# Shopping. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List

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1 Grade One Shopping Overview Students share the book Just Shopping with Mom, by Mercer Mayer, to learn about shopping and counting money. They complete activities on examining coupons and shopping for bicycle parts. Prerequisite Skills Recognize and know the value of pennies, nickels, and dimes. Subtract one-digit numbers from two-digit numbers (for example, 20 6 = 14). Lesson Objectives Students will be able to: Count money in amounts up to 99 cents using pennies, nickels, and dimes Understand that when you shop you must pay for the items you buy, so you can t have everything you want Understand that coupons and sales allow you to save money when you shop Materials List 1. Book: Just Shopping with Mom, by Mercer Mayer (Golden Book Publishing Company, 1989) 2. Chart paper or chalkboard 3. Play money: pennies, nickels, and dimes 4. Crayons 5. Optional: a newspaper insert of grocery store ads, containing coupons 6. Optional: grocery store coupons in amounts less than 50 cents (one for each student in large group) 7. Handouts: A Close Look at Coupons worksheet Build-A-Bike worksheet Build-A-Bike spinner, assembled according to instructions on the page Content Standards The activities in this lesson correlate to national standards in economics, math, and language arts. See the end of this lesson for content standards information. Vocabulary bargain bills cost coupon paycheck price sale save Grade One: Shopping 1

4 Allow any combination of coins for each amount. For example, eight pennies, or one nickel and three pennies, equals 8 cents. When a store has a sale, the price of some items goes down. On this page, the boxes on the shelf used to cost more than 50 cents. Maybe they used to cost a dollar. But because the store is having a sale, people can buy things for less money. Why do you think stores sometimes have sales? Encourage discussion. Students may suggest that the items are old, so the store wants to get rid of them or that storeowners know people like sales, so they will usually go to shops that are selling things for less money. Using Coupons Point to the sign on page four again. One way storeowners tell people about their sales is to put big signs up, like this one, and change all the price tags on the items in the store. But there s another way to make a sale. Sometimes stores use coupons. Write the word coupons on the board. A coupon is usually a little square or rectangle drawn on paper that stores send to people in the mail or put in newspapers. Optional: If you have a grocery store insert, hold it up, walking around the room so that all students can see it. Each of the coupons on the paper is for a different kind of food or other item you can buy at the store. Name (or read off of the sale insert) some food items such as soft drinks, lunchmeat, laundry soap, and so on but don t name the coupon values. People look through the coupons on the paper, cut out the ones that they want, and take them to the store. At the store, people give the coupons to the clerk, who subtracts the amount on the coupon from the total. The people have saved the amount of money named on the coupon. Optional: Pass out individual coupons to each student. Have several students read off the item shown on their coupon and the amount of savings. NOTE: Let students keep the individual coupons for the next part of the discussion. Let s talk about what you save with coupons. Optional: If students have individual coupons you brought in, use them for the following activity. If you didn t bring coupons, draw one or two on the chalkboard or chart paper before beginning the activity. Examples for chalkboard coupons: Hot dogs save 8 Peanut butter save 12 Toothpaste save 23 Select one coupon and have a student tell what item is listed and how much is being saved. Write the amount using a cent sign on the board. What coins make that amount? (For example, with the hot dog coupon, students would save a nickel and three pennies.) Continue the activity for two or three coupons; then ask one student to total all the dimes, nickels, and pennies saved with those coupons. (In the example coupons above, depending on the coins listed for each amount, you might save three dimes, one nickel, and eight pennies.) 4 Personal Finance for Kids

7 National Standards Correlations Economics The activities in this lesson correlate to the following Voluntary National Content Standards in Economics, as determined by the National Council on Economic Education, found at: Standard 7: Markets Price and Quantity Determination Students will understand that: Markets exist when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. K 4 Benchmarks: A price is what people pay when they buy a good or service, and what they receive when they sell a good or service. Standard 11: Role of Money Money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. K 4 Benchmarks: Money makes trading easier by replacing barter with transactions involving currency, coins, or checks. Mathematics In addition to economics, the activities in this lesson also correlate to the following Principles and Standards for School Mathematics, from the National Council of Teachers of Mathematics, found at: standards.nctm.org/document/index.htm. Numbers and Operations Standards Understand numbers, ways of representing numbers, relationships among numbers, and number systems PreK 2 Benchmarks: Count with understanding and recognize how many in sets of objects Algebra Standards Represent and analyze mathematical situations and structures using algebraic symbols Use concrete, pictorial, and verbal representations to develop an understanding of invented and conventional symbolic notations Use mathematical models to represent and understand quantitative relationships Language Arts This lesson, based on the children s book Just Shopping with Mom, by Mercer Mayer, also correlates to the following Standards for the English Language Arts, from the National Council of Teachers of English, found at: Grade One: Shopping 7

8 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 8 Personal Finance for Kids

9 A Close Look at Coupons Name Look at a coupon. Name the coins that you will save. Count all the coins. On the back draw what you will buy with the saved coins. penny pennies nickel dime milk Save I saved 1 and 1 bread Save 7 2. I saved 1 and 2 ice cream Save I saved 2 and 1 I saved dimes nickels pennies I saved in all. Grade One: Shopping 9

10 Build-A-Bike Name See who can be the first to build a bike! Spin the spinner and count out the cost. If you count correctly, color the bike part. The first person to color all six parts wins! 10 Personal Finance for Kids

11 Build-A-Bike Spinner Instructions for teachers: Cut out the spinner. Use a large paper clip as a spinner a pencil point or paper fastener will hold it in place when students spin. You may want to attach to stiff paper or cardboard and laminate the spinner for durability. Grade One: Shopping 11

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