Subject: Business Studies No. of Students: Date: 1.

Lesson Plan Number: 7

Topic: Household Accounts Time:

Year Group: Length of Lesson: 40 minutes

KEY CONCEPT(S): What Key Concept(s) (ideas) will I teach in this lesson? Completing a cash book Revision of household accounts for test

(The number of appropriate Key Concepts will vary depending on the lesson you intend on teaching)

______________________________________________________________________________________________ 2. LESSON AIM(S): What am I going to teach? To Explore how to complete a cash book from entering transactions in the correct positions to balancing the cash book To examine all areas studied in the chapter

3.

LEARNING OUTCOMES: At the end of this lesson, students should be able to. Demonstrate how to apply different transactions to the correct position and to balance the cash book accurately Identify all areas of cash books both theory and practice. _____________________________________________________________________________________________ 4. ASSESSMENT/EVIDENCE OF STUDENT LEARNING: How will I know that the learning outcomes are being achieved? 1. Key concept one will be assessed by: Correction of homework and answering questions in workbook 2. Key concept two will be assessed by: Class oral question and answer Continuation of Key concepts will be assessed by: Class games (revision)

______________________________________________________________________________________________ 5. PRIOR KNOWLEDGE: What prior knowledge do students have about this topic? Academic: Students will have prior knowledge of the balancing theory and practice from the previous class and in their homework question; I hope this lesson will develop upon the students understanding of the balancing process of a cash book. The students will also have an understanding of all topics studied previous to this class, this will be assessed in the class games in the end activity; the revision in this class will be for the class test which will be presented to the students on Wednesday 22nd January. Home/ life experiences: Students will have some prior knowledge of household accounts from their parents as they may have witnessed their parents adding up their expenditure and income of the month. If the students parents are accountants or own their own business, the role of continuously checking accounts and recording income and expenditure may be more prominent; therefore the student will hold a vague understanding of the importance and role of household accounts. The students will have very little or no prior knowledge of balancing accounts from life experiences.

TEACHER ACTIVITIES: What activities will I use to facilitate the teaching of EACH Key Concept? How much time for each activity? 6. STUDENT ACTIVITIES: What activities will the students be engaged in to understand EACH Key Concept? How much time for each activity? QUESTIONS: Please list lower and higher order questions that are linked to each Key Concepts. (A minimum of six questions specifically related to the key concepts, identifying higher/lower order with HO/LO) 6. Teacher Activity Check and ensure that all students have their homework completed Ask the students if there were any areas in the homework they found difficult Answer any questions the students have on their homework, providing the students with an in depth explanation Correct the homework on the board, involving the students in the correction process (students approaching the board to fill in the cash book) Ask the students question on the work to assess their understanding Balance the cash book on the board, step by step, asking the students if they understand after completing each step, this ensures a better understanding and allows me to determine which students need extra help and guidance. Support and encourage the students Complete the following question 7. Student Activity Present homework Ask any questions on problems which occurred while completing the homework Take part in the correction process of the homework on the board Listen to myself and other members of the class Explain understanding of a cash book and the process of completing a cash book Engage in class activities Provide ideas and thoughts Encourage fellow students Ask any questions on any area that raises difficulty Complete the following question in the workbook Participate by presenting the balancing posters in order on the board. Provide feedback and answers to the class after completing the cash book question 8. Questions Lower Order: 1. Where do we record our balance? 2. How many balances are there? 3. What does the letters b/d stand for? 4. What does the letters c/d stand for? Higher Order 1. Demonstrate how to calculate the cash books balance

7.

1. Key Concept(s) Teaching Key Concept 1:

Completing a cash book

Correction of homework and answering questions in workbook

(Time)20 minutes

from the workbook on the board Ask the students for their thoughts and contributions to the answer Ask the students questions on the theory and practice of a cash book (everything studied so far) Correct the questions the students may get wrong by asking other students to help them in their answer Encourage all students to get involved in the class activity Answer any questions presented by the students Ensure that all students are getting involved, those whom are not getting involved in the class, encourage them to get involved by asking them questions Provide explanations for certain areas the students found difficult in previous classes and answer any following questions on these areas Answer questions in detail Ask questions on areas of difficulty or confusion Listening to other students ideas and answers Participate in the class activity, learning to further learning from other students Encourage and help other students in their answers Thinking and analysing the questions asked Sharing ideas and thoughts with other students Asking questions throughout the activity, questions may arise from the answering of one question to the next Ask questions about the upcoming test Lower order: 1. What is income? 2. What is expenditure? 3. Does household expenditure go on the: a) Debit side? b) Credit side? 4. What does the word Balance mean?

Teaching Key Concept 2:

Revision of household accounts for test

Higher order: 1. Explain the importance of recording income and expenditure? 2. List the 5 steps to the balancing process of a cash book? 3. How does recording income and expenditure benefit us?

Class oral question and answer

(Time)10 minutes

__ Key concepts Teaching Key concept 3: 6. Teacher Activity Explain the game to the class, using a sponge ball I ask a question to the class and throw the ball amongst the students, whoever catches the ball must answer the question, if they do not know the answer, they must pass to someone else by passing the ball to another student Ask questions Encourage the students Support the students Provide guidance to the students. Monitor the class Answer any questions the students ask 7. Student Activity Listening answer questions encourage other students Participate well in class activity with low levels of misbehaviour Abide by class rules Give opinions, ideas and thoughts Thinking and analysing Ask questions 8. Questions Lower order: 1. What do the letters CR and DR mean on a cash book? 2. What does Balance c/d and Balance b/d stand for? 3. Does household expenditure go on the: c) Debit side? d) Credit side? 4. What does the word Balance mean?

Revision of household accounts for test

Class revision games

Higher order: 1. Explain the importance of recording a household cash book? 2. List the 5 steps to the balancing process of a cash book? 3. How does recording income and expenditure benefit us?

(Time) 10 minutes ____________________________________________________________________________________________ 8. DIFFERENTIATION: How will I differentiate the content knowledge of this lesson so as to include all learners in a mixed ability class? Students must know about household accounts and how to record income and expenditure in a cash book Students must know the five step process used when balancing a cash book Students should know how to use the five steps to reveal the end balance of the cash book ________________________________________________________________________________________ ____ 9. RESOURCES: What materials/resources will I need/use? Whiteboard Whiteboard markers Paper

Pens work book Text book Posters Sponge Ball

______________________________________________________________________________________________ 10. LITERACY & NUMERACY: What are the essential aspects of literacy/numeracy in this lesson? Literacy: Reading: The students will read the question in the work book before attempting to answer it Writing: writing up in the cash book Numeracy: Calculating received money and paid money calculating the balancing of the cash book

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