table of contents for financial literacycertified!elementaryand!specialeducation!teacher,!m.ed.!...

Certified Elementary and Special Education Teacher, M.Ed. [email protected]

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Table of Contents for Financial Literacy

1. Introduction…………………………………………………………………………….p.1

2. Philosophy………………………………………………………………………………..p.2

3. Summary Sheet………………………………………………………………………..p.3

4. Lesson Plans……………………………………………………………………………..p.5

5. Appendices…………………………………………………………………………..…p.15

6. Suggested Websites and Citations……..……………………………….…..p.16

Financial Literacy

In December of 2009, Colorado’s Board of Education adopted content standards

focused on Personal Financial Literacy to be embedded in economics and mathematics content.

As we start to think more thematic with our Common Core standards and weave multiple

content objectives and standards together, awareness of Financial Literacy is critical for our

students. Understanding of financial implications at a young age can help deepen

understanding of themes such as: immigration, taxes, determination, sustainability, public

service, volunteering, and balance.

I created this Unit to support educators who work with elementary aged children. I

believe this Unit would be appropriate for 3rd graders. It is my hope that through this lesson,

children will have a solid foundation to identify sources of income, find a job students can do to

earn money, understand how to create a financial goal, and describe steps to meet that goal.

Then students will incorporate the math skills necessary to create a financial spreadsheet or

budget.

p. 1

Philosophy

It is my belief that when children have memorable teaching moments and connect to

the lesson in a sensory or arts-‐centered way, they will internalize the concepts. It is my hope

that my creating a unit focused around financial literacy, students will embed this

understanding deep into their metacognition as a foundation for future financial opportunities

and growth.

I want the students to feel invested in the concepts, so I have chosen to go with a

CRISPA centered design. CRISPA stands for connections, risk, imagination, sensory,

perceptivity, and active engagement. CRISPA is a style of lesson planning and lesson execution.

It is art-‐based and provides an entry point for teachers as well as children to get hooked and

engaged in a lesson.

Go to https://sites.google.com/site/crispaclassroom/ for more support on a CRISPA lesson.

p. 2

Summary Sheet

Overview

Students will embark on a 3 week long study in which students learn types of income,

understand how they can earn an income, learn to set a financial goal, and describe steps to

meet their goal. Students will be creating a product that will be sold at a 3rd grade market to

raise funds for a field trip. Typically, field trips are calculated and organized by teachers and

paid for my parents. This time, the roles are flipped and students are required to understand

where the money comes from, how it’s calculated, and earning the necessary amount needed

to reach their goal. The field trip described in this unit is designed for 3rd graders to take a trip

in a Denver community in Colorado. Have a back-‐up plan if students don’t raise enough so you

can still attend the field trip. One suggestion may be to have parents make donations at the

end to meet the grand total needed to attend the field trip. Another suggestion may be for

students hold another classroom market to continue to fundraise.

The lesson plans provide frameworks for setting up your classroom. Many of the ideas

can be carried through other content domains throughout the day for a cross-‐curricular focus.

You will find that the lessons can be carried out as written and easily adjusted to meet the

needs of your students.

p. 3

Summary Sheet cont.

Objectives for 3rd Grade Financial Literacy Economics: Students can describe the requirements to make a financial short term goal. Mathematics: Understand that multiplication and division are inverse operations and solve problems involving 2-‐3 digit numbers. In specific:

• Model strategies to achieve a personal financial goal using arithmetic operations (PFL) • Apply properties of multiplication and the relationship between multiplication and division. • Represent and solve problems involving multiplication and division. • Multiply and divide within 100. • Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Materials

• Computers • Calculators • Clay pots • Soil • Plants/Seeds • Posterboard or Tri-‐Folds • Pencil and Paper • Money (pennies, nickels, dimes, quarters, $1, $5, $10, and $20 dollar bills – real or fake) • Appendix Section copied for students to complete assignments. One option, could be to create a stapled book of all Appendices for students to keep and work on throughout the week. This would be a nice sample of ideas and work to reflect their financial work. Each student would need their own copy of each sheet – so 1 stapled book per child.

