I will ask the class for a show of hands by anyone who is 16 or soon will be 16. I will then ask if anyone hopes to buy a car someday. This will lead directly into the topic for the day.

The learner will:

-Learn the formula for calculating interest

-Demonstrate the ability to interpret graphs and tables

-Demonstrate the use of interest formulas in a real-world problem

-Participate in a discussion about gender equality in business

-Become aware of discriminatory practices that are legal and illegal

(Interactive Strategies : When the students pair up and do their calculations, and then report their findings to me to put on the board, each student will get the opportunity to interact with me and their classmates)

Cooperative Learning Strategy: Small discussion group

Positive Interdependence: Each group member will have a role: a choice-maker, a recorder, and a reporter.

Individual Accountability: Each student must help out with the calculations so that their group's answer agrees with the answer key and so that they know how to use the formula in their homework assignment.

Face to Face Interaction:. All members will have the opportunity to give their reasons for wanting to make a specific choice.

Social Skill: The use of first names in order to identify and recognize a person in a positive way.

Processing: During each group's calculation time, I will walk around to answer questions and ensure that each member is giving their opinions and helping with the calculations.

• Formula for calculating interest

• Situation for guided practice

• Example of how to use the formula

• Information needed to complete homework

• Questions to lead and mediate the discussion

Here I will do an example of interest calculation of a savings account to show how to use the formula. I will also answer any questions.

(Bloom’s Taxonomy is a guide)

Knowledge: Identify what category you would fall under on the insurance table.

Application: Apply what we have learned about formulas to produce the formula needed in number 3.

Analysis: What conclusions about discrimination in business can you deduce? Are there legal and illegal practices?

Synthesis: Do you feel that these classification processes are fair? How else could insurance rates be determined?

Synthesis: Are there other areas of car-buying that are biased due to gender differences?

Evaluation: Asses the whole car buying process and share your opinion on its equality and equity when it comes to gender differences.

Here we will work through the worksheet in-class.

The assignment for this unit is for each student to research a car that they may want to buy someday and run it through the formula like we did in class and turn in all of the calculations and information the next day.

I will close with giving out the homework assignment and answering any questions about what we did in class or what they are expected to turn in the next day.

Larson, Roland E., Hostetler, Robert P., & Edwards, Bruce H. (1994) Calculus Fifth Edition. Lexington, MA: D.C. Heath and Company

www.progressive.com

www.gmc.com

www.ford.com

www.toyota.com