Lesson Plan- Personal Finance Unit

Understanding the function of money and its impact on the economy

Stage 1 Desired Results

Content Standard(s): (Module 2)

CCSS.MA 10-GR. HS-S.1-GLE.1-EO. b Describe factors affecting take-home pay and calculate the
impact (PFL).
Unpacked Standard(s): (Module 2) Essential Questions: (Module 2)
Students will need to be able to explain how What is the importance of knowing the
accounting information is used to allocate difference in gross and net income? Why are the
resources in the business and personal decision taxes that are taken out of your paycheck
making process. (shown on your pay stub) important and why is
Students need to learn how to calculate net pay it important to pay taxes?
Students need to be able to describe and identify
the loan application generating process.
Students will need to be able to identify and
explain taxation
Students need to be able to prepare and explain
the use of cash budgets
Students will need to be proficient in setting
financial goals
Students will need to be able to interpret pay
stubs
Students will need to be able to describe and
understand sources of income, such as wages,
salaries, interest income, rent income, dividend
income, transfer payments, etc.
Students will need to be able to describe the
nature of cost/benefit analysis
Students will set their own personal goals by. (Module 3)
Students will use a goal setting worksheet after the see the results of their pre-assessment. 3 goals will be
made and how they plan to achieve those goals.

Progress on students' personalized goals will be monitored by(Module 5)

Students goals will be monitored by weekly and daily assessments and informal evaluations to check the
progress of their learning. Quizs and group peer to peer questions of understanding will be utilized. Weekly
meeting with the students to talk about progress will also be used to monitor students progress in the lesson.

Rules and Procedures (Module 5)

Class rules:

Be present and ready to learn. Do not have your cell phone out unless it is an emergency.
 Have the daily work that is due done and ready to turn in at the beginning of class.
Be active, do not sit and Zone out.
Be open to the ideas of other classmates, even if you do not agree with them. Open discussion is the basis
of learning the other side of things.
Take responsibility for your own work and actions.

Class Procedures:

When you arrive before the bell rings:

o Have your textbook out as well as your writing notebook for notes.
o Have all assignments that are due ready to turn in.
o Have all electronics put away as soon as the bell rings, including all music.
o Check the board for special announcements or group assignments for the day.
o Students who arrive late to class are to enter without disruption and present me with their late pass
once the class breaks for work time.
Restroom usage:
o Bathroom breaks will not be limited but will not be abused. If bathroom breaks are abused they
will be timed and limited.
Turning in your assignments
o All assignments due that class period will be collected at the beginning of class. Any assignments
turned in after the first 5 minutes of class will be subject to a late penalty.
o Monthly projects will be left in the basket on my desk on the last class of that month at the end of
that class period.
o Group assignments submitted through the portal are due by midnight of the assigned due date. Late
submissions will be accepted, but will be assessed a late penalty.

Stage 2 Assessment Evidence Directly Aligned to Content Standard

Pre-Assessment, including analysis of the pre-assessment results. (Module 3)
Using the knowledge you already have, please answer the questions below. We will have a class discussion
following the pre-test.

1. What is Gross pay and what is Net Pay?

2. What is taxation and why do we need it?
3. List 4 sources of income a person can have. There are many more than 4, so list as many as you can, with
at least 4.
4. Using this data from an example pay stub, please calculate the Net Pay.

a. Wages: 576.56
b. Federal income tax: $86.48
c. State Tax: $43.25
d. Social Security Tax: 7.50
e. Medicare: $5.25
 5. What is the importance of setting personal financial goals?
6. What is a cash budget and what is it used for?
7. What is the benefit of financial literacy and knowing how money works?
8. What is a Cost/Benefit analysis?
9. Describe what a loan is and the different types offered. What is the process one would take to get a loan?
10. How is accounting information used to allocate resources in a business? Give one example of this process.

