# Computer Literacy Lesson Plan by Dc57nE6m

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```									                         Business Math Lesson Plan

Lesson Topic: 6.1 Borrowing to Buy a Home

Lesson Purpose: Knowledge of calculating amounts to buy a home

Students’ performance/learning objective:
 Cognitive- Students will be able to calculate interest, mortgage costs, and payments.
 Affective-Students will be able to use what they have learned to help others who have questions
in regards to buying a home.
 Psychomotor- Students will be able to explain how to calculate cash needed to buy a home and
interest costs.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
A. Getting started
 The students will be asked to fill out the pre-assessment.
B. The learning
 We will go through the slides for 6.1. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
 I will go through the examples as a class.
 The check for understanding parts, I will have the students work in groups of 2-3 to
come up with the correct answer and then we will go over the answer as a class.
C. Wrapping it up
 I will ask if there are any questions.
 The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
D. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
 In class check for understanding
 Assignment given
E. Students’ assignment (10 - 15 minutes)
 The students will complete a webquest in groups of two.
turn in the worksheet that comes with the webquest.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students enjoyed the power points. Visuals work well for this class.

Potential changes to consider include:
 I would consider adding a short YouTube video or comic strip to the beginning to help get the
students interested in learning before the class starts.

Technology included in this lesson:
 Web quests on computer
 PowerPoint
 Smart Board
 Websites

Business Math Lesson Plan

Lesson Topic: 6.2 Renting or Owning a Home

Lesson Purpose: Knowledge of the importance of renting or owning a home.

Students’ performance/learning objective:
 Cognitive- Students will be able to explain the way to calculate the costs of owning a home vs.
renting.
 Affective-Students will be able compare the costs of owning and renting.
 Psychomotor- Students will be able to analyze the data involved in owning and renting.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
B. Getting started
a. The students will be asked a couple questions about the information from 6.1.
i. Question -What formula do you use to calculate the mortgage loan?
ii. Answer- Mortgage loan=purchase price – down payment
iii. Question - Why did we learn this formula?
iv. Question- How do you decide to buy vs. renting? ( this leads in to today)
C. The learning
a. We will go through the slides for 6.2. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 4-5 to
come up with the correct answer. We will use this time to see which group can work as
a team and finish fastest. Then we will go over the answer as a class.
d. I will continue to ask if the students understand.
D. Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
E. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
F. Students’ assignment (10 - 15 minutes)
a. The students will search the internet for advice on renting vs. buying. They create a
PowerPoint on what they find and submit it into Moodle.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students enjoyed the power points. Visuals work well for this class.

Potential changes to consider include:
 I would add a comic strip to the beginning to help get the students get interested at the
beginning.

Technology included in this lesson:
 PowerPoint
 Smart Board
 Websites

Business Math Lesson Plan

Lesson Topic: 6.3 Property Taxes

Lesson Purpose: Knowledge of property taxes and calculating the decimal tax rates

Students’ performance/learning objective:
 Cognitive- Students will apply the information obtained through the lecture to calculate the
property taxes needed for government agencies.
 Affective-Students will be able to explain to others how the need for property taxes is in the
calculation for government agencies.
 Psychomotor- Students will be able to explain the decimal tax rate.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
A. Getting started
a. The students will be asked a couple questions about the information from 6.2.
i. Question -What formula do you use to calculate the first year net cost?
ii. Answer- Net for the 1st year = total expenses – tax reductions
iii. Question - What some advantages to renting?
iv. Answer - No down payment, earn interest on down payment money, and
more predictable major housing costs.
v. Question- How do you think property taxes plays into the costs of the
homeowner?( this leads in to today)
vi. Question - In the end do you think some property taxes benefit all? (leads
into today)
B.   The learning
a. We will go through the slides for 6.3. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 2-3 to
come up with the correct answer and then we will go over the answer as a class.
C.   Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
D.   Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
E.   Students’ assignment (10 - 15 minutes)
a. In groups of 3, students will go to http://taxes.state.mn.us/property/pages/index.aspx
and come up with three questions about Property Taxes. They will enter the questions
on the sticky note of each student’s computer. (They will be numbered) Each group will
give the teacher the answers. After this is complete, the students will go to each
computer and write down their answer.
b. The next day the class will go over the answers.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students said it was easier to see the problems in steps then just using the formula on the
power points. Visuals work well for this class. This lesson went really well the class caught on
fast and I had a high level of participation.

