YOUR FINANCIAL FUTURE. LEVEL Three

Size: px
Start display at page:

Download "YOUR FINANCIAL FUTURE. LEVEL Three"

Transcription

1 YOUR FINANCIAL FUTURE LEVEL Three

2 YOUR FINANCIAL FUTURE LEVEL THREE Steve Mariotti NEELAM PATEL Network for Teaching Entrepreneurship

3 Your Financial Future Written by Steve Mariotti and Neelam Patel of the Network for Teaching Entrepreneurship Bank of America understands that good financial management is more important than ever, especially as individuals and communities face uncertain economic times. Our commitment to financially empowering individuals and families stems from our longstanding belief that the health of our business is intrinsically linked to the economic success of the communities we serve. We believe that a strong foundation in financial literacy basics is a critical skill for future economic success. We invest in financial education for youth starting as early as elementary school to help create a generation of young people who develop into adulthood with an understanding of how to earn, save, spend, budget, invest and manage credit. Bank of America is pleased to work with The Network for Teaching Entrepreneurship to produce Your Financial Future. This updated curriculum is available for downloading at no cost to anyone. We welcome your comments. You can reach us at: financialeducationteam@bankofamerica.com. Cover photograph: Yellow Dog Productions/Getty Images Your Financial Future, The Network for Teaching Entrepreneurship was previously named the National Foundation for Teaching Entrepreneurship. Copyright 2011 NFTE (Network for Teaching Entrepreneurship), 120 Wall St., 29th Floor, New York, NY All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from NFTE prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to NFTE (Network for Teaching Entrepreneurship), Permissions Department, 120 Wall St., 29th Floor, New York, NY

4 CONTENTS Teaching Your Financial Future vi Unit 1 The Economic Way of Thinking 1 Activity 1 The Importance Financial Planning 3 Activity 2 Making Sound Financial Decisions: Strategies for Life 6 Activity 3 How the Economy Affects You 10 Unit 2 Money Management and the Basics of Banking 13 Activity 4 Preparing a Monthly Personal Budget 15 Activity 5 Banking: Types of Accounts and Services 18 Activity 6 Understanding the Time Value of Money 21 Unit 3 Saving and Investing 24 Activity 7 The Value of Saving 26 Activity 8 Assessing Your Savings and Investment Goals 29 Activity 9 Balancing Risk and Reward 32 Unit 4 Spending 35 Activity 10 Getting the Most Value for Your Dollar 37 Activity 11 Understanding Your Consumer Rights 40 Activity 12 Preventing Identity Theft 43 Unit 5 Credit 46 Activity 13 Building Good Credit 48 Activity 14 Determining the Cost of Credit 51 Activity 15 Using Credit Cards Responsibly 54

5 v Contents Unit 6 Philanthropy and Giving 57 Activity 16 Give and Take: The Benefits of Philanthropy 59 Activity 17 Responsibility to Your Community and Volunteering 62 Activity 18 Developing a Personal Giving Plan 65 Unit 7 Personal Insurance Needs 68 Activity 19 Understanding Health Insurance 70 Activity 20 Understanding Life Insurance 73 Activity 21 Understanding Home and Car Insurance 76 Unit 8 Career Planning: Taking Charge of Your Life 79 Activity 22 Assessing Your Aptitudes, Skills, and Competitive Advantage 81 Activity 23 Finding the Right Job for You 845 Activity 24 Your Education: The Best Investment You ll Ever Make 88 VOLUNTEER S GUIDE 91

6 Welcome to The Network for Teaching Entrepreneurship s Your Financial Future curriculum. As a volunteer, this resource will provide you with the necessary tools you will need to prepare, deliver, and engage students who are being exposed to the world of financial literacy. By supporting students throughout this learning process, you will give them an invaluable opportunity to understand how their choices about education, career, and managing money affects their overall well being and their family throughout their lives. I. YOUR Financial FUTURE Curriculum The lessons are designed for use with elementary, middle school, and high school students and are divided into the following units by grade level. They include numerous hands-on and critical thinking activities. The structure of this program is consistent for each level. It is divided into learning Units. The number of units covered is dependent on the grade level. LEVEL ONE Unit 1: The Economic Way of Thinking Unit 2: Money Management and the Basics of Banking Unit 3: Saving and Investing Unit 4: Spending LEVEL TWO Unit 1: The Economic Way of Thinking Unit 2: Money Management and the Basics of Banking Unit 3: Saving and Investing Unit 4: Spending Unit 5: Credit Unit 6: Philanthropy and Giving

7 vii LEVEL THREE Unit 1: The Economic Way of Thinking Unit 2: Money Management and the Basics of Banking Unit 3: Saving and Investing Unit 4: Spending Unit 5: Credit Unit 6: Personal Insurance Needs Unit 7: Philanthropy and Giving Unit 8: Career Planning: Taking Charge of Your Life Each Unit contains three learning activities. Each Activity is divided into three parts: Part 1: Introducing the Lesson Part 2: Student Activity/Guided Instruction Part 3: Critical Thinking Activity/Assessment Each Student Activity is accompanied by a Worksheet for the student to complete based on what they learned in the lesson. The Student Activities can be completed in one class period or may be assigned as homework. These activities help students to link new and existing information. They also can help students see that they already possess some knowledge about the new topic and are, in fact, dealing with information that has meaning or relevance to them. Studies have shown that hands-on activities are critical for students as they help boost self-esteem and confidence in learning situations. Every topic includes a Critical Thinking Activity/Assessment. These are open-ended questions designed to provoke thought and discussion. Remember, the lessons are designed to provide students with: The real-world importance of the topics Concrete actions they can take to apply their knowledge Opportunities for self-reflection about their lives and their futures Personal and professional goal-setting opportunities The reality, importance, and viability of their financial and entrepreneurial activities and achievements Encouragement for future achievement

8 viii In your role, you will be able to bring a new and valuable perspective to the learning. The students will appreciate that you have chosen to spend your time with them sharing your knowledge. Studies have shown that positive attention from adult role models can have a tremendous impact on the life outcomes of young people. II. Preparing for the Lesson As you prepare to work with the students, remember that the most important thing you bring to this program is you; that is, your real life experience both personally and professionally. By sharing your experiences and your business knowledge, you will not only teach business topics, but important life skills as well. Students will gain a greater understanding of how the world works as they become better acquainted with your background your education, job, successes and failures, hobbies, motivation to volunteer, and personal stories. Think of your time with the students not as a series of lectures to deliver, but rather as an interactive session. The more you link real-world experiences with the curriculum, the more successful you will be in reaching the students and holding their interest. Try to make your session lively and engaging by thinking through ways to include experiential learning elements. This can be accomplished when you: Research the community. Like any new situation, you may want to do research on the school (location, the name of the principal, number of students, student-teacher ratios, test scores, and so on), the community (economic status, major and local businesses in the area, and other circumstances that may negatively impact that community such as crime, homelessness, substance abuse, and so forth), the population (racial/ ethnic makeup), and so on. This helps you to understand some of the issues the students may be facing and creates an opportunity for making a connection. Read the lesson prior to the session and prepare personal stories to align with the concepts, questions, and activities. Think about how you can make the activities real for the students. Think about your own experiences or experiences of which you re aware and build them into the explanation of the activity. Also, use handouts or other items that are relevant to the lesson that will bring the lesson to life.

9 ix Remain attentive to the grade level and various learning levels and needs of students. For example, when working with elementary and middle school students, be cautious about the level of the terminology you use. Spend more time on definitions, have the students work in groups as opposed to individually, and provide more guidance. Think about the timeframe for your session. Map out how long you have to speak, the appropriate length of time to complete activities, and to engage in discussion. List the primary concepts then go into detail about each. Break these concepts into components, integrate your personal experience, and answer questions. The lesson plans we have provided are designed to help you do this. At the end of each lesson, recap the major concepts. III. Delivering the Lesson As a volunteer, you will be responsible for delivering the planned lesson. Specific tips for delivering a lesson are as follows: 1. Unit Overview. The unit overviews are made up of two pages. The first page is for you it summarizes the topic of the lesson and lists the activities contained in the lesson. The second page is for the students. You may read or summarize the content of this page for your students. 2. Vocabulary Terms. Each activity starts with a list of vocabulary terms. You may write the vocabulary terms on a board or flip chart before you start the activity. You should review the terms in context as they are used throughout the activity. 3. Introducing the Lesson. Each activity begins with a brief introduction. Review its content with the students. (If you think they would benefit by having the entire activity in hand, you may choose to provide this to them.) 4. Say to Students. There is a brief section at the end of the vocabulary section that starts with Say to Students. You should read this section directly to the students before they begin work on the hands-on activity. It contains an example or other ideas that support the content of the lesson. 5. Student Activity/Guided Instruction. This section provides instructions for the hands-on activity, including the worksheet to be completed, timing suggestions, and instructions for review. You should go over

