Day 4: Medical Billing and ICD-10-CM Practice

Daily Learning Contract

• Topic: Health Information
• Objective: Students will describe the Medical Billing and Coding pathway and classify related labor-market evidence while completing a bounded coding simulation.
• TEKS: d(2)(A), d(5)(B)
• Demonstration of Learning: Medical Billing and Coding evidence row and individual fictional coding lab.

Lesson overview

Safety boundary

Every record is fictional. Students must not use their own or anyone else's health information. This small diagnosis-code set is for career exploration only. Students select from the supplied list; they do not diagnose, bill, or give medical advice.

Learning target

I can describe Medical Billing and Coding work and choose the most specific supported code from a short reference list.

Before class

Provide one FYF workbook per student, one two-page ICD-10-CM lab per student, double-sided when available, one teacher display with the worked example and key, and one internet-connected device per student only when the Canvas practice quiz is used. The lab is individual; students may discuss the worked example in pairs, but each student records a code and correction.

Lesson flow

1. FYF Medical Billing and Coding route (8 minutes)

Students read FYF pp. 84-85. The workbook describes Medical Billing and Coding work through medical documentation, insurance processes, coding systems, and care-reimbursement procedures. The current 2026-27 coursebook lists Health Science: Medical Billing at Singley and names Certified Billing and Coding Specialist as the program certification. These district sources set the student-facing title and pathway context.

The class evidence guide adds a May 2024 U.S. median of $50,250 and 7% projected growth from 2024-34 for the week's same-source comparison. Keep the workbook title, Medical Billing and Coding, in student work. The guide's source note records the broader BLS category used for those two comparison figures.

2. Read the controlled code list (6 minutes)

Explain that ICD-10-CM is the U.S. clinical modification used for diagnosis reporting. A coder uses complete documentation and current guidelines; the letters are not a shortcut that students can decode by guessing. Model one chart and choose the most specific supported diagnosis from the supplied list.

3. Round 1: direct matches (9 minutes)

Students code three fictional charts independently. Reveal the teacher key. If fewer than two are correct, reteach how to match the documented diagnosis to the exact description before continuing.

4. Round 2: specificity (14 minutes)

Students code five charts where symptoms may resemble a less-specific option. They underline the documented diagnosis, choose one code, and explain why one distractor is weaker. Accuracy matters more than speed.

5. Practice quiz (5 minutes)

The unpublished Canvas practice quiz gives automatic feedback on code selection, privacy, and career-data labels. Unlimited attempts are appropriate because this is misconception practice, not the graded evidence.

6. Correct, submit, and reset (8 minutes)

Students use the key or Canvas feedback to correct one response, answer the lab's documentation question, submit the lab, and reset materials. The coding lab and Medical Billing and Coding career row are the DOL; do not assign a separate exit sheet.

(d(2)(A), d(5)(B))

Trim point: if the class is behind at minute 31, require Round 1 plus the first three Round 2 cases and one correction. The final two Round 2 cases become extension/recovery. Do not cut the correction or submit/cleanup block.

Active monitoring move

• Model CFU: students underline the documented diagnosis and point to the exact matching description before naming a code.
• Round 1 threshold: if a student has fewer than two of three correct, reteach exact-description matching before Round 2. If more than one in four students misses the threshold, pause the class and model one new case.
• Round 2 lap: check the documented diagnosis underline, selected code, and the R07.9 reasoning line. If students choose a symptom over a documented diagnosis, compare the two descriptions aloud and have students correct one case.

Key and supports

The former exit-item answer is B, K02.9 and may be used as a reteach example, not a second required artifact. The guide's career median is $50,250, slightly above the $49,500 same-source comparison. Accept the FYF/Singley Health Informatics and Medical Billing course sequence or a related postsecondary certificate as preparation evidence. Place this frame beside the reasoning line when needed: “_ is weaker because the chart documents _.” Use the five-code support section if needed; do not grade partner work as individual accuracy.