JTED CURRICULUM WRITING PROJECT (Verdana 14)
CURRICULUM WRITING PROJECT
Program: All
Unit: Loss of Income Perkins lesson 2015
|Lesson Title: Earning a salary vs. Hourly wages |Lesson ___1__ of __1___ |
|Duration: < one class period | |
|Lesson File Name: This is a supplemental math lesson for the “Loss of Income” lesson |
| STANDARD & MEASUREMENT CRITERIA |
|Standard: HS.N-Q.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in |
|formulas; choose and interpret the scale and the origin in graphs and data displays. |
| OBJECTIVES | MPS OBJECTIVE |
| |Written in student-friendly terms to post |
|The student will be able to convert an hourly wage into an equivalent annual |Topic: Annual salary compared to hourly wage |
|salary and vice versa by explicitly using unit rates multiplication. | |
| |Do: Calculate an equivalent earning potential |
| | |
| |Level of thinking: Applying |
|PURPOSE OF THIS LESSON |
|This lesson is a supplemental lesson provided for teachers who believe that their students need a little help understanding the concepts of salary pay and |
|hourly pay, and how to do the math that explains the equivalent pay. |
| TERMINOLOGY |
|Salary |
|Hourly wage |
|Overtime |
|Vacation |
|Sick leave |
| INTRODUCTION |
|Bell-work: The first slide is the bell work and the title and objective follow. In the bell-work, students are instructed to compare the earnings of a person|
|who earns an annual salary of $38,500 to the earnings of a welder who makes $21.00 per hour. Students should work out an answer independently for 3 – 5 |
|minutes. After they have some kind of answer as to who makes more money, they should compare and share their answer with a partner. Each student should be |
|able to justify why they think their answer is correct. |
|The teacher should call on non-volunteers to explain the answer they got. The teachers should know ahead of time which students are good candidates to call on|
|because of intelligence gained by walking about and observing /listening during work time. |
| TEACHER ACTIONS | STUDENT ACTIONS |
|(Objectives reflected here) |As the teacher clicks through the animation of the slides that show a |
|In the slide following the Objective slide and the Standards slide, there are two|mathematical approach to working out the answer to the bell-work, they should|
|slides* showing a very detailed approach to finding the answer to the bell-work. |analyze how their method of solving the problem compares to the one on the |
|Click through the steps of the slide. The ‘fractions’ are set up so that the |screen. |
|common units ‘cancel out.’ Students should use a calculator to do the numerical |Be aware that some will say that they didn’t do all the steps, but got the |
|work of multiplying and dividing. |same answer using a short-cut. Students who learn how to use this |
|*One slide shows how to convert the salary into an equivalent hourly wage and the|unit-analysis approach will ultimately be more successful in solving “word |
|next slide starts with the welder’s $21.00/hour and converts it into an |problems” in a math class, and they use this method in science classes, where|
|equivalent annual salary. |it goes by the name of “dimension analysis.” |
|“Compare” slide is another example. Starting with a very healthy $95,700 per |Students have space on the notes-sheet to write out their solution. They |
|year, ask the class to calculate how much this would be in hourly wage. Here is |should use a ‘units analysis’ approach. A calculator is needed. |
|a good opportunity to allow students to work on their own, looking back at the |Independent work should come first, before asking for help or doing nothing |
|notes they took previously, before telling them how to do it or modeling it for |until the teacher shows them how. |
|them. DO encourage them to use a calculator, even if it is the one on their | |
|phone. The goal here is to problem-solve, not just copy the answer from another | |
|person. There are some thought provoking questions included on this slide. | |
|The notes at the bottom of the slide include a suggested answer. Any answers | |
|that students offer that are vastly different, should be accompanied by some kind| |
|of justification or explanation. | |
|“Minimum +” This slide asks students to work the reverse problem and beginning |Students may need reminding that there are 52 weeks in a year, but they are |
|with an hourly wage, produce the amount of money earned over 2 years. Again, |getting a total for 2 years and subtracting 5 weeks. |
|push students to work independently at first and then check with a partner to see|There is space provided on the notes-sheet for students to work out this |
|how closely they agree. |answer. |
| |Check with a partner or small group to see how well their answer aligns with |
| |others’ answers. |
|“Hard work pays…” This slide presents a different problem which is more open |Partner work (or triads) |
|ended. The teacher may need to explain that there is something called “overtime”|Most of the math is exactly the same process as in the previous problems, but|
|and workers often earn at a higher rate for hours over 40 per week. ‘Time and a |this requires going beyond strictly working the math. |
|half’ is mathematically the same as multiplying the normal hourly wage by 1.5. |There may be many paths to a satisfactory solution. |
|Weekend and holiday pay is sometimes twice the normal pay. | |
|Extend the lesson (if time allows) |Students may be able to see how their paycheck may not provide enough income |
|An extension of the lesson might be to ask volunteers to disclose how much they |to support themselves, much less a family as well. Looking at the beginning |
|are earning at their jobs and calculate their equivalent annual salary. |salary of teachers in this district may help students compare what they are |
|Another extension might be for the teacher to tell students what an entry level |doing now with what they hope to be doing in the future. |
|teacher can expect to make in Mesa Public Schools and have them calculate the | |
|hourly wage of a teacher. This is startlingly little if one takes into | |
|consideration how many hours are spent working on one’s own time, outside of | |
|contract time, grading, planning, attending events, etc. | |
| CLOSURE |
|Green Light/Yellow Light/Red Light |
|In order to gain awareness of how well your students understand the lesson concepts, have each student write their full name on a sticky note and place it on |
|the poster (or designated spot on the white board). |
|Green Light: If the lesson is completely clear and no more explanation or practice is needed, and the student would feel comfortable taking a quiz on the |
|lesson, the sticky note should go on (or near) the Green Light. |
|Yellow Light: If the lesson mostly made sense and the student was able to follow along (for the most part), but they’re not sure if they’ve achieved mastery |
|and by tomorrow they won’t remember how to do a lot of it, then the sticky note should go on the Yellow Light. |
|Red Light: If a student feels as if they are at a stand-still and couldn’t go forward from here without a lot of extra instruction because they really don’t |
|understand this lesson, then they should put their name on the red light. |
|This should give the teacher a fairly clear direction to go for future lessons. Perhaps throw in a problem into the bell-work from time to time. Perhaps pair|
|a strong student with the one who is very lost. |
| SKILL ASSESSMENT |
| |
| CONNECTIONS |
|Use this lesson with the “Loss of Income” project for part of the Math requirement for Perkins stipend 2015 – 2016. |
| SAMPLE END OF PROGRAM ASSESSMENT QUESTIONS |
| |
|EQUIPMENT | |MATERIALS | |
| |Student Calculators |SUPPLIES | |
| RESOURCES | ACCOMMODATIONS |
| | |
|ATTACHMENTS |
Power Point
Student Notes Sheet
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