Resource Library

Class Activities:

• Have students predict definitions from Worksheet 1.1 before watching, then revisit and revise them in a different color after the video.
• In pairs, ask students to come up with real-life examples for 3–5 key vocabulary words and share with the class.
• Let students illustrate one vocabulary word on an index card and add it to a class "Money Word Wall."

Class Activities:

• Give students a pile of mixed coins and have them sort, name, and count each type as a warm-up.
• After the video, call out an amount under $1.00 and have students build it with real or paper coins on their desks.
• Set up a simple "mini store" where one student is the cashier and one is the customer, and have them practice paying and making change.
• Ask students to write one sentence in their math journal explaining a strategy they use to figure out change quickly.

Class Activities:

• Have students list three things they want, estimate the cost of each, and star the one they'd most realistically save for first.
• Create a quick T-chart of "needs" and "wants" and ask students to sort example items or pictures into each side.
• Ask students to set a one-week savings goal (real or pretend) and write one sentence about how they will try to reach it.
• Have partners share one "healthy" spending or saving choice they plan to make this week.

Class Activities:

• Before watching, write "credit" and "debit" on the board and ask students what they already think each word means.
• After the video, have students complete a simple T-chart of credit vs. debit with at least one benefit and one drawback for each.
• Read short purchase scenarios and have students hold up cards to show whether they'd use credit, debit, or cash.
• In pairs, ask students to come up with one "rule of thumb" for when to use credit and share it with the class.

Class Activities:

• List a few investing options (savings account, bonds, stocks, starting a business) and ask students to sort them into "lower risk" and "higher risk."
• Have students draw a simple graph or picture showing how $100 might change over time in a piggy bank versus in an investment.
• Ask students to choose one type of investment and write one reason it could be helpful and one risk to remember.
• Invite a few students to give a one- or two-sentence "pitch" explaining the investment they chose and who it might be good for.

Class Activities:

• After modeling a sample check or deposit on the board, have students label those same parts on a blank check in their notebooks.
• Give a short list of deposits and withdrawals and ask students to update a running balance on a simple account register.
• Have students role-play a customer and bank teller making a deposit using play money and a pretend deposit slip or check.
• Ask students to draw or write about one time someone in their family might make a deposit and why it's important.

Class Activities:

• Lead a quick brainstorm of kid-friendly business ideas and have each student choose one they're excited about.
• On the board, model how to list revenue and expenses for a simple business like a lemonade or juice stand.
• Ask students to use their chosen idea to fill in a basic plan (what they sell, what it costs to make, and what they might charge).
• Invite a few students to share a short "business pitch" explaining what they sell and how they plan to make a profit.

Class Activities:

• Before the video, ask students to name things in the community that might be paid for with tax money and list ideas on the board.
• After watching, have students complete the multiple-choice questions in Worksheet 5.2 and compare answers with a partner.
• Give a few short shopping examples from Worksheet 5.3 and have students calculate the tax and total, using a calculator if needed.
• Have students create a small poster titled "Taxes Help Pay For…" with pictures of at least three services they think are important.