Teacher Candidate Name: Nichelle Grage
Grade & Subject Area: 10th Grade Math-Health emphasis lesson
Date for Planned Lesson: November 14th and 15th, 2016
Lesson Title
MN/CC State Standard(s)
Central Focus
Learning Target for this Lesson
Academic Language (AL)
Needed modifications/supports
Babies Are Cute, But How Much Do They Really Cost?
Math Standard: 9.3.3: Know and apply properties of figures to solve real-
world and mathematical problems and to justify results in geometry.
Health Standard: 10.1.4: The student will analyze the role of public health
policies and laws in the prevention and control of disease and other health
problems. Alcohol and Other Drugs Community and Environmental
Health Family Life and Sexuality Injury Prevention Mental Health
Nutrition Personal and Consumer Health Physical Activity Tobacco
Health Standard: 10.2.1: The student will analyze the cost and accessibility
of health-care services.
Understand how much a child costs in their first year of life, taking into
consideration how much insurance, cost of living, and other expenses are
as well.
Students will be able to understand how much having a child will cost.
They will be able to explain the difference between needs and wants when
it comes to spending, this will allow them to differentiate between what the
important things are when it comes to preparation for expecting a child.
Students will be able to justify the benefits of waiting until later in life, when
they are more financially stable to have a child.
a. Domain-specific academic vocabulary: percentage, calculate, chart,
divide, solve.
b. General academic vocabulary: illustrate, determine, justify.
c. Sentence Frame: Calculate the total cost of living for a month based on
the different categories that will be given.
Use the given website to assist you in finding some of the first year costs
of having a baby.
d. In Lesson Part 4 Assessment (below), students will be asked to illustrate
their calculated percentages in a chart and justify how they determined
between what was needed to have a baby, and what they wanted to
buy/have in order to prepare for a baby.
Select students may be given information to work with instead of
researching it themselves due to time restraints. Students will also be
given visual examples to have an idea of what the end product should look
like.
Resources & materials needed
Lesson Part
Phase 1 (30 min.)
State Target & Activate Prior
Knowledge
Phase 1 Assessment (5 min.)
Phase 2 Teacher Input / Inquiry
(20 min.)
Students will use computers to research the cost of a child at:
www.babycenter.com/baby-cost-calculator. Students will also use Excel on
the computers to create charts of the found information.
Activity description / teacher does Students do
Learning Target: Are you financially stable to Students will be allowed
have a child? to draw a chart on the
Determine the first year costs of having a baby, board with the given
and learn how a budget may be affected. categories and then
The teacher will lead the introduction to this write items in the
activity. appropriate columns.
Students will start to brainstorm ideas as to
what is needed for a babys first year of life, Ex: House costs: Rent,
what some costs may be, and the difference utilities, etc.; Baby
between needs and wants when it comes to Needs: Food, crib,
buying supplies. diapers, etc.
Chart categories for the board:
House Costs
Personal Needs
Personal Wants
Baby Needs
Baby Wants
Car/Gas
Daycare
Hospital Bills
Food
Misc.
The teacher will state the plan to find the data Students will listen and
using the given website and determine the ask any questions they
costs of the first year. At this point the teacher may have at this point.
will ask for a thumbs up/down assessment from
the students to make sure everyone is staying
caught up.
Now that a chart is started on the board the Students will watch as
teacher will start to record some information the teacher performs
and suggest some items that the students her demonstration.
missed. Ex: Vaginal birth-$9,600 and C-section
$15,800. This allows for students to realize
there are hidden costs that dont come to mind
right away.
The teacher will then give each student a
scenario to research, these scenarios create a
different assignment for each student, some will

