Professional Documents
Culture Documents
Elementary Education
Title: Budgeting
Grade: 5th
Backward Design Approach: Where are you going with your students?
Students will be able to explain the importance of a budget and how one is used.
Assessment Plan:
Evaluate student understanding based on explanations, participation, and able to express concepts
through drawing at the end of lesson.
Prior Knowledge/Connections:
Students are familiar with money and the want to buy items. It also builds on upon economic skills that
were taught in the 4th grade common core curriculum.
Lesson Introduction/Hook:
Start with introduction of budget and related terms.
Heart of the Lesson/Learning Plan:
Differentiation/Same-ation:
Each student is able to make their own choices for each part of the lesson. All students are preforming
the same general task but each student has a choice in the qualities that they have to compute and have
the the option to not compute sometimes.
Lesson Development:
Step 1:
Start with asking about what is a budget?
What do you use it for?
Why do you need one?
Lets go over some vocabulary that we might use while talking about a budget..
We are going to do a scenario where you get an income and you will be responsible for budgeting your
money.
Step 2:
-Display list of possible jobs. Students must decide what job they want to have. Students must record
this, along with every other step on their worksheet.
-After students pick their jobs, reveal their incomes. This is for a month. They must record this on their
sheet.
-Next, reveal debts for school. Subtract out the amount they owe.
-Next, they get to pick the house that they would like to live in. Remind them to think about
what the can afford. (prices of rent will be displayed next to picture)
-Now they must subtract out utilities that go along with their chosen home.
Reveal how much they will spend in gas for the month based on their car.
Now you can decide what you want to do with the rest of your money. Decide how much
spending money you want and how much you want to put in your savings.
I will then provide a list of vacations or electronics that they can choose to purchase. This
amount must be subtracted out.
Now pick a wild card off of the table. Some of these cards have good things on them and some
of them have some bad things.
If you received a bonus, add it in. If you have to fix or replace something, subtract it out.
Step 3:
Who ran out of money?
Who has any money left in their savings?
What worked well for you?
Turn and talk to a partner about what you learned and what you would do differently.
Step 4:
Draw a collage of images that represent what you can spend your money on.
(A collage is a collection of images)
The things that are most important to think about when making a budget should be the biggest
in your drawing.
The things that are less important should be drawn smaller.
Specific Questioning:
Turn and talk to a partner about what you learned and what you would do differently.
Draw a collage of images that represent what you can spend your money on.
(A collage is a collection of images)
The things that are most important to think about when making a budget should be the biggest
in your drawing.
The things that are less important should be drawn smaller.
It may be easier to write down a list of items on the back of your paper to include before
starting to draw.
It also might be helpful to start by drawing the items that you believe should be the largest,
first. Commented [1]:
Arts Activity
Materials/Resources:
Worksheet
Powerpoint
Wild cards
Blank sheet of paper
Coloring/drawing utensils
Scrap sheet of paper for computation (if needed)