Financial Literacy: Plans, Budgets, and Making Change
Warm-up
Making change drill: purchase 100. Change? Count up: 49.00 = 25 cents. To 1. To 50. Total: 48.75 + 100.00. Quick, reliable, no subtraction required.
Explore
Budget creation: each student receives a monthly income scenario (120, or $200 per month). They allocate it across 4 categories (food/supplies, entertainment, savings, giving) using percentages: 20% entertainment, 40% savings, 20% giving, 20% other. Calculate dollar amounts. Is this a balanced budget?
Formalize
Financial goal plan: a student wants new basketball shoes worth 18 per week doing chores. They spend 10. Time to goal: 10 = 14.5 weeks, so 15 weeks. Calendar: 15 weeks from today. Build a savings tracker showing weekly progress.
Financial Literacy: Plans, Budgets, and Making Change
Budget comparison: compare a balanced budget (65 outflow), a deficit (80 outflow), and a surplus (50 outflow). What happens in each case over 4 months? Deficit: -60 saved. These simple calculations reveal the power of financial planning.
Practice
Students make change for 4 purchases from 200, or 847.33, pay $1,000. What is the change?
Exit ticket
Students make change for 4 purchases from 200, or 847.33, pay $1,000. What is the change?
The situation: the trip costs 180, admission 40). The class treasury holds $95, and a bake sale is planned.
Step 1: Total the expenses and verify: 180 + 120 + 40 = $340 ✓ (line items must sum to the total — audit habit #1).
Step 2: Compute the funding gap: 340 − 95 = $245 needed from the bake sale.
Step 3: Translate the gap into bake-sale reality: cupcakes sell at $2 each → 245 ÷ 2 = 122.5 → must sell 123 cupcakes (round UP — 122 leaves you 50¢ short; the remainder's story strikes again).
Step 4: Add the planner's buffer: aiming for exactly 123 means one rainy-day no-show sinks the trip. Plan for 140 (≈15% cushion) and state the cushion as a decision.
Step 5: The debrief vocabulary: income (treasury + sales), expenses (the $340), balanced budget (income ≥ expenses). One page of arithmetic; every adult-life budget has exactly this skeleton.
The shelf: Brand X — 1 L for 3.30. Brand Z — 2 L for $4.80 with a "25% more free!" sticker (the 2 L INCLUDES the bonus).
Step 1: Unit prices per litre: X → 2.40 ÷ 1 = 2.20. Z → 4.80 ÷ 2 = $2.40.
Step 2: Verdict on pure value: Y wins at $2.20/L. The flashy "free!" sticker on Z only brought it down to a TIE with plain X — stickers advertise the deal; division reveals it.
Step 3: The fit questions before buying: need only 1 L for the recipe and juice spoils? X's smaller bottle may waste less. Hosting a party needing 3 L? Two Y bottles (3 L, 6.60 (vs X×3 = 7.20).
Step 4: The habit, compressed to a slogan: PRICE tells you what you pay; UNIT price tells you what you get. Compute the second before trusting the first.
Exit: invent a deal-sticker for the WORST buy that would tempt a non-calculator. (Marketing is the adversary; arithmetic is the armour.)
The bike costs 15 weekly allowance until you can buy it. Plan B: borrow from your sister today, repay 24 "thanks fee."
Step 1: Plan A timeline: 180 ÷ 15 = 12 weeks of waiting, total paid $180.
Step 2: Plan B ledger: bike today, repay 180 + 24 = 204.
Step 3: Face the trade squarely: Plan B costs $24 EXTRA — that's the price of "now." Plan A costs 12 weeks of WAITING — the price of "free." Neither plan is dumb; they price different things (money vs time-with-bike).
Step 4: Situational judgment: bike needed for a paper route earning 20 × 12 weeks of earnings dwarfs the $24 fee). Bike is a summer toy and it's March? Save. The numbers don't decide alone — the USE of the thing does.
Step 5: Name the grown-up word: the 240 = the route's 12-week earnings.)