Title slide – Review Key points from last time (History of money)
Slide 1 – Where do we get money? 5mins
· What are some ways that you guys get money? Either gifts or earning
Slide 2 – Where do grownups get money? – 5mins
· From ATM’s Banks, probably won’t talk about currency exchanges.
· Its not magic, the money has to be put into the bank account before it can come out.
· Can anyone tell me what a Bank is?
· But they really earn money at their jobs.
Slide 4 – Earn money at their Jobs – 5mins
· Does anyone know what they want to do when they are grown up? Give hints if necessary
Slide 7 – Time is Money – 5mins
· What does that mean?
· Explain that people trade their time for money.
· Give up free time to earn $$, what are you giving up your time for?
· Why, because school is important, you will need it later to earn money.
Slide 8 & 9 – 5mins
· Adults receive paychecks from their jobs. Then they deposit their checks into bank accounts so they can use the money.
Slide 10 & 11 – You can only take out what you put in. 20mins
· Show basic examples from slide then transition to harder Q’s on overhead.
· At least one story problem.
· Do in class worksheet (something with drawing) – make a timeframe for completion and stick to it.
Slide 13 – Summation and next week. 5 mins
· What did we learn today, make list on overhead.
· Next week we will be talking about running a business and even kids can do things to earn money.
Similarly to last time we will be posting a list of questions that come up during our in class discussions.
ReplyDeleteFrom Urbany:
ReplyDeleteNice work guys -- three comments -
(1) To keep the math focus, I would suggest starting off with a problem - maybe something like "Steven saved up $47 in his savings account at First Federal Bank. For his birthday, he received $5 from Aunt Monica, $5 from Grandma, and $3.75 from his four cousins who emptied their piggy banks because they think Steven is a great kid. Steven put all that money in is savings account, adding it to the $47 he already had in there. How much money is now in his savings account?"
You could then segue into - "... so Steven has $60.75 in his savings account... how do you think he got all this money? How do people get money?
Have any of you ever received money as a gift ? [ Ask a couple of kids to give examples ... ]
THEN ...
... somewhere later in the session (wherever this might fit), you could throw out a new problem: "After his birthday, Steven went shopping with his mom. His mom said he could buy something nice with his savings. He put in his shopping cart:
sneakers $39
new designer shoe laces $5
new CD from Common $15
t-shirt $15
Is Steven a good shopper? If he bought these things with money from his savings account, how much money would he have left over?"
(2) Slide 4 - great question - you won't have to give any hints... they will love this - I would suggest that, in lieu of Worksheet #2 (which doesn't fit your plan, see below), ask them to draw a picture of the job they would likie to do when they grow up. Ask them to draw the picture on the inside back cover of their booklets (which is a plain white sheet). That way they'll have to think about it and it will be there for future reference.
(3) I blew it - I forgot to get copies of the work book made for everyone. Worksheet 2 for Lesson Two involves drawing a picture of someone providing a service -- doesn't fit your lesson plan too well. So, substitute the "draw what you want to be ..." for that.
Then, if you want to use Worksheet #1, that one works pretty well. It asks: (a) name three ways you receive money. (b) answer a multiple choice question "why isn't a cash machine, or ATM, like a magic money dish?" and (c) "What kind of a job does your mom or dad have - do they provide a good or a service?"
I'll get copies soon !
Thanks for all the work - you'll have fun with this one.
Day 2 went well. The lesson plan above lasted exactly 45 minutes, including the 10 we allowed for the activity.
ReplyDeleteThe exercises we did in class, especially the review seemed to be a good fit for the kids level of understanding. It is important to ask follow up questions to the kids who answer, such as "Great, now what was the first step you took to figure that out . . . " Follow up questions seemed to get more of the class involved.
Something else that worked really well was asking 2nd level questions after asking the basic question from the lesson plan. Things like, "Ok why do you want to do that" or "How will you make that happen" basically just stuff to further engage the kids and get them thinking about the answers they are giving.
Overall the kids did a better job of participating than last time and hopefully this trend continues. The key is to constantly keep them engaged.
I think it might take the kids alittle while to be comfortable with the program as well because the participation this week was much better than last. We just got a sample ISTEP question from Miss VanHaver as well to incorporate into the lesson for next week.
Another note we forgot to mention.
ReplyDeleteWe also had the kids do worksheet 2 from lesson #2 with a small amendment. I think the worksheet wanted the kids to draw what their parents did but instead we had the kids draw what they wanted to be when they grow up. They were very creative.
We decided to deviate from the worksheet as it was because talking specifics about what parents do probably isn't the best idea, i.e. the hardship of nightshifts, getting laid off, etc . . . it just seems best to focus on the kids and their aspirations.