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Lesson Plan for Decision Making in Consumer Situations

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					       Amanda Craig                                EDUC 5893                              February 19, 2009

                                                 Lesson Plan

Title: Employment Insurance Premiums

Grade: Applications in Mathematics 113

Unit: Decision Making in Consumer Situations

Outcomes:
Students will:
          o B72: Estimate and calculate income and deductions.
          o B4: Use the calculator correctly and efficiently.
          o F7: Draw inferences from graphs, tables, and reports.

Materials: Textbook, pencil, paper, most recent information on EI premium rates (CCRA website),
calculators, overhead and projector, internet and smartboard or video projector, overhead markers.

Key Vocabulary: Terms that the students should know by the end of the class.
Gross annual income, biweekly, deductions, pay period, gross pay, employment insurance, net pay, hourly rate,
EI premium

Activities:
1. (2 minutes) Hook – Watch “Wages and Salaries” by Pilot Math on YouTube.
   http://www.youtube.com/watch?v=VbSqrmK2MOw&feature=related

2. (8 minutes) Introduction/Connection – On the first day each of you filled out a survey on your financial
background. Part of that survey was on whether or not you have or have not had a part-time job. So that the
rest of the class can have an idea about who has, raise your hand if you have a job or have had a job. If you
have had a job, you obviously have gotten a paycheck before. Have you ever actually seen a pay stub for your
paycheck or do you not bother looking at them?
Show them the sample pay stub on the overhead. Tell students to look at the deductions.
Do you know what each of the deductions are for?
Make a list on the board.
Tell students that we will be learning more about some of the deductions throughout the unit but we are
learning about Employment Insurance Premiums throughout this lesson.

3. (20 minutes) Prime-Time/Main Lesson – Intro to calculating Employment Insurance. What is Employment
Insurance? It is a deduction that is collected by the employer and sent to the Canada Customs and Revenue
Agency. If an employee becomes unemployed, sick, pregnant, cares for a newborn or adopted child, or must
care for a family member who is seriously ill with a significant risk of death, he or she may be entitled to EI
benefits. Each employee’s paycheque contains information about the employee, the amount of pay earned,
and the deductions for the pay period.
Using an overhead of Blackline Master 3.1.2 from the Teacher Resource, show students a sample paycheque
stub. Using this sample, enter in the following information with the help of the students.
       Amanda Craig                                 EDUC 5893                                February 19, 2009

Employee: Make a name up. (i.e. Joe Smith)
Employee Number: Pick a random number. (i.e. 99999)
Pay Period – From: October 27th, 2009        To: November 7th, 2009
Hourly Rate: Have them tell you what minimum wage is. ($7.75/hr)
Number of Hours: Choose how many hours they worked within the two week period. (Within reason ~32 hours)
Gross Pay: Calculate gross pay as a class based on the information you’ve entered. (i.e. $7.75/hr x 32 hrs = $248)
EI: Have students use the chart at the Canada Customs and Revenue Agency Site to find the EI Rate: (1.73%)
http://www.cra-arc.gc.ca/tx/bsnss/tpcs/pyrll/clcltng/ei/cnt-chrt-pf-eng.html
Once they’ve found the rate, calculate the EI together, making sure that they know where each number comes from.
(i.e. Joe Smith’s EI premium = 0.0173 x $248 = $4.29)

4. (15 minutes) Reinforcement – Focus A – In groups of 3 or 4, students will work together to complete
Focus A. What is not completed during class should be completed for homework which can be done
individually.

5. (10 minutes) Closure – Have students work in groups to brainstorm the advantages and disadvantages of
different pay-period lengths. Have one student from a group record the group’s results on the board.
Students from other groups should add suggestions that have not been listed by others.
Exit Slip: Once the results are on the board, have each student write on a piece of paper one advantage and
one disadvantage that they think is the most important. Have them hand these in on their way out.

6. (5 minutes) Set up for next class. Talk about what was done during this class. Ask the students what they
learned that they didn’t already know. Ask for feedback on Focus A. How did they make out? Do they have
any questions that they want answered before they finish it individually at home? Tell them that they need to
complete it for next class and come prepared with any questions they may have. Tomorrow they will need
their textbooks, paper, a pencil and a calculator and we will be continuing with EI deductions and doing some
practice problems.

Differentiation Activities:
If students are done early, they can first complete their journal entry that is necessary for each class. If they
finish that and still have time, they can move on to the questions on page 68 of their text. We will be working
on these next day as well as introducing the chapter project so they will have lots left to work on. Students
who are having trouble can use a dictionary to define the words and work with a partner (someone more
advanced), to help them write an equation.

Assessment:
    As questions are being asked, take note of those students who seem to know what you’re talking
      about.
    As you fill out the paycheck stub be sure to give many students an opportunity to answer and ask
      questions so that you know that they are all on track.
    Circulate while students are working on Focus A to observe what students understand and what
      students seem to be having difficulty with so that you can work this into the next lesson.
    Listen to group discussions on advantages and disadvantages to get an idea as to whether students
      seem to be getting the concept.
    Collect the exit slip to see if there is anything you might need to address during the next class. These
      aren’t for marks but rather just to give you a brief feedback of the lesson.
       Amanda Craig                                EDUC 5893                             February 19, 2009

This is a paycheck stub template. If you don’t have the overhead, you can draw this on the board and fill it in
just the same as above.



Employee:                                                       Gross Pay:

Employee Number:                                                EI:

Pay Period:

Hourly Rate:

Number of Hours:

				
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