Personal Financial Literacy
G
S
M
Z
S
O
P
O
N
E
A
V
Y
G
L
I
A
S
N
N
E
G
I
F
R
A
V
R
D
C
O
L
W
I
O
I
V
N
J
K
N
C
O
M
E
E
D
T
E
E
D
S
B
for Kindergarten Classrooms
Personal Financial Literacy
for Grade K Classrooms
These lessons are a part of the Texas Council on Economic Education Smarter Texas program and
based on the 2012 Math Personal Financial Literacy Texas Essential Knowledge and Skills
This publication was made possible through funding provided by the
Cornerstone Credit Union Foundation.
The Texas Council on Economic Education (TCEE)
1801 Allen Parkway • Houston, TX 77019 • 713.655.1650
economicstexas.org • smartertexas.org
Copyright 2014, Texas Council on Economic Education
Copying for non-profit, educational use is permitted. All other rights reserved.
Editors
Chief Editor
Valerie Johse
Elementary Math Consultant
Texas Council on Economic Education
Editor
Laura Ewing
President and CEO
Texas Council on Economic Education
Web Editor
Allen Reding
Texas Council on Economic Education
Authors
Carolyn Elender
Independent Elementary Mathematics Consultant
Valerie Johse
Elementary Math Consultant
Texas Council on Economic Education
Reviewers
Anne Papakonstantinou, Ed.D.
Project Director
[email protected]
Richard Parr
Executive Director
[email protected]
Susan Troutman
Associate Director for Secondary Programs
[email protected]
Carolyn White
Associate Director for Elementary and
Intermediate Programs
[email protected]
School Mathematics Project
Table of Contents
Grade Kindergarten Lessons
Lesson
Lesson 1: The Money Making Farm
Texas Essential Knowledge
and Skills
Math K.9A
Lesson 2:
Math K.9B
Lesson 3:
Math K.9C
Lesson 4:
Math K.9D
Grade Level: K
Lesson Description
The Money Making Farm
Lesson: 1
Students listen to a story about a boy from the city visiting his cousin on the farm.
While on the farm, Ken learns how Jessie’s family earns their income from the
animals and plants on the farm.
After discussing the story, students do a matching activity, Where Does Farm
Income Come From? Students draw a picture to show someone who earns income
and then identify the job. These pages can be put into a class book. Included in this
lesson is a sorting activity in which students identify jobs in the home, school, and
community.
Texas Essential
Knowledge and
Skills (Target
•
PFL Math K.9A: identify ways to earn income
Texas Essential
Knowledge and
Skills (Prerequisite
•
Math K.1: Mathematical Process Standards
Texas Essential
Knowledge and
Skills (Connected
•
•
Social Studies K.7A: identify jobs in the home, school, and community
Social Studies K.7B: explain why people have jobs
National Standards
•
CEE Earning Income 4.1: People have many different types of jobs from which
to choose. Different jobs require people to have different skills.
CEE Earning Income 4.2: People earn an income when they are hired by an
employer to work at a job.
standards)
standards)
standards)
(Supporting standards)
•
CEE - Council for Economic
Education
PFL Terms
•
•
•
Time Required
30-45 minute class lesson
Materials Required
•
•
•
•
•
•
•
income
earn
money
One copy of Visual K.1-1
One copy of Activity K.1-1 for each student and one for the teacher
One copy of Activity K.1-2 for each student
One copy of Activity K.1-3 run on cardstock and cut apart
One sheet of 12” x 18” construction paper, folded into thirds. Label one
section Home, one section School, one section Community
Pencils and/or crayons
Chart paper and markers or white board and markers
Page |1
The Money Making Farm
Grade Level: K
Procedure
Engage
1. Begin the lesson by helping students build background knowledge about a farm. Ask
questions such as the following:
•
•
•
•
Explore/Explain
Lesson: 1
Has anyone ever been on a farm?
Who lives on a farm? What does the farmer do?
What animals might be farm animals?
Why do you think people live on farms?