Students show proficient knowledge in many of the key areas of the lesson. The primary areas of
improvement are calculating net income, cost/benefit analysis, and using accounting information for resource
allocation. Other areas that require some attention are taxation, financial goals, budgeting, and
understanding loans.
Performance Task(s) or Assignment Description(s): (Module 3)
In class Net Income Calculation worksheet
Take home cost/benefit analysis worksheet where students will have to do an analysis to see if spending the
money will be beneficial to the company in the long run, which will include analyzing accounting information
In class taxation assignment where we will figure out personal income tax
In class financial planning and budgeting worksheet (team assignment)
Take home loan worksheet where students will have to compare loan options and chose which one is a
better financial choice

Rubric: (Module 3)

4 3 2 1
Learning Exceeds Meets Below Needs
Objective Expectations Expectations Expectations Development
The student Net Income Net Net Income Net Income is
understands is Income is is calculated not calculated
Net Income calculated calculated having 2 or and student
and how it is having no having 1 more errors. does not
properly errors and error and Student understand
calculated by calculated can cannot concept.
reviewing pay correct understan understand Needs further
stub answer d the error error but development
information made grasp
general idea
The Student Taxation is Taxation is Taxation is Taxation is
understands defined and defined somewhat not defined
what Taxation proper and proper defined and and no
is and why it is examples examples no examples examples are
important in are are are presented. No
our society presented. presented. presented. clear
Proper Some Reasoning understandin
reasoning reasoning for taxation g of the
as to why is is not clearly reasoning
Taxation is identified identified. behind
needed is as to the Further taxation.
identified importanc expansion is Needs further
e of needed development
taxation
but misses
1-2 main
points
The student 4 or more 3-4 2 or fewer No sources of
can identify sources of sources of sources of personal
many personal personal personal personal income are
Self or Peer Assessments (Module 5) Formative Assessments, Summative Assessments,
etc. (Module 3)

Self and peer assessments will be used to List of 10 things you know: done at the beginning,
check for understanding. Self-test will be middle, and end of the lesson.
completed daily as exit test when the students
leave the class room. I can then read and grade Pretest- 10 questions
to provide feedback on that days content.
Students can also put any questions of
clarification on the exit test to be answered by
me during grading. These are used to help me
work with students one on one to answer any
questions that there was not time for in class.
Group assessments will be used as well for peer
to peer knowledge checks where they will get
into their assigned groups and quiz each other
on the material in an informal setting. This will
also encourage team building and socialization
in the class room.
Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments
Learning Activities: (Module 4)

Current events discussion (10 Minutes)- discussing what is going on in the business world that relates to
what we are learning. Every day at the beginning of class I will have a new student tell me a current event
that is going on and how they think that it relates to the lesson we are in. (Curiosity, Coherence, Context)
Case studies (35 Minutes)- I will assign in class group case studies where I will have the different groups
analyze different cases and have them research different aspects as they relate to the lesson. Group
discussion will occur after a time frame that I have allowed them to work on the case. (Connection,
Coaching, Concentration)
Example problems (15 Minutes)- I will assign examples problems for all the main concepts that I will be
going over and give the students ample time to complete and work through any problems they may have.
There will be a mixture of group and individual problems to work on. (Concentration, Connection)
Role play (20 Minutes)- students will have to get into groups and role play with scenarios I give them. This
could consist of a person coming to get a loan and the students have to play the loan officer and the other
is the person applying for the loan. This will give the students on both ends of the conversation to know
what kind of questions will be asked and what the answers to the questions should also be. (Coaching,
Context)
Mock Business (10 Minutes per class to work on/questions)- This activity will be a semester long
activity/project where we will run a mock business in the class room where everyone will have different
roles. Employees, customers, management, etc. This will be a good exercise that will show the students
the ins and outs of how things run and how to deal with certain situations. (Curiosity, Connection, Context,
Coherence)
Stage 4 Feedback Strategies, including Timeliness (Module 5)
 Feedback will be given on a class to class basis. All work will be graded in a timely manner and returned
to the student the next class period so feedback can be absorbed and digested so questions can be
answered in a timely manner.
Non-controlling and growth based feedback will be the basis of all feedback as to encourage effort and
hard work in the class room. Points of improvement will be outlined but in a way in which if offers ways to
improve without criticizing the students work or abilities.
Any work that is submitted online will be graded within 24 hours and if not, the class will be notified if it will
take longer. But, will always be completed by the next class period.