Grade 9 Lesson #15
Jeopardy Review Game
SS.912.FL.3.4 Describe ways that money received (or paid) in the
future can be compared to money held today by discounting the future
value based on the rate of interest.
SS.912.FL.3.5 Explain ways that government agencies supervise and
regulate financial institutions to help protect the safety, soundness, and
legal compliance of the nation’s banking and financial system.
SS.912.FL.5.6 Describe how diversifying investments in different types
of financial assets can lower investment risk.
Correlated Literacy Standards:
LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
LAFS.1112.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
SS.912.FL.3.4 Describe ways that money received (or paid) in the future can be compared to money
held today by discounting the future value based on the rate of interest.
SS.912.FL.3.5 Explain ways that government agencies supervise and regulate financial institutions to
help protect the safety, soundness, and legal compliance of the nation’s banking and financial system.
SS.912.FL.5.6 Describe how diversifying investments in different types of financial assets can lower
investment risk.
Jeopardy Review Game
Lesson #15
Correlated Florida Standards (See Full Text on Cover Page)
 LAFS.910.SL.1.1
 LAFS.1112.RH.1.2
Essential Questions
 What essential concepts and skills have been learned in the financial literacy unit?
Learning Goals/Objectives
The students will…

Develop Jeopardy-style questions that demonstrate their knowledge of the content and skills
presented in the financial literacy unit.

Demonstrate their knowledge of the content and skills presented in the financial literacy unit by
participating in a classroom Jeopardy game.