2. Gather students on the rug or wherever you prefer to have them sit while you read a
story. Tell students that today you have a story to share with them. Where do you think
the story takes place? (The story takes place on a farm.) Read the story “The Money
Making Farm” to the class. The story is found on Visual K.1-1.
3. After reading the story, pose the questions below.
•
•
•
•
•
•
•
Ken was visiting his cousin Jessie. Where does Jessie live? (Jessie lives on a farm.)
Ken lives in the city. How did he earn income? (Ken mowed lawns and walked
dogs.)
What do you think ‘income’ means? (Income is money that people earn doing
chores for their family or having a job.)
Jessie showed Ken how the farm makes income. Can you remember the three
ways Jessie’s family earned part of their income? What are they? (The family sold
eggs, milk, and wool to make part of their income.)
Why is earning an income important to Jessie’s family? (Their income lets them
buy things the farm needs to keep running.)
Why is income important to all families? (Income is money that is used to pay for
the things people need and things they want.)
How do you think your family uses their income? (Accept any reasonable answer
such as buying food, shelter, clothing, paying bills, entertainment, etc.)
4. While students are gathered around you, explain what they are to do on Activity K.1-1.
Fold your copy of Activity K.1-1 in half vertically. Show students the left side of the paper
only. Have students identify each picture and tell how the farmer earned income from it.
Tell students that when they return to their seat, they are to write their name on their
paper and then draw a line from each picture on the left to the picture on the right that
shows how the farmer earns income. Review left and right with students. It may help
students if they put their left index finger on each picture as they draw a line to the
corresponding picture on the right. Distribute Activity K.1-1 to each student as he/she
returns to his/her seat.
Elaborate
5. When students have completed Activity K.1-1, explain Activity K.1-2. Students will each
complete a page that will become part of a class book. Have students brainstorm jobs
that people do to earn income. List the jobs on the board or on chart paper. Tell students
that they may choose one of the jobs listed or another job that they know and draw and
color a picture of someone doing that job. They are also to complete the sentence below
the picture box by identifying the job pictured.
This person is a ___________________.
Page |2
Grade Level: K
Evaluate/End
The Money Making Farm
Lesson: 1
Allow students to write to the best of their ability. If you cannot decipher what is written,
ask the student to “read” the sentence to you.
6. Put all the class’s work on Activity K.1-2 together in a class book. Make a cover and title
the book Ways to Earn Income. Put the book where students can look at it over and over
again.
EXTENSION
1. Students do a card sort using the 16 cards on Activity K.1-3. Cards should be run on
cardstock, cut apart, and laminated if you wish. Use a sheet of 12” x 18” construction
paper or some other large sheet of paper. Fold the paper into thirds and label each third
with one of the names: Home, School, and Community. Students should work with a
partner to discuss each of the jobs illustrated and determine where the card should be
placed.
Suggested responses:
Home: cook, mower, dishwasher, launderer, housekeeper
School: school nurse, lunch lady, librarian, secretary, coach/PE teacher, crossing guard
Community: policeman, firefighter, mailman, trash collector, construction worker
2. Ask students to talk with a partner how they want to earn money when they are grown
up. Have them share one thing they might use their earnings to buy. After they have
shared with a partner, provide time for volunteers to share with the class.
Page |3
Grade Level: K
Visual K.1-1
The Money Making Farm
Lesson: 1
The Money Making Farm
Ken was visiting his cousin Jessie at Jessie’s family farm. Ken lived in the city and had
never been to a farm before. The two cousins decided to go exploring one morning.
“Jessie, I have a question for you. How do you earn money around here? What do you
do to earn income? At home, I mow lawns and walk dogs to make money. I don’t see
any lawns that need mowing or dogs that need walking here. Your dogs stay outside and
work with your dad all day.”
“Are you being silly, Ken? We have lots of ways to earn money on the farm! Let’s start
walking,” suggested Jessie. “Do you see that hen house over there? We have the best
laying hens in the area.”
“What’s a laying hen?” asked Ken.
