Money
Management
Table of Contents
Project Overview
Philosophy: Teaching with Technology
ASSURE Lesson Plan
Supporting Media/Technology
 Multimedia Kit
 Nonprojected Visuals
 Projected Visuals
 Computer Software
 Games
 Web Resources: TrackStar
Project Overview
It is important that students have a practical understanding of money. They need
practical money management skills using real-life situations.
This project is designed to help students go into the real world with some basic
money skills. Other components of this lesson will allow students to progress on an
individual basis on to higher concepts such as money management, simple banking,
and budgeting. Students will use various manipulatives like play money, checks, etc.
As students master objectives in a progressive order, they will be able to move at
their own speed through the next until they reach the last objective. This lesson also
allows for extra practice on each objective as needed.
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Philosophy: Teaching with Technology
Due to the demands placed on a teacher by state mandated
testing to ensure that students learn to the capacity outlined with
objectives, the use of new technology and available media is more necessary
than ever. I feel that students should be given every opportunity to learn.
After five years of teaching, I continue to grow in regards to the materials I
find available for use in my own classroom.
Computer games are the most widely sought after by students I
have had experience with. No matter what objective you are teaching, you
can find software that ties in with that objective. Various grade levels are
also available even if just using for extra practice. The more colorful and
graphic an item is, the more attention it will get. I have found tons of
available sites that greatly help my students learn, mainly due to the
association with the Internet and computer. The majority of students I
have taught love to use the Internet and just be on the computer.
I also make use of materials available though textbook adoptions
and free sample kits sent by the publishers. Although it may take a little
time to search out what is appropriate, it is all worth it when a student
masters an objective successfully. Many of the multimedia kits put out by
textbook publishers contain overheads that are attractive and colorful,
videos that tie in to the lessons, audio tapes for read along purposes, and
much more for the students. The kits also provide hands-on activities and
graphs for students to expand their learning.
I use many career videos that have interactive materials and
questions with them. Students typically like movies because it seems like a
free day to them. I have them do less writing on those days and more
group discussion. Many of the videos I use have a “stop and discuss/
activity” feature that enhances the learning experiences. I use many other
films in teaching literary devices in English, also.
In teaching special needs students, you will find that you make use
of all available materials at some point. The students all learn in different
and challenging ways. When technology or other media aids in a students
learning, I find that I will use it more and more. I determine the quality of
an item by the amount of success in learning my students have, and I use
more available technological devices as I learn about them.
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ASSURE Lesson Plan
Analyze Learners
General Characteristics:
This project will be implemented in a Transition/ Life-skills class for special needs students at a high
school level. Students take every opportunity to purchase items from the snack machines or drink
machines. They like to take field trips where they are required to purchase items or simulate a
purchasing experience. All students are nearing age 18 and will be eligible for graduation.
Entry Level Characteristics:
All students are able to:
 Count money in coins and bills or mixed.
 Self-motivate when activities include money and spending.
 Do simple operations using a calculator.
 Organize information into a preprinted graph.
Learning Styles:
This group of students learns best when information is presented in a meaningful, real-life situation.
They also learn best when given hands-on activities to do where information is neatly organized into
a graphic organizer. Students are stimulated by a use of various types of media and technology.
State Objectives
Learners will:
1.
2.
3.
4.
Verbally tell the amount of a given set of money.
Correctly complete provided bank forms.
List and describe at least three forms of banking.
Correctly solve basic math problems in small groups or with a partner using a calculator.
Select Methods, Media, and Materials
Method:
Students will be given several setting variations where money is used to purchase items. Different
types of media and technology will be used to simulate a real-life spending experience. A textbook
set will be used to introduce aspects of the lesson such as terms and memorization items. Software
games and simulations will be used for further practice. Other media, such as posters, flashcards,
and play money will be used to illustrate objectives.
Media:
A large variety of media will be implemented to assist students in mastering objectives.
 Multimedia textbook kit published by GlobeFearon
 Nonprojected visual board display of two-sided money pieces
 Projected visuals: Overhead projector calculator kits with student set
 Computer software: CD-ROM of “Where Does My Money Go?”
 Board game: “Budget”
Materials:
 Extra game forms/ blanks
 Blank work paper
 Writing utensils for each center
 Center evaluation forms
 Sign-in sheets for each center
Utilize Media and Materials
Environment preparation:
The classroom will be set up with learning centers. The initial lesson will take place in a
larger group where students are presented with relative terminology and a description of
the centers and materials. The computers will be housed in one center with the learning
software. Students will have a sign-in sheet at each center to ensure that each has been
visited. An overhead projector will remain in the classroom mainly for teacher use.