Timeline Week 1: Complete Lessons 1-‐3 during this initial and foundational week. Students will build the basis to how money is earned, creating a short term goal, and describing the steps to achieve such a goal. This week, math lessons can easily be incorporated for a deeper study. Week 2: Complete Lessons 4-‐5 during this second week to create their product and advertise for the market. This week will need you to plan and integrate across curricular disciplines in order to complete the process as well as deepen the meaning. Week 3: Complete the 3rd Grade Market and plan your Field Trip.

p. 4

Lesson 1 How do people make an income?

30 minute lesson

Materials Chart Paper

Markers

Caps for Sale By Esphyr Slobodkina

Interview Sheet (Appendix A) Saving Money (Appendix B) Permission Slip (Appendix C)

CRISPA Focus __ Connections __ Risk __ Imagination __ Sensory __ Perceptivity __ Active Engagement

p. 5

Overview

Students will explain what it means to make an income and identify ways people can make income. Students will discuss what people do with their income. Students will discuss the difference between a want and a need.

Prior to the Lesson

Ask students to interview an adult about their childhood/adult jobs (See Appendix A). Students will complete the interview and return the information to class for the start of the Financial Literacy unit.

Connect and Engage

Begin by asking students to share with a partner what types of jobs their interviewee had as a child and through adulthood. Add these jobs to a classroom chart. Read Caps for Sale as an example of an enterapunear who is earning his living selling caps.

Model

Inform students that when people have a job they earn an income. An income is payment for a service you have provided. For example, when a babysitter comes to the house he or she will receive a payment for watching over a baby or child and keeping that baby or child safe. All jobs will have different incomes. Depending on the job, level of schooling, number of people benefiting from the service, and other factors, income amounts change. People use their incomes to provide for daily needs and short and long term goals.

Ask students to brainstorm with a partner the daily needs they have each day. Then as a class, share out ideas and create a needs chart. Next, discuss the short and long term goals people may have in life.

Lesson 1 How do people make an income?

30 minute lesson

Adaptations 1. Invite parents in to discuss their jobs with the class and how they make an income. 2. Encourage students to go home and find a need and a want in their house. Bring in the items to share with the class to make a personal connection. 3. Ask students to name all the jobs they believe are in the school. Then connect the jobs to the work that takes place in a school. Notice that there are jobs people don’t notice but are thankful for.

p. 6

Model cont.

For example, an adult may have a short term goal of buying a new coffee table to replace an old table, and then an adult may have a long term goal of buying a house. Short and long term goals can be needs and wants. Many people want another pair of shoes, but they may not need another pair of shoes. So income should help pay for people’s needs first and then save for a want. Saving money is one way people can pay for a want.

Guided Practice

Students will go through an exercise of saving money. Students will learn how long it can take for someone to save money. See Appendix B. Students can work in partners or on their own. Walk around and support students as needed. Try not to use calculators and support the paper and pencil strategies students are learning in math to apply to this real world situation.

Closing

Have students share their findings. What seemed hard? Surprising? Do they save for needs or wants? Then let them know that over the course of the next 3 weeks, we will be studying how financial literacy and how it affects them. Let them know we will be saving for our next field trip through jobs they will have similar to the peddler in the book Caps for Sale. We will be creating a product to sell in order to personally pay for the trip.

For homework, students will take home the permission slip to create a product, sell the product, and raise funds for a field trip. See Appendix C. Collect all permission slips before beginning Lesson 3.

Lesson 2 Impulse Buying and Buying with Money Saved

30 minute lesson

Materials Sticky Note

Chart Paper

Markers

Chicken Sunday By Patricia Palacco Alexander Who Use to Be Rich Last Sunday By Judith Viorst Candy Appendix D Coupons (No Homework Pass and Lunch with the Teacher_ CRISPA Focus __ Connections __ Risk __ Imagination __ Sensory __ Perceptivity __ Active Engagement

p. 7

Overview

Today students will learn about impulse buying and saving for a short or long term goal. Students will hear about it in read alouds and then be part of an experiment on impulse buying. There will be risk and therefore more engagement to support the understanding of saving.

Prior to the Lesson

Ask students to write down what an income is on a sticky note as an entry ticket into the lesson. Ask for permission slips and to begin brainstorming what kind of product they think they might make.

Connect and Engage

Begin by reading Chicken Sunday. This is a great read aloud that teaches the importance of saving, and how students can work together to reach a financial goal.