Potential changes to consider include:
 If there is enough time I will have the students’ research and find the correct answers to the
assignment.

Technology included in this lesson:
 PowerPoint
 Smart Board
 Websites
 Sticky Notes (Computer Software)
Business Math Lesson Plan

Lesson Topic: 6.4 Property Insurance

Lesson Purpose: Knowledge of calculating renter’s insurance and property owners insurance.

Students’ performance/learning objective:
 Cognitive- Students will be able to show the calculations discussed in the lecture.
 Affective-Students will be able to discuss with others property insurance and insurance claims.
 Psychomotor- Students will be able to describe how to calculate the insurance premiums and
the amount insurance companies will pay on claims.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
A. Getting started
a. The students will be asked a couple questions about the information from 6.3.
i. Question -What is the formula to calculate the decimal tax rate?
ii. Answer- Decimal tax rate = Amount to be raised by property taxes/ total
assessed value
iii. Question - Who uses this formula?
iv. Answer - Schools, counties, fire departments, cities, libraries.
v. Question- Why would you need property insurance? (leads into today)
B. The learning
a. We will go through the slides for 6.4. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 3-4 to
come up with the correct answer the fastest and then we will go over the answer as a
class.
C. Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
D. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
E. Students’ assignment (10 - 15 minutes)
a. What are some of the property insurance options? The students will research and find
out what types of things can be covered in Property/Homeowners insurance.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students enjoyed the power points. Visuals work well for this class. The students were able
to understand this quickly.

Potential changes to consider include:
 I would add a short YouTube video or comic strip to the beginning to help get the students
interested.

Technology included in this lesson:
 PowerPoint
 Smart Board
 Websites

Business Math Lesson Plan

Lesson Topic: 6.5 Buying a car

Lesson Purpose: Knowledge of calculating amounts to buy a car

Students’ performance/learning objective:
 Cognitive- Students will explain what the MSRP is and how to determine the cost of the car.
 Affective-Students will be able to answer questions about buying a car and the MSRP to others.
 Psychomotor- Students will be able to describe the terms involved in purchasing a car.
Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
F. Getting started
a. The students will be asked a couple questions about the information from 6.4.
i. Question -How do we calculate the premium when we have a rate per \$100?
ii. Answer- 1st we need to calculate the # of \$100 units (insured amount / \$100)
2nd we take the #of \$100 units x the rate
iii. Question - How many of you pay a insurance premium on a car?(leads in to
today)
iv. Question - How many of you want to buy a car someday? (leads in to today)
v. Question - How many of you know how the dealers come up with amount
they sell the car to you for? (leads to today)

G. The learning
a. We will go through the slides for 6.5. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 2 to come
up with the correct answer and then we will go over the answer as a class.
d. Students will research on the internet
i. They will find a car, apartment, or home.
ii. They will come up with monthly payments (using current interest rates)
iii. They will also come up with other expenses they would have.
iv. They will type a ½ to 1 page about their purchase or what they are renting.
Explaining how they came up with the numbers. ( Uses what they learned so far
in Chapter 6) – Participation points
H. Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
I. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
J.   Students’ assignment (10 - 15 minutes)
a. Students will find a car that is for sale. Then they will see if they can find the
registration fees and the tabs and plate fees. They also need to look what the current
sales tax is for the state. They will present it to their group of three using Jings.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
Visuals work well for this class.

Potential changes to consider include:
 I would add a short YouTube video or comic strip to the beginning to help get the students
interested.

Technology included in this lesson:
 Jings
 PowerPoint
 Smart Board
 Websites

Business Math Lesson Plan

Lesson Topic: 6.6 Depreciating a Car

Lesson Purpose: Knowledge of calculating the depreciation of the car purchased

Students’ performance/learning objective:
 Cognitive- Students will apply the information obtained through the lecture in the assignment
and in the check for understanding..
 Affective-Students will be able to explain to others what depreciation is and why it is used.
 Psychomotor- Students will be able to explain how to calculate annual depreciation on a car.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
K. Getting started
a. The students will be asked a couple questions about the information from 6.5.
i. Question -What is the MSRP?
ii. Question -How did we determine the Balance Due?
iii. Answer - Delivered price – down payment = Balance due
iv. Question - Have any of you heard of depreciation? If so what have you
heard?(leads in to today)
v. Question - What do you know about the value of a car? (leads in to today)
L. The learning
a. We will go through the slides for 6.6. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 2-3 to
come up with the correct answer and then we will go over the answer as a class.
M. Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
N. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
O. Students’ assignment (10 - 15 minutes)
a. The students will use Excel to calculate the depreciation. They will submit it in Moodle.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students enjoyed the power points. Visuals and repetition work well for this class.

