IPG

Name:
Date(s):
Brian Travis Taylor
10/10/2015
Subject:
Grade Level:
Math
8th
Opening Hook/Warm Up: (Personal Story)
TEK: 8M12.C
Okay boys and girlsI would like to tell you a personal
The student is expected to explain how small amounts of
story. My wife and I have recently talked about buying a
money invested regularly, including money saved for
new house on some land. We want enough space for our college and retirement, grow over time.
dogs to run freely, I want to have a pond so I can fish
whenever I want, and my wife wants a place where we
Objective: Student Friendly:
can grow into and entertain guests. As we were talking I
I/We will explain how small amounts of money invested
thought that you guys could help us out in creating a
regularly will grow over time.
plan. So today with your help I will be able to give her an
idea of when our dream can become a reality.
Big Understanding:
This is an important way to understand how to save money for a car, college, or even smaller items that can be
purchased. Your parents can also use these same methods to save for a house, retirement, and family vacations.
Summative Assessment Evidence:
After I collect their quick doodle activity I will check for accuracy that evening. Then later within that week
give a short multiple choice quiz with other stories and of people saving towards a goal with different
purchase amounts, earnings, and percentages and have the students calculate the time of how long it would
take for said person to get to their goal.
Formative Assessment (CFU):
Teacher questioning students randomly by drawing popsicle sticks or asking for volunteers to have the
students help with the guided practice model to check understanding.
Teacher observation of students as they work individually to determine levels of understanding during their
own savings goal.
Higher Level Questions to Incorporate: Higher Level Questions to Incorporate:
1.) So recall the two examples: the house cost the same and we made the same amount of money in each
scenario, what was the major change that caused almost a 4 year difference between the two?
2.) How is understanding how to save money going to be important to you or your family?
Instructional Strategies / Student Activities/ Grouping Patterns:
1.)
2.)
3.)
4.)
5.)
6.)
7.)
8.)
9.)

Teacher Input/Modeling: IDO:

Hook
Objective
Big Understanding
Property - $250K
Salaries - $150K
Current Savings Situations - $0
Will save 20% - $2500/mo
Model how saving account builds first 5 months
Solve for how long it takes to get to goal 100 months (8 years 4 months)

1.)
2.)
3.)
4.)
5.)

Guided Practice: WE DO:

Pass out money to student for game whoever has the most money at end gets a prize
Ask volunteer higher level question #2
Gather scenario facts from random students
Solve for total months to get to goal by using their calculator 125 months (almost 10.5 years)
Ask volunteer higher level question #1

CFU (Checking for understanding):

See Formative Assessment above
Relate back to smaller amounts of money. (something that 8 th graders could earn as babysitters/mowing yards)
Independent Practice: YOU DO (Individual students): (Quick Doodles)
Remind students that they are allowed to use their calculator for their independent practice like how we used it for
the guided practice. I would like each one of you to quickly draw an item you would like to purchase in the future.
Estimate how much that item cost and write it below your drawing. Now think of your budget/allowance/or how
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you earn money and write that below the cost of the item in terms of earnings/month If you save 10% of those
earnings per month, how long would it take before you obtain enough money to buy your item? After you are done
with your activity please notify me by raising your hand and I will collect your work.
Ending, Summary / Reflection:
Did I explain how saving small amounts of money can grow over time?
Reflection Activity: (Three Ws)
I would call or ask for volunteers for us to discuss as a class
What we learned today?
Why is it important?
When can you use this in your future?
Materials / Resources:
erase board, erase markers, TEK/Objective display, student paper, name on popsicle sticks, money, candy bars
Grouping Patterns:
volunteers, random students, and then individually
Technology:
TI83 Plus Calculator or Online Savings Calculators such as
http://www.bankrate.com/calculators/savings/simple-savings-calculator.aspx?MSA=
For this lesson plan we will ignore the interest factor as that will be taught with the next TEK.

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