10 x the concept of the activity with the students beforehand and review it afterwards. Suggestions for this review are provided with each Student Activity. Students should work individually on the worksheets. Be sure to monitor that they are working productively and answer any questions they might have about the activity. When students have completed the activity, you may ask for volunteers or have them work in groups to compare their answers and then share their results with the class. 6. Critical Thinking Activity/Assessment. Each activity ends with an open-ended, critical thinking question. Pose this question to the students and have them write down their responses. Afterwards, facilitate an open discussion among students on the critical thinking topic. IV. How to Use ThE Volunteer s Guide A Volunteer s Guide follows the student curriculum. The Volunteer s Guide contains a lesson summary, including teaching tips and pointers specific to each lesson, suggested responses to the Student Activity review and Critical Thinking questions, and an answer key for all worksheets. Note that the responses that appear in bold color are merely sample responses or information that will help you stimulate discussion. They are not meant to be the exact responses of students to any given question. To prepare for delivering a lesson, be sure to: 1. Look over the student activity that you will cover in class beforehand. 2. Review the same activity in the Volunteer s Guide before teaching each lesson to pick up teaching points and suggestions prior to delivering the lesson and to have the suggested responses to the Student Activity, Critical Thinking exercise, and worksheet answer key at hand. V. Final Preparations On the day you are scheduled to teach, please bear in mind to: Arrive minutes before the class starts so that you can meet the staff and/or teacher prior to the start of class, ask any questions you may have, and settle yourself in.

11 xi Reserve 5 10 minutes of your time to share who you are, what you do, and vice versa. This provides a great opportunity to open up the lesson and begin connecting with the students. Be open and honest. It is OK to say, Wow, I didn t know that, I really learned something today, or I didn t see it that way. This fosters awareness, respect, and acceptance between all parties. Be patient and flexible as the school environment may be different from the one you remember. Keep students focused and engaged by bringing them back to the lesson. Tweens and teens are easily distracted and can begin to have sidebar conversations. Use phrases like, Let s get back to the activity, Please share your discussion with the group, or simply try to relate it back to the part of the lesson. Use reflective listening phases like... What I m hearing you say is... or Are you saying... and paraphrase what you ve heard. This will allow you to check what you heard and provide the student with an opportunity to agree, clarify, or think more about what he or she is trying to communicate. Ask open-ended questions about the material or ask for questions or opinions. For many of you, this may be your first experience working with young people, volunteering in a school setting, and/or working in a low-income community. It s OK to ask questions or have them explain their answers or comments further. This helps to keep them focused on the content and adds to your understanding and learning as well. Provide constructive feedback. Be specific, not general. Identify exactly what went well by saying, That was a great example that illustrates... as opposed to just saying, That was a good example. Also keep the feedback in the moment as this can be rewarding and a valuable learning moment for the student. It s important that you work towards completing the entire lesson so that all concepts are covered. Keep in mind that some topics are longer than others and therefore may require additional time. Remember to be creative make the experience your own and have fun! Good luck and thanks for giving your time and life experience to these students.

12 Unit 1 The Economic Way of Thinking In this unit, you will review the concept of financial planning and decision making with your students and how the global economy affects them. This unit includes the following activities: 1. The Importance Financial Planning 2. Making Sound Financial Decisions: Strategies for Life 3. How the Economy Affects You

13 2 Unit 1 The Economic Way of Thinking Read the following TO your STUDENTS for an overview of the unit: Good financial planning is the key to your achieving financial security. In this unit, you will learn about financial goals and how to set them. You will also discover how the global economy affects you individually. Financial security means knowing that you can make, save, and invest enough money to achieve your goals. In order to achieve financial security, you must map out your plan to do so. A financial plan is, in essence, a road map that shows your current financial situation, identifies your financial goals, and suggests ways for you to achieve those goals. The economy is the financial structure of a country. It affects all of us. For example, the U.S. has a free-market economy, which is one in which prices are freely determined by the available supply and consumer demand for various goods and services. It also means that anyone who wants to start a business to produce and sell those goods and services can do so without permission from the government.

14 3 LEVEL THREE Unit 1 The Economic Way of Thinking Activity 1 The Importance of Financial Planning PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. Financial security is knowing that you can make, save, and invest enough money to achieve your goals. A goal is something you want to make happen in the future. A short-term goal is one that you can accomplish in the next year. A mid-range goal is one you hope to achieve within the next one to five years. A long-term goal is one that will take five years or more to reach. A financial plan is a road map that shows a person s current financial situation, identifies his or her financial goals, and suggests ways of achieving those goals. Say to Students: You may have seen or heard commercials from companies that claim to help people achieve financial security. What exactly does this mean, and what would make you feel financially secure, both now and in the future? Financial security means knowing that you can make, save, and invest enough money to achieve your goals. For example, you may want to buy a bike, go to college, or own a home. These are all types of goals with different financial implications that take different times to achieve. A goal is more than wishful thinking; it is something that you must to plan to accomplish and work to achieve. In order to achieve financial security, you must map out your plan to do so. A financial plan is, in essence, a road map that shows your current financial situation, identifies your financial goals, and suggests ways for you to achieve those goals.

15 4 LEVEL THREE Unit 1 The Economic Way of Thinking The time you spend developing your financial plan will be well worth it. By creating a realistic plan and sticking to it, you ll be able to achieve your short-term, mid-range, and long-term goals. Think about the things you d like to have, and consider just how much you would have to save each week and how long it would take to buy them. It s really not that difficult, and you ll really appreciate the things you buy when you have to save up for them. Also, it s a great habit to get into. As you get older, this routine will help you achieve the financial security you re seeking. PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the Goal Setting worksheet. (Use extra sheets of paper if necessary.) This should take no more than 20 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask: a. What were some of their immediate (short-term) goals? b. Where do they see themselves in the next 5 years? c. Can they imagine what they ll achieve (not just acquire) by the time they re adults? d. Ask for volunteers to come to the front of the class to diagram how they will achieve various financial goals. PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t 1. Ask students to list one possible and one impossible goal. Ask them what makes one goal possible and one not. 2. Ask for volunteers to describe their goals for this school year and what they plan to do to reach it.

16 5 LEVEL THREE Unit 1 The Economic Way of Thinking Goal Setting Worksheet 1. What are some of your short-term goals? 2. What goals you would like to achieve by the time you are 18 years old (or in the next five years)? 3. What goals would you like to achieve by the time you are 21? By the time you are 25? By the time you are 30? 4. What are some other goals you d like to accomplish throughout your life? How do you plan to achieve them? 5. Fill out this wish list for what you would like to buy at different ages. At each age, tell how you will earn the money to save for the item on your wish list. FINANCIAL SAVINGS AGE HOW EARNED? GOAL REQUIRED example: a. b. c. d. e. 16 Used car $2,500 Summer job

17 6 LEVEL THREE Unit 1 The Economic Way of Thinking Activity 2 Making Sound Financial Decisions: Strategies for Life PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. A forecast is a projection of what might happen in the future. A budget is a plan for how to spend, save, and invest the money you make. Gross income represents your total earnings before any deductions, such as income taxes. Net income is your take-home pay; that is, the amount of your paycheck after all deductions have been made. Say to Students: You ve learned that a financial plan is a roadmap that shows a person s current financial situation, identifies his or her financial goals, and suggests ways of achieving those goals. It is also a roadmap for sound financial decision making throughout your life. Short-term Goals (1 year) Mid-term Goals (1 5 years) Long-term Goals (5+ years) What are some of your short-, medium-, and long-term goals? Are they realistic and achievable, or are they just wishful thinking? To be sure your goals are solid; here are some steps you can take to make sensible financial decisions: 1. Review your current financial situation. a. What is your total income? b. What expenses repeat, or recur, every month?

18 7 LEVEL THREE Unit 1 The Economic Way of Thinking 2. Refine, or improve, your financial plan by forecasting what you think will happen in the coming months. a. What unusual, or one-time, expenses do you predict will occur in the next year? b. Do you see situations that could cause your income to increase or decrease? 3. What are some different options you could follow to achieve your goals? Here are some examples: a. If you re thinking about buying a new car, could you buy a used one and take out a smaller loan? b. Might you work extra hours to buy that mountain bike? c. Might you consider going to a state college rather than an out-of-state one to save money? 4. Choose a course of action that s right for you and helps you to achieve all your life goals, not just your shortterm desires. For example, taking this summer off and hanging out with your friends instead of working may be the most fun in the short-term, but how will it affect your midrange goal of buying a car next summer? 5. Re-visit and Revise. Few things in life stay exactly the same. Check your financial plan often to see if the assumptions you made are still true. Revise your plan as needed based on your current situation. Taking the most realistic view of your financial situation will help you now and in the future. When you make a financial forecast, for example, you must take into account all the recurring expenses that you have each month. You ll also need to account for any unplanned expenses or even ones that only occur once in a while. When you work, you may also be able to project an increase in your salary that you can build into your budget. The thing to remember is that there are many roads to achieving your goals and you ll need to find the right balance for you.

