Intermediate Financial Literacy Modules: Teacher Toolkit
How can understanding key financial concepts help make strong decisions over time?
| Module Title |
|---|
|
Simple vs. compound interest |
|
Balancing your budget. Tips and tricks that you shouldn't miss. |
|
Is it free, or is there a fee? |
|
Is the value increasing or decreasing? |
|
A guide to foreign currency |
WHAT?
These modules support student learning of F1. Money and Finances by building the knowledge and skills students need to make informed and responsible financial decisions.
WHOM?
Financial Literacy Modules
Money and Finances
F1 demonstrate the knowledge and skills needed to make informed financial decisions
HOW?
Please note all prompts and information included in this Teacher Toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgement.
1. Get Ready…
Before you begin teaching, consider the following prompts to prepare yourself. Some suggested answers have been included as samples.
- What materials will you need for these learning modules?
- What pre-conversations will you need to have with your students?
- What vocabulary will your students learn in each module?
| Module | Vocabulary Required for Understanding | Vocabulary Covered in Module |
|---|---|---|
|
Simple vs. compound interest |
|
|
|
Balancing your budget. Tips and tricks that you shouldn't miss. |
|
|
|
Is it free, or is there a fee? |
|
|
|
Is the value increasing or decreasing? |
|
|
|
A Guide to Foreign Currency |
|
|
Note: these modules can be completed independent from one another but may require prior understanding of certain topics covered in previous modules.
- What pre-teaching needs to happen to prepare your students for this content?
Financial literacy concepts from grades 1-6
- Is there any pre-reading that you need to do to facilitate this content?
- Will students work independently, in partners, in small groups, or is this a full class activity?
2. Get Set…
Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.
- What are the learning goals and success criteria for these modules?
- How will you activate and/or assess your students’ prior knowledge ahead of these modules?
- Have students complete a KWL chart (what I KNOW, what I WONDER, what I have LEARNED)
- Have students complete a mind map
- How will you draw your students’ attention to the learning outcome for this module?
3. Go!
| Module | Content | Self Check | Reflection/Consolidation |
|---|---|---|---|
|
Simple vs. compound interest |
Students will learn about the difference between simple and compound interest by exploring how much interest would be earned in different scenarios. |
Students will have an opportunity to check their understanding by answering a series of multiple choice questions. |
Students will demonstrate their learning about interest by analysing different options in a scenario. |
|
Balancing your budget. Tips and tricks that you shouldn't miss. |
Students will learn about creating a budget by learning about the different kinds of financial goals. |
Students will have an opportunity to check their understanding by completing a series of true and false questions. |
Students will demonstrate their learning about budgets by giving advice. |
|
Is it free, or is there a fee? |
Students will learn about incentives through exploring the benefits and drawbacks of different types. |
Students will have an opportunity to check their understanding by sorting examples of costs and incentives. |
Students will demonstrate their learning about incentives by analyzing programs offered by different businesses. |
|
Is the value increasing or decreasing? |
Students will learn about types of investments though exploring the benefits and drawbacks of each type. |
Students will have an opportunity to check their understanding by exploring simple and compound interest calculators. |
Students will demonstrate their learning about interest by giving advice. |
|
A Guide to Foreign Currency |
Students will learn exchange rates through reflecting on the benefits and drawbacks of spending in different currencies. |
Students will have an opportunity to check their understanding by matching currencies with their acronyms. |
Students will demonstrate their learning about types of credit by giving advice. |
- While students are working through this module, you can make yourself available to:
- Answer any questions or queries
- Observe students’ engagement with the content
- Conference with individual students using the self-check activity, the essential question, or the demonstration of learning section
- Lead a guided group through the content
Resources
As an extension of learning, extra information, or supplementary activities, please refer to the following resources:
https://tvolearn.com/pages/financial_literacy (Opens in a new tab)
https://www.dcp.edu.gov.on.ca/resources/en/topics/financial-literacy (Opens in a new tab)
https://finlit101.ca/en (Opens in a new tab)
https://moneyandyouth.com/ (Opens in a new tab)
https://about.fidelity.com/fidelity-learning-lab-grades-6-8 (Opens in a new tab)
https://www.fidelity.com/financial-forward/learning-lab/library/9-12 (Opens in a new tab)
Assessment Opportunities
While these modules do not contain built-in assessment opportunities, the reflection tasks can easily be adapted to act as demonstrations of learning.
Consider
- Extending the final task by changing the format, adding additional questions, and providing an exemplar or clear instructions about output
- Aligning the final task to the associated curriculum expectation
- Referring to the Achievement Chart to create your rubric
Additional Tips
- Create a learning goal
- Clearly identify what students are expected to know and are able to do in language that students can readily understand. This represents the knowledge and skills that the students must successfully demonstrate to achieve the overall expectation.
- Use triangulation of assessments
- Reference example chart/checklist for what to look for during observations, conversations, conferences, etc.
| Student Name | Demonstrates (add specific expectation here) |
Demonstrates (add specific expectation here) |
Demonstrates (add specific expectation here) |
|---|---|---|---|
|
Date: |
Date: |
Date: |
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