Model

Hand every student a quarter today and let them know that they are all saving for a short term financial goal. At the end of the day, if they still have their quarter they have met their goal because they have saved it. They may choose between two goals: a “No Homework Coupon” or a “Lunch with the Teacher Coupon.” Adjust the goals to fit your needs and what you are willing to offer. Remind students that they will need to save the quarter the whole day in order to meet their goal. Meanwhile, carry on with a lesson about setting goals and ways people save.

Ask students to partner up and share ways people could save. Then add ideas onto a chart for the whole class.

Lesson 2 Impulse Buying and Buying with Money Saved

30 minute lesson

Adaptations 1. Students can bring in ways they save to put real tangible items to the concept of saving. For example, a piggy bank may be one idea. 2. Have a banker or a parent who works in finance take time to discuss the idea of saving. 3. Discuss the Idea of coupons and sales. This may be another connection children have about saving money. A math extension could be incorportated to show how much money is truly saved.

p. 8

Model cont.

For example, students may share about savings’ accounts, weekly allowances, birthday gifts/money, and small jobs for neighbors. Students may also connect to earning badges in girl scouts or boy scouts by selling items around the community. Let students know that there are all kinds of ways to save money.

Meanwhile, ask a teacher or an adult who is free around this time to come into your room selling candy to raise money for food for our reptiles in the library. (Raising money for reptiles may not be applicable to your school. Tailor this to meet the needs at your school.) Have the teacher or adult sell the candy for one quarter. At this time, if your students don’t ask you, let them know that they can use the quarter you gave them for the candy. That can’t eat the candy until the end of the day and you won’t be giving them another quarter today. This is always interesting to see if there is any impulse buying at this time.

Guided Practice

Read aloud the book Alexandar the Boy Who Used to be Rich Last Sunday. This book teaches students about the idea of impulse buying. The boy was saving for a walkie talkie but made poor financial decisions throughout the week and didn’t have enough money to buy the item. If any of your students choose to buy the candy, they too used to be rich! They will not have enough money for the homework or lunch coupon. They were unable to reach their goal. Ask students to brainstorm ways they can save money and not be influenced to buy something they really like in the meantime. See Appendix D. The tough part of saving is waiting.

Closing

Collect Appendix D and review. Hook students into tomorrow’s lesson with the announcement of the field trip they will be saving for.

Lesson 3 How to financially save for a short term goal?

30 minute lesson


Markers

Calculators

Pencil

Paper

Appendix E


p. 9

Overview

By the end of this lesson, students will have created a product to sell and set up a budget sheet for a short term goal, a class field trip. Students will use mathematical operations in order to calculate their needs and set up a data chart to organize the information.

Prior to the Lesson

Ask students to bring their calculators and/or scratch paper to plan for our field trip.

Connect and Engage

Remind students that we are about to go on a fabulous field trip. Remind them that the goal is to raise money for a field trip! Start by having them brainstorm ways they could personally raise money for the field trip. Asking Mom or Dad is not an option.

Model

Share out ideas from the class and add them to the board. If there is a wonderful idea, be flexible and go for it. The following two lesson plans revolve around selling handmade goods at a school market. Other ideas could be easily adapted. For the purpose of this lesson, we will have students make handmade goods to sell at a school market we will sponsor.

The next step will be to model how students will gather the right totals to understand how much is truly behind attending a field trip. As you describe this, have students refer to Appendix E. First, we need to know how many students will be attending. Then, we need to know how many buses will be needed for all students and chaperones.

Lesson 3 How people financially save for a short term goal?

30 minute lesson

Adaptations 1. Students can work in partners to brainstorm their product they will make. 2. Bring in a local business owner or someone who sells something out of their home or online. This may help Expose students to the process and help them make a more practical product. 3. Group students for Appendix E in heterogeneous groups in order to support ELL and learning needs for the math. Students may need these models.

p. 10

Model cont.

After that, the amount of miles to our field trip and price of gasoline per gallon will help us know how much the bus trip will cost. Another cost factor will be the price of the bus driver, and finally the entrance fee for the field trip. As you walk through each cost, support students by helping them set up a formula or discussing ways to set up the formula. Depending on your class needs, more scaffolded support may be necessary here or less. As a reference, a typical field trip cost can be $9.00 per child. This includes all the above fees.