Student desks will be arranged within the learning centers.
Audience preparation:
Students will initially be presented with appropriate terminology and descriptions.
Teacher will lead students into discussions about their spending habits and overall
feelings about money. Discussion into the importance of money in society and why we
need it will be teacher led. Prior to division into centers, the teacher will explain the
materials and objectives of each area.
Require Learner Participation
Initial Activities:
Students will participate in teacher led discussions. Observations will be made to ensure that all are
active participants. The sign-in sheets for each center will reflect student participation. Sign-in and
–out times could be added. Each station will have some form of evaluation and feedback form for
student completion.
During the Lesson:
A log of student participation at each station will be documented. Student login sheets will reflect
individual time spent in each area. A questionnaire of each activity will be present for each center
for students to reflect their opinions after each activity.
Follow-Up Activities:
A rubric will be created based primarily on participation and effort. Students will be required to take
a short comprehensive test over basic money management skills learned through the lesson.
Teacher will meet individually with students to discuss their grade, what (if any) centers they need to
complete.
Evaluate and Revise
Assessment of Learner Achievement:
With the current lesson being used as a review or extended practice, grades will be primarily based
on participation. Grades will be based on completion of each activity and documentation of time
spent in each area. Also taken into account will be teacher documentation of student participation
through direct observation. Grades will be placed on a rubric sheet.
Assessment of Methods and Media:
Students will complete a form regarding the interest of each activity, personal preferences
regarding the materials, etc.
Teacher will ask self:





Did students complete tasks in a timely manner?
Was all media accessible when necessary?
Were there enough materials for students?
Did students understand how to initiate learning in each center?
Were students able to perform tasks outlined in each center/ activity?
Revision
 Need a backup plan for computer programs.
 Ensure that instructions and rules are written on students’ levels.
 Have all materials laminated before use that can be laminated.
Tennessee Curriculum Standards
List the specific curriculum standards used for your project in this section. Provide a hyperlink to
the specific page on which the specific standards you use in this project are found.
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Examples of Supporting Media/Technology
Multimedia Kit
Title: The Pacemaker Curriculum Practical Mathematics for Consumers
Series Title (if applicable): N/A
Publisher: Globe Fearon
Copyright Date: 2002
Subject Area: Life-skills Math
Intended Audience: Special Needs students
Description: Prepackaged Textbook kit
Cost: $435.95 +
Matches with curriculum:
Accurate and current
High / Medium / Low
High / Medium /
Low
Clear and concise language
High / Medium /
Low
Arouses motivation / Maintains interest
Learner participation
High / Medium / Low
High / Medium /
Low
Technical quality
High / Medium / Low
Evidence of effectiveness
High / Medium / Low
Freedom from objectionable bias or advertising
High / Medium / Low
User guide / Documentation
Low
High / Medium /
Age / Language appropriate
High / Medium / Low
Promotes discovery/cooperative learning
High / Medium /
Low
Logistics (transportation, storage, ease of use)
High / Medium / Low
Objectives: real-life math lessons, money management skills, career skills, basic
math skills
Entry Capabilities: up to a 6th grade level of fundamental math
Strong Points: geared toward students with low functioning abilities
Weak Points: very costly; will need several extra textbooks for larger groups;
workbooks will be costly if used for each student
Web Source:
http://plgcatalog.pearson.com/program_multiple.cfm?site_id=2&discipline_id=810
&subarea_id=1099&program_id=1161&view_feat=1
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Nonprojected Visuals
Title: Colossal Money, Currency
Series Title (if applicable): N/A
Source: The Learning House
Copyright Date: Not indicated
Subject Area: Math
Intended Audience: math students
Description: two-sided display of enlarged coins and bills
Cost: $10.76 per set
Length: N/A
Type: bulletin board display (intended)
Matches with curriculum:
High / Medium / Low
Accurate and current
High / Medium /
Low
Clear and concise language
High / Medium /
Low
Arouses motivation / Maintains interest
Learner participation
High / Medium / Low
High / Medium /
Low
Technical quality
High / Medium / Low
Evidence of effectiveness
High / Medium / Low
Freedom from objectionable bias or advertising
High / Medium / Low
User guide / Documentation
High / Medium /