“Why, hens that lay eggs, of course, and we sell them to earn money. That’s part of our
income here on the farm,” Jessie continued. “And do you see that barn? It’s full of cows
that are being milked. We sell the milk, and that’s another way we earn income. Our
sheep are out in the fenced barnyard, getting their winter coats sheered. It’s like getting
a really short haircut. We’ll sell their wool, called fleece, to a business. The business may
turn the wool into things like that fancy shirt you’re wearing.”
“Wait a minute!” interrupted Ken. “You mean you cut their fuzzy hair off and sell it to
make money?”
“We sure do,” answered Jessie. “Without the income from selling things like eggs, milk,
and wool, we wouldn’t have enough money to feed the animals and keep them healthy.
Our income is very important to make sure we can buy everything needed to run the
farm. Just buying a tractor costs a lot of money!”
“I think I understand,” said Ken. “You and your animals work hard to earn an income
that lets you buy the things this farm needs to keep it running.”
“You’re right, Ken. And speaking of running, you had better start running because I’m
going to beat you back to the house!” said Jessie.
Page |4
Grade Level: K
Activity K.1-1
The Money Making Farm
Lesson: 1
Name _______________________________________________
Where Does Farm Income Come From?
Left
Right
Page |5
Grade Level: K
Key K.1-1
The Money Making Farm
Lesson: 1
Name _______________________________________________
Where Does Farm Income Come From?
Left
Right
Page |6
Grade Level: K
Activity K.1-2
The Money Making Farm
Lesson: 1
Name _______________________________________________
This person is a
Page |7
.
Grade Level: K
The Money Making Farm
Activity K.1-3
Page |8
Lesson: 1
Grade Level: K
The Money Making Farm
Page |9
Lesson: 1
Grade Level: K
The Money Making Farm
P a g e | 10
Lesson: 1
Grade Level: K
The Money Making Farm
P a g e | 11
Lesson: 1
Don’t Look a Gift Horse in the Mouth
Grade Level: K
Lesson Description
Lesson: 2
Students listen to a story about Ken, a boy from the city, visiting his cousin Jesse on
the farm. The boys have plans for the summer that includes both boys having a
bike. However, Ken doesn’t have a bike. The boys do extra chores on the farm to
earn money but are still short by ten dollars. Jesse’s mom decides to give Ken an
early birthday gift and they now have the needed funds to buy Ken a bike.
After answering comprehension questions following the story, students listen to
scenarios and decide if money is being received as income or as a gift in each
illustration. Students then work independently coloring pictures that show things a
farmer would use to earn income on a farm.
Texas Essential
Knowledge and
Skills (Target

PFL Math K.9B: differentiate between money received as income and money
received as gifts
Texas Essential
Knowledge and
Skills (Prerequisite

Math K.1: Mathematical Process Standards
National Standards

CEE Earning Income 4.2: People earn an income when they are hired by an
employer to work at a job.
CEE Earning Income 4.8: Income can be received from family or friends as
money gifts or as an allowance for which no specified work may be required.
standards)
standards)
(Supporting standards)

CEE - Council for Economic
Education
PFL Terms





Time Required
30-45 minute class lesson
Materials Required









income
earn
money
gift
chores
One copy of Visual K.2-1
One copy of Activity K.2-1a run on cardstock for each student and one for the
teacher
One copy of Activity K.2-1b for the teacher
One copy of Activity K.2-2 for each student
Scissors
Pencils and crayons
Chart paper and markers or white board and markers
Stapler or tape
2 craft sticks per student
Page |1
Grade Level: K
Procedure
Don’t Look a Gift Horse in the Mouth
Lesson: 2
Engage
1. Begin the lesson by telling students that before you came to school today you had to be
sure that you had money to buy lunch in the school cafeteria. Ask students how people
get money. Accept any reasonable responses. You may choose to list students’
responses on the board or on chart paper. Other than listing students’ suggestions, do
not comment on them.