Phase 2 Assessment
(This may be as far as we get
the first day, this is a 2 day
lesson plan.)
Phase 3 Guided Practice(20
min.)
- Paired/collaborative work
- Teacher(s) may roam & assist
have the same scenario, and some will have
different ones.
Examples of scenarios:
You become pregnant, your parents
kicked you out so you and your
boyfriend have to find a place to live
and take care of costs without help.
You become pregnant and your
boyfriend leaves, luckily, your parents
let you live with them, and your mom
can watch the baby for you.
Your girlfriend gets pregnant and your
parents force you to help support the
child by getting a part time job, and
splitting costs with your girlfriend.
Your girlfriend gets pregnant, so you
and her live in the basement of your
parents house, but you have to pay
rent and buy your own food.
Etc.
Step by step directions:
Copy down chart
Find cost of each item in each category
(So your pie chart will have 9-10
sections)
Find total cost for 1 year
Divide total cost by 12 to find monthly
cost
Create a pie chart in Excel to show
what your costs are for one month.
Determine how many hours you will be
able to work in a week to find how
much your source of income will be
Determine how many hours you would
need to work to be able to pay all
expenses
Answer final question as to if having a
baby is a good idea.
Assessment: The teacher will ask students if Students will ask
they have any questions about the scenario questions as needed.
they were given.
Students will come in the next day ready to Students will do their
research (with the help of the website provided) research and record
how much each of these items will cost. They their findings. Not all
will store their data in an Excel worksheet. The students will have the
teacher will walk around the class and help same things under
 them with any additional costs that they may needs and wants due to
miss or not think about specific to their given different scenarios.
scenario.

Phase 3 Assessment
Phase 4 Independent
practice(25 min.)
- Individual student work
The teacher will walk around and make sure Students will continue to
she sees the correct procedure being done, as work independently and
well as that everyone is on task and on the find the information
correct website that is needed to help gather needed. Other web
the information. As students start to create their resources are available,
chart it will be noted that they are moving along they do not need to only
at a different pace then others who may still be use the given website.
researching the information.
As students continue to work they should be As students complete
coming to an end of the research aspect of the their work they will print
assignment. Once all of the information is off their data in their
gathered for the scenarios, the students will charts and be asked to
create a pie chart in Excel to show how much analyze what their
money goes into each of the given categories findings were by getting
from before (Phase 1). a discussion sheet from
Step by step directions: the teacher, which will
Find total cost of each category. be given out as soon as
Find total cost for 1 year. a hard copy of the pie
Divide total cost by 12 to find monthly chart is in the students
cost. hands.
Determine the percentages of each
category compared to the total monthly
cost.
Create a pie chart in Excel to show
what your costs are for one month.
Determine how many hours you will be
able to work in a week to find how
much your source of income will be,
base this on minimum wage.
Determine how many hours you would
need to work to be able to pay all
expenses and ask yourself if thats
reasonable to do, while you finish
school.
Once the pie chart is complete, print it
off and ask the teacher for discussion
questions.

Phase 4 Assessment Teacher will check the charts created by Students will have their
students and see if the work was completed printed work and be
properly, and if enough data was collected to prepared to discuss
see a nice, well-rounded graph. As the students their findings and
print off their charts and show them to the scenarios the next day.
teacher to get the discussion sheet the teacher
will be able to check off the students on the
 class roster as completing the research and the
chart, which allows moving on to the
discussion/reflection portion of the assignment.

Phase 5 Restatement & Closure The teacher will facilitate a discussion, allowing Students will come back
(10 min.) for students to share their thoughts on the together as a class and
activity. discuss what they
How much does having a baby cost? found, surprising facts,
What is your highest cost? if anything struck them
Are you financially able to have a baby as odd when it comes to
right now? costs, and their final
What surprised you? thoughts on becoming
Any other questions that arose? teen parents.
At the end of the class period, students will be
asked to write or type a personal reflection of
the activity and say what they think about having
a child in school and how hard it would be.

Phase 6 Summative Next Steps
The teacher will look at each handed in chart
and see if they understood the calculation of
percentages and observed the point that having
a child at this point in high school is well out of
their budget.
The next day as students come in they will hand
in their reflections as entrance tickets and be
prepared to wrap up the discussion with any
lasting comments and questions.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016