TEACHER: Israel, Adrian DATE: 11-3-16

OBJECTIVE: Math models, 1A GRADE LEVEL: High school

Objective/Purpose: (The student expectations must be clearly defined and in line with the district/state standards. For
the students benefit, explain what students will be able to do by the end of the lesson and why these objectives are
important to accomplish
Math problems involving personal finance
Finding out about purchasing a vehicle, maintaining it and creating a budget.
Use process to work with money saving in everyday life

Materials/Resources/Equipment Needed:
Computer, projector, chalkboard

Instructional delivery (What information is essential for the student to know before beginning and how will this skill
be communicated to students? This is the section where you explicitly delineate how you will present the lesson.
Direct instruction? Small group? Centers? The instruction could include a variety of instructional delivery
methods.)
Multiplication, compare percentage of population who own (different) cars. Form small groups dependent on their dream
career 4 groups.

Anticipatory Set (ENGAGE): (Before you dig into the meat of your lessons instruction, set the stage for your
students by tapping into their prior knowledge and giving the objectives a context. What activities will you use to
focus students on the lesson for the day?)
Test for multiplication with basic math problems and make it competitive, and gets more challenging as
they proceed

(EXPLORE): students encounter hands-on experiences in which they explore the concept further. They
receive little explanation and few terms at this point, because they are to define the problem or phenomenon
in their own words.
Look at salaries of their groups and their jobs, will explain later with payments and maintenance cost.
Students give idea of monthly payments for their given car
Use 1 or 4 sample cars

Model (EXPLAIN): (If you will be demonstrating the skill or competence, how will this be done and Guided
Practice: (Under your supervision, students are given the chance to practice and apply the skills you taught
them through the instructional delivery)
Provide example of purchasing car and maintenance of vehicle.
Critical question = Percentage of monthly salary that will be needed to afford chosen vehicle.
Public service $60,000
Business $80,000
Scientist $110,000
Entertainer $1,000,000+

Independent Practice (ELABORATE): (List the assignment(s) that will be given to the students to ensure they
have mastered the skill without teacher guidance.)
Choose 1 of 4 vehicles provided and calculate same as in explain.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)

 Check for Understanding (EVALUATE): (Identify strategies to be used to determine if students have learned
the objective FORMATIVE.)
Check group for understanding and have them present the information they have found.

Closure: (What method of review and evaluation will be used to complete the lesson? How will you wrap up
the lesson by giving the lesson concepts further meaning for your students?)
Talk about reality of what kind of vehicle public service can get.
Say work around your budget finding out what you can afford and work around that.

Modified Madelyn Hunter/5-E Lesson Planning Template (2-15/RLA)