Shopping
Grade Level: K-2

OVERVIEW: I use this lesson to give the children a chance to apply what they have learned about money. I also use it to provide variety and incentive during review time of other skills.

PURPOSE: Students are often taught money skills through the use of worksheets. They're seldom given a chance to apply the skill in a realistic manner and often become bored with the drill of worksheets. This lesson provides them with practice opportunities prior to going into the community to shop or model shops organized by students or the school.

OBJECTIVE(s): Students will be able to:

1. Determine how much money they have in hand.
2. Find and read the price of an item.
3. Determine which item they would like to buy.
4. Determine if they have enough money for the item.

5. Count out the exact change or determine how much change they are due.

RESOURCES/MATERIALS: Clean trash (empty soup cans, cereal boxes, vegetable cans, etc.) and stickers to use as price tags on items or index cards with prices to label the shelf the item is on.

ACTIVITIES AND PROCEDURES:
1. Each child is given a set amount of change. The particular coins each is given is determined by which coins have already been introduced to them and which ones they have prior experience counting. Beginners start with pennies only.
2. Each child is given a set amount of work in any subject that they need extra practice on. I usually use computational math skills. How many problems need to be completed before visiting the store is determined on an individual basis by the difficulty of the work for each child and how long it will take them to complete it.

3. As the student completes the assigned number of problems (i.e. three addition problems), they bring the work and their change to the "store" where they count their money and decide what to buy while the teacher corrects the problems. The teacher or a student helper is then the store clerk and takes the change from the student. The student must tell the clerk how much change they are due, if any. The student then returns to their seat and completes another three addition problems (or whatever their assignment is) before returning to the store.

TYING IT ALL TOGETHER: After each child has progressed at least through counting quarters, I like to take them on a field trip to practice these skills in the community. Each child is responsible for paying the correct fare upon boarding the city bus and if they can bring a small amount of money, they can actually buy something in the store. If they can't bring money they window shop and compare prices. This activity is good just before winter break as it affords the children a chance to shop for gifts without the family members around they want to buy for, although some years the children are not quite ready that soon in the school year.

Reinforcement for lesson 21 (shopping)
My sister knows math

Notes: Some people even believe that girls cannot do mathematics. The specific target is: girls' and boys roles. Even if some of the class can do arithmetic on paper you should use nothing for this lesson.

The Lesson Tell the class you are going to read them a story and ask them some questions about afterwards. Read it carefully and use your voice to keep it interesting.

The Story: Mary and her brother John went to the market on Friday. They were given a list of things to buy:

  • 1 liter of kerosene
  • 2 kilos of meat
  • 5 kilos of sweet potatoes
They went from one seller to another and found that the best price for each was:
  • K50.00 for a half liter bottle of kerosene
  • K20.00 for a kilo of meat
  • K50.00 for a kilo of sweet potatoes
Mary said: "We cannot buy everything; we have only K300.00" John said:" No, we have enough money."

Who was right? The class can ask you questions and you can read it again. Then ask them how much more does Mary think they need?

The Teaching Method This is simple type of exercise called a story-problem. We want the class to see that a girl can do well in arithmetic. We also want them to try to answer problems in their heads. Children can easily learn to do mental arithmetic; encourage them to try.

SUGGESTIONS/MODIFICATIONS
  • The teacher may use old newspaper or food store advertisements that include prices (if available) allowing the students to cut and paste their choices onto a piece of paper and totaling up the amount they owe.
  • Students may make play money in order to act out transactions. The teacher may set up a classroom store for playtime allowing the students to reinforce their knowledge.
AUTHOR: Cheryl J. Pembroke-Webster Elementary Special Education; Anchorage, Alaska