Grade: 4th Grade

Unit Topic: Financial Literacy

Unit Title: Understanding Financials
Day 1 Day 2 Day 3 Day 4 Day 5
Title of Lesson or Financial Budget and Choices Opportunity Cost & Goods and Services Class Fundraiser
Activity Vocabulary Scarcity Fundraiser Presentation
Standards and Standards Standards Standards Standards Standards
Objectives Financial Literacy Financial Literacy Financial Literacy Financial Literacy Financial Literacy
What do students “4.4 Analyze “4.4 Analyze “4.4 Analyze “4.4 Analyze “4.4 Analyze
need to know and be different buying different buying different buying different buying different buying
able to do for each choices and choices and choices and choices and choices and
day of the unit? opportunity costs” opportunity costs” opportunity costs” opportunity costs” opportunity costs”
(“Oregon K-12 (“Oregon K-12 (“Oregon K-12 (“Oregon K-12 (“Oregon K-12
Social,” 2018). Social,” 2018). Social,” 2018). Social,” 2018). Social,” 2018).

“4.5 Demonstrate “4.5 Demonstrate Speaking and “4.5 Demonstrate “4.5 Demonstrate
understanding of understanding of Listening understanding of understanding of
needs and wants needs and wants Comprehension needs and wants needs and wants
using a budget” using a budget” and Collaboration using a budget” using a budget”
(“Oregon K-12 (“Oregon K-12 “4.SL.1 Engage (“Oregon K-12 (“Oregon K-12
Social,” 2018). Social,” 2018). effectively in a Social,” 2018). Social,” 2018).
range of
Speaking and Speaking and collaborative Number and Number and
Listening Listening discussions (one‐ Operations in Base Operations in Base
Comprehension Comprehension on-one, in groups, Ten Ten
and Collaboration and Collaboration and teacher‐led) E. Use place value E. Use place value
“4.SL.1 Engage “4.SL.1 Engage with diverse understanding and understanding and
effectively in a range effectively in a partners on grade 4 properties of properties of
of collaborative range of topics and texts, operations to operations to
discussions (one‐ collaborative building on others’ perform multi- perform multi-
digit arithmetic. digit arithmetic.
on-one, in groups, discussions (one‐ ideas and “4.NBT.5 Multiply a “4.NBT.5 Multiply a
and teacher‐led) on-one, in groups, expressing their whole number of up whole number of up
with diverse and teacher‐led) own clearly” to four digits by a to four digits by a
partners on grade 4 with diverse (“Common Core one-digit whole one-digit whole
topics and texts, partners on grade 4 State Standards for number, and number, and
building on others’ topics and texts, English,” 2010, multiply two multiply two
ideas and expressing building on others’ p.12). two-digit numbers, two-digit numbers,
their own clearly” ideas and using strategies using strategies
(“Common Core expressing their Objectives based on place value based on place value
State Standards for own clearly” Students will be and the properties and the properties
English,” 2010, (“Common Core able to define of operations. of operations.
p.12). State Standards for scarcity, choices, Illustrate and Illustrate and
English,” 2010, and opportunity explain the explain the
Objectives p.12). cost in any scenario. calculation by using calculation by using
Students will be able equations, equations,
to understand the Objectives rectangular arrays, rectangular arrays,
meaning of all Students will be and/or area models” and/or area
financial vocabulary able to allocate how (“Common Core models” (“Common
words. much money they State Standards for Core State
should budget for Mathematics,” 2010, Standards for
needs, wants, and p. 5). Mathematics,” 2010,
saving. p. 5).
“4.NBT.6 Find
Student will be able whole-number “4.NBT.6 Find
to share the purpose quotients and whole-number
of a budget. remainders with up quotients and
to four-digit remainders with up
Student will dividends and one- to four-digit
effectively use the digit divisors, using dividends and one-
idea of S.M.A.R.T. strategies based on digit divisors, using
budgeting. place value, the strategies based on
properties of place value, the
operations, and/or properties of
the relationship operations, and/or
between the relationship
multiplication and between
division. Illustrate multiplication and
and explain the division. Illustrate
calculation by using and explain the
equations, calculation by using
rectangular arrays, equations,
and/or area models” rectangular arrays,
(“Common Core and/or area
State Standards for models” (“Common
Mathematics,” 2010, Core State
p. 5). Standards for
Mathematics,” 2010,
Speaking and p. 5).
Listening
Comprehension Speaking and
and Collaboration Listening
“4.SL.1 Engage Comprehension
effectively in a range and Collaboration
of collaborative “4.SL.1 Engage
discussions (one‐ effectively in a
on-one, in groups, range of
and teacher‐led) collaborative
with diverse discussions (one‐
partners on grade 4 on-one, in groups,
topics and texts, and teacher‐led)
building on others’ with diverse
ideas and expressing partners on grade 4
their own clearly” topics and texts,
(“Common Core building on others’
State Standards for ideas and
English,” 2010, expressing their
p.12). own clearly”
(“Common Core
Objectives State Standards for
Students will know English,” 2010,
the difference p.12).
between goods and
services. Presentation of
Knowledge and
Students will be able Ideas
to effectively create “4.SL.4 Report on
a fundraising plan. a topic or text, tell a
story, or recount an
experience in an
organized manner,
using appropriate
facts and relevant,
descriptive details
to support main
ideas or themes;
speak clearly at an
understandable
pace” (“Common
Core State
Standards for
English,” 2010,
p.12).