Potential changes to consider include:
 I would add a short YouTube video or comic strip to the beginning to help get the students
interested.

Technology included in this lesson:
 PowerPoint
 Smart Board
 Excel

Business Math Lesson Plan

Lesson Topic: 6.7 Car Insurance

Lesson Purpose: Knowledge of car insurance and what is included

Students’ performance/learning objective:
 Cognitive- Students will apply the information obtained through the lecture to calculate the
annual premium of car insurance.
 Affective-Students will be able to explain to others the difference types of coverage included in
car insurance.
 Psychomotor- Students will be able to describe the differences between the coverage of car
insurance.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
P. Getting started
a. The students will be asked a couple questions about the information from 6.6.
i. Question -What is the resale value?
ii. Answer -The market value, or the amount you get when you sell the car to
someone else.
iii. Question -What is straight-line depreciation?
iv. Answer - Loss of value as the car ages
v. Question - What types of things are included in car insurance? (leads in to
today)
vi. Question - What does \$25/50,000 mean? (leads in to today)

Q. The learning
a. We will go through the slides for 6.7. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 2 to come
up with the correct answer and then we will go over the answer as a class.
R. Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
S. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
T. Students’ assignment (10 - 15 minutes)
a. The students will research possible companies that offer car insurance and they will
type a list of the companies and different coverage using Word. They will submit the
assignment in Moodle.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students enjoyed the power points. Visuals work well for this class.

Potential changes to consider include:
 I would add a short YouTube video or comic strip to the beginning to help get the students
interested.

Technology included in this lesson:
 Moodle
 PowerPoint
 Smart Board
 Websites
 Word

Business Math Lesson Plan

Lesson Topic: 6.8 Car Purchases and Leases

Lesson Purpose: Knowledge of calculating car purchases and leases and determining the best deal.
Students’ performance/learning objective:
 Cognitive- Students will compute the costs of buying and leasing.
 Affective-Students will be able to use what they have learned to compare purchasing a car with
leasing to others.
 Psychomotor- Students will be able to analyze the information to decide if it is a better deal to
purchase or lease.

Literacy/Language objective:
 The students will listen to the meanings of the vocabulary words that have to do with starting a
PowerPoint.
 The students will read through their lecture packet and the power points to determine the
meanings of the terms.
 The students will speak during class and in groups working through the problems and asking
questions about what they are doing in the lesson.
 The students will write the vocabulary words and the formulas not already included in the
lecture packet. They will also write the steps to each problem to use to apply to their
assignments.

Resources:
 Lecture Packet
 Power Points
 Assignment

Methods: (the times for the sections will vary; however, they will follow the schedule of the unit on the
Assignments for Math sheet)
U. Getting started
a. The students will be asked a couple questions about the information from 6.7.
i. Question -What is the collision insurance?
ii. Answer -covers damage to your own motor vehicle
iii. Question -What is comprehensive coverage?
iv. Answer - covers damage or loss to your vehicle from theft, fire, vandalism,
hail, and other causes.
v. Question - What would you look at in order to decide if you would purchase
or lease? (leads in to today)

V. The learning
a. We will go through the slides for 6.8. The lecture packets follow the slides. Students
are to keep notes in the lecture packets.
b. I will go through the examples as a class.
c. The check for understanding parts, I will have the students work in groups of 3-4 to
come up with the correct answer and then we will go over the answer as a class.
W. Wrapping it up
a. I will ask if there are any questions.
b. The students will have 10 - 15 minutes every day to work on the assignment and ask
questions
X. Evaluating/Assessing students’ achievement regarding the learning objectives (10 minutes)
a. In class check for understanding
b. Assignment given (The assignment can be found on the Assignments for Math schedule)
Y. Students’ assignment (10 - 15 minutes)
a. In groups of two, students will research the benefits of leasing. They will type up the
pros and cons in google docs in a shared document. They will both submit it to Moodle.

Modifications/Provisions made for students’ individual differences:
 I made sure to allow time for students who may need extra instruction
 I have made sure to notify students of other times I am available for one-on-one instruction.

Elements that were particularly good include:
The students enjoyed the power points. Visuals work well for this class.

Potential changes to consider include:
 I would consider adding a short YouTube video or comic strip to the beginning to help get the
students interested.

Technology included in this lesson: