Choices with Money

Grade Level

1st Grade

Time

30 minutes

Class Size

15 students

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Unit Overview

Making Smart Money Choices - Lesson 2 of 5

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Lesson Title

Understanding Choices with Money

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Learning Objectives

Aligned to Common Core State Standards (CCSS) and National Curriculum Standards for Social Studies:

• CCSS.ELA-LITERACY.RI.1.4: Identify the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.
• CCSS.ELA-LITERACY.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts.
• NCSS Theme 6: Power, Authority, and Governance - Understanding decisions and choices.

I can…

• Define what a choice is in relation to money.
• List at least three choices related to spending money.

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Success Criteria

• Students correctly define “choice” related to money in their own words.
• Students complete a Word Map including at least three spending choices (e.g., saving, buying, sharing).

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Materials Needed

• Pre-made Word Map template with the word "Choice" in the center (dyslexia-friendly with visuals)
• Visual prompts/icons for "spending," "saving," and "sharing" money
• Dry erase boards or paper for each student
• Markers or crayons
• Chart paper and markers for whole group work
• Sample Word Map for demonstration
• Scissors and glue (optional for cut and paste activity for students needing hands-on engagement)

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Lesson Procedure

1. Introduction (5 minutes)

• Gather students in a circle.
• Ask: “What do you think a choice is?”
• Explain simply: “A choice is when we decide between two or more things. When we talk about money, choice means deciding what to do with our money.”
• Show pictures representing three money choices: spending, saving, sharing.
• Say, “Today, we will learn how to make choices about money.”

2. Mini-lesson & Group Modeling (7 minutes)

• Display the Word Map template on chart paper or interactive whiteboard.
• In the center, write “Choice.”
• Ask students to brainstorm what kinds of choices we can make with money.
• Write answers on the map around the center word: for example, “buy toys,” “save for something,” “give to family or friends,” “spend on food.”
• Use visuals alongside words for dyslexia support.
• Read each word/phrase aloud together, reinforcing vocabulary and understanding.

3. Guided Practice (10 minutes)

• Give each student their own Word Map template and visual prompt cards.
• Students work individually or with a partner to complete their Word Map, adding at least 3 money choices using words and/or pictures.
• Circulate the room offering help and using graphic organizer prompts as needed.
• For students needing extra support, provide a partially completed Word Map and visual cards to match and glue or write the words.

4. Extension for Advanced Learners (5 minutes)

• Invite these students to add additional money choices beyond spending, saving, and sharing, such as "compare prices," "wait before buying," or "ask a parent."
• Encourage them to write sentences about their choices or explain how they would decide.

5. Closure and Sharing (3 minutes)

• Invite volunteers to share their Word Maps and explain one choice they wrote/drew.
• Reinforce the "I can" statement: “I can explain what a choice is with money.”
• Summarize key points: Making smart choices with money means thinking about different ways to use it.

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Differentiation Strategies

• Graphic Organizers: The Word Map acts as a structured visual aid.
• Partner Work: Pair students who may benefit from peer support.
• Dyslexia-Friendly: Word Maps and prompts include icons and simple, large font with clear spacing.
• Hands-on: Cut and paste activities for kinesthetic learners or those struggling with writing.

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Assessment

• Formative: Observe participation in discussions and completeness of Word Maps.
• Check that students list at least three relating money choices correctly.
• Use oral questioning to confirm understanding of “choice.”

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Teacher Reflection Questions

• Did students understand the concept of choice in relation to money?
• Was the Word Map helpful for students needing additional support?
• How did the extension activities challenge advanced learners?
• How effective were the dyslexia-friendly supports?

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Notes for Next Lesson (Lesson 3 Preview)

Students will explore wants and needs and how they affect money choices.

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This lesson plan balances engaging visual, oral, and kinesthetic learning styles perfectly suited to 1st graders, while adhering strictly to Common Core standards supporting vocabulary, comprehension, and speaking skills within a social studies context on economic decision-making.