(5E) Lesson Plan Template

Teachers:
Subject:
Grade:
Robert Bope
Financial Algebra
12th
Standard:
HS.A-SSE.A.1. Interpret expressions that represent a quantity in terms of its context.
HS.A-SSE.B.3. Choose and produce an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression.
Objective (Explicit):
Students will be able to complete a check register
Students will understand the function of a checking account
Students will be able to analyze the impact of transactions on a checking account
Evidence of Mastery (Measurable):
Students will do a handout in class in groups and discuss the results and write a summary using 80% of the
vocabulary words.
Students will have an assignment handout for class/homework and achieve 80% correct.
Sub-objectives, SWBAT (knowledge, skill, purpose):
SWBAT post transactions and determine ongoing balance in a checkbook for one month
SWBAT differentiate between depositing and withdrawing cash.
SWBAT asse how transactions affect current and future balance of checking account by determining daily
balance for one month.
Key vocabulary:
Materials:
check, checking account,
handouts, Cornell notes sheets,
Elctronic funds transfer, payee, drawer, check clearing, Calculators, check book
deposit slip, directi deposit, hold, endorse, canceled,
ATM, PIN, maintenance fee, interest.
Engage:
Students Will:
Teacher Will: Teacher will introduce the quick write
Students will do a quick write for two minutes
and have students write about the question: What do
about what they know about checking accounts
you know about checking accounts?
After the quick write students will do a think-pair-share Answer and discuss their experiences with
about their knowledge of checking accounts.
checking accounts and debit cards in groups of
Ask if anyone has a checking account?
two or three.
If yes ask how they use it? Why do they have one?
How do they get money into or out of their account?
If no student has one ask about parents or if anyone
has seen a check used.
Ask if they can think of any time they might need a
checking account.
Ask what might be used in place of checking accounts.
For example debit cards
Teacher can discuss their use of checking account.
Ask why checking accounts might be falling out of
favor?
Explore:
Students will do a quick write for two minutes
Teacher Will: Have students break in to groups of
about what they know about checking accounts.
three or four and discuss the vocabulary words. After
they come up with a definition they will check with the
Students Will: After they come up with a definition
book and write them in Cornell Notes.
they will check with the book and write them in
Cornell Notes.
A different student from each group will share
their definition with the class.
Co-Teaching Strategy
Teachers will facilitate understanding of words from group to group.
Differentiation Strategy
Groups that get done fast will help other groups.

Explain:
Teacher Will: Teacher will have one person from each
group share a definition of each vocabualry word with
the class.
Elaborate:
Teacher Will: Discuss different types of checking
accounts; basic, interest bearing, joint, NOW accounts
Teacher will ask what happens if you right a check and
dont have the money? What might the bank do? Why
should they be able to charge you for an overdraught?
Teacher will pass out in class worksheet.
Teacher will be sure everyone in every group is
participating.

Students Will: A different student from each

group will share their definition with the class.

Students Will:
Use Cornell notes during lecture
Students will form groups to do in class
worksheet.
Students will discuss the pros and cons of bank
fees, overdraft fees and writing bad checks.

Differentiation Strategy
Be sure the ADHD student is structuring her notes correctly
Evaluate:
Teacher Will: After 15 mins have one member from
each group answer one questions.
Ask if students think checking accounts and brick
and morter banks may be going out of style and
why?
Direct students to summarize the high points of
lesson in Cornell notes using complete sentences.
Teacher will pass out assignment/homework
handout.

Students Will:
As a group determine their answer and present it to
the class.
Summarize the High Points of the lesson in their
Cornell notes, using complete sentences.