342 Curricular Microteaching Lesson Plan
You
Allyssa
Michael
Lesson Plan Workplace Mathematics 11
Unit: Financial Literacy
Topic: To purchase, own, or lease and to operate and maintain a vehicle
Big Ideas: Mathematics informs financial decision making
Curricular Competencies:
- Model with mathematics in situational contexts
- Explain and justify mathematical ideas and decisions in many ways
- Reflect on mathematical thinking
- Connect mathematical concepts with each other, other areas, and personal interests
Prescribed Learning Outcomes (PLO’s):
- Describe the difference between buying and leasing a vehicle
- To understand and know how to apply the factors that involve buying or leasing a vehicle
- Defining the positives and negatives of both buying and leasing
- Use rational decision-making by comparing buying vs. leasing a car
Materials and Equipment: White board, marker, activity handout
Warm up questions: How many people do you know have cars? Do they buy or lease them? Do you know what factors to consider when debating between buying and leasing?
Lesson components + Activities
Beginning (~5 minutes):
- Warm up questions
- Definitions of buy / lease
- Buying: outright buying vs financing
- What factors do we consider
- Go over formulae
Middle (Activity) (~10 minutes):
- How to calculate the approximate total cost of either buying (outright or financing) or leasing including operating and maintaining the vehicle
- Students are formed in groups, each to work on one of the scenarios as assessment. It's learner inquiry based. We will help around and go over some examples. As this is a workplace course, it's more relational learning for the students.
End (Wrap up) (~5 minutes):
- Summary
(Think - Pair - Share):
- Advantages / disadvantages of buying and leasing
- How different circumstances affect this decision
Hi Michael, Allyssa, and You, thank you so much for the comprehensive lesson plan! I really appreciate how you introduce the differences between buying and leasing before delving into the math. I was wondering, would you consider providing a real-life scenario with a fixed number or an open-ended, case-by-case question for the students? Also, I'm curious about how you plan to break down the formulas for better understanding—will you use instructional teaching or relational teaching? Do you think these concepts might be too broad to be adequately discussed and covered within a 20-minute time frame?
ReplyDeleteThanks Qiaochu! I'm also wondering what will actually be happening during the 10 minute 'middle activity'. What will the students be doing? What will you be doing? How will you share the teaching activities among the three of you?
ReplyDelete