Explore/Explain
2. Gather students on the rug or wherever you prefer to have them sit while you read a
story. Tell students that today you have another story about Jesse and Ken to share with
them. Where do you think the story takes place? (The story takes place on a farm.) Why
do you think that? (Jesse and Ken were on Jesse’s farm in the previous story.)
Read the story “Don’t Look a Gift Horse in the Mouth” to the class. The story is found on
Visual K.2-1.
3. After reading the story, pose the questions below.
a. What did Ken and Jesse want to do during the summer? (The boys wanted to
explore the trails on their bikes during the summer.)
b. What problem kept them from exploring the trails? (Ken didn’t have a bike.)
c. What was the cousins’ solution to the problem? (The cousins’ solution to their
problem was to earn income by doing extra chores. Then they could buy a bike for
Ken.)
d. What might be some jobs that need to be done on a farm? (Responses might
include gathering eggs, feeding the pigs, grooming horses, milking cows and
goats, and feeding chickens. Accept all reasonable answers.)
e. After a week of doing extra chores, how much income did the boys earn? (The boys
had earned an income of $40.00.)
f. How much money did the boys still need? (The boys still need $10.00.)
g. How did the boys get the last $10.00? (It was an early birthday gift from Jesse’s
family.)
h. What is the difference between money received as income and money received as a
gift? (Income is money earned for work that is done. Money received as a gift is
given without having to do any work.)
4. Revisit the list of responses students gave at the beginning of the lesson. Help students
identify each response as either income or gift money.
5. Give each student a copy of Activity K.2-1a. Students cut out the two response cards
along the dotted lines. Use tape or a stapler to affix each of the response cards to the
end of a craft stick.
6. Read each of the scenarios on Activity K.2-1b. Students will hold up their craft stick with
the correct response on the count of three and display whether the scenario illustrates
money received as income or money received as a gift. Model for students how they
should hold their answer paddle close to their chest just under their chin. If there is
agreement among students, ask a volunteer to explain his/her answer choice. If there is a
difference of opinion, have student volunteers representing each answer choice explain
their thinking and tell why they selected their answer.
Page |2
Don’t Look a Gift Horse in the Mouth
Grade Level: K
Lesson: 2
Elaborate
7. Ask students What is income? How did Jesse’s dad earn income on the farm? Use a device
to project Activity K.2-2. Discuss what each picture represents. Have students identify if
it is used on a farm and how it is used. Distribute Activity K.2-2 to each student. Have
students use crayons to color the pictures that show what the farmer would use to earn
income on the farm.
Evaluate/End
8. Ask students:
 Do you ever have jobs to do at home for which you do not receive pay? What are
some of those jobs?
 Do you have jobs to do at school for which you do not receive pay? What are some of
those jobs?
 Is that fair? Why do you think that is?
Explain to students that because they are part of a family they should help out by doing
simple chores around the home to make it a nice place to live. At school they are
members of the class. Each person is expected to pick up after himself and help keep the
classroom an attractive place to be.
9. Ask:


How do people receive money? (People receive money by working in their jobs.
This is called income. People also receive money as gifts.)
What is the difference between money received as a gift and money received as
income? (Gift money is given to you without having to do work. You must do
work to earn income.)
EXTENSION
1. Make a class list of what students could do to earn income. Some examples might be to
walk the dog, bathe the dog, or weed the flower bed. Explain to students that pay
received for doing a job should be negotiated before the job is started. Remind students
that some jobs are done because you are part of a family or a member of a class and you
will not be paid.
2. When might you receive money as a gift? Use a white board or chart paper to record
students’ responses to the question. Examples might include birthdays, Christmas,
Hanukkah, Easter, graduations, or other special occasions.
Page |3
Grade Level: K
Don’t Look a Gift Horse in the Mouth
Lesson: 2
Visual K.2-1
Don’t Look a Gift Horse in the Mouth
Ken was visiting his cousin Jesse at Jesse’s family farm. The cousins had big plans for
their summer together. The only problem was that the plans included exploring all the
trails on their bikes, and Ken didn’t have a bike. The boys began to think about ways to
make enough money to buy a bicycle for Ken.
