In this lesson, students hear a story about two little bears whose parents use several figures of speech relating to money. Students draw a picture of a bank and write a caption explaining their illustration. Students follow along with the story by listening for additional figures of speech and how they relate to the concepts of banks and interest. The students also construct a story map of an event in the story relating to why people choose to keep their money in banks.
Search Results (16)
This 3-minute video lesson looks at how annual Interest varyies with debt maturity. [Core Finance playlist: Lesson 135 of 184]
This 8-minute video lesson provides more discussion of simple and compound interest. [Core Finance playlist: Lesson 2 of 184]
This 10-minute video lesson looks at what interest is. It compares simple versus compound interest. It is the first video in Kahn Core Finance playlist. [Core Finance playlist: Lesson 1 of 184]
This 3-minute video lesson compares quantitative easing in Japan to "credit easing" in the United States. [Core Finance playlist: Lesson 152 of 184]
This 9 minute video will show students how to calculate interest and then shows them the difference when interest is calculated using simple v. compounded. This video will also discuss interest as "the cost of money" and demonstrates in examples how much a person borrows v. pays back when the interest rate is low v. high. This video will enforce the standards EPF. 13 and 18
The fourth episode of our podcast series, The Economic Lowdown, discusses three aspects of inflation: what it is, what causes it and how it is measured. The episode also addresses related topics such as deflation, disinflation and the role of the Federal Reserve in monitoring inflation.
Students learn about saving, savings goals, interest, borrowing and opportunity cost by reading Less Than Zero. Students use a number line and a line graph to track spending and borrowing in the story.
In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.
Students