19 8 LEVEL THREE Unit 1 The Economic Way of Thinking PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the Monthly Income & Expense Forecast worksheet. This should take no more than 30 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask: a. Think about what you earn each month. Is there anything else you can do to increase your income? b. Next think about what you spend. Forecast, or project, your regular monthly income and expenses. Do you have any unusual expenses coming up this month? c. Make a list of the short-term items you d like to buy during the month. d. Enter these items into suitable categories on the worksheet. For example, tickets to a concert would go under Entertainment. (If your item isn t listed exactly, put it in the closest category or where it says Other. ) e. Will you have enough income and savings to buy the items you want? If not, try to revise your forecast to see how you can achieve your goal. PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask the students to picture themselves five years from now. Ask them to contemplate how much they will be earning each month? Then ask them to consider the types of expenses they might have. You should also ask students how much they will have in savings and how they achieved that amount. Finally, you may wish to ask what major things they own and how they bought them.

20 9 LEVEL THREE Unit 1 The Economic Way of Thinking MONTHLY INCOME AND EXPENSE FORECAST

21 10 LEVEL THREE Unit 1 The Economic Way of Thinking Activity 3 How the Economy Affects You PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. The economy is the financial structure of a country. When an economy is strong and is growing fast, prices usually start going up. This is called inflation. When prices fall, it can cause a recession, or a contraction of the economy. The unemployment rate is expressed as a percentage based on the number of people who are out of work and looking for a job vs. the total number of people who could be employed. An economic indicator is a number, or statistic, that tells you something about how the economy is performing. Say to Students: The global economy affects all of us. The U.S. has a freemarket economy, which means that prices are freely-determined by the available supply and consumer demand for various goods and services. It also means that anyone who wants to start a business can do so without permission from the government. Because the government does not dictate economic activity, the economy is constantly changing. When an economy is strong and is growing fast, prices usually start going up, resulting in inflation. When prices fall, it can cause a recession, which is a contraction of the economy that can lead to higher unemployment. Inflation Recession and Deflation

22 11 LEVEL THREE Unit 1 The Economic Way of Thinking During a recession, there are not enough jobs for everyone who wants to work. The rate of inflation and the unemployment rate are two economic indicators that affect how investments behave. Economic indicators include such things as business earnings, unemployment rates, new housing starts, changes in consumer goods prices (inflation/deflation), industrial production, stock market prices, changes in the money supply, and many more. Let s say you always have a granola bar as an afternoon snack. The granola bars usually cost 50 cents each, so you can buy two for a dollar. But what happens if the price of the granola bar rises to 60 cents each? Now you can only buy one candy bar for your dollar, or start paying $1.20 for the same two granola bars. This is what inflation does it makes your money worth less. PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the Economy worksheet. This should take approximately 15 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may: a. Have students describe factors that make up the economy. b. Compare the terms inflation and recession. c. Discuss different types of economies throughout the world. PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students to think about the most recent global recession and how it affected their family personally. Share your experiences with your classmates and friends. 1. Did this period of economic decline cause your family to cut back or delay purchases? 2. Did they save more for a rainy day? 3. How else did it affect you?

23 12 LEVEL THREE Unit 1 The Economic Way of Thinking Economy Worksheet Circle the correct answers for each of the questions below. 1. An economy is: a. The supply of money in a country b. The financial structure of a country c. A country s unemployment rate 2. If the rate of inflation high... a. Prices are going down b. Prices are going up c. It s a good time to buy bonds 3. What kind of economy does the U.S. have? a. A free-market economy b. A government-controlled economy c. An industrial economy

24 Unit 2 MONEY MANAGEMENT AND THE BASICS OF BANKING In this unit, students will learn how to prepare a monthly budget, which will include comparing their actual expenses against what they forecast for a month. They will also learn about the types of accounts and services offered by banks. Finally, they will learn about how interest makes their money grow over time. 4. Preparing a Monthly Personal Budget 5. Banking Types of Accounts and Services 5. Understanding the Time Value of Money

25 14 Unit 2 MONEY MANAGEMENT AND THE BASICS OF BANKING Read the following TO YOUR STUDENTS for an overview of the unit: As you learned earlier, a budget helps you keep track of how much you earn and how much you spend. In essence, it s a plan for how to spend, save, and invest the money you make. Preparing a personal monthly budget helps you keep track of your income and expenses so that you can manage your money. One of the easiest and most convenient places to keep your money is in a bank. Not only do banks offer people a variety of financial services, they also provide safety and security for their hard-earned money. Finally, you will study a very important concept in this unit the Time Value of Money. A dollar you have today may be worth more or less in the future, depending on how it s invested. The relationship between time, money, and return on investment, or ROI, is called the time value of money.

26 15 LEVEL THREE Unit 2 Money Management and the Basics of Banking Activity 4 Preparing a Personal Monthly Budget PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. A budget is a plan for how to spend, save, and invest the money you make. It helps you keep track of how much you earn and how much you spend. Money you receive, such as wages from a job, an allowance, or even gifts, is called income. Money you spend on school supplies, clothes, food, birthday gifts, and entertainment is called expenses. If you spend more than you earn, you will have a budget deficit. If you spend less than you earn, you will have a budget surplus. Say to Students: Preparing a personal monthly budget helps you keep track of your income and expenses so that you can manage your money. If you have a budget deficit, you won t have enough money to pay for the things you want. You also won t have any money to save or invest. Spending more than you earn is sometimes referred to as living beyond your means. Monthly Income $ Monthly Expenses $ Difference (income minus expenses ) $ If you have a budget surplus, you ll have extra money that you can save toward buying the things that you want, whether it s paying for a cell phone or saving for college. When your earnings exceed what you spend, it is known as living within your means.

27 16 LEVEL THREE Unit 2 Money Management and the Basics of Banking Your personal budget will help you figure out how much money you need to save each month to accomplish your goals. It will also help you to avoid budget deficits so that you can buy the things you want and save and invest your money to achieve financial security. PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete their Personal Monthly Budget worksheet. (Have students fill in the projected column only for now.) This should take approximately 20 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask students about: a. Their projected income for the month. b. Their projected expenses for the month. c. If the students budgets show a surplus or deficit. If you wish, you may ask students to repeat this exercise after one month to compare their actual income and expenses with their forecasts. PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students to answer these questions: 1. If you have a deficit, what can you do to reduce your expenses or earn extra income to balance your monthly budget? 2. If you have a surplus, how might you save or invest this money?

28 17 LEVEL THREE Unit 2 Money Management and the Basics of Banking PERSONAL MONTHLY BUDGET WORKSHEET

29 18 LEVEL THREE Unit 2 Money Management and the Basics of Banking Activity 5 Banking Types of Accounts and Services PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. A checking account lets you write checks on your deposits or use a check card to pay for purchases. A savings account is money kept in a bank or other financial institution on which you earn interest. High-yield Certificates of Deposit, or CDs, pay higher interest rates than savings accounts. Online banking allows you to view your accounts online and make electronic transfers of money between your checking and savings accounts. Say to Students: One of the easiest and most convenient places to keep your money is in a bank. Not only do banks offer you a variety of financial services, they also provide safety and security for your hard-earned money. Banks offer several types of checking and savings accounts. Some types of checking accounts have monthly fees for this service, while others offer free checking when you maintain a minimum balance or have your paychecks deposited directly to the bank. Some banks even offer checking accounts that are geared towards the needs of students.

30 19 LEVEL THREE Unit 2 Money Management and the Basics of Banking Banks also offer many choices for savings, from regular savings accounts that pay a modest interest rate to high-yield Certificates of Deposit. CDs call for minimum deposits and require that you to keep the money in the bank for a fixed period, such as 3 months, 6 months, or a year. Online banking allows you to do your banking from the convenience of a computer rather than traveling to the bank itself. With online banking, you can also do online bill pay, which allows you to pay some of your bills online, rather than mailing them in with your check when they are due. Have you ever heard the expression You re money should work for you. Explain that this means that by saving or investing your money appropriately, it will grow by itself over time. For example, money deposited in a bank savings account earns interest. The earlier you start saving and investing, the more time your money will have to grow. PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the Bank Services worksheet. This should take approximately 15 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask students about: a. Do they have a checking account with a bank and what has been their experience? b. Do they have a savings account, and how has it helped them make their money grow? c. Do they or their family members use online banking? Has the experience been positive? Why or why not? PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students to answer these questions: 1. What are some of the advantages of online banking? 2. Think of at least three ways online banking saves you time and money.

