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 || **Grade Level: ****5th **  || Take the Quiz as a pretest to the Brainpop movie. • [] Watch the Brainpop movie on stocks.  || • 1B Work with multiple software programs; know save vs. save as; use menu options • 1E Print to network printer • 2D Produce documents, proof & correct, use red/green underline, spell check • 7B Use appropriate software: word processing, spreadsheets, databases, graphic organizers, multimedia, graphics, simulations • 10C Use spreadsheets & databases to develop charts and graphs || • 111.17B.05.14 - The student applies Grade 5 mathematics to solve problems connected to everyday experiences and activities in and outside of school. • 111.17.B.05.14.A - The student is expected to identify the mathematics in everyday situations. • 111.17.B.05.15.A - The student is expected to explain and record observations using objects, words, pictures, numbers, and technology. • 111.17.B.05.16.A - The student is expected to make generalizations from patterns or sets of examples and nonexamples. || Use the Brainpop quiz as both a pretest and posttest to the Stocks video Students will have $1000 to spend * Choose from a list of 30 companies that we give them (it’s overwhelming to look at the nyse website!). Many of the companies they will want are owned by parent companies, which we might not know. Reebok is a good example. They can spend their money on no more than 3 stocks ~ they decide whether they want all their eggs in one basket, or some with each Once the initial spreadsheet is created, they will be responsible for updating it once a week, either on their own or during workstation rotations in the classroom. They are also responsible for showing the teacher that their spreadsheet is updated, either by printing it, or “Look, Mrs. Posey!” (if the timing is right). She will have a checklist handy that she can check off when they’re clear. She will schedule a time once a week (either in the classroom or in the lab) for “gaggling” with their keypal about the status of their losses and/or gains ||  • []   (to use for checking price of stock?) • [] • [] • [] []
 * **Course: Math **
 * ^  || **Time Frame:  **Will vary-depending on ability of students and time allotted in lab. ||
 * **Title of Unit: **Problem Solving ||
 * **Title of Lesson ** Stock Options ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Description: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Students will be given $1000 to purchase stock. They will watch the progress of their stock over a period of approximately 3-6 months. They will use Excel to determine their actual cost of the stock, and to keep a data table through the 3-6 month time period. They will determine their gains/losses at the end and graph their stocks. Students will share their experiences with other students through Gaggle mail. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Focus Activity: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">TA TEKS: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">FBISD Content Area TEKS: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Teacher to Teacher Notes: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Materials, Resources & Technology: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">

|| 2. Teacher will share Brainpop videos with students 3. Students will use a red pencil (or pen) to complete the Brainpop quiz a 2nd time 4. Teacher will discuss the project with the students (that they will be choosing 1-3 stocks to purchase). They will have exactly $1000 and can not spend any more then that. That they will be tracking the progress of their stock over a period of time, and then NOTE: It is suggested to give students a few days after the initial discussion before they must choose their stock. 6. Students go into the Computer Lab, open up Excel and begin creating the first part of their spreadsheet. (See sample-Stock Data-Stallings class) They will create a formula to calculate the cost of the shares they purchase of each stock, as well as the total cost of all of their stocks. They will check to be sure that the total cost is no more then $1000. Name of Stock NYSE Symbol Price at Purchase Total Cost 7. Students follow their stock(s) over the course of several weeks and keep their Excel spreadsheet up-to-date with current amounts (once/week). 8. Students determine how much money they lost or gained using formulae in Excel to “do the math.” 9. Students will blog about the strategies they used to choose their stocks, progress, which stocks they would purchase in the future--based upon what they have learned, etc. || <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Procedures/Activities: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">1. Teacher will have students complete the Brainpop quiz from the stock market video as a pre test
 * 1) of Shares Purchased
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Assessment: **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> ||