# FEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA

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1 FEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA ECONOMIC EDUCATION By Mercer Mayer / ISBN: Lesson Author Amanda Hughey, University of Delaware Standards and Benchmarks (see page 19) Lesson Description In this lesson, students learn about saving, savings goals, and income. They listen to the book by Mercer Mayer, a story about how Little Critter saves his money to buy a skateboard. Students use clues in the book s text and pictures to answer questions. After listening to the story, students play a game where they each have a savings goal, earn income, and save money until that savings goal is met. Students write math sentences to determine whether they have saved enough to reach their goals. Students also set their own savings goals and tell how they could earn income to meet them. Grade Level Kindergarten Concepts Income Saving Savings goal Objectives Students will define income, saving, and savings goal; write or draw a savings goal and explain their savings goal to a teacher or peer; describe one way they could earn income to meet a savings goal; and determine whether they have enough savings to meet a savings goal. for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 1

2 Lesson Essential Question Why do people save money? Time Required 45 minutes Materials by Mercer Mayer (ISBN: ) A piggy bank, other type of bank for saving money at home, or Visual 1 Handouts 1, 2, 6, and 7, one copy of each for each student Handout 3, one copy per small group (of three to four students), copied on green paper and cut into cards Handout 4, one copy per small group, copied on blue paper and cut into cards Handout 5, copied and cut apart to provide 50 play dollars for each small group (or beans or other manipulatives that can be used to represent one dollar) Procedures 1. Begin the lesson by asking the following: What would you do with a dollar you earned for helping your neighbors clean up their yard? (Students might say that they would spend it on different things or that they might save it. Accept all answers.) 2. Tell students that the payment people earn for the work they do is called income. 3. Discuss the following: What kinds of jobs could you do to earn income? (Answers will vary but may include cleaning their room, setting the table, helping with the dishes, or dusting furniture.) 4. Hold up a piggy bank, other type of bank, or Visual 1: Piggy Bank. Discuss the following: What is this and what do we use it for? (Answers will vary but may include the following: It is a piggy bank, a place to keep your money.) Why would we put our money in a piggy (or other) bank? (Answers will vary but may include to keep it safe, to know where it is, or to keep it for later.) Where do you keep your money? (Answers will vary but may include in a piggy bank, in the bank, in a purse or wallet, or that a parent keeps it for them.) for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 2

5 Designate a banker in each group (or be the banker) and give the banker \$50 from Handout 5: Play Money (or use 50 manipulatives per group). Show a savings goal card. Explain that it shows a savings goal and the amount that must be earned to reach that goal. Show a job card. Explain that it shows a job and the income they will earn for that job. 17. Explain the game as follows: The blue savings cards and the green job cards go in two piles face down in the middle of the group. (Instruct the students to do this now.) The banker gives each player \$1 dollar as starting savings. Each player puts the dollar in his or her savings jar on the handout. (Instruct the students to do this now.) Each player chooses a savings goal card and shares his or her savings goal with the rest of the group by completing the following sentence: My savings goal is. I need to earn of income to buy my savings goal. (Instruct the students to do this now.) Players should place their savings goal card next to their savings jar handout. This is a reminder of what their savings goal is and how much income they need to earn to reach this goal. (Instruct the students to do this now.) Do not start playing until you are told to begin. Play will continue as follows. The youngest player in the group goes first and draws a job from the green jobcards pile. The player tells the other players what the job is and how much income will be earned for doing that job. The job card is then placed face down at the bottom of the job-cards pile. The banker gives the player the amount of money earned for doing that job. To represent saving, the player puts the money earned inside his or her savings jar. The player then adds the income earned to the money already in his or her savings jar and writes a math sentence on Handout 2. For example, = 4. The player then decides if he or she has enough money to meet his or her savings goal. If the answer is yes, the player circles the happy face. If the answer is no, the player circles the sad face. (Note to teacher: As the students play, ask them questions such as How much more money do you need before you get to? to reinforce the savings goal and math concepts.) When the first player is done, the person to the player s left draws a job card and continues to play as described. When a player reaches his or her savings goal, he or she is finished with the game and stops playing. Continue playing until all players have earned.00. for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 5

7 Visual 1: Piggy Bank for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 7

8 Handout 1: Savings Jar for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 8

9 Handout 2: Savings Recording Sheet How much money is in my savings jar? Did I meet my savings goal? Write a number sentence. Circle or for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 9

10 Handout 3: Savings Goal Cards (page 1 of 2) Dump truck Rocking horse Jack-inthe-box Airplane Boat Train for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 10

11 Handout 3: Savings Goal Cards (page 2 of 2) Tricycle Toy horse Helicopter Doll Teddy bear Skateboard for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 11

12 Handout 4: Job Cards (page 1 of 3) Wash the car \$3 Make the bed \$2 Water the garden \$2 Plant the garden \$2 Pick up trash \$3 Feed the cat \$1 for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 12

13 Handout 4: Job Cards (page 2 of 3) Dust and vacuum \$3 Feed the fish \$1 Wash the dishes \$2 Rake the leaves \$3 Walk the dog \$2 Fold the clothes \$2 for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 13

14 Handout 4: Job Cards (page 3 of 3) Wash the dishes \$2 Wash the clothes \$2 Bathe the dog \$3 Empty the trash \$2 Sweep the floor \$3 Pick up toys \$1 for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 14

15 Handout 5: Play Money for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 15

16 Handout 6: My Savings Goal (page 1 of 2) Draw a picture or write a sentence that shows your savings goal. My savings goal is for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 16

17 Handout 6: My Savings Goal (page 2 of 2) Draw a picture or write a sentence that shows how you will earn income to meet your savings goal. I will earn income by for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 17

18 Handout 7: Assessment Pat wants a new ball. The ball costs. Pat has a savings jar. He has \$3 in his savings jar. Pat does not have enough money to buy the ball. Pat wants to save money so he can buy a new ball. He helps his mom with yard work and she gives him \$7. Pat puts the \$7 in his savings jar. What is Pat s savings goal? How did Pat earn income? Write a math sentence that shows how much money Pat has in his savings jar. Did Pat meet his savings goal? for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 18

20 CCSS.Math.Content.K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, 20

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