31 20 LEVEL THREE Unit 2 Money Management and the Basics of Banking Bank Services Worksheet 1. List three types of checking accounts offered by your local bank. What are the advantages and disadvantages of each? 2. List two types of savings accounts offered by your local bank. What are the advantages and disadvantages of each? 3. What is the minimum deposit for a 6-month CD at your bank? What interest rate does it pay? If you put in the minimum amount, how much will you have after 6 months? 4. What types of companies allow you to pay their bills online? What types of companies do not? Why do you think this is so?

32 21 LEVEL THREE Unit 2 Money Management and the Basics of Banking Activity 6 Understanding the Time Value of Money PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. The relationship between time, money, and return on investment (ROI) is called the time value of money. If you have $20 in your pocket, its present value is just that $20. The future value of money is the amount it will grow to in the future when you invest it wisely. Say to Students: A dollar you have today may be worth more or less in the future, depending on how you invest it. Three things determine how your money will grow: 1. Time. The more time you have to save, the more years you can earn interest, and the more money you will have at the end of the time period. You also have more opportunities to add or deposit money into your savings account. 2. Money. The more money you have to start with, the faster it will grow. 3. Return on Investment (ROI). A higher ROI will help your money grow faster. Young people have a great advantage when investing because they have more time to reach their goals. This is the power of the time value of money.

33 22 LEVEL THREE Unit 2 Money Management and the Basics of Banking PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the Time and Money worksheet. This should take approximately 15 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask students for: a. Examples of financial goals. b. Timeframes for achieving financial goals. c. Invite students to suggest how they plan to achieve their financial goals. PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students to answer this question: Why do you, as a young person, have an advantage over an adult when it comes to investing?

34 23 LEVEL THREE Unit 2 Money Management and the Basics of Banking Time and Money Worksheet 1. Your Financial Goals List two of your financial goals. a. Goal #1: b. Goal #2: 2. Time What is the amount of time you have to save money for each goal? a. Goal #1: b. Goal #2: 3. Money How much money do you think you ll need for each goal? a. Goal #1: b. Goal #2: 4. Planning for the Future What is your plan for reaching each goal? a. Goal #1: b. Goal #2:

35 Unit 3 SAVING AND INVESTING In this unit, you will be reviewing the concepts of saving and investing with your students. The unit includes the following activities: 7. The Value of Saving 8. Assessing Your Savings and Investment Goals 9. Balancing Risk and Reward

36 25 Unit 3 SAVING AND INVESTING Read the following TO YOUR STUDENTS for an overview of the unit: Saving money is one of the most important steps toward financial security. When you save, you put money aside on a regular basis. You put the money someplace safe, such as a bank or a credit union, so that it is available when you need it for an unexpected expense (such as medical bills), a planned expense (such as education), or for retirement. As a bonus, the bank will pay you just for leaving the money in your account. The longer it stays in your account, the more money you will have to spend later. You may also decide to invest some of your money in stocks and bonds. Investing this way is riskier than putting money in a bank s savings account because your money is usually not insured, and your return on investment (ROI) the amount of money you earn compared to the amount of money you invest is not guaranteed. It is even possible that you will lose all of the money you invest. However, investing also provides an opportunity to earn more money or to increase your savings at a faster rate. Both saving and investing provide opportunities to increase your wealth, leading to financial security and freedom. Most financial experts advise people to use a combination of saving and investing. Saving keeps your money safe and available, and investing gives you the chance to grow your wealth. The amount you save and the amount you invest depends on your financial goals, your financial resources, how old you are, and how much risk you are willing to take.

37 26 LEVEL THREE Unit 3 Saving and Investing Activity 7 The Value of Saving PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. Income is money that you earn from work or receive as a gift. Savings is money or other assets you set aside, sometimes to reach a goal. A savings account is money kept in a bank or other financial institution. A deposit is money you put into your savings account. You also earn interest on your savings. Interest is the amount the bank pays you each month for the use of your money so that they can make loans. Liquidity is the ease with which savings (or any investment) can be turned into cash. Say to Students: You can open a savings account using a governmentissued ID, such as a social security card, driver s license, passport, and so on. To open or add to your savings account, you make a deposit. A savings account also provides safety for your money. Money saved in a bank is safe even if the bank goes out of business. This is so because the government guarantees the first $250,000 deposited in a bank through the Federal Deposit Insurance Corporation (FDIC). If you do not put your money in a bank, there is no protection if it is lost or stolen. The sooner you get into the habit of saving some of your income in a bank or credit union, the more money you ll have to use to reach your goals. Also, it is a good habit to save a part of cash gifts you receive, your allowance, money you earn from running a small business, or other income. For example, if you earn $100 a week and deposit $10 each week in a savings account earning 2.5 percent interest compounded monthly, you will have $ at the end of one year.

38 27 LEVEL THREE Unit 3 Saving and Investing PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the 10% Savings worksheet. This should take approximately 15 minutes. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask: a. What item did you chose to buy? b. Why is it important for you to save money to buy this item? c. Did you understand the math? Is there a volunteer that would like to come to the front of the class to demonstrate how to do the math? d. How can you use this activity in the future? PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students these questions: 1. How much do you currently save from what you earn? 2. Share ideas on how anyone could meet the goal of saving 10% of earnings.

39 28 LEVEL THREE Unit 3 Saving and Investing 10% Savings Worksheet To calculate 10 percent of a certain amount of money, you move the decimal point one place to the left. For example, 10% of $ is $ Use this simple formula to answer the following questions: 1. What is 10% of $64.00? What is 10% of $125.00? What is 10% of $759.00? 2. If you earn $125 a week in a part-time job, how much will you have left to spend each week after saving 10%? 3. At this rate, how much will you save in a month (4 weeks)? 4. Think of something you d like to buy with your savings, then answer the questions below to create a savings plan to buy that item. a. How much does this item cost? b. How much money do you actually make each week? c. If you deposited 10% of your weekly income into your savings, how much would you save each week? d. How many weeks would it take to save enough money to buy what you want? (Round up to the nearest week.)

40 29 LEVEL THREE Unit 3 Saving and Investing Activity 8 Assessing Your Savings and Investment Goals PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary term with the students. Either write them on a board, chart paper, or provide students with this worksheet A 5-Year Plan is a strategy you develop to help you achieve your goals in a specific time period, namely 5 years. Say to Students: When you work in a business, you are often asked, What is your 5-year plan, and how do you propose to achieve it? To reach the goals of a 5-year plan, which is a mid-range goal, you have to think things through very carefully and be patient. In order to make any plan, you first must be clear about your goals. Let s think about your goals for two specific 5-year plans (well almost 5 years!). The first set of goals is for where you want to be financially upon your high school graduation. The second set of goals is for where you want to be financially after you graduate college. (If you don t plan to attend college, then set these goals for 5 years after you graduate high school.)

41 30 LEVEL THREE Unit 3 Saving and Investing PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the 5-Year Plan Goals worksheet. (Use extra sheets of paper if necessary.) This should take approximately 15 minutes. 2. Review the various possible answers with the students. They may work in pairs or you may ask volunteers to provide answers. 3. Review the concepts of the exercise with the students. You may ask: a. Why is talking about savings so important? b. What are some things you can think about saving for? c. Do you set goals for savings? education? PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students to tackle the following exercise: Think of a goal for a personal 5-year plan; that is, one not based on a financial goal but one that relates to accomplishing a personal achievement. Be very specific about what it is you want to achieve. Now think of all the steps you will need to take between now and then to achieve your goal. Again, be as specific as possible. Share your plan with your classmates, and discuss the various steps that everyone came up with to accomplish their plans.

42 31 LEVEL THREE Unit 3 Saving and Investing 5-Year Plan Goals Worksheet 5 - Y e a r P l a n # 1 1. Upon my high school graduation, I expect to have $ saved for college, job training, or to start my own business. 2. Here are the steps I followed to achieve this level of savings. (List after-school work, summer jobs, gifts you received, and so forth, and state your savings strategy.) 3. I will have acquired the following items by the time I graduate from high school. 4. Here is how I was able to purchase these items. 5 - Y e a r P l a n # 2 1. Upon college graduation (or 5 years after I graduate high school), I expect to have $ saved and invested. 2. Here are the steps I used to save and invest my money. (List full and part-time jobs, other income, summer jobs, and so on, and state your savings and investment strategy.) 3. I will have acquired the following items by the time I graduate from college (or within 5 years after I graduate high school). 4. Here is how I was able to purchase these items.