Low
Legibility
High / Medium / Low
Simplicity
High / Medium / Low
Appropriate use of color
High / Medium / Low
Objectives: use as a manipulative or display in teaching using coins or bills
Entry Capabilities: students have a grasp of the value of money denominations
Strong Points: shows coins enlarged to see detail better
Weak Points: not enough materials in one pack for effective classroom use;
several sets would need to be purchased if used as a manipulative or game; not
durable if handled often unless laminated
Web Source:
http://www.thelearninghousecatalog.com/product_info.php?cPath=40_56&produc
ts_id=38929
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Projected Visuals
Title: Calc-U-Vue or TI Overhead calculators
Series Title (if applicable): N/A
Source: Classroom Direct
Subject Area: Math/ Life-Skills
Intended Audience: math students
Description: overhead calculators
Cost: $34.99+
Length: N/A
Type: Calculator
Matches with curriculum:
Accurate and current
High / Medium / Low
High / Medium /
Low
Clear and concise language
High / Medium /
Low
Arouses motivation / Maintains interest
Learner participation
High / Medium / Low
High / Medium /
Low
Technical quality
High / Medium / Low
Evidence of effectiveness
High / Medium / Low
Freedom from objectionable bias or advertising
High / Medium / Low
User guide / Documentation
High / Medium /
Low
Communicates clearly and effectively
High / Medium / Low
Unified visuals
High / Medium / Low
Appealing visuals
High / Medium / Low
Objectives: students will complete tasks/ problems using a calculator following
teacher lead or direction
Entry Capabilities: students need to know basic functions and operations of a
calculator
Strong Points: Allow all students to work together with teacher guidance
Weak Points: Costly for a classroom set or replacement
Web Source:
http://www.classroomdirect.com/cgibin/sgsh0108.exe?SKW=webdiv09,overhead,calculators,&UID=2004110523294424&FNM=00&G
EN9=main&CODIV=0108
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Computer Software
Title: Where Does My Money Go?
Series Title (if applicable): N/A
Source: PCI Catalog
Copyright Date: 1998
Subject Area: Math/ Life Skills
Intended Audience: Transition students
Description: CD-ROM that allows for practice of money management
Cost: $89.95 +
Length: N/A
Type: CD-ROM
Matches with curriculum:
Accurate and current
High / Medium / Low
High / Medium /
Low
Clear and concise language
High / Medium /
Low
Arouses motivation / Maintains interest
Learner participation
High / Medium / Low
High / Medium /
Low
Technical quality
High / Medium / Low
Evidence of effectiveness
High / Medium / Low
(e.g. field-test results)
Freedom from objectionable bias or advertising
User guide / Documentation
High / Medium / Low
High / Medium /
Low
Clear directions
High / Medium / Low
Stimulates creativity
High / Medium / Low
Objectives: appropriately manage money given a set of circumstances
Entry Capabilities: basic money handling skills
Strong Points: routes of game are altered by decisions made my students
Weak Points: expense for a classroom set; replacement; enough computers to
run
Web Source:
http://www.pcicatalog.com/products/webstore/detail.asp?Category=ALL&SubCat
egory=ALL&StockNumber=PCI900W
Games
Title: Budget
Series Title (if applicable): N/A
Source: Creative Teaching Associates
Copyright Date: 2000
Subject Area: Life skills/ math
Intended Audience: Math students grades 4-12
Description: Interactive board game for 2-4 players
Cost: $22.95
Length: N/A
Type: Board game
Matches with curriculum:
Accurate and current
High / Medium / Low
High / Medium /
Low
Clear and concise language
High / Medium /
Low
Arouses motivation / Maintains interest
Learner participation
High / Medium / Low
High / Medium /
Low
Technical quality
High / Medium / Low
Evidence of effectiveness
High / Medium / Low
(e.g. field-test results)
Freedom from objectionable bias or advertising
User guide / Documentation
High / Medium / Low
High / Medium /
Low
Provides practice of relevant skills
High / Medium /
Low
Game: Winning dependant on player’s skill
High / Medium / Low
Clear directions for play and debriefing
High / Medium / Low
Objectives: Students experience real life situations through practice (such as
banking, paying insurance, etc.)
Entry Capabilities: Basic money management skills, knowledge of money,
group skills
Strong Points: Give students realistic views of life dealing with money
management issues; cheap; can be used for small group work or centers
Weak Points: Most supplies are not reusable, will have to purchase additional
items or create your own
Web Resource:
http://www.mastercta.com/store/merchant.mv?Screen=PROD&Store_Code=cta&
Product_Code=4373&Category_Code=money_lifeskills_gr7-12
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Web Resources: TrackStar
Click here to go the TrackStar website to view ten related Web sites. The TrackStar number for this
lesson is 238908.
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