“I know,” said Jesse. “What if we ask my dad to give us extra chores? That would bring
in some income.”
Ken was a little confused. “You’re saying your dad would pay us for working around the
farm?”
“Sure, Ken, we could gather eggs, feed the pigs, and groom the horses. Dad always has
jobs around here.” Jesse was right. Dad did have a long list of chores.
The cousins worked together all week and were able to earn $40.00. The only problem
now was that the bike they wanted to buy cost $50.00. That night at dinner the boys
were talking to Jesse’s mom and dad about their income from the week and how close
they were to making the needed $50.00.
Dad asked, “So how close are you two to your goal?” Jesse quickly subtracted $40.00
from $50.00 and determined they needed ten more dollars.
“Well, boys, I have an idea,” said Jesse’s mom. “Ken has a birthday next week, and I’d
like to give him his gift five days early.” Mom reached into her pocket and pulled out a
ten-dollar bill.
Ken looked at his aunt and asked, “Is this more income for me?”
His aunt laughed and said, “No, dear, this is called a gift. The gift is from our family.
We’re giving it because it’s your birthday and we love you. You don’t need to do any
extra chores! Don’t look a gift horse in the mouth.”
Ken looked surprised. “Aunt Jeannie, I’ve never looked in a horse’s mouth!”
Page |4
Grade Level: K
Don’t Look a Gift Horse in the Mouth
Lesson: 2
“No, dear, that means just appreciate the gift and say thank you.”
“Then I’ll just say, ‘thank you,’ Aunt Jeannie. And I love you, too!” said Ken.
Ken and Jesse let out the biggest, happiest yelp you have ever heard.
The next morning the whole family got up early and went shopping. Can you guess what
they came home with? You’re right! It was a brand new bike for Ken.
Page |5
Grade Level: K
Don’t Look a Gift Horse in the Mouth
Activity K.2-1a
Page |6
Lesson: 2
Grade Level: K
Don’t Look a Gift Horse in the Mouth
Lesson: 2
Activity K.2-1b
Read each scenario aloud. Have students decide whether the scenario illustrates money received as
income or money received as a gift. Have students respond by showing one of the cards made from
Activity K.2-1a.
1. Sarah’s next door neighbor asked if Sarah would walk her dog that afternoon. The
neighbor gave her five dollars. Was this income or a gift?
Income
2. Ben and his family went to the Pizza Parlor after a wonderful day spent at the beach.
His mother gave Ben and his two sisters each fifty cents to spend at the gum
machines. Was this income or a gift?
Gift
3. Maria just finished her chores for the week. She asked her mother if she could now
have her allowance for the week. Was this income or a gift?
Income
4. Thomas was having his sixth birthday party. His grandmother walked in and gave him
a ten-dollar bill. Was this income or a gift?
Gift
5. Jennifer wanted to buy a new bow for her hair. She didn’t know how to make bows,
but she did know how to make bracelets. Jennifer sold ten bracelets and earned
$10.00. Then Jennifer bought a big red bow. Was this income or a gift?
Income
6. Aiden could not wait for December 25th. This was the day his family opened their
holiday presents. Aiden’s parents gave him a gift card to the baseball batting cages.
Was this income or a gift?
Gift
7. LaShunda and her dad were having pitching practice before the big game. It was very
hot. LaShunda’s dad told her to take his $5.00 and go to the concession stand and
buy each of them a cold drink. Was this income or a gift?
Gift
8. Marco was ready for a new skateboard. His old one was worn out, wheels and all. He
offered to work in Mr. Hernandez’s skateboard shop. At the end of six weeks he had
earned enough money to buy a new skateboard. Did Mr. Hernandez give him a gift or
income?
Income
Page |7
Grade Level: K
Activity K.2-2
Don’t Look a Gift Horse in the Mouth
Lesson: 2
Name _______________________________________________
Color the pictures that show what the farmer
would use to earn income on the farm.
Page |8