Presidents Washington ($1), Lincoln ($5), Jackson ($20), and Grant ($50) all appear on currency. But what about this guy Alexander Hamilton on the ten-spot? How did he get there? A sawbuck says you'll know the answer after reading this piece.

Students participate in a puzzle activity to identify leadership characteristics that Abraham Lincoln possessed. They review the changes in the redesigned $5 note and consider how LincolnŐs leadership characteristics contribute to the fact that he is pictured on the $5 note. Students look at a timeline of LincolnŐs life and identify significant events in his road to the White House. They play a game to review content learned in the lesson.

This lesson talks about how money is created in a fractional reserve banking system. [Banking, Money, Finance playlist: Lesson 4 of 24]

This lesson introduces the ways that banks make money. [Banking, Money, Finance playlist: Lesson 1 of 24]

This lesson talks about the pros and cons of various banking systems and talks more about using gold as a standard. [Banking, Money, Finance playlist: Lesson 18 of 24]

This lesson reviews tools of the Central Bank to increase the money supply [Banking, Money, Finance playlist: Lesson 13 of 24]

Students will learn that money is an invention. They will read and analyze an essay focusing primarily on one aspect of Ben FranklinŐs lifeŃhis work as a printerŃand how he was an inventor and entrepreneur who also promoted the use of currency in the United States. Students will cite specific textual evidence regarding problems and solutions and will answer questions and complete a timeline. By using evidence and information gleaned from text, students will write a fictitious social media post defending the selection of Ben FranklinŐs portrait for the $100 note.

In this project students are given a list of supplies and a budget and expected to build their dream home with no limitations.  So they do have a certain amount set for their budget as well as certain things set with rooms and sizes other than that the sky is the limit for them!

Great entry level resource to a large variety of financial literacy documents ranging from investing to buying a car to starting a family (and more!).

In this task, students can see that if the price level increases and peopleŐs incomes do not increase, they arenŐt able to purchase as many goods and services; in other words, their purchasing power decreases.

Ryan Berger is in the middle of his first year as a new Kindergarten teacher. He asks Jim Knight to observe a lesson and share strategies to help him specifically with transitioning students between centers. Mr. Knight looks for classroom management strategies he can recommend to help Mr. Berger improve class structure.Mr. Berger shares that transitioning from working with 5th graders to kindergarteners has been stressful and some of the strategies he previously used do not work as well with kindergarteners.Time used during transitions is a major focus of the discussion. They discuss ways to address content during transitions in order to make effective use of time. Finally, they discuss the importance for taking a step back to observe what students are doing well and what needs to be clarified.

This lesson develops number skills, understanding of coin values, and the concept of equivalence. Students use coin blocks, concrete representations of the value of coins (pennies, nickels, dimes, and quarters), to compose and decompose values up to a dollar. The resource includes a 3-minute video for teachers on how to build the coin blocks prior to the lesson. An interactive game, Coin Box, provides additional practice for students and is cataloged separately.

In this Flash game, students may use a variety of activities to practice counting, collecting, exchanging, and making change for coins. Coin representations may show their amounts or not; coins may also be represented by coin tiles on a 10x10 grid, to help visualize their values. The five activities are: count, in which students determine the value of a given set of coins; collect, in which students choose coins to represent a given value; exchange, in which students use the smallest number of coins to represent a given value; change from coins, in which students are given a set of coins and asked how much change would be for a dollar (essentially counting up); and change from value, in which students are given a price owed (from a dollar) and asked to make change. There is a "bank" at the lower left side of the applet in which coins may be exchanged for other coins of the same value.

Students learn about the many types of expenses associated with building a bridge. Working like engineers, they estimate the cost for materials for a bridge member of varying sizes. After making calculations, they graph their results to compare how costs change depending on the use of different materials (steel vs. concrete). They conclude by creating a proposal for a city bridge design based on their findings.

CESA #1 EL OER Project Counting money, visual cues and modelling for English Learners and students with special needs

This task requires students to think of dimes and pennies as fractions of dollars.

This is presentation of some basic economic ideas for the beginning community college student.

Intensive study of an important topic or period in drama. Close analysis of major plays, enriched by critical readings and attention to historical and theatrical contexts. Instruction and practice in oral and written communication. Topic for Fall: Renaissance Drama.

In this math lesson, learners examine pennies and dimes and model subtraction as they listen to a childrenäóťs book ("Alexander Who Used to Be Rich Last Sunday" by Judith Viorst). Learners model amounts to 60 cents with coins, use coin rubbings of pennies and dimes, and make a chart comparing the two coins.