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 formulas
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
End (Wrap up) (~5 minutes):
Summary
(Think - Pair - Share):
Advantages / disadvantages of buying and leasing
How different circumstances affect this decision
Hi You, Michael and Allyssa, 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?
ReplyDeleteThank you for asking! We were planning to give out three real-life scenario with different cases. But like you questioned, it was too much to fit in a 20-minute time frame, we end up with first two scenario: outright buy and financing, we don't have enough time to go through the leasing. I think we should consider the time and pace more wisely.
DeleteThanks 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?
ReplyDeleteSorry I forgot to put the handout for activities.
Delete