43 32 LEVEL THREE Unit 3 Saving and Investing Activity 9 Balancing Risk and Reward PART 1 I N T R O D U C I N G T H E L E S S O N Review the following vocabulary words with the students. Either write them on a board, chart paper, or provide students with this worksheet. An investment is something you put money, time, or energy into in the hope of getting something in return. Return is what you hope to get back from your investment. Risk is the chance that you will not get the return on your investment that you expect. Capital is cash or goods used to generate income. Say to Students: Before investing your time or money (capital), you need to think about the risk of the investment and the potential return. Suppose you want to sell printed T-shirts that you make. You would first have to buy a quantity of blank T-shirts, purchase the printing equipment and supplies, create various designs, and advertise your products. You are investing both your money (to buy the supplies and equipment) and your time (to create designs, advertise the shirts, and so on). What are some of the risks? Your investment could actually lose value or waste your time: What if no one wants to buy the T-shirts? You have then lost time, money, and are stuck with the T-shirts. What if the cost of your materials goes up, hurting your profits on those you do sell?

44 33 LEVEL THREE Unit 3 Saving and Investing What are the possible returns? Your return is the gain or reward for your investment: You sell 10 T-shirts at $15 each. Your cost per T-shirt is $10, so you ve earned $50 total on the T-shirts you ve sold (10 shirts X $5 per shirt). You make some new friends as a result of your business or your efforts result in a new business opportunity. PART 2 S t u d e n t A c t i v i t y / G U I D E D I N S T R U C T I O N 1. Have students complete the Risk and Reward worksheet. 2. Review the answers with the students. Either ask for volunteers or have them work in groups to compare answers. 3. Review the concept of the exercise with the whole class. You may ask: a. What are some other examples of a risk? b. What are some rewards that are related to that risk? c. Why are risk and rewards important to consider in your life? PART 3 C r i t i c a l T h i n k i n g A c t i v i t y / A s s e s s m e n t Ask students to think about an investment they have made either in time or money, and challenge them with these questions: 1. What risks did you take? 2. What was your return or reward? 3. What is the relationship between the two? 4. How comfortable are you with risk?

1Planning Your Financial Future: It Begins Here

1Planning Your Financial Future: It Begins Here This sample chapter is for review purposes only. Copyright The Goodheart-Willcox Co., Inc. All rights reserved. 1Planning Your Financial Future: It Begins Here Terms Financial plan Financial goals Needs

More information

3Budgeting: Keeping Track of Your Money

3Budgeting: Keeping Track of Your Money This sample chapter is for review purposes only. Copyright The Goodheart-Willcox Co., Inc. All rights reserved. 3Budgeting: Keeping Track of Your Money Chapter 3 Budgeting: Keeping Track of Your Money

More information

MODULE 1 // SAVE MONEY. START NOW. AMATEUR: AGES 11-14

MODULE 1 // SAVE MONEY. START NOW. AMATEUR: AGES 11-14 MODULE 1 // SAVE MONEY. START NOW. AMATEUR: AGES 11-14 MODULE 1 // FINANCIAL SOCCER PROGRAM Financial Soccer is an educational video game designed to help students learn more about the fundamentals of

More information

Types of Savings Plans and Investments

Types of Savings Plans and Investments LESSON 12 Types of Savings Plans and Investments LESSON DESCRIPTION AND BACKGROUND The students learn about various types of government-insured savings instruments, noting the advantages and disadvantages

More information

Money Math for Teens. The Emergency Fund

Money Math for Teens. The Emergency Fund Money Math for Teens The Emergency Fund This Money Math for Teens lesson is part of a series created by Generation Money, a multimedia financial literacy initiative of the FINRA Investor Education Foundation,

More information

Welcome to Marketeach! Here is the sample lesson plan that you requested be sent to you. The next page is a summary of the entire set of lesson plans.

Welcome to Marketeach! Here is the sample lesson plan that you requested be sent to you. The next page is a summary of the entire set of lesson plans. Dear Educator, Welcome to! Here is the sample lesson plan that you requested be sent to you. The next page is a summary of the entire set of lesson plans. We at created this program to allow teachers to

More information

UNIT AUTHOR: Elizabeth Hume, Colonial Heights High School, Colonial Heights City Schools

UNIT AUTHOR: Elizabeth Hume, Colonial Heights High School, Colonial Heights City Schools Money & Finance I. UNIT OVERVIEW & PURPOSE: The purpose of this unit is for students to learn how savings accounts, annuities, loans, and credit cards work. All students need a basic understanding of how

More information

Saving and Investing: Getting Started

Saving and Investing: Getting Started STUDENT MODULE 5.1 SAVING AND INVESTING PAGE 1 Standard 5: The student will analyze the costs and benefits of saving and investing. Saving and Investing: Getting Started But Mom, why can I not have it

More information

Using Credit to Your Advantage.

Using Credit to Your Advantage. Using Credit to Your Advantage. Topic Overview. The Using Credit To Your Advantage topic will provide participants with all the basic information they need to understand credit what it is and how to make

More information

Dimes to Riches Money Management for Teens in Grades 7-12

Dimes to Riches Money Management for Teens in Grades 7-12 Dimes to Riches Money Management for Teens in Grades 7-12 s e e r t n o row g t n s e o yd e n o M t a! h k t n a w b o n a k t u n By now yo Your parents are & Life is getting busy and you need cash for

More information

Young Adults Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1

Young Adults Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1 Young Adults Version Instructor guide 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1 Welcome to Wells Fargo s Hands on Banking program! This fun, interactive,

More information

Personal Financial Literacy Vocabulary

Personal Financial Literacy Vocabulary TEACHER GUIDE 5.3 SAVING AND INVESTING PAGE 1 Standard 5: The student will analyze the costs and benefits of saving and investing. Saving and Investing Tools Priority Academic Student Skills Personal Financial

More information

Saving and Investing

Saving and Investing Teacher's Guide $ Lesson Ten Saving and Investing 01/11 saving and investing websites web sites for savings and investing The internet is probably the most extensive and dynamic source of information in

More information

Personal Finance Unit 1 Chapter 3 2007 Glencoe/McGraw-Hill

Personal Finance Unit 1 Chapter 3 2007 Glencoe/McGraw-Hill 0 Chapter 3 Money Management Strategy What You ll Learn Section 3.1 Discuss the relationship between opportunity costs and money management. Explain the benefits of keeping financial records and documents.

More information

$ # $ + $ $ % $ ¾ $ ~ $² Money Math Lessons for Life

$ # $ + $ $ % $ ¾ $ ~ $² Money Math Lessons for Life $ # $ + $ $ % $ ¾ $ ~ $² Money Math Lessons for Life Written by Mary C. Suiter Sarapage McCorkle Center for Entrepreneurship and Economic Education University of Missouri St. Louis Mathematics Consultant

More information

OBJECTIVES. The BIG Idea MONEY MATTERS. How much will it cost to buy, operate, and insure a car? Paying for a Car

OBJECTIVES. The BIG Idea MONEY MATTERS. How much will it cost to buy, operate, and insure a car? Paying for a Car Paying for a Car 4 MONEY MATTERS The BIG Idea How much will it cost to buy, operate, and insure a car? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. What Can You Spend? (15 minutes) III. Getting

More information

SAVINGS BASICS101 TM %*'9 [[[ EPXEREJGY SVK i

SAVINGS BASICS101 TM %*'9 [[[ EPXEREJGY SVK i SAVINGS BASICS101 TM i This book is intended as a general guide to the topics discussed, and it does not deliver accounting, personal finance, or legal advice. It is not intended, and should not be used,

More information

What to Do With a Windfall Episode # 511

What to Do With a Windfall Episode # 511 What to Do With a Windfall Episode # 511 LESSON LEVEL Grades 6-8 Key topics Decision Making Investing Personal Financial Plan Entrepreneurs & Stories LA Sparks WNBA Basketball Candace Layla West Dance

More information

Welcome! You ve made a wise choice opening a savings account. There s a lot to learn, so let s get going!

Welcome! You ve made a wise choice opening a savings account. There s a lot to learn, so let s get going! Savings Account Welcome! Welcome to Young Americans Bank, the only bank in the world designed specifically for young people! Mr. Bill Daniels started Young Americans Bank in 1987 because he thought it

More information

Saving to Build Wealth Make Money Work for You

Saving to Build Wealth Make Money Work for You Saving to Build Wealth Make Money Work for You Getting started on saving Building wealth is like building a brick wall. You place one brick on top of another and make sure the wall is solid before you

More information

Income, Expenses and Budget module

Income, Expenses and Budget module Income, Expenses and Budget module Trainer s introduction The skills to control your personal income, expenses and budget are the most basic tools that people need in their financial toolkit. But many

More information

Money Math for Teens. Dividend-Paying Stocks

Money Math for Teens. Dividend-Paying Stocks Money Math for Teens Dividend-Paying Stocks This Money Math for Teens lesson is part of a series created by Generation Money, a multimedia financial literacy initiative of the FINRA Investor Education

More information

Lesson Description. Concepts. Objectives. Content Standards. Time Required. KaChing! Lesson 4: Your Budget Plan

Lesson Description. Concepts. Objectives. Content Standards. Time Required. KaChing! Lesson 4: Your Budget Plan Lesson Description Students work in pairs to participate in a Track Star game that illustrates positive and negative spending behaviors. Each pair of students analyzes the Track Star results, identifies

More information

Kids Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1

Kids Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1 Kids Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1 Hands on Banking Instructor s Guide Kids Version (Grades 4 and 5).Table of Contents.

