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Students will explore the world of bank tellers and
solve a series of money problems using a
worksheet. |
Primary Learning Outcomes
What do bank tellers do? What math skills are needed? How do
you solve addition and subtraction problems dealing with money?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 2
Guidance
B. Educational and Occupational Exploration
4
Topic: Awareness
of the benefits of educational achievement.
Standard: Describe how academic skills can
be used in the home and community. Identify personal strengths and weaknesses in
subject areas. Identify academic skills needed in several occupational groups.
Describe relationships among ability, effort, and achievement. Implement a plan
of action for improving academic skills. Describe school tasks that are similar
to skills essential for job success. Describe how the amount of education needed
for different occupational levels varies.
6
Topic: Skills to
understand and use career information.
Standard:
Describe work of family members, school personnel, and
community workers. Identify occupations according to data, people, and things.
Identify work activities of interest to the student. Describe the relationship
of beliefs, attitudes, interests, and abilities to occupations. Describe jobs
that are present in the local community. Identify the working conditions of
occupations (e.g., , inside/outside, hazardous). Describe ways in which
self-employment differs from working for others. Describe how parents,
relatives, adult friends, and neighbors can provide career information.
Grade: 2
Mathematics
Number Sense & Numeration; Fractions & Decimals
14
Topic: Money
Standard: Determines amounts of money (in a collection up to $1 and
determines change less than $0.50) using pennies, nickels dimes, quarters,
half-dollars, and dollars.
Procedures/Activities
Step:
1 Duration: 5 minutes
Discuss with students the different businesses in the
community where money is used. Have them list places where they pay money for
goods as you write them on the board (i.e., grocery store, restaurants and fast
food places, shoe stores, clothing stores, etc.)
Step: 2 Duration: 10 minutes
Ask students to name the one business in the community that
works exclusively with money, the place where you save, borrow and invest money.
Once students have identified the bank, discuss what skills are important to
being a bank teller, the person who accepts the money deposits and withdrawals
at the bank. Have students identify the various math skills required to be a
bank teller (adding, subtracting, making change, etc.).
Step: 3 Duration: 15 minutes
Once students have identified the skills, pass out the Bank
Teller Worksheet and have students complete the word
problems.
Attachments for Step 3
Title: Bank Teller Worksheet FileName: Bank Teller Worksheet.htm
Description: Print and copy
for each student.
Step:
4 Duration: 10 minutes
Once students have completed the worksheets, collect them and
discuss students results.
Materials and Equipment
Writing materials, chalkboard or whiteboard;
worksheet
Standards (Local and/or National)
Total Duration
40 min.
Technology Connection
Assessment
Students will be assessed on their worksheets.
Extension
Remediation
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
