LESSON PLAN 1

  • Financial education: Rule of Tree
  • Mathematics (includes geometry, proportionality, finances ...), Other (social studies, geography,,,)
  • ISCED 2 = Lower Secondary Education

Duration

3 Learning Units / 4 and a half hours / 90 minutes

Topic

Calculation and estimation of amounts and change (euros and cents) in everyday problems: income, expenses, and savings. Responsible purchasing decisions.

Synopsis

This lesson plan contains Rule of Three examples and exercises for First Grade of Secondary School pupils or pupils who are 12 years old.

The topic of the lesson is financial education; therefore, the student will learn to:

  • Interpret numerical information in simple financial contexts.
  • Use mathematical methods for making responsible consumption decisions (value for money and value for money in everyday contexts).

Contributors

Teachers form other related subjects (ICT and Arts)

Framework

Action plan formulation:

There are 3 activities involved. A1 and A2 are interchangeable. A3 must be the last step of the process as an evaluation exercise, and it serves as the sum-up of the plan.

 

Teacher’s cooperation and division of work:

Teacher 1 – Mathematics

A1: This is the foundation for A2 and A3. If The Rule of Three mathematical rules is not understood pupils will definitely have problems working in A3.

Teacher 2 – ICT

A2: Pupils use creativity and their knowledge in A1 to design a presentation and present the topic “The Rule of Three” to the rest of their classmates.

Teacher 3 – Arts

A3: Pupils should be able to decipher a riddle using The Rule of Three to decode the solutions.

Material / Equipment

Material needs for students:

  • Laptops/tablet/Internet connection
  • Notebook and pencil (for keeping notes)

Previous knowledge and skills

Knowledge of simple operations (addition, subtraction, multiplication, division and partition) to solve contextual situations.

Learning Objectives

Learning objectives:

  • Interpret, model and solve problems of daily life and mathematical problems, applying different strategies and ways of reasoning to explore different ways of proceeding and obtaining possible solutions.
  • Perform self-evaluations on learning process, seeking reliable sources to validate, support and contrast the information and to obtain relevant conclusions.

 

Learning Outcomes and expected Results:

  • The pupil can make connections between different mathematical processes by applying previous knowledge and experience
  • The pupil can communicate information using appropriate mathematical language, using different media, including digital media, orally and in writing, when describing, explaining and justify reasoning, procedures and conclusions
  • The pupil proactively understands the perspectives and experiences of others and incorporates them into their learning.
  • The pupil participates in group-work, distributing and accepting tasks and responsibilities in an equitable manner and employing cooperative strategies.

Methodology

Methodology

Activity-Based learning (learning by doing)

 

Teaching Method(s):

The purpose of Activity-Based teaching is to get students actively involved in a lesson. In Activity-Based teaching, the teacher uses a range of strategies to include the class and make the learners partners in their own learning. This is typically done by coming up with a variety of tasks and assignments for pupils to complete as they study.

Group work is frequent in Activity-Based learning because it lets students assume the role of educators and work together to comprehend a variety of subjects. In these sessions, students must cooperate in small groups to finish a project. Each group presents the knowledge acquired to the others after finishing the work assigned to them. To sum up, with an Activity-Based learning approach, pupils develop Self-Directed learning skills and allows them to study according to their skill(s).

 

Motivation strategy:

  • Positive Reinforcement and Growth Mindset formative evaluation.
  • Reinforce positive behaviour and celebrate Math achievements

Give out certificates when the activities are finished. These certificates highlight their good performance in a given activity and the improvement of a particular skill (look at the examples listed below).

 

Maths practice example:

  •  Look for and make use of the mathematical structure
  •  Make sense of problems and persevere in solving them

 

Maths class improvement example:

  • Contributing to class discussions
  • Asking for help when needed

 

Techniques:

  • Active pupil participation
  • Group work and collaboration
  • Sharing success criteria with pupils (Annexe 2), the information in the Annexe should be adapted to the level of understanding of the pupils.

 

Additional ideas:

The idea for connection with the E=MD^2 platform can be to give students an initial question to motivate them, questions that will be answered through the lesson – to debate using their previous knowledge and to motivate them to think about problems that are to be considered in the lesson plan.

Preparation & Resources

Preparation:

Print worksheets (optional)

 

Space Setting:

The advantages of small group work are many, especially when the group consists of pupils with varying levels of Self-Directed learning experience and skill. Pairing experienced pupils (familiar with Self-Directed learning) with those who have demonstrated great organisational skills and others who are just starting can benefit them as a whole as they learn from each other.

Look at the following group work seating arrangement:

 

 

Troubleshooting Tips:

Lack of independence, poor quality or apathy are the common challenges that any teacher faces during Activity-Based lessons.

On the one hand, recognising that your pupils may not have the skills to handle Self-Directed learning activities independently is a good start. If pupils are not trained in Activity-Based learning, they simply do not know what to do. The result is apathy and low productivity. Teachers should consider changing their approach to a teacher-based learning at the beginning, gradually incorporating short group work activities, and then moving on. A checklist to guide pupils through the (activity) process, a list of success criteria or a model is always useful to keep pupils focused on the task.

On the other hand, building a culture of dialogue and trust creates strong relationships between classmates (and with the teacher). A classroom culture of kindness and trust and the possibility to have real, organic conversations is a great way to motivate and inspire pupils.

Using these two strategies does not mean that pupils will learn to work independently overnight. Self-Directed learning is a skill and takes time to develop it.