More information

Anytime Adviser Checking Account Coach

Anytime Adviser Checking Account Coach Anytime Adviser Checking Account Coach Welcome. This interactive guide coaches you in managing your checking account. You may move from chapter to chapter by selecting headings from the left. Click on

More information

Money Management THEME

Money Management THEME THEME 3 Introduction Money Management Do you know people who handle money carelessly? Lots of seemingly smart people are clueless about where they stand financially. There is Beverly, a professional woman,

More information

THEME THREE: APPLY FINANCIAL PLANNING AND BUDGETING MECHANISMS. LESSON TITLE: Theme 3, Lesson 2: Money Magic

THEME THREE: APPLY FINANCIAL PLANNING AND BUDGETING MECHANISMS. LESSON TITLE: Theme 3, Lesson 2: Money Magic THEME THREE: APPLY FINANCIAL PLANNING AND BUDGETING MECHANISMS LESSON TITLE: Theme 3, Lesson 2: Money Magic Lesson Description: This lesson helps students compare and contrast saving and investing alternatives

More information

Rock, Brock, and the Savings Shock by Sheila Bair (Albert Whitman & Company, Morton Grove, Illinois 2006) ISBN 978-0-8075-7094-4

Rock, Brock, and the Savings Shock by Sheila Bair (Albert Whitman & Company, Morton Grove, Illinois 2006) ISBN 978-0-8075-7094-4 Rock, Brock, and the Savings Shock by Sheila Bair (Albert Whitman & Company, Morton Grove, Illinois 2006) ISBN 978-0-8075-7094-4 Literature Annotation Gramps teaches his twin grandsons the value of saving

More information

Lesson 4: Your Budget Plan

Lesson 4: Your Budget Plan KaChing! Lesson 4: Your Budget Plan Standards and Benchmarks (see page B-41) Lesson Description Students work in pairs to participate in a Track Star game that illustrates positive and negative spending

More information

Saving and Investing Tools

Saving and Investing Tools STUDENT MODULE 5.3 SAVING AND INVESTING PAGE 1 Standard 5: The student will analyze the costs and benefits of saving and investing. Saving and Investing Tools Miley and Hanna are both turning 16 this year

More information

Effective Strategies for Personal Money Management

Effective Strategies for Personal Money Management Effective Strategies for Personal Money Management The key to successful money management is developing and following a personal financial plan. Research has shown that people with a financial plan tend

More information

Adults Version. Instructor guide. 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394

Adults Version. Instructor guide. 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 Adults Version Instructor guide 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 Welcome to Wells Fargo s Hands on Banking program! This fun, interactive, and engaging financial

More information

BUILDING YOUR MONEY PYRAMID: FINANCIAL PLANNING CFE 3218V

BUILDING YOUR MONEY PYRAMID: FINANCIAL PLANNING CFE 3218V BUILDING YOUR MONEY PYRAMID: FINANCIAL PLANNING CFE 3218V OPEN CAPTIONED MERIDIAN EDUCATION CORP. 1994 Grade Levels: 10-13+ 14 minutes 1 Instructional Graphic Enclosed DESCRIPTION Most people will earn

More information

Saving Power = Spending Power

Saving Power = Spending Power Saving Power = Spending Power By Greg Glandon Federal Reserve Bank of Atlanta Lesson Plan of the Year Contest, 2009 Third Place LESSON DESCRIPTION This lesson focuses on the value of saving money and on

More information

Game or bike? Movie or shoes? Race ya to the bank! Chocolate sundae with. extra rainbow sprinkles on top?

Game or bike? Movie or shoes? Race ya to the bank! Chocolate sundae with. extra rainbow sprinkles on top? Game or bike? Chocolate sundae with Movie or shoes? extra rainbow sprinkles on top? One of the best things about having your own money is that you get to decide how to spend it. Whether you get a weekly

More information

WAYS TO WEALTH - IN YOUR 20's TIME TO GET SMART WITH YOUR MONEY

WAYS TO WEALTH - IN YOUR 20's TIME TO GET SMART WITH YOUR MONEY WAYS TO WEALTH - IN YOUR 20's TIME TO GET SMART WITH YOUR MONEY Whether you're studying, working or travelling, living at home or with friends, saving to buy your own place or you have a mortgage, now

More information

Building a Business Plan Part B: Getting Money to Start Your Business

Building a Business Plan Part B: Getting Money to Start Your Business Session Eight Building a Business Plan Part B: Getting Money to Start Your Business It is not necessary to do extraordinary things to get extraordinary results. Warren Buffett Overview: One of the great

More information

Teens Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1

Teens Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1 Teens Version. Instructor guide. 2003, 2013 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 VERSION 5.1 Hands on Banking Instructor s Guide. Teens Version (Grades 6 8). Table of Contents.

More information

3-2: Open a Savings Account

3-2: Open a Savings Account MODULE 3: SAVINGS/SPENDING PLAN 3-2: Open a Savings Account Cast List Darryl Terri Millie Dunn, consumer financial expert with Lifetime Savings and Loan; 60-65, motherly Caucasian woman Synopsis Terri

More information

Choosing and Using a Checking Account

Choosing and Using a Checking Account LESSON 8 Choosing and Using a Checking Account Introduction Buying a new mp3 player is not a snap decision. You have to know the storage capacity of the player the larger the capacity, the more music and

More information

financial One Two Punch Activity...51 You ve Got the Power of Compounding Activity...51 One Two Punch Answer Sheet...53

financial One Two Punch Activity...51 You ve Got the Power of Compounding Activity...51 One Two Punch Answer Sheet...53 financial Financial Planning Financial Planning Pre-/Post-Quiz...49 Lesson 1: Building the Future Introduction to Financial Planning...50 One Two Punch Activity...51 You ve Got the Power of Compounding

More information

Planning for Your Retirement

Planning for Your Retirement STUDENT MODULE 6.1 RETIREMENT PLANNING PAGE 1 Standard 6: The student will explain and evaluate the importance of planning for retirement. Planning for Your Retirement Lindzi and Lezli will attend retirement

More information

Trial Copy. Guidelines for the Finance Coach TRAINING 3: PLANNING. Recommended for pupils in Years 7 to 9 (German school system)

Trial Copy. Guidelines for the Finance Coach TRAINING 3: PLANNING. Recommended for pupils in Years 7 to 9 (German school system) Guidelines for the Finance Coach TRAINING 3: PLANNING Recommended for pupils in Years 7 to 9 (German school system) Duration: Approx. 2 lessons (90 minutes) E-Mail: info@myfinancecoach.de Training 3: Planning/Guidelines

More information

Let s assume you have found one or more ways to get money. You have an income coming in. You have money decisions

Let s assume you have found one or more ways to get money. You have an income coming in. You have money decisions CHAPTER 9: Taking Control of Your Money Let s discuss... $ Tracking r spending $ Budgeting $ Budgeting tips $ A sample budget Let s assume have found one or more ways to get money. You have an income coming

More information

Materials Lesson Objectives

Materials Lesson Objectives 165 Materials 1. Play money ($2,000 per student) 2. Candy (Different types, 10 per student) 3. Savvy student reward, which is an item perceived by the students to be of greater value than all the candy

More information

Standard 6: The student will explain and evaluate the importance of planning for retirement.

Standard 6: The student will explain and evaluate the importance of planning for retirement. TEACHER GUIDE 6.1 RETIREMENT PLANNING PAGE 1 Standard 6: The student will explain and evaluate the importance of planning for retirement. Planning for Your Retirement Priority Academic Student Skills Personal

More information

Kids version. Instructor guide. 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394

Kids version. Instructor guide. 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 Kids version Instructor guide 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 Hands on Banking Instructor Guide Kids Version (Grades 4 and 5) Table of Contents Introduction...

More information

u n i t f o u r Savings and Investments: Your Money at Work "It s possible to have your money work for you in two ways..."

u n i t f o u r Savings and Investments: Your Money at Work It s possible to have your money work for you in two ways... Unit Four Savings and Investments: Your Money at Work "It s possible to have your money work for you in two ways..." In Unit 2, we talked a lot about how you earn money working at a job. In this unit,

More information

Financial Planning in Your 20s and 30s

Financial Planning in Your 20s and 30s Financial Planning in Your 20s and 30s Financial planning varies throughout the different stages of life. Older people are often focused on planning for a comfortable retirement, while younger people often

More information

Why should I have a bank account and how do I use one?

