ALEX Lesson Plan


Trading and Tracking Stock Portfolios Online

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  This lesson provided by:  
Author:Melody Bailey
System: Shelby County
School: Shelby County Board Of Education
  General Lesson Information  
Lesson Plan ID: 10765


Trading and Tracking Stock Portfolios Online


Student teams will trade stocks and track the progress of their Alabama Stock Market Simulation portfolio by using spreadsheet software and the Internet. They will relate the information to a previous social studies unit on economics and will be utilizing math concepts they have learned. The Internet will be used to research stock trends.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (6-8)
5. Use basic features of word processing, spreadsheets, databases, and presentation software.
Examples: word processing—reports, letters, brochures
spreadsheets—discovering patterns, tracking spending, creating budgets
databases—contact list of addresses and telephone numbers
presentation software—slideshow
TC2 (6-8)
11. Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
Examples: locating—Boolean searches, graphic organizers, spreadsheets, databases
collecting—probeware, graphing calculators
organizing—graphic organizers, spreadsheets
evaluating—reviewing publication dates, determining credibility
synthesizing—word processing software, concept-mapping software
TC2 (6-8)
13. Use digital tools to formulate solutions to authentic problems.
Examples: electronic graphing tools, probes, spreadsheets
MA2015 (6)
9. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6-NS6]
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., - (-3) = 3, and that 0 is its own opposite. [6-NS6a]
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. [6-NS6b]
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. [6-NS6c]
MA2015 (6)
11. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. [6-NS8]
MA2015 (6)
23. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. [6-G3]
MA2015 (7)
1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities measured in like or different units. [7-RP1]
MA2015 (7)
2. Recognize and represent proportional relationships between quantities. [7-RP2]
a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [7-RP2a]
b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [7-RP2b]
c. Represent proportional relationships by equations. [7-RP2c]
Example: If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.
d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. [7-RP2d]
MA2015 (7)
3. Use proportional relationships to solve multistep ratio and percent problems. [7-RP3]
Examples: Sample problems may involve simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.
MA2015 (7)
11. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. [7-G1]

Local/National Standards:


Primary Learning Objective(s):

Students will use the Internet to research stock trends to find prospective stocks to purchase. Students will use online trading to simulate trading of stock. Student teams will use spreadsheet software to track purchases, sales, increases and decreases in stock values, and calculate portfolio values.

Additional Learning Objective(s):

Student teams will use the Internet to research stocks of companies by looking at charts and graphs to determine good investments.

 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Alabama Stock Market Tracking sheets for each team (see attached)

Technology Resources Needed:

Computer lab with Internet access for first day of project, classroom computer with Internet access for weekly updates for students


Students will need to be enrolled in the Alabama Stock Market simulation game. Cost is $15.00 per team with a maximum of 5 students per team. Students will need basic knowledge of spreadsheets.

1.)Introduce students to the Alabama Stock Market website.You may also want to have available daily newspapers for students to view stocks and prices. Students will simulate trading stocks using this website. In the computer lab, allow time for students to use the Internet to research stock trends in order to find prospective stocks to purchase.
Students can conduct research, make purchases, view account details, and find other information pertaining to the stock market and the simulation.

2.)Students will print an account detail and summary sheet each week from the Alabama Stock Market Simulation website.

3.)Student teams will set up tables in a spreadsheet program using the Alabama Stock Market Simulation format as a guide to track purchases of stocks.

4.)Teams will check tables for accuracy.

5.)Allow student teams time each week to update information.

6.)After the fifth week of data is entered, create charts to show the changes in the individual stocks and the portfolio values.

7.)At the end of the 10-week trading period, have students enter final data from their portfolios. Print tables and graphs with the final information. Lead a class discussion as to which stocks were good investments and how prospective buyers might make these determinations.

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Assessment Strategies

The completed student tables and graphs will be assessed. The attached rubric will be used to assess the product.


Students may want to complete one of the following stock market WebQuests: or



Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.