 

Material needs for teachers:

  • Computer/Projector
  • Annexe 4, 5, 6 (optional) and 7.
  • Link to “Wootmath” platform (Unit Rates/Ratios): https://www.wootmath.com/p/1w0ul1yc6stzbfeg
  •  (Optional) Print Annexe 6 so it can be handed out and used as a model for pupils.
  •  Positive Reinforcement Certificates [Examples of Math awards: 6 Free Printable Math Awards for Students (sadlier.com).

Implementation

Teacher 1: Mathematics

Topic: Financial education

– Numerical information in simple financial contexts: interpretation.

– Methods for making responsible consumption decisions: value for money in everyday contexts.

 

Taks/Activities:

1) Simple Math Problem Solving Warm up

The teacher gives Annexe 4 as a worksheet or writes problems on the boards.

Pupils are given a few minutes to practise (15 min.).

2) Problem Solving – Integrating and Connecting, Analysis and Interpretation

The teacher instructs students to organise teams of 3 or 4 people.

a) Pupils work independently (Self-Directed learning). The teacher hands them in Annexe 4 and 5. While groups work, the teachers visit every group (work station) and ask pupils to explain the process they are following.

b) The teacher gives an explanation (Annexe 5). Then, the class works (altogether) with Annexe 4. Lastly, pupils work in-group and solve (Annexe 6).

3)Progress Feedback: Information

In both modalities (a or b) there is a time, between one exercise and the other, where groups share their insights on how to solve the problem.

4)Optional activity

The Wootmath activity is done during class/or it can be done as homework.

5)Reflections

Once everybody has finished, there is a time to share thoughts on the process. The teacher asks question about

Do you feel this activity was useful?

What was the most difficult part?

What aspects of the activity did you like the most?

What aspects of the activity did you dislike the most?

The teacher should pay attention to pupils’ responses and ask more questions.

 

Teacher 2: ICT

Topic: The rule of thee

– Research on the subject to present it to classmates in an attractive way

 

Taks/Activities:

  • Teacher’s explanation (20 minutes):

The teacher shows students the basics of using a search engine. Then, the teacher shows them the tools Canva and Genially for presentations.

  • The teacher should focus on explaining how to choose a presentation template and then how to share with others.
  • Research (40 minutes)

The teacher instructs pupils to organise teams of 3 or 4 people. Pupils work independently (Self-Directed learning).

 

Pupils should:

  • do research on the topic (The rule of 3) by typing key words in a search engine.
  • make a creative presentation using Canva (https://www.canva.com/en_gb/login/) or Genially (.https://genial.ly/) explaining the subject.
  • The presentation should include 6 slides:
    • (Slide 1) presentation cover with the name of the team members
    • (Slide 2) a brief explanation of what the rule of thee is (based on their research).
    • (Slide 3) an exercise/model for them to explain
    • (Slide 4) an exercise for the rest of the class to practise
    • (Slide 5) the key/answers for the exercise done by their classmates
    • (Slide 6) “Thank you” slide
  • Presentation (30 minutes)
  • The teacher randomly selects a few groups to do their presentation in front of their classmates.

 

  • Reflections
  • If it is possible, the teacher does a brief Q&A segment for an informal discussion with pupils.

Teacher 3: Arts

Topic: The Rule of Three

– Numerical information in simple financial contexts: interpretation.

– Methods for making responsible consumption decisions: value for money in everyday contexts.

 

Taks/Activities:

1) Problem Solving – Integrating and Connecting, Analysis and Interpretation

The teacher instructs pupils to organise teams of 3 or 4 people.

  • Pupils work independently (Self-Directed learning). The teacher hands them in Annexe 9. While groups work, the teachers visit every group (tion) and ask pupils to explain the process they are following.
  • The teacher solves the problems step by step with the class using Annexe

2)Progress Feedback: Information

In both modalities (a or b) there is a time, between one exercise and the other, where groups share their insights on how to solve the problem.

 

Outline of the Lesson

In this lesson plan, you will find Rule of Three examples or exercises for First Grade Secondary School students or students who are 12 years old.

Extension Activities

Ways to Support pupils with learning difficulties:

Here are a few brief suggestions for pupils who are struggling with Math.

To help pupils avoid impulsive actions when addressing problems the teacher should ask them to verbalise their problem-solving technique(s). Likewise, pupils who are having trouble should practise their basic maths facts (+ – x /) for a short period each day. They can increase their speed and confidence by practising ten minutes a day at the conclusion of class, or as a another warming-up activity in a sequence of arithmetic exercises.

Assessmement

There are two rubrics available that can help the teacher assess pupils’ success (Annexe 1 and Annex 2). On the one hand, there is a specific rubric for the mathematical task (Annexe 1) and another rubric that serves as a quick overall assessment of the lesson (Annexe 2).

The website “Wootmath” is a good tool to assess pupils’ understanding of the lesson. The activity “Unit Rates/Ratios” can be used both as an activity during class or it can be done individually and at home.

Wootmath, Unit Rates/Ratios> https://www.wootmath.com/p/1w0ul1yc6stzbfeg

To use Wootmath and assign this activity to your pupils, first you have to sign in as a teacher (it is free).

Wootmath, Sign up> https://www.wootmath.com/login?signuph.com)

References

Download Additional Material
“The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein”
Project No. 2021‐1‐ES01‐KA220‐SCH‐000024455
Facebook-f
Excellence in math Project
Scroll to Top

Are you sure?

Hello mathematician!

Login

Not registered?