Objectives
Students will
understand the
various ways to
fundraise money.
Academic  Salary  Want  Opportunity  Goods  Goods
Language and  Allowance  Need Cost  Services  Services
Vocabulary  Paycheck  S.M.A.R.T.  Scarcity  Producer  Fundraising
What academic  Wages Budgeting  Choices  Consumer
language will you  Budget  Budget  Supply
emphasize and teach  Loan  Save  Demand
each day during this  Balance  Fundraising
unit?  Withdraw
 Deposit
 Producer
 Expenses
 Saving
 Spending
 Income
 Service
 Buyer
 Seller
 Consumer
 Scarcity
 Incentives
Summary of This lesson will start This lesson will start This lesson will start This lesson will start This lesson will start
Instruction and by pulling from by asking questions by watching the by having students by discussing the
Activities for the student’s prior to understand YouTube video watch a YouTube vocabulary words
Lesson knowledge about student’s prior “CashVille Kidz video called “Goods we have learned so
How will the financial literacy. I knowledge of the Episode 15: and Services far in this unit while
instruction and will start by asking idea of budgeting. I Opportunity Costs.” Economics Social I write them on the
activities flow? the students “If they will ask students After the video, I Studies YouTube.” board for students
Consider how the receive a regular “have you ever will ask students After the video I will to see. Then I will
students will allowance?” I’ll then saved your what an opportunity talk to the about have student get
efficiently transition ask students “how allowance to buy cost is and write it supply and demand with their pairs and
from one to the next. often do you receive something you on the board. I will of products. I will make sure they are
your allowance: really wanted?” then ask them what start by asking done with their
daily, weekly, or Then probe them by the opportunity cost students what each poster and ready to
monthly?” Students asking, “if so, what is from the video. one is then writing present. I will then
will the be asked “if were you saving Next I will ask the them on the board. have student pairs
they earn their for?” After listening students what the We will then discuss present their
allowance by doing to all the students I definition of scarcity what services are fundraising idea and
chores?” If so I will will explain that is from their and examples of poster with the
ask them “what your they were actually financial vocabulary them while I write class. After each
chores are?” I budgeting their lesson on Monday them on the board. student presents
further probe money while and write it on the Next I will ask what their poster and the
students by asking making buying board. I will then goods are and write time it will take to
students “are you choices and that ask them what the them on the board. I raise the money I
required to save today we are going example of scarcity will explain our will allow three
part of your to learn how to do it was on the video. project is to raise students to ask
allowance?” Then I’ll so with S.M.A.R.T. Lastly I will ask money for a new questions about
ask students “or are budgeting. Then we them what their class pet hamster. their fundraiser
you allowed to will watch the choice was on the We will start by idea. After each
spend your YouTube video video and write the deciding how much student has
allowance anyway “CashVille Kidz examples on the a hamster is, what presented and
you want?” Based Episode 23: SMART board. Next I will he will need to live students have had a
upon these Budgeting.” After give students the in (cage/toys), and chance to ask their
questions I will then watching this I will scenario of “If Olivia the supplies he questions I will have
explain that we are ask students what wants to get an A+ needs to live students take the
going to be learning they learned. After on her math test she (food/bedding) summative
about financials this students stated must stay up all based upon his assessment.
week. We will start what they learned, I night to study, what needs and the wants
by learning about will then ask what it is the opportunity the students have
the vocabulary that means to S.M.A.R.T. cost?” I’ll have for him. After we
goes into the idea of budget while students think-pair- have found out how
financials. I will start discussing that “S” share to explain much it will cost
by using the stands for specific, what they think the total I will tell
vocabulary cards to “M” stands for answer is until they students now we
introduce the measurable, “A” say “a good nights have to raise the
financial words. I stands for sleep.” I will then money just like they
will go through each attainable, “R” give the scenario of did it the video. I
