Lesson Plan Template: Model Eliciting Activity (MEA)
The comprehension questions/readiness questions and reflection questions can be used as formative assessment (for questions, see the Readiness questions section). Comprehension and readiness questions will indicate whether the students understand the problem and the problem context, and reflection questions are meant to elicit students' thinking as they are working through the problem.The comprehension/readiness questions are asked of students after they read the first client letter (see Reading Passage 1). The teacher can ask the class to respond to these questions and ensure understanding before students begin working with the data.
Students' responses to the reflective questions can also indicate whether scaffolding is needed. The reflection questions are asked by the teacher as students are working in their groups on parts 1 and 2 of the MEA. These questions can reveal any misunderstanding or issues that students have as well as guide them to think about what they are doing.
Feedback to Students
Teacher will act as facilitator throughout the lesson. Students must alert teacher that they need assistance or have questions by either approaching or asking for help so that immediate assistance/feedback is provided.
Teacher can use the sample answers provided in the "comprehension/readiness questions" and in the "reflection questions 2" within the Lesson Content section.
- Students will summarize the customer's banking needs.
- Students will compare the banking fees in each category or service.
- Students will design a rating system to rate the banking fees for the services provided.
- Students will use the ranking system to decide which banking institution best fits the needs of the customer.
- Students will write a reply letter to the customer with their recommendation for banking institution with a full explanation justifying their decision-making process.
- Students must know the difference between real numbers, integers, natural numbers, and whole numbers.
- Students must know how to calculate and apply percentages.
- Students must know when to perform any of the four basic mathematics operations.
- Students must know how to compare and contrast information.
- Students must know how to read, interpret and design pictographs.
- Students must be able to organize ideas, concepts and information.
This activity may be used to reinforce real-life applications of knowledge of integers, whole numbers, percents, and the four basic operations. It also involves logic and critical thinking for decision making.
- Have the students take their seats and settle.
- Provide a copy of the "10 Sneaky Banking Fees" handout (see Supplemental Reading) to each student and ask students to highlight vocabulary they don't understand. Afterwards, lead a brief class discussion focused on clarifying confusing on new vocabulary and any questions that may arise from the reading. The purpose of the text is to introduce students to the topic and improve their reading skills.
- Students receive client letter 1 (Reading passage 1), and dataset 1. Make sure they have materials (pencil and paper) to work with.
- The teacher can ask the readiness/comprehension questions (see Readiness questions) to the class or have students complete them individually on paper. After students understand the task, they can begin to work in teams of approximately 3-4.
- In teams, students work on the problem and respond to the client with the requested deliverables.
- As students are working, the teacher circulates to each team to ask the first set of Guiding/Reflective Questions and address any issues that may arise.
- Teachers can provide guidance using the reflective questions to help students determine the important factors and discuss about how they can present their solution.
- Make sure all students have completed this part before moving onto the next step. You may allow the students to keep their work to use as reference and if there are time constraints, you may opt to continue the next day.
- Now you can distribute to the students the second letter with the new table 2 for them to work with.
- Continue to hover about the groups to make sure they continue working and submit their final recommendations to you.
Title: "10 Sneaking Banking Fees"
Summary: Article summarizes options to be able to avoid banking fees.
- Can you list and give an example of all the categories within the Real Number system?
- What does percentage mean?
- What does average mean?
- How do you know if you have an answer to the problem?
- What are the most important things to consider in your solution?
- Do you agree or disagree with your classmates' ideas? Why or why not?
Reading Passage 1
Readiness questions and sample answers*
What is the problem? The problem is that the auditing team recommended looking for a new banking institution to conduct business with.
- Who is the client? The client is the president of Games International.
- What is the client asking your team to do? The client is asking my team to work with the table to determine which bank will give them the best service without incurring in large costs.
- What things do you need to include to figure out what you think is the best solution? I need to include the facts she (Jane Smith) gives in her letter:
- Total number of transactions which are checks and ACH items.
- Average monthly balance.
- Can you figure out a way to rate good, average, and bad on the services the bank provides? Yes, I can either assign numeric values, stars, smiley faces, etc.
- Do you think there is more than one recommendation to make to the client is asking? Why or why not? Yes, there may be more than one recommendation, but it will be based on whether or not the ranking system results in ties when categorizing banking institutions.
Data Set 1
Provide students with a copy of Banking Fees 1 to answer to the first letter.
Letter Template 1
Have students use this Letter Template 1 as a sample to build the response to the client.
Sample Questions to probe student comprehension.
1. How do I know my team has addressed the client's concerns?
2. Explain the method implemented in your group to determine what was a credit or a debit on the client's account.
3. Students will explain to the class their reasons for making their recommendations that best meet the client's banking needs.
4. Challenge the students to brainstorm on what can happen that would make the last banking choice the #1 banking choice.
Reading Passage 2
Data Set 2
Please provide the students a copy of the Banking Fees Table 2
Letter Template 2
Have students use this letter as a sample to build the response to the client.
Reflection question 2
- How has this problem changed? The number of transactions has changed and there are new transactions happening.
- What is the new requirement the client is asking your team to do? To calculate the new total transactions which include the new numbers, the new transactions, and re-evaluate our original bank recommendation.
- Will the new details change the original recommendation? How can you tell? I will be able to tell AFTER the evaluation has taken place. The numbers may affect our original decision because there are limitations and additional fees to consider when selecting the bank again.