Guided Practice

Break students off into partners and have them begin working through saving for a field trip, Appendix E. Students will use calculators and/or pencil and paper in order to accurately and efficiently solve the problems. Circulate and support as needed. In the end, share out responses and make sure everyone is on the same page. It may be interesting to hear student responses about the process. Was it hard? Did you know all this preparation goes into planning for a field trip? Do you think your parents need to go through this process for every trip they take?

Closing

Let students know they will be designing clay pots to sell for our school market. We will combine our money raised in order to pay for everyone’s field trip fee. For homework, ask them to start imagining their design and clay pot idea for the next lesson.

Over the weekend, you will need to pick up the poster board/trifolds, clay pots, paint/brushes, soil, and plant/seed you will be using. This will be the product your students will put together for sale. You may consider collaborating with the art teacher for use of materials and a space to work.

Lesson 4 Business as Usual 30 minute lesson


Markers

Calculators

Pencil

Paper

Clay pots

Paint/Brushes

Soil

Plants/Seeds

Postboard/

Trifolds

Computers


Overview

Today, your classroom may look like a business, and that’s because today you are in business. You will be a garden center helping students create their product. Then, they will build their advertising for the school market.

Connect and Engage

Today is the day we will build our product. This is a very interactive and hands on day. Students will be working and creating today like busy bees. Expect students to be at very different stages. You may want to set goals for completion and show an example of different pots students could create.

Model

Begin the lesson by walking your class through the painting stage. Today if students finish, show them the next stage for designing their advertising. As a class you can brainstorm on chart paper what things should be mentioned on a flier or email or poster to catch a buyer’s eye and explain the reason a buyer should come to our school market. Students could design on the computer, poster board/trifolds, and on paper. This advertising can be displayed and sent home to attract our buyers. Working on advertising today will also allow your pots to dry.

Not all students need to work on advertising, as copies can be made, emails can be sent to all, and posters can be displayed in cluster areas of the school. Creating advertising is a great group project.

You may choose to go over collaboration/group tips. How do we work together? How do we show one another we respect their idea? How can we politely disagree?

p. 11

Lesson 4 Business as Usual 30 minute lesson

Adaptations 1. Ask students to advertise in the PTCO email blasts. This will incorporate persuasive writing and give a chance for students to understand how our parent community supports us. 2. Spend time caring for the plant and keep an observation journal. This will support a living things unit and the scientific method. 3. Bring in a gardener to support your understanding of potting and growing from a seed.

Sample photos found from Google Images.

Guided Practice

Circulate and support students as needed in the creation stage. Remind students of their completion goals for today. Remind today we cannot plant during this lesson. However, planting during science or at the end of the day would be a great way to integrated cross-‐curricular. Encourage students who are finished to begin work on an advertisement.

One of the unique things for students will be to design for an unknown audience. You may want to encourage students to not make personal or assumed design choices as the buyer may not want something so specific or personal.

Closing

As the pots dry and the lesson is ending, encourage students to think of a price they hope to sell their pots for and how they want to label their pots. Ask them to be thinking of a description that would help sell their pot at our school market.

Later during writing, finish the advertisements and any last minute details for the community to learn about the products and the school market. Student will also make cards to label their products with a detailed description and price. As mentioned above, plant the seeds or plants during science to finish the product.

p. 12

Lesson 5

School Market 1 hour lesson

Materials Finished pots Registers with Money Advertisements Appendix F CRISPA Focus __ Connections __ Risk __ Imagination __ Sensory __ Perceptivity __ Active Engagement

p. 13

Overview

Today, your classroom will be a school market. Buyers will come in during math and students will sell their garden pots. Students will practice making change from a larger bill and adding up at the end to find a grand total. Then students can divide the grand total by the number of students to determine how much each student raised.

Prior to the Lesson

Set up registers for groups of 2 to work from and place small amount of change in each. Group your class in heterogeneous pairs based on their math skills and writing skills.

Connect and Engage

Tell students today they need to put their game face on and be ready to sell! Students will turn their math class into a school market for the next 30 minutes.

Model

Begin the lesson by modeling how students will sell their garden pot and make change. See Appendix F. Each station will have a small amount of change to get the registers started. This can come from you or from the secretary, depending on your school rules and policies. Each station will have 2 students. One will make change and the other will record the transaction. Midway through the market let the class know you will give a signal for them to switch places. Having two students there will support the math and process of keeping track of orders. Every pot will have a tag with a price and label so the transactions will all be accounted for. You may choose to have paper and pencil or calculators (as back up) for making change.

