# Barter vs. Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List

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1 Grade One Barter vs. Money Overview Students share the book Sheep in a Shop, by Nancy Shaw, to learn about choice, making decisions, trade, and the barter system. They complete worksheets on comparing barter to the use of money in economic trade and using money in problemsolving situations. Prerequisite Skills Students should be able to recognize and count money amounts using dimes, nickels, and pennies. Lesson Objectives Students will be able to: Describe the barter system Compare barter with the exchange of goods for money Determine if a given number of dimes, nickels, and pennies is enough to pay for a specified item Materials List 1. Book: Sheep in a Shop, by Nancy Shaw (Houghton-Mifflin, 1991) 2. Four tokens two of one color and two of another 3. Play money coins: pennies, nickels, and dimes (NOTE: There should be enough pennies so that each student in the small groups has 42.) 4. One small cup for each student to hold the coins 5. Several small objects (toys, game pieces, markers, and crayons, etc.) that will be used for the small-group activity: Shopping 6. Blank stickers or price tags 7. Handouts: Barter or Money? coloring sheet Using Money worksheet 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 barter choice choose cost decision making exchange money trade Grade One: Barter vs. Money 1

5 Would the sheep have been able to barter with wool at a restaurant instead of a shop? Probably not. Why not? The shopkeeper can sell the wool, so it is something he wants. A restaurant owner might not have any use for wool. Money makes trading easier. 4. Introduce the large-group independent activity. Allow students to take the Barter or Money? coloring sheet back to their seats. They can color this sheet while you work with small groups in the next two activities. Small-Group Activity One: Shopping Concepts Taught Choice and Decision Making Materials Play money coins: pennies totaling 42 cents for each student, placed in a small cup Several small objects (party-favor toys, trading cards, pencils, sheets of stickers, etc.) that will be used as items to purchase Blank circular stickers or price tags for each item above 1. Set up the objects for the store ahead of time Assign a price for each item, less than 42 cents. Some items should cost less than 20 cents; some should cost more than 20 cents (e.g., one sheet of stickers = 24 cents; a pencil = 12 cents, and so on). Write the price clearly on the price tag or sticker and attach to each item before group time. Create a store at the table where group work takes place, by laying out one sample of each item for sale, with the price tag showing clearly. You ll want to make sure you have enough of each item so that every person in the group can buy the same things if they choose. 2. Gather the first group. Today we re going to go shopping just like the sheep in the story we read. Each of you will decide on three items you d like to buy. Point out each of the items in the store. Then you will count the money you have to see if you have enough to buy the items. If you don t have enough money, you have a decision to make: which items do you want the most? Choose one student to begin. Have the student pick out three items, place the items in front of the student, and then give him or her a cup of coins. Count out the pennies you will need for the first item. Do you have enough money to buy it? You might wish to let students keep the items they purchase. Or substitute catalog pictures of toys for these items. Grade One: Barter vs. Money 5

6 Move the coins counted out for the first item out of the way before moving to the second item. Now count out the coins you need for the second item. Continue with the third item. If the student has chosen three items that cost less than 42 cents, move on to the next student. If he or she can t afford one of the items, say: Oops, you re out of money. You don t have enough to pay for all three of the items. You have to make a decision. What do you want to do? The student has three choices. He or she can: 1. Buy the first two items and forget about the third choice. 2. Select a cheaper item for the third purchase. 3. Return one or both of the first two items and try again. Move on to the next student. Replace the items purchased by the first student so the next has the same items to choose from. Some children struggle when moving from manipulatives to pictorial representations. Let them count play money for each problem. Small-Group Activity Two: Using Money Concepts Taught Money Exchange and Counting Coins (nickels and dimes) Materials Using Money worksheet Pencil Optional: play money coins (dimes, nickels, and pennies) 1. Pass out the worksheet to the students in the group. Say: Now we re going to go shopping again, but this time on paper. Find Number One. Make sure the students are looking at the correct area of the worksheet. In the first box of Number One there are some coins. In the second box there is an item for sale, with a price tag telling you how much the item costs. Count the money in the first box. Wait while all students count the money. Make sure they count seven cents. If there is enough money to buy the item in the second box, draw a circle around the word yes in the last box. If there isn t enough money to buy it, circle the word no. Remember, it s OK if there is too much money in the box. Allow the students to complete the last two problems independently, but be ready to help if they need it. 6 Personal Finance for Kids

8 Standard 5: Gain from Trade Voluntary exchange occurs only when all participating parties expect to gain. This is true for trade among individuals or organizations within a nation, and usually among individuals or organizations in different nations. K 4 Benchmarks: Exchange is trading goods and services with people for other goods and services or for money. The oldest form of exchange is barter, the direct trading of goods and services between people. Standard 11: The 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 Understand patterns, relations, and functions. PreK 2 Benchmarks: Sort, classify, and order objects by size, number, and other properties; 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. Model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Language Arts This lesson, based on the children s book Sheep in a Shop by Nancy Shaw, also correlates to the following Standards for the English Language Arts, from the National Council of Teachers of English, found at: 8 Personal Finance for Kids

9 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). Grade One: Barter vs. Money 9

10 Barter or Money? Name 10 Personal Finance for Kids

11 Using Money Name C\ C\ Yes No Yes No Yes No 19C\ Grade One: Barter vs. Money 11

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