to the cheque that is placed The students will then come back
on their table or on the board. For to the class to discuss the parts of
about 1 minute the student will the cheque. The parts of the cheque
PWIM* (Picture Word Inductive they were unable to identify in the
Model) their cheque. previous two steps they will add to
After PWIMing the cheque by their own PWIM
themselves for about 1 minute the The students will then respond to
students will turn to their elbow the question:
partner (or table group if 3 at table), o What do you think the Pay
and PWIM the cheque in their to the Order of means?
Visual Journal together. This is take
place for about 2 minutes.
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 cheque Each student receives a small blank
From the information the students have cheque. This cheque does not get
PWIMed in the hook explain to the glued into their visual journal.
students how this information carries over The students will fill in their
onto each cheque. cheques in handwriting following
Walk the students through step by step on the steps being directed by the
writing their cheque for the Alberta Land teacher.
Registries for their plot of land. Ensure When the student is finished they
the students understand that they must use can put this cheque into the hand in
cursive handwriting for their entire cheque. bin.
The steps are as follows:
They can then quietly read or write
1. Tell the students they must
until the class is finished.
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
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 its
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 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 final The students will study their cheque for the
cheque. This is the cheque that contains the mistake.
mistake. Once the students have found their mistake
When you hand the student the cheque they correct it and make it proper and
explain to them there is a mistake on the initial it
cheque. Tell the students the mistakes are Once the students have found their mistake
all within the Pay to the Order of, the they will glue there cheque into their visual
written amount line and the dollar amount journals.
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 they
Ask the students why they think it is think its important for them to learn how
important for them to learn how to write a to write a cheque.
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