Lesson 5 School Market 1hour Lesson

Adaptations 1. Have other adults around for help with making change. 2. Prior to the lesson have students work on making change in math for several weeks to make students feel comfortable. 3. Open this school market to other people sides the school community. Include advertising at in churches or assisted living facilities to attract a wider audience.

p.12

p. 14

Encourage two students to model for the class. Have students support one another with positive feedback and ideas. Students can then practice with their partners making change and writing down the transactions before the community arrives.

Guided Practice

School market will take place during this time. Move and support groups as needed through the buying and selling process. Remind students to smile and have fun! Then support students as they find their groups’ totals and then the grand total. Each student can divide the grand total by the number of students in the class in order to determine the amount raised per person.

Debrief at the end of the lesson to discuss what went well and what could be changed for the school market to be more successful next time. If students didn’t make their goal, discuss how this happens in real life too. This would be a nice opportunity to have conversations around what to do. Do you push your goal? Borrow from savings? Then if students met their goal and exceeded, discuss what students could do with the left over funds. This would be a nice opportunity to have conversations around savings or gifting.

Closing

In the upcoming week, have students send an update to the community and thank everyone for their support. This can be done during writing lessons very easily. Have a great field trip.

Assessment Options

Each Appendix sheet can be viewed as formative checks. See Appendix G for a Summative Assessment modeled from this larger project.

Appendices

p. 15

Appendix A

Financial Literacy

Student Name ___________________________Interviewee ____________________________

Student says: We are studying about financial literacy in 3rd grade. I would like to interview you to learn more about what kinds of jobs there are in order for people to make money. Can you please tell me about 3 different types of jobs you have had starting when you were young?

Job #1 __________________________________________________________ Age _________

Description of Job

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Job #2 __________________________________________________________ Age _________

Description of Job

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Job #3 __________________________________________________________ Age _________

Description of Job

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Appendix B

Financial Literacy

Student Name _____________________________

Directions: Today you will complete a real world math problem: how long does it take to save money for a short term goal? Please use paper and pencil to solve your problem first and then check with a calculator.

Problem: Mrs. Haugland would like to buy Eloise a water play table for your 2nd birthday. The gift costs $47.50. She has many other bills to pay and cannot buy this right now. If she wants to save $7.00 a week to buy this present for her daughter, how long will she need to save in order to buy her daughter’s birthday gift?

Answer: _________weeks _______ days

Option 1 for Solving this Problem – Set up a table.

Weeks Sunday Monday Tuesday Wednesday Thursday Friday Saturday Money Saved

1 2

Please show your work below and explain the steps you took to solve the problem.

Appendix C

Financial Literacy

Hello families of Coyote Hills Elementary. We are studying financial literacy this month in 3rd grade. It is a goal that every 3rd graders knows about income, saving for a short and long term goal, and can explain the steps to meeting those financial goals. In order to bring in a real world experience and adventure for students, we will be holding a school market at the end of the month to fundraise money to go our next field trip to the Wildlife Experience on June 2, 2014. Your students will make a financial goal sheet, create a product to sell, advertise it, and then sell the product to our community. You of course will be invited to and can buy your student’s product or other products to help students reach their financial goal.

If you are on board for your student to participate in this project and attend the field trip, please sign the permission slip. If you are not comfortable with this, please see the other options available below. Please sign and return by Friday, May 2, 2014 to Mrs. Haugland. Please feel free to contact me with any questions.

Thank you for your support.

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

Field Trip and Financial Literacy Permission Slip

Student Name ________________________ Parent Signature __________________________

Please check ONE of the options below.

___________Option 1: I would like my child to participate in the Financial Literacy Business and attend the field trip to the Wildlife Experience on June 2, 2014.

___________ Option 2: I would like my child to participate in the Financial Literacy Business but my child cannot attend the field trip to the Wildlife Experience on June 2, 2014.

___________ Option 3*: I would not like my child to participate in the Financial Literacy Business but my child can attend the field trip to the Wildlife Experience on June 2, 2014.

___________ Option 4*: I would not like my child to participate in the Financial Literacy Business and my child cannot attend the field trip to the Wildlife Experience on June 2, 2014.