word by saying the stands for “Nick really wants will then pair up
word and have reasonable, and “T” the new video game students and say
students predict the stands for timely. I out called The Zoo they must decide
meaning and when will state there are but can’t find it upon whether they
they have heard of three things they anywhere, what will raise money by
it. I will then state should do when does this mean?” I’ll providing a good or
the definition. After I budgeting their have students use service. They must
go through each money: they must think-pair-share to then create a poster
word I will give decide how much come up with the they will use to
students the they are going to answer of scarcity. I fundraiser for the
“Financial spend on things will give the hamster and
Vocabulary Graphic they need, how students one more supplies. On the
Organizer.” I will much they will scenario that “if I back of the poster
help students fill out spend on things had all the they must use their
the first vocabulary they want, and how ingredients to make math skills they
word definition much they are going brownies and have learned to
using a dictionary to save. I will ask for cookies but was figure out how much
and then write a examples of a want missing the very of the good or
sentence to show (like a toy) and need important service they must
students an example (like food). I will ingredient for provide to raise
of how to do it. then state when we cookies of chocolate enough money for
Students will then are deciding how chips. What are my everything including
be given time to fill much money we are choices? What is a the hamster and
the out rest of the allocating to each scarcity?” I will have supplies. Their
graphic organizer area we must be students think-pair- poster must be
for each vocabulary following along with share before we colored, include
word. After all a S.M.A.R.T. budget discuss. I will then what good or service
students have to help us make give students they will fundraise,
completed the buying choices. Next “Scarcity, Choices, how much they will
graphic organizer I I will pass out and Opportunity charge, where they
will have students “S.M.A.R.T. Cost” Worksheet will fundraise at,
each read one of Budgeting” where they will and the supplies
their sentences to worksheet to decide the answer they will need to
the class. students to work in to a scenarios using fundraise.
small groups with the new idea we just
where they must learned and write
state what each their own scenario.
letter of S.M.A.R.T. After students have
in S.M.A.R.T. finished they will
budgeting stands use come up and
for, they must then share with me their
define which item is scenario that uses
a need and which is scarcity, choices,
a want, and then and opportunity
they must S.M.A.R.T. cost as their exit
budget if they had ticket.
$100 what they
would do with it
based on the
amount of money
they would spend
on their needs,
spend on their
wants, and amount
they would save.
When complete
students must then
come and show
myself (the teacher)
how they budgeted
their money as an
exit ticket.
Differentiation I will differentiate In this lesson I will This lesson is I will differentiate I will differentiate
What are the this lesson by use flexible differentiated by this lesson by the lesson by
adaptations or allowing students to grouping in the discussing scarcity, assigning small allowing students to
modifications to the think-pair-share form of whole group choices, and groups of students present just to
instruction/activities about the instruction and opportunity cost in assigned by me to myself (the teacher)
as determined by the vocabulary words small group to meet whole and small match students with if they are unable to
student factors or prior to discussing all students needs. group discussion similar ability levels. share with the class.
individual learning them as a class. This By allowing but also will use a I will do this so I am When taking the
needs? will allow students students to work in digital tool of a able to help those summative
more time to small groups they video so students students more with assessment I will
process the word at will be are able to can hear about the math and allow the students
a slower pace. This discuss their these ideas in a fundraising ideas. I extra time if needed
will also give budgeting with one different form. I will will also use to complete the
students that are another. I will also also differentiate subtitles on the assessment.
shy a chance to show subtitles on this lesson by YouTube video to
share their ideas the video so all allowing students to meet student’s
about the word with students will be able work with another auditory and visual
