Laura Ewing President/CEO 1801 Allen Parkway, Houston, TX 77019 P: 713.655.1650

1. Helping young people learn to think, choose, and make better • economic and financial choices in a global economy Cindy Manzano Director of Smarter Texas 1801 Allen Parkway, Houston, TX 77019 C: 713.503.5338 F: 713.655.1655 cindy@economicstexas.org Laura Ewing President/CEO 1801 Allen Parkway, Houston, TX 77019 P: 713.655.1650 F: 713.655.1655 laura@economicstexas.org • www.economicstexas.org • www.smartertexas.org

2. Financial Fitness For Life • Spiraled Curriculum • Kindergarten – Grade 2 • Grades 3 – 5 • Grades 6 – 8 • Grades 9 – 12 Financial Fitness for Life CDs provided by Council for Economic Education

3. Free lessons for grades 4-8 • Full 5E lesson for each PFL TEKS • Lessons for grades 4-6 funded by • Lessons for grades 7-8 funded by • www.smartertexas.org under Resource tab

4. www.smartertexas.org Choose: Resource Tab Choose: PFL Test Resources If you have any difficulty, accessing the files or have any questions about the tests or stipends, please contact Cindyat cindy@economicstexas.org

5. The TCEE programs are made possible by the following TCEE partners. EnviroChem Services, Inc. John Anderson Trout Foundation Less B. Fox RBC Wealth Management copyDR.

6. To build financial capability, what knowledge and skills do students need to understand?

7. What are some misconceptions elementary children have about money?

8. 3-5 Resource

10. FFFL: Lesson 4 The Grasshopper and the Ant

11. Borrow • Spend • Save • Earn • Bank • Interest • Opportunity cost Listen for these words:

12. Write down everything you want.

13. The next-best alternative that is given up when a choice is made. Opportunity cost:

14. Sofia must decide whether to finish her math assignment or read a book right after dinner. If she chooses her limited time to do the math assignment, what is her opportunity cost? Opportunity Cost

15. Maurice must decide whether to put books or gym shoes on the shelf in his locker. If he chooses to use the shelf space for books what is his opportunity cost? Opportunity Cost

16. When have you had to make a choice due to limited time, limited space, or limited money? • Use the phrase “opportunity cost” to describe your situation. • Why did you choose one alternative over the other? • What influenced your choice? Opportunity Cost

17. Let’s read The Grasshopper and the Ant

18. What is spending? • What is savings? • What was the ant’s messagethe moral of the story? • What does this message mean to you? • How did the ant earn the money she was putting in the bank? The Ant

19. Think of time you made a choice, like the grasshopper, and later wished that you hadn’t made that choice. The Grasshopper

20. Where did the ant save her money? • How did the ant explain the concept of interest to the grasshopper? • Why didn’t the grasshopper understand what the ant was saying about interest?

21. Banks pay interest

22. What did the ant say we give up when we spend? • What did the ant call the next-best alternative that is given up when a choice is made? • What did the ant say the bank pays her to save? • What is interest? Closure

23. FFFL: Lesson 5 Savings Starts with Wanting More

24. Math PFL 3.9A: explain the connection between human capital/labor and income • Math PFL 3.9E: List reasons to save and explain the benefit of a savings plan, including for college • Math PFL 3.9F: Identify decisions involving income, spending, saving, credit, and charitable giving • Math PFL 4.10C: Compare the advantages and disadvantages of various savings options • Math PFL 4.10E: describe the basic purpose of financial institutions, including keeping money safe, borrowing money, and lending • Math PFL 5.10D: Develop a system for keeping and using financial records FFFL: Lesson 5

25. Savings • Goals • Interest • Goods • Services • Opportunity cost Vocabulary

26. Repairing a bicycle • Grooming a dog • Watching a movie Goods and Services

27. Saving Starts with Wanting More

28. Sources of income

29. Chores as a source of income

30. Where can students keep their savings? • Do you decide whether or not you will save money, or do your parents make that decision for you? • Why do you save? Saving Money

31. Goal

32. Setting goals for your money

33. Fold a blank sheet of paper along the shortest line of symmetry. • Write your name on the top right. • Write “My Savings Plan” on the front cover. • Decorate cover page only. My Savings Plan

34. Set a Goal • Calculate a Savings Plan • Where Will I Save My Money? My Savings Plan

35. Is your savings target realistic? • Can you really set that amount of money aside each week or month? • What can you do if the targeted amount is too much or too little? • What will you give up by saving the targeted amount each week or month? My Savings Plan

36. Pair students up to discuss the following: • Explain your savings plan. • Decide where you will keep your money. Making Decisions

38. Rodrigo put his birthday money into his account. • Rodrigo wrote a check to pay the vet bill. • Rodrigo used his debit card to get money out of his account. • The bank pays you $1.25 in interest. Deposit or Withdrawal

40. in out Savings Account Register

41. Savings Account Register

42. Savings Account Register

43. Savings Account Register

44. Assessments:

45. Choose your partner. $100,000 Pyramid Game

46. Goal • Services • Withdrawal • Opportunity cost • Interest Game 1

47. Bank • Income • Borrow • Earn • Deposit Game 2

48. TCEE: Grade 4, Lesson 1 Not Enough Bucks

49. TCEE created lesson Grade 4, Lesson 1 • PFL Math 4.10A: distinguish between fixed and variable expenses Not Enough Bucks

50. Fixed expenses are those expenses that remain the same each week or month. • Variable expenses are those expenses that vary from week to week or month to month. Expenses