Multiliteracies Lesson Plan

Katie McAlduff

Subject: Math Grade: 11 Course Code: 531A

Lesson Topic: Section 5.2 - Budgets Duration: 75 mins.

Specific Curriculum Expectations (to be taken directly from gov. docs): Prerequisite
Knowledge/Skills:
N2 Solve problems that involve personal budgets. [CN, PS, R, T]
A. Identify income and expenses that should be included in a Basic concept of a
personal budget. budget/why its used
B. Explain considerations that must be made when developing a
budget, e.g., prioritizing, recurring and unexpected expenses. Converting
C. Create a personal budget based on given income and expense currencies,
data. given a rate
F. Investigate and analyse, with or without technology,
Representing data in
what if questions related to personal budgets.
a number of means,
including graphs, pie
S1 Solve problems that involve creating and interpreting graphs,
charts, line graphs,
including: bar graphs; histograms; line graphs; circle graphs. [C, CN,
etc.
PS, R, T, V]
B. Create, with and without technology, a graph to represent a
given data set.
G. Solve a contextual problem that involves the interpretation
of a graph.

Lesson Learning Goals- (Written in student friendly language- shared with students)
Key Question: What will students know, understand, be able to do, and communicate by the end of the lesson?

Students will:

Part I: Personal Budget -- What factors should be considered when making a personal budget?

Know what income and expenses to include in a personal budget (N2-A)

Explain considerations that must be made when making a budget, (N2-B)
(e.g., prioritizing, recurring and unexpected expenses.)
Create a personal budget based on given income and expense data (N2-C)
Create a graph (pie chart) to represent your own income/expense data (S1-B)

Part II: Global Budget -- How are budgeting strategies different all over the world?

Use graphs to collect information about budgets in different countries around the world (S1-G)
Create a graph (pie chart) to represent a budget from another country (S1-B)
Create and respond to what if questions related to personal budgets and global budgets.
(N2-F)
 Multiliteracies Lesson Plan
Katie McAlduff
Assessment Indicators of Learning Key Question: How will I know each student has learned the concept(s)/skills?

Conceptual:
Concept-checking questions throughout instruction
Guided questioning throughout practice/group work to ensure individuals/groups are
understanding/staying on task

Concrete:
Students personal budgets and pie charts (individual)
Groups country budget and pie chart (group)

Accommodations and/or Modifications- Key Question: What will I do to assist individual learners or provide
enrichment for others?

Learning styles/LDs: Allow students to collect information in a variety of ways (photos, text,
graphs, computer, government fact sheets, etc.)
Time management: During group work, set a timer/give specific time to finish so students stay
on point
Communicate the learning goal (budget) in many ways - writing, speaking, listening,
interpreting, applying, transferring
Use different colors to highlight income (positive) and expenses (negative) to further emphasize
opposites

Resources and Materials Required/Safety Considerations (What needs to be setup/brought in? e.g. tech)
Classroom computer
Printed Country role cards
Pictures of countries (accommodation, city/town/village, etc.)
Printed stats from countries
Graphs/Charts

Time Lesson Sequence and Instructional Strategies Assessment

(Setting the stage, instructional strategies, consolidation) Opportunities

3 mins Introduction

ASK: Why do we need budgets?

- Since budgeting allows you to create a spending plan for your
money, it ensures that you will always have enough money for
the things you need and the things that are important to you.
- Following a budget or spending plan will also keep you out of
debt or help you work your way out of debt if you are
currently in debt
- Important for individuals, businesses, etc
- Life happens -- it is important to plan for unexpected expenses
 Multiliteracies Lesson Plan
Katie McAlduff
PART I - Personal Budget (Financial Literacy)

17 mins Teacher directed/modeling

Demonstrate to students how to fill in a monthly budget, given Concept-checking
specific limitations: questions
Monthly income (ex: $2000 - roughly minimum wage)
Accommodations
Utilities (electricity, water, internet, phone..)
Food
Personal spending
Other expenses (vehicle, health, etc.)
Savings
Show students some real examples of apartments on the
market (kijiji), different payment plans for cell providers, etc.
Students will have to prioritize their spending according to
how much they make
Reminder - Accidents happen! You shouldnt put all
your leftover money personal spending.
Reflect - what do you earn money for? Is having a very
good cell phone plan more important than having a big
apartment?
Then they will take their monthly income and represent it
using a pie chart
Note: Graphs, including pie charts, were covered in the
previous chapter but student may need a reminder

15 mins Application Practice (independent, partner, group)

Individually, students create their own monthly budget and pie Students individual
chart, working with a monthly income of $2000 budget plan
When theyre finished, students share their budget in a small
group. Group decides on a few good strategies that students
developed. Class assessment:
Whole class feedback: Students share a few good strategies Guided questioning
that were shared in their groups to ensure deep
understanding of
PART II - Global Budgets (Global Literacy) different strategies

10 mins Transferable Practice (partner, group)

*Change students groups*
Students are given role cards of different economic situations
around the world. Each outlines a bit of the background of
each country, the currency and rate, the average monthly
income, types of accommodations available, food expenses,
transportation situation, other necessary expenses, etc.
Note: Remind students of how to convert currency to CAD$
given a conversion rate, and vice versa.
 Multiliteracies Lesson Plan
Katie McAlduff
This is important for students to get a sense of money
value in other countries.
Ex: 1 CAD = 88.0465 JPY
20 mins So, 1 JPY = 1/88.0465 = 0.0114 CAD
In small groups (2-3), students design a budget using the local
currency for their new situation.
Students draw from a number of sources around the
classroom to inform their decision (Printed government stats, Instruction-checking
photos. graphs, internet, etc.) questions
Examples:
https://www.theatlantic.com/business/archive/2012/
09/how-families-spend-in-brazil-russia-china-india-egy
pt-turkey-indonesia-and-saudi-arabia/263023/
(PART- Household expenditure)
http://ec.europa.eu/eurostat/documents/3217494/69
75194/KS-EX-15-001-EN-N.pdf/d05075db-b5cf-4751-b
62b-f49cc89f3fa2
Students might try to employ the same strategies as before -
encourage them to imagine themselves in the situation -- they
should consider themselves citizens of that country and think
logically about their spending
Tokyo: Having a car might not be the most efficient
way to get around, and come with a lot of expenses
(parking, time in traffic, etc.)
Cambodia: High-speed internet may be nearly an
entire months wage, while food and accommodation
are much cheaper
Students create a pie chart of their planned budget for that Groups countrys
country, and respond to the following questions: pie chart
How have my strategies changed from my budget in
Canada to my budget in another country?
What factors (variables) influenced my decisions?
Would it be easy or difficult for me to adapt to living in
a new country?
10 mins If a citizen of the country you chose moved to Canada,
what challenges might they face?
Combine 4-5 groups and have them present their findings.
5 mins Encourage students to ask lots of questions.
Class assessment:
Closing Guided questioning
Whole class feedback: Get a few groups from different to ensure deep
countries to respond to a few of the questions above. understanding of
What was learned about developing budgeting strategies? how budget
How does lifestyle, location, culture affect that? strategies differ
around the world
Applying Learning At Home
 Multiliteracies Lesson Plan
Katie McAlduff
Have students convert their original personal budget to the local currency they were working
with, and compare it to the budget they drew up for that country.
Reflect:
Could you afford to live the way you do now in that country?
From what youve learned about the country, what would you change about
your personal budget to live more comfortably?