one other person to follow along student on the learning styles.
when they may not better to best meet worksheet instead
talk in front of the their learning needs of alone so they are
class. If students no matter if they are able to discuss
seem to be auditory or visual scarcity, choices,
struggling to find the learners. and opportunity
definitions of the cost scenarios
words I will bring together.
the flash cards to the
student to make it
easier for the
student to write the
sentence in the
correct context.
Required  “Financial  “S.M.A.R.T.  “Scarcity,  Pencil for  Copy of
Materials, Vocabulary Graphic Budgeting” Choices, and each student summative
Handouts, Text, Organizer” for each Worksheet for each Opportunity Cost”  Projector assessment
Slides, and student student Worksheet for each  Computer  Pencil for
Technology  “Financial  Pencil for student  Document each student
Vocabulary” Flash each student  Pencil for Camera  White board
Cards  Projector each student  Pencil for  Dry erase
 Pencil for  Computer  Projector each student pen
each student  Document  Computer  Colored
 Dictionary Camera  White board pencils
 Projector  Dry erase  Poster paper
 Computer pen for each pair of
 Document students
Camera
Instructional and  Prior  Prior  Think-Pair-  Project  Project
Engagement Knowledge Knowledge Share Based Learning Based Learning
Strategies  Cooperative  Group  Group  Ability  Questioning
What strategies are Learning Discussion Discussion Grouping  Group
you going to use  Group  Small Group  Effective  Group Discussion
with your students Discussion Collaboration Questioning Discussion
to keep them  Graphic  Flexible  Effective
engaged throughout Organizer Grouping Questioning
the unit of study?
Formative  Observations  Probing  Exit ticket  Questioning  Observation
Assessments to see how students questions to will be the students strategy will be used of student posters
How are you going are doing while students while they sharing their when students are and presentations
to measure the working on their are working on the scenario they working on the
learning of your graphic organizer “S.M.A.R.T. created using fundraising project
students throughout  Exit ticket of Budgeting” scarcity, choices, to make sure
the lesson? having students worksheet to make and opportunity students are
share one sentence sure they cost understanding the
from their graphic understand the idea  Questioning information
organizer to the of budgeting strategy will also be  Observations
class to show their  Exit ticket of used to check for will be used to make
 understand of the having students understanding of sure students are
vocabulary words show how they scarcity, choices, staying on track
budgeted their and opportunity with their
money cost before allowing fundraising idea
students to work
alone.
Summative, Post- The summative assessment includes one matching of ten vocabulary questions, seven multiple-choice questions,
Assessment three fill in the blank questions, and one short answer question. This is the same as the pre-assessment but now
What post- includes a short answer question to check student understanding of creating their own scenario with scarcity,
assessment will choices, and opportunity cost.
measure the learning
progress? Note: This
can be the same as
the pre-assessment
or a modified
version of it.
 Materials
“Financial Vocabulary Graphic Organizer”
“Financial Vocabulary” Flash Cards
“S.M.A.R.T. Budgeting” Worksheet and Key
“Scarcity, Choices, and Opportunity Cost” Worksheet and Key
Pre-assessment and Key
Summative Assessment and Key
Scoring Criteria for Pre-Assessment
Scoring Criteria for Summative Assessment
 References
Common Core State Standards for Mathematics (CCSSM) – Grade 4. (2010). Retrieved from https://www.oregon.gov/ode/educator-

resources/standards/mathematics/Documents/ccssm4.pdf

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects –

Grade 4. (2010). Retrieved from https://www.oregon.gov/ode/educator-resources/standards/ELA/Documents/Grade%204.pdf

CrashVilleKids. (2013). CashVille Kidz Episode 23: SMART Budgeting. (Video File). Retrieved from https://www.youtube.com/watc

h?v=58EuubFG9-c

CrashVilleKids. (2013). CashVille Kidz Episode 15: Opportunity Costs. (Video File). Retrieved from https://www.youtube.com/watch

?v=8QLkhmsvKLo

Oregon K-12 Social Sciences Academic Content Standards. (2018). Retrieved from https://www.oregon.gov/ode/educator-resources/st

andards/socialsciences/Documents/Adopted%20Oregon%20K-12%20Social%20Sciences%20Standards%205.18.pdf

Worldwide Videos. (2016). Goods and Services Economics Social Studies YouTube. (Video File). Retrieved from https://www.you

tube.com/watch?v=MlkoZfzlfxo