Why should I have a bank account and how do I use one? Take it to the Bank! 2 Money Matters The BIG Idea Why should I have a bank account and how do I use one? AGENDA Approx. 45 minutes I. Warm Up: Why a Bank? (5 minutes) II. Checking Accounts: Putting Your

More information

Teens version. Instructor guide. 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394

Teens version. Instructor guide. 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 Teens version Instructor guide 2003, 2012 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG-714394 Hands on Banking Instructor s Guide Teens Version (Grades 6 8) Table of Contents Introduction...

More information

PERSONAL FINANCE. financial planning & goal setting

PERSONAL FINANCE. financial planning & goal setting PERSONAL FINANCE financial planning & goal setting 1 our mission To lead and inspire actions that improve financial readiness for the military and local community. 2 table of contents The Power Of Planning...

More information

YOUR MONEY, YOUR GOALS. A financial empowerment toolkit for community volunteers

YOUR MONEY, YOUR GOALS. A financial empowerment toolkit for community volunteers YOUR MONEY, YOUR GOALS A financial empowerment toolkit for community volunteers Consumer Financial Protection Bureau April 2015 Table of contents INTRODUCTION PART 1: Volunteers and financial empowerment...

More information

A Plan for the Future: Making a Budget

A Plan for the Future: Making a Budget A Plan for the Future: Making a Budget LESSON 9: TEACHERS GUIDE Cash. Moola. Cha-Ching. No matter what we call it, we all make, spend and save money. While students may recognize the concepts of working,

More information

Game or bike? Movie or shoes? Chocolate sundae with extra rainbow sprinkles on top?

Game or bike? Movie or shoes? Chocolate sundae with extra rainbow sprinkles on top? Game or bike? Movie or shoes? Chocolate sundae with extra rainbow sprinkles on top? One of the best things about having your own money is that you get to decide how to spend it. Whether you get a weekly

More information

Lesson 5: Savvy Savers

Lesson 5: Savvy Savers KaChing! Lesson 5: Savvy Savers Standards and Benchmarks (see page B-56) Lesson Description Students calculate compound interest to identify benefits of saving in interest-bearing accounts. They learn

More information

Standard 5: The student will analyze the costs and benefits of saving and investing.

Standard 5: The student will analyze the costs and benefits of saving and investing. TEACHER GUIDE 5.2 SAVING AND INVESTING PAGE 1 Standard 5: The student will analyze the costs and benefits of saving and investing. The Rule of 72 Priority Academic Student Skills Personal Financial Literacy

More information

Savings and Bank Accounts

Savings and Bank Accounts LESSON 2 Savings Savings and Bank Accounts Quick Write Suppose a relative gives you a generous gift of $1,000 for your sixteenth birthday. Your parent or guardian says that you can spend $50 on things

More information

HOW and WHY to SAVE MONEY

HOW and WHY to SAVE MONEY HOW and WHY to SAVE MONEY Distributed in furtherance of the acts of Congress of May 8 and June 30, 1914. Employment and program opportunities are offered to all people regardless of race, color, national

More information

Standard 1: The student will describe the importance of earning an income and explain how to manage personal income using a budget.

Standard 1: The student will describe the importance of earning an income and explain how to manage personal income using a budget. STUDENT MODULE 1.4 EARNING AN INCOME PAGE 1 Standard 1: The student will describe the importance of earning an income and explain how to manage personal income using a budget. Managing Your Income Mickey

More information

Student Take Home Guide. Money Smart. Pay Yourself First

Student Take Home Guide. Money Smart. Pay Yourself First Student Take Home Guide Money Smart Table of Contents Table of Contents...1 Money Smart...2...3 Worksheet...4 Plan...5 Savings Tips...6 Compound Dividends Exercise...8 Compound Dividends...9 Savings $1

More information

Saving and Investing

Saving and Investing Teacher's Guide $ Lesson Three Saving and Investing 07/13 saving and investing websites websites for saving and investing The internet is probably the most extensive and dynamic source of information in

More information

THE HISTORY OF BANKING AND SAVING

THE HISTORY OF BANKING AND SAVING Grades 2-3 Lesson 2 THE HISTORY OF BANKING AND SAVING Key concepts: Bank accounts, savings, reasons to save Summary: This lesson introduces the history of banks and bank accounts, especially savings accounts.

More information

A goal is an aspiration, ambition or aim. It is something that you would like to do or have or be in the future.

A goal is an aspiration, ambition or aim. It is something that you would like to do or have or be in the future. Goals and Budget Lesson 1 Goals A goal is an aspiration, ambition or aim. It is something that you would like to do or have or be in the future. Here are some examples: A 6 th grader wants to get an A

More information

PLANNING A BUDGET. Income, needs vs. wants, budgets, simple interest, savings accounts, paying yourself first

PLANNING A BUDGET. Income, needs vs. wants, budgets, simple interest, savings accounts, paying yourself first Grades 6-8 Lesson 3 PLANNING A BUDGET Key concepts: Income, needs vs. wants, budgets, simple interest, savings accounts, paying yourself first Summary: This lesson reviews trade-offs and priorities in

More information

BankFirst Mortgage Services

BankFirst Mortgage Services BankFirst Mortgage Services Thank you for taking the time to educate yourself on your new mortgage loan. We understand that it is a difficult process for new home buyers. We ll be happy to answer any question

More information

Setting Your Financial Goals

Setting Your Financial Goals Lesson 1: Setting Your Financial Goals Lesson Overview: This lesson will help students to understand why it is important to set financial goals as well as to develop a plan to achieve those goals by saving

More information

Online LEI Lesson 2. Lesson 2 Savings Accounts and U.S. Savings Bonds LEARNING, EARNING

Online LEI Lesson 2. Lesson 2 Savings Accounts and U.S. Savings Bonds LEARNING, EARNING Online LEI Lesson 2 Lesson 2 Savings Accounts and U.S. Savings Bonds On l i n e L E I 17 2 Savings Accounts and U.S. Savings Bonds LESS 2 SAVINGS ACCOUNTS U. S. SAVINGS BDS Time Required Lesson Description

More information

HOW TO SAVE FOR YOUR FUTURE. a guide for financial security

HOW TO SAVE FOR YOUR FUTURE. a guide for financial security HOW TO SAVE FOR YOUR FUTURE a guide for financial security Save for your future. Choose to Save is designed to encourage Americans to take four basic steps to secure their financial future: 1 Calculate

More information

Kids. and Money. Teaching Children to Manage Their Finances

Kids. and Money. Teaching Children to Manage Their Finances Kids and Money Teaching Children to Manage Their Finances Set Goals Together It s possible to meet your financial goals whether your income is small, medium or large. Say it out loud It s all in the planning.

More information

What strategies will help me reach my savings goals?

What strategies will help me reach my savings goals? Savings 2 MONEY MATTERS The BIG Idea What strategies will help me reach my savings goals? AGENDA Approx. 45 minutes I. Warm Up (10 minutes) II. Saving Tips (10 minutes) III. Opportunity Costs (15 minutes)

More information

INTRODUCTION TO CREDIT

INTRODUCTION TO CREDIT Grades 4-5 Lesson 3 INTRODUCTION TO CREDIT Key concepts: card companies. Borrowing money through credit, evaluating credit and credit Summary: This lesson introduces students to credit cards, credit card

More information

Saving and Investing. Being an educated investor will help enable you to become financially sound. Chapters 30 and 31

Saving and Investing. Being an educated investor will help enable you to become financially sound. Chapters 30 and 31 Saving and Investing Being an educated investor will help enable you to become financially sound Chapters 30 and 31 Essential Questions How do you know when to save and when to invest? What are some reasons

More information

What qualities are employers looking for in teen workers? How can you prove your own skills?

