7.11A - select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn diagram.  (A very similar TEKS is listed for grades 6 and 8 - 6.10A/8.12C)

6.11A/7.13A/8.14A - identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics

Objective 5:  The student will demonstrate an understanding of probability and statistics.

Objective 6:  The student wil demonstrate an understanding of the mathematical processes and tools used in problem solving.

During a character lesson about honesty, the question:  "If you were given too much change at a store, would you make the cashier aware of it and give the money back?"  The class was divided up fairly evenly between yes's and no's.  The yes students had very good reasons as to why the money should be given back.  The no's had no good reasons for their response.    The lesson that you are currently looking at will be based around the concept just discussed. 

1a)  If you went to the bank to cash a check and the teller accidently shorted you $20 and you noticed it immediately, would you say something to the teller?

1b)  If you left the bank and realized the above accidental mistake, would you have a problem when you went back in to inform the teller?  Why or Why not?

2a)   If you went to the bank to cash a check and the teller accidently gave you $20 extra and you noticed it immediately, would you make the teller aware of the mistake and give the money back?

2b)  If you left the bank and then realized that you had an extra $20, what would you do?

3)   Should the answers to questions 1a, 2a, and 2b all be the same?  Why or Why not?

***The lesson will be a whole group lesson. 

1)   The engaging questions will be asked and discussions will follow.  From past experiences, the discussions will be great especially from those who answer yes to the questions. 

2)   Students will be asked to pick which character pillars are connected with the topic of this lesson with explanation.  Five of the six pillars can easily be connected:  Trustiworthiness, Responsibility, Caring, Respect, and Fairness.  It will be interesting to see what students have to say

3)  A local merchant and/or bank employee will be invited to class to discuss employees' responsibilities with money and the possible consequences when money is short.  (Writer of lesson is going to invite someone with HEB and somebody from Wells Fargo Bank.)

4)   Students will come up with 5 yes/no survey questions dealing with the topic of this lesson.  They will then survey 50-100 students in the school.  The results will be displayed in a bar graph created using microsoft word.

5)  The students will come up with a oral informational presentation discussing honesty and the money issue of this lesson.  It will be videotaped.  The survey results will help guide the students with what will be included in the video.  (The graph created will also be included in the video.)  The video will be shared with our character coordinator who in turn will hopefully decide to broadcast it to the entire middle school student body. 

Comprehension - Listening to guest speakers and understand consequences of what happens when employess are short money at the end of the day.

Analysis - Students will look at the survey results and decide some of what to include in the video.

Synthesis - Students will put together informational oral presentation for videotaping.

Exit Cards - At the end of the class periods once guest speakers have spoken, students are to write down something that was brought to their attention by the speaker that was never thought of before.

Teacher tablet and MS word and excel programs for making and displaying data in graphs.

Video camera for filming.

Guest speakers:  Hopefully, an employee from HEB and an employee from Wells Fargo Bank.