Day Student Skills Instructional Strategies Probing Questions Assessment Process
Student Product/Behavior Feedback
1.Identify real-world problem associated Classroom discussion about real-world What is your experience with banking? (Do you have a bank account?) Students brainstorm the probing questions in Based on student responses, teacher asks more questions about
with standards-based concept(s) problem: What do you look for in a bank? teams and share results with class banking and how it can affect each student.
What types of savings accounts are offered?
What is my best banking option? What do you look for in a savings plan? Students answer the questions based on their
How do people make money? vs. How do people lose money? experiences with banking
What has happened in the nation recently concerning wealthy people?
2.Develop background skills and knowledge a. Students research interest for What are some different banks in Colorado? a. Students complete worksheet on a. Oral feedback on bank presented and written feedback
Perform background research savings accounts on various bank What is interest? savings account research and on completed worksheet
Develop content understanding of key websites What does it mean for interest to compound? present one to the class
variables b. Students investigate simple and Given a choice, would you take a salary of $1,000,000/year for 25 years or $1.00 the b. Answer questions while completing worksheets and
Conduct investigations (labs) to gather compound interest through the first year, $2.00 the second year, $4.00 the third year, $8.00 the fourth year, and so on b. Students complete all worksheets activities in class. Also, provide written feedback on all
data penny activity, worksheets, and for the next 25 years? Why? and activities relating to simple completed assignments.
Learn to use a modeling tool (e.g., double your money activity What is the difference between simple and compound interest? and compound interest
STELLA) c. Students learn to use STELLA In your opinion, is simple or compound interest better? Why? c. Answer questions during model tutorial and check to
through a sample population What do the different symbols in STELLA mean? c. Completed population tutorial in make sure that the model works correctly for each
model tutorial How do you build a model using STELLA? STELLA student
3.Simplify real-world problem a. Discuss the ways that banks How do the banks that you researched compound interest? How often do they pay Discuss as a class the bank research Oral feedback on opinions about banks and compound
Determine applicable compound interest interest? and compound interest interest
principles/laws/procedures How did you compound interest in the Double your money and investigating
Explain assumptions b. Discuss how to model simple and compound interest activities?
compound interest so it matches How often should you compound interest in your models?
the activities Why should we compound the interest annually?
4. Identify variables and a. Use cut outs of arrows, blocks, Why would you use the block, circle, or arrow for that particular part of the model? Groups make flowcharts of simple and Oral feedback to particular groups while they are creating their
interrelationships and circles to identify the flow of Why does that flowchart not make sense? compound interest using cut out tools flowcharts
Make a diagram or flowchart the simple and compound interest Why does that flowchart make sense?
connecting ideas from research models
b. Work in groups to complete the
5. Defend the identified relationships and Why does that flowchart make sense? Class discussion of the groups flowcharts and Student response to teacher posed questions
assumptions a. Groups present flowcharts to the Why does that flowchart not make sense? the class decides which flowchart to use
Present and defend in groups class on the overhead Which flowchart should we use? Why?
What is the difference between the simple and compound interest flowchart?
b. Discuss variations of the Why are the two flowcharts different?
flowcharts on the overhead to
decide which ones are correct
6. Represent relationships in terms of a. Teacher uses student work to pull What math equation are we going to use in this flowchart? Class participation in groups working with Class comprehension check of both equations during explanation
mathematical equations out math from students How would you represent the relationships in your own language? flowcharts while the teacher explains the
Use diagrams and relationships to flowcharts How can we represent the material using mathematics? mathematics Yes/no approval of the equations used
Derive mathematical equations What relationships form between the shapes of the flowchart?
Determine theoretical numbers in b. Teacher directs groups in writing Write equation based on the flowcharts
absence of real figures of mathematical equations
7.Translate variables and relationships into Simple Interest/Compound Interest What do your results look like? Were they what you expected? Why or why not? Changes made to model when necessary Yes/no approval of changes made to model
computational model: a. Students build simple interest and Was your graph linear or exponential?
Translate model into computational compound interest model using Was there a mistake in your model? How can you fix it? Student responses to questions about their Formative evaluation of model (does it work? do the results look
process the data from the investigation or If you change a number, does it change your model? How? model like what was expected? what needs to be changed?)
Review math equations activities and the mathematical How can you make more money at a quicker rate? What would you want to change? Yes/no approval of changes made to model
Run the model equations from 6 What happens if you begin with a smaller amount in your bank? Bigger amount? Peer review of model
Get results Monitor participation of peer review
Explore range of validity b. Students run model, review their Compare results to investigations and
Run check cases mathematical relationships, activities and discuss changes that occur Student responses to teacher posed questions
explore results, and run check when numbers are changed
c. Students switch computers and
8. Interpret findings Students use models to explore what Is there a better way to explore this data? Responses to teacher-posed questions Informal evaluation of student responses
Evaluate results happens when interest rates are changed and What do the graphs mean?
Draw conclusions to decide what is a reasonable interest rate What happens to the graph when interest rates are changed? Short written report on recommendations for Read and respond to short written report. Provide comments
Make recommendations for banks to charge Do your results match the data that you investigated previously? Why or why not? banks and explanation of why students think about why their recommendation is reasonable or not.
What would be a reasonable interest rate for banks to charge? banks should offer a particular amount of
How do you think banks decide on interest rates? interest
9. Communicate findings Students research two different banks to find Why did you choose that savings account? PowerPoint presentation that includes Rubric scoring of presentation and answers to teacher and student-
Presentation, letter, essay, etc. information about savings accounts that are How much do you have to have in the account to begin? How long will it take to make information on the two banks, the particular posed questions.
offered. They will prepare a PowerPoint money? savings account, why the savings account is
presentation on the savings account that they How did you compare and contrast the banks? better than the others, graphs of how the
would invest in. How did you use your STELLA models to decide which account to use? money grows, and a recommendation to the
What else does the bank offer for customers? class about why their savings account is the
Did you talk with anyone in the bank? What did they say about their business? best.
Teacher and student-posed questions.