What qualities are employers looking for in teen workers? How can you prove your own skills? Sell Yourself 4 Finding a job The BIG Idea What qualities are employers looking for in teen workers? How can you prove your own skills? AGENDA Approx. 45 minutes I. Warm Up: Employer Survey Review (15

More information

saving for your future Saving Money to Reach Your Financial Goals

saving for your future Saving Money to Reach Your Financial Goals saving for your future Saving Money to Reach Your Financial Goals F I N A N C I A L M E N T O R I N G P R O G R A M IN THIS MODULE YOU WILL LEARN HOW TO: Create short, intermediate, and long-term savings

More information

Personal Finance Standards (Assignment Code #22210)

Personal Finance Standards (Assignment Code #22210) Personal Finance Standards (Assignment Code #22210) Rationale Statement: A citizen that lives within his or her income has more control over his or her life while expanding choices. Having the knowledge

More information

A financial statement captures a person s overall wealth at a specific point in time. In this lesson, students will:

A financial statement captures a person s overall wealth at a specific point in time. In this lesson, students will: PROJECT 3 CASH FLOW AND BALANCE SHEETS INSTRUCTOR OVERVIEW Financial statements are compilations of personal financial data that describe an individual s current financial condition. Financial statements

More information

A financial statement captures a person s overall wealth at a specific point in time. In this lesson, students will:

A financial statement captures a person s overall wealth at a specific point in time. In this lesson, students will: PROJECT 3 CASH FLOW AND BALANC E SHEETS INSTRUCTOR OVERVIEW Financial statements are compilations of personal financial data that describe an individual s current financial condition. Financial statements

More information

Debt: The Good, The Bad, & The Ugly EPISODE # 402

Debt: The Good, The Bad, & The Ugly EPISODE # 402 Debt: The Good, The Bad, & The Ugly EPISODE # 402 LESSON LEVEL Grades 6-8 KEY TOPICS Debt management Budgets Compound interest LEARNING OBJECTIVES 1. Understand different types of debt. 2. Learn how budgets

More information

Your Money Matters! Financial Literacy Teacher Guide. Thanks to TD for helping us bring this resource to schools for free.

Your Money Matters! Financial Literacy Teacher Guide. Thanks to TD for helping us bring this resource to schools for free. Your Money Matters! Financial Literacy Teacher Guide 2 Table of Contents: Introduction...3 Toronto Star epaper...4 Financial Awareness Inventory...5 SPENDING To Spend or Not to Spend Activity...6 I Need

More information

Slide 2. What is Investing?

Slide 2. What is Investing? Slide 1 Investments Investment choices can be overwhelming if you don t do your homework. There s the potential for significant gain, but also the potential for significant loss. In this module, you ll

More information

Retirement: Get Ready...1 Why planning makes sense...1 Where are you?...2 Getting Started: 20 s and early 30 s...3

Retirement: Get Ready...1 Why planning makes sense...1 Where are you?...2 Getting Started: 20 s and early 30 s...3 Retirement: Get Ready...1 Why planning makes sense...1 Where are you?...2 Getting Started: 20 s and early 30 s...3 On Your Way: Mid-30 s to early 40 s...4 Crunch Time: Mid-40 s to early 50 s...5 Just Around

More information

Pay Yourself First. Identify Steps You Can Take to Save The following tips will help you to save your flexible income.

Pay Yourself First. Identify Steps You Can Take to Save The following tips will help you to save your flexible income. Pay Yourself First Use this tip sheet to help you in the process of setting and reaching your personal savings goals. This tip sheet covers the following topics: Identifying steps you can take to save

More information

Registered Investment Advisor Firm

Registered Investment Advisor Firm Registered Investment Advisor Firm Issue VI, Vol. III Bud Heng Registered Adviser (925) 360-6819 June 2014 Congratulation Graduates! For the graduating class of 2014, let me be among the first to say congratulations!

More information

PERSONAL FINANCIAL PLANNING

PERSONAL FINANCIAL PLANNING PERSONAL FINANCIAL PLANNING A GUIDE TO STARTING YOUR PERSONAL FINANCIAL PLAN THE CERTIFICATION TRADEMARK ABOVE IS OWNED BY CERTIFIED FINANCIAL PLANNER BOARD OF STANDARDS, INC. IN THE UNITED STATES AND

More information

This Report has been prepared for: John & June

This Report has been prepared for: John & June Trader Makes $4 Billion Wiz Kid Stock & Option Trader Makes $4 Billion Trading Stock Options! Budget Reporting Software Discover Why BudgetPak Provides thebest Financial Reporting & Analysis Input Forms

More information

How to Make a Million Bucks! EPISODE # 406

How to Make a Million Bucks! EPISODE # 406 How to Make a Million Bucks! EPISODE # 406 LESSON LEVEL Grades 6-8 KEY TOPICS Compound interest Money management Saving LEARNING OBJECTIVES 1. Learn how compound interest works. 2. Recognize the importance

More information

Learning OutcOmes $250 never learned how to play. Key terms

Learning OutcOmes $250 never learned how to play. Key terms Savings What do other high school students know about saving? We asked high school students to describe something they really wanted and thought they had to buy, only to realize later that they wasted

More information

RETIREMENT PLANNING GUIDE. Getting you on the right track

RETIREMENT PLANNING GUIDE. Getting you on the right track RETIREMENT PLANNING GUIDE Getting you on the right track Table of Contents Why is a retirement plan important? 2 How much will you need? 4 How can your retirement plan help? 6 Where should you invest?

More information

Standard 4: The student will demonstrate the ability to balance a checkbook and reconcile financial accounts. Standard 4.

Standard 4: The student will demonstrate the ability to balance a checkbook and reconcile financial accounts. Standard 4. TEACHER GUIDE 4.1 MANAGING A BANK ACCOUNT PAGE 1 Standard 4: The student will demonstrate the ability to balance a checkbook and reconcile financial accounts. Standard 4. Tracking Your Money Priority Academic

More information

Understanding Credit

Understanding Credit Teacher's Guide $ Lesson Seven Understanding Credit 01/11 understanding credit websites websites for understanding credit The internet is probably the most extensive and dynamic source of information in

More information

Standard 10: The student will explain and compare the responsibilities of renting versus buying a home.

Standard 10: The student will explain and compare the responsibilities of renting versus buying a home. TEACHER GUIDE 10.3 RENTING VERSUS BUYING PAGE 1 Standard 10: The student will explain and compare the responsibilities of renting versus buying a home. Buying a House Priority Academic Student Skills Personal

More information

Lesson 6: Inheritance and Investing What s Your Story?

Lesson 6: Inheritance and Investing What s Your Story? Lesson 6: Inheritance and Investing What s Your Story? All the materials and information included in this presentation is provided for educational and illustrative purposes only and is presented with the

More information

Fun, engaging and effective. Aligned with national financial education and core curriculum requirements.

Fun, engaging and effective. Aligned with national financial education and core curriculum requirements. Building Your Financial Foundation Adult Level Curriculum - Instructors Guide Fun, engaging and effective. Aligned with national financial education and core curriculum requirements. Lessons on: Credit

More information

OBJECTIVES. The BIG Idea. How do I register for the ACT? What do I need to know for the test day? ACT Registration

OBJECTIVES. The BIG Idea. How do I register for the ACT? What do I need to know for the test day? ACT Registration ACT Registration 3 Taking Tests The BIG Idea How do I register for the ACT? What do I need to know for the test day? AGENDA Approx. 45 minutes I. Warm Up: ACTing Ahead (5 minutes) II. ACT Registration

More information

High School Student Project: AppleWorks or MS Office Investing in the Stock Market

High School Student Project: AppleWorks or MS Office Investing in the Stock Market High School Student Project: AppleWorks or MS Office Investing in the Stock Market The Unit of Practice Invitation How can we give students an opportunity to apply the knowledge they ve gained from their

More information

College Savings 101 - Understanding and planning for your child's future college expenses. savingforcollege.com

College Savings 101 - Understanding and planning for your child's future college expenses. savingforcollege.com Financial Literacy Websites College Savings 101 - Understanding and planning for your child's future college expenses. savingforcollege.com College Savings 101 Personal finance advice, news - CNNMoney.com

More information

Learner Outcomes. Target Audience. Materials. Timing. Want more background and training tips? Invest Well Stocks and Bonds. Teens.

Learner Outcomes. Target Audience. Materials. Timing. Want more background and training tips? Invest Well Stocks and Bonds. Teens. Learner Outcomes Outcome #1: Participants will be able to identify what a stock is. Outcome #2: Participants will be able to describe what affects the value of a stock. Outcome #3: Participants will be

More information

7 Secrets To Websites That Sell. By Alex Nelson

7 Secrets To Websites That Sell. By Alex Nelson 7 Secrets To Websites That Sell By Alex Nelson Website Secret #1 Create a Direct Response Website Did you know there are two different types of websites? It s true. There are branding websites and there

More information

LIFE IN PLASTIC ...IT S FANTASTIC? Credit cards, why they re important, and how to use them responsibly. MIND ON MY MONEY MONEY ON MY MIND

LIFE IN PLASTIC ...IT S FANTASTIC? Credit cards, why they re important, and how to use them responsibly. MIND ON MY MONEY MONEY ON MY MIND LIFE IN PLASTIC...IT S FANTASTIC? Credit cards, why they re important, and how to use them responsibly. MIND ON MY MONEY MONEY ON MY MIND WHAT YOU LL NEED: this packet a few of your friends worksheets

More information