*For Options 3 and 4: Other arrangements will be made for your child to complete the learning about setting financial goals and may be in another classroom while the activities are going on.

Appendix D

Financial Literacy

Name _____________________________

Directions: Brainstorm ways that you can save money in order to save for a short term goal or long term. Describe what that would look like and if this is possible for you at your age.

Ways to Save Money

•  How:

•  Is this possible now?

Idea 1 _________

•  How:


Idea 2 _________

•  How:


Idea 3 _________

Appendix E

Financial Literacy

Name __________________________

Directions: Determine how much money you will need to attend your field trip. Work through each step carefully. Use paper and pencil strategies first and then check your work with a calculator. You may need computers to solve some of these. Your teacher may choose to provide a few answers to jump start you. Good luck!

By the end of this assignment, you will know how much money we will need to raise as a class in order for all students to attend the field trip. This will be called our Grand Total!

Collect this Data first before you begin solving your equations/number models.

• How many students will be attending the field trip? __________________________ • How many chaperones will be attending the field trip? ________________________ • What is the entrance fee for your field trip? _________________________________ • How many miles away is your field trip? ____________________________________ • How many buses will you need? (60 people can fit on 1 bus) ___________________ • What is the rental fee for the bus and cost for the driver? _____________________

Step 1: Calculate the total of gas you will need to purchase. Hint: Gas is $3.33 per gallon.

Equation/Number Model ___________________________________________________

Total A ______________

Step 2: Calculate the total for the entrance fee. Hint: Total the amount of people attending first.


Total B ______________

Appendix E

Step 3: Calculate the total for the rental of the bus(es) and each bus driver’s fee.


Total C ______________

Step 4: Total each expense: Total A, B, and C.


Total D (Our Grand Total) ______________

Step 5: Find out the cost per student.


Cost per student ______________

How much should our products cost in order for us to meet our goal? Why?

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________

_________

Appendix F

Financial Literacy

School Market Transaction Sheet

Name ____________________________ Name ______________________________

Transaction Number

Product Label Cost of the Item

Paid with…. Change Profit

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Grand Total = Appendix G

Financial Literacy Test

Name _______________________

Summative Assessment: Now it’s time to show what you know. Use the scenario below to show what you know about setting a short term goal and the steps you need to save for this goal. Show all your work to indicate you know the necessary steps. Use paper and pencil first and then check with a calculator. Good luck!

Senario: Mr. Smith works as a teacher. He makes $4,210 a month. After he pays bills, daycare fees, buys groceries, and pays for gas, he is left with $780 each month. Mr. Smith has set a goal to take his wife on a trip to the beach in California next summer in July. It’s October and Mr. Smith hasn’t started saving. If he starts saving in November and the trip cost $3,568 total (that’s the cost for the two of them to fly there, stay in a hotel, eat, and do a couple of trips), how much will he need to save each week in order for him to reach his goal by June 1? Will Mr. Smith still have money left over each month in case something comes up and he needs money?

How much will Mr. Smith need to save each week? __________________________________

Will he have money left over each month? _______ How much? _______________________

Show your work below and describe how you solved the problems. Please use the back of this sheet to continue your thinking.

Suggested Websites for Support on Financial Literacy

http://www.cde.state.co.us/cofinancialliteracy

http://bizkids.com/

http://dfi.wa.gov/financial-‐education/educators-‐elementary.htm

http://www.jumpstart.org/

Citations

"Personal Financial Literacy (PFL)." Colorado Department of Education Home Page. N.p., n.d. Web. 26 May 2014.

Polacco, Patricia, Patricia Polacco, and Nanette Stevenson. Chicken Sunday. New York: Philomel, 1992. Print.

"Preparing America's Students for Success." Home. Common Core Standards. N.p., n.d. Web. 26 May 2014.

Sands, Stella, and Esphyr Slobodkina. Caps for Sale. Logan, IA: Perfection Learning, 1991. Print. Urhmacher, Bruce, Christy Moroye, and Bradley Conrade. "CRISPA." CRISPA. N.p., n.d. Web. 26 May 2014.

Voirst, Judith and Ray Cruz. Alexander Use to Be Rich Last Sunday. Aladdin. New York, 1978. Print.

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Elementary Curriculum Designs Author: Sydney Haugland

CUI 4022

Spring 2014

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