Compose an essay summarizing the three most important financial literacy concepts they learned in
the unit.
Overview
The students will review of the concepts and skills learned in the financial literacy unit by working in groups
to develop Jeopardy-style review questions. Students will also participate in a Jeopardy classroom game
utilizing the questions developed by the groups. Additionally, students will have a take-home essay
assessment on financial literacy.
Materials
 Access to classroom display board to display the Jeopardy board game.
 Optional Student Activity sheet entitled, Jeopardy Questions (Included in the lesson).
 Optional Sample Jeopardy Questions- Using Credit, Protecting and Insuring, and Financial
Investing (Included in the lesson).
 Student Essay Scoring Rubric (Included in lesson).
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Key Vocabulary
The terms and concepts previously presented in the financial literacy unit.
Time
Ideally, the time allocated for this lesson is two days, but may be modified to fit the teacher’s schedule. (Two
game options are presented in the lesson.) Students will need adequate time to research and work together as
a group prior to the time allocated for the Jeopardy game. For a block-scheduled class or as an extension
activity, you may want to include the optional extension suggestion/home learning assignment.
Activity Sequence
INTRODUCTION/HOOK
1. Explain that in this lesson, students will work in groups to develop Jeopardy-style review questions
based on the content and skills they have learned in the financial literacy unit. Student teams will
also participate in a classroom Jeopardy game. (2 Minutes)
ACTIVITY
Day #1 – Creating the Questions
1. Explain the following:
a. Groups of 3-5 students will work together to create Jeopardy-style questions on the content,
terms, and concepts learned in the financial literacy unit.
b. Student groups will later participate in the Jeopardy game to demonstrate their understanding
of financial literacy concepts. (3 Minutes)
2. Once student groups have been formed, provide time for the students to write Jeopardy-style
questions as follows:
a. Each group should write five questions and answers for each of the following financial
literacy content categories: Earning Income, Saving, Using Credit, Protecting and Insuring,
and Financial Investing.
OPTIONAL: With time being a major factor, teachers may choose to have students develop
questions for only the first two categories - Earning Income and Savings. If this option is
used, a number of sample questions for the remaining categories are provided. See Sample
Jeopardy Questions- Using Credit, Protecting and Insuring, and Financial Investing
(Included in the lesson).
b. Each Jeopardy question should be written in varying degrees of difficulty with questions
worth 10, 20, 30, 40 or 50 points (10 point questions being the easiest and 50 point questions
the hardest).
c. All questions should be in Jeopardy format. For example: Not putting “all your eggs in one
basket” describes this investment strategy. (What is diversification?)
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d. All questions should be identified by the Category and Amount (e.g., ., Financial Investing,
50 points)
OPTIONAL: Teachers may choose to have students write their questions on the Student
Activity sheet entitled , Jeopardy Questions (Included in the lesson).
3. Collect all questions from each student group.
Day #2 – Playing the Game
SUGGESTED GAME OPTIONS:
1. To play Jeopardy, teachers may select the game option that works best for their class and schedule.
a. Teacher-Developed Game – In this option, the teacher selects the questions for the Jeopardy game
by using the questions written by the students the previous day. If this option is used, two rounds
may be played – Jeopardy and Double Jeopardy. Also, if time permits, consider playing several
rounds so more student groups may participate.
b. Student-Developed Game: This option requires the students to develop and manage the Jeopardy
game. Select one or more of the student groups to organize the Jeopardy game by selecting
questions from those they wrote the day before. If this option is selected, more class time will be
needed to give student groups time to select the questions and set up the game.
2. After deciding what option to use to play Jeopardy, explain the following general game rules:
a. Each group must select a spokesperson. Only that person may state the answer. This person will
raise their hand if their group knows the answer.
b. The question will be read in its entirety. The teacher will call on the student spokesperson who
raised their hand first to respond.
c. The group will have 10 seconds to confer with their group before they must answer the question.
The answer must be in question format; e.g., What is a Certificate of Deposit?
d. No one can shout out the answer or the group will have points deducted from their score.
e. If the group answers correctly, they receive the points allotted for that question and they control
the board by picking the next category and amount. If incorrect, the groups will take turns
controlling the board.
f. If they answer incorrectly, the points for the question are deducted from their overall score. The
second spokesperson to raise their hand will then be allowed to answer the question.
g. Once all of the categories and amounts are complete, the game is over.
CLOSURE
 Allow each group to select one question from their collection that they feel is the hardest. Play
“Stump the Class” with these final questions (5-10 minutes)
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OPTIONAL EXTENSION SUGGESTION/HOME LEARNING
For block-scheduled classes, homework, or as a lesson extension activity, have students write a fiveparagraph essay responding to the following prompt:
What are the three most important lessons you have learned about personal finance in this unit?
Explain how financial decisions impact your life both now and in the future.
A scoring rubric is provided for the teacher’s consideration (Included in the lesson).
Sources/Bibliographic Information that contributed to this lesson:
See Lessons #1-14 for sources.
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Jeopardy Questions
Group Members: _____________________________________________________________________
Class: _______________________________________________________________________________
Directions: Use this form to record the Jeopardy review questions written by your group. Use the following
guidelines to write your questions:
1. Using your notes and other resources from the financial literacy unit, write five questions and
answers for each of the following financial literacy content categories: Earning Income, Saving,
Using Credit, Protecting and Insuring, and Financial Investing.
2. Each Jeopardy question should be written in varying degrees of difficulty with questions worth 10,
20, 30, 40 or 50 points (10 point questions being the easiest and 50 point questions the hardest).
3. All questions should be in Jeopardy format. For example: Not putting “all your eggs in one basket.”
(What is diversification?)
Category #1 – Earning Income:
Example: 10 Points: The amount of money earned as payment for work, goods, services, or as a profit on an
investment. (What is income?)
1. 10 Points:
2. 20 Points:
3. 30 Points:
4. 40 Points:
5. 50 Points:
Category #2 – Saving
1. 10 Points:
2. 20 Points:
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3. 30 Points:
4. 40 Points:
5. 50 Points:
Category #3 – Using Credit
1. 10 Points:
2. 20 Points:
3. 30 Points:
4. 40 Points:
5. 50 Points:
Category #4 – Protecting and Insuring
1. 10 Points:
2. 20 Points:
3. 30 Points:
4. 40 Points:
7
5. 50 Points:
Category #5 – Financial Investing
1. 10 Points:
2. 20 Points:
3. 30 Points:
4. 40 Points:
5. 50 Points:
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Jeopardy Questions - Using Credit, Protecting and Insuring, and Financial Investing
There are five financial literacy content categories: Earning Income, Saving, Using Credit, Protecting and
Insuring, and Financial Investing.
If time is limited, teachers may choose to have students develop questions for only the first two categories Earning Income and Savings. Sample questions for the remaining categories are provided below; i.e., Using
Credit, Protecting and Insuring, and Financial Investing. A game board for each of the two rounds of
Jeopardy is also provided.
Sample Questions for Jeopardy (Round #1)

Using Credit
o 10- Name one of the three credit reporting agencies. (What is Experian, Transunion, or
Equifax?)
o 20- Money a creditor makes available to a borrower to be paid back at a later time. (What is
credit?)
o 30- Missing credit card payments often cause this to happen. (What is a raised Annual
Percentage Rate?)
o 40- Failure to pay a loan when it is due. (What is default?)
o 50- The most important factor in your credit score. (What is your payment history?)

Protecting and Insuring
o 10- An agreement with a company designed to give the consumer protection against an
undesirable event or risk. (What is insurance?)
o 20- Name a type of insurance. (What is healthcare? homeowners? car? life? etc.)
o 30- An individual in whose name an insurance policy is written. (What is a policy holder?)
o 40- To steal your identity by pretending to be a legitimate company via email and requesting
your personal information. (What is phishing?)
o 50- The portion of losses you agree to pay in the event of an accident. (What is a deductible?)

Financial Investing
o 10- The central bank of the United States. (What is the Federal Reserve Bank?)
o 20- This term is used when you lose money on a stock. (What is negative return/loss?)
o 30- Not “putting all of your eggs in one basket” describes this investment strategy. (What is
diversification?)
o 40- The number of regional banks in the Federal Reserve system. (What is 12?)
o 50- This government agency insures your bank accounts up to $250,000. (What is the Federal
Deposit Insurance Corporation or FDIC)?
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Jeopardy Game Board (Round #1)
This chart can be drawn on the board or projected from a computer on the board. After a category and
amount is selected ,erase or delete that specific choice.
Earning Income
Saving
Using Credit
Protecting and
Insuring
Financial
Investing
10
10
10
10
10
20
20
20
20
20
30
30
30
30
30
40
40
40
40
40
50
50
50
50
50
Questions for Double Jeopardy (Round 2)

Using Credit
o 20- How often can you order a credit report for free? (What is once per year?)
o 40- This helps determine what interest rates you get for loans. (What is a credit score?)
o 60- The interest rate or the cost of credit for one year (What is Annual Percentage Rate or
APR?)
o 80- The legal term used when you cannot pay off your debts. (What is a bankruptcy?)
o 100- Required credit payments usually made each month until the credit is repaid. (What is an
installment payment?)

Protecting and Insuring
o 20- This covers physical damage to the policyholder’s car after an automobile accident.
(What is collision insurance?)
o 40- This type of insurance is used for when you get injured on your job. (What is Workers’
Compensation?)
o 60- This insurance protects medical doctors from lawsuits. (What is malpractice insurance?)
o 80- The method used to steal your credit card number when swiping it in a store. (What is
skimming?)
o 100- The government program that provides healthcare insurance for citizens 65 years of age
and older. (What is Medicare?)
10

Financial Investing
o 20- A traditional and safe method of saving money in a bank. (What is a savings account?)
o 40- Ownership or shares of a company. (What are stocks?)
o 60- Interest paid on the principal and on the interest earned previously. (What is compound
interest?)
o 80- The chance of losing money in investments. (What is risk?)
o 100- By changing interest rates this bank encourages spending or saving. (What is the
Federal Reserve Bank?)
Double Jeopardy Game Board (Round 21)
This chart can be drawn on the board or projected from a computer on the board. After a category and
amount is selected, erase or delete that specific choice.
Earning Income
Saving
Using Credit
Protecting and
Insuring
Financial
Investing
20
20
20
20
20
40
40
40
40
40
60
60
60
60
60
80
80
80
80
80
100
100
100
100
100
11
Essay Rubric (40 Points)
Introduction
- Hook (1 point)
- Thesis (4 points)
1st Body Paragraph- Topic 1
- Transition Word (1 point)
- Topic Sentence (1 point)
- 3 pieces of supporting evidence (4 points)
- Why it matters? (4 points)
2nd Body Paragraph- Topic 2
- Transition Word (1 point)
- Topic Sentence (1 point)
- 3 pieces of supporting evidence (4 points)
- Why it matters? (4 points)
3rd Body Paragraph- Topic 3
- Transition Word (1 point)
- Topic Sentence (1 point)
- 3 pieces of supporting evidence (4 points)
- Why it matters? (4 points)
Conclusion
- Restate thesis (3 points)
- Relevance to today (2 points)
Total
______ / 1
______ / 4
______
______
______
______
/
/
/
/
1
1
4
4
______
______
______
______
______
______
______
______
/
/
/
/
/
/
/
/
1
1
4
4
1
1
4
4
______ / 3
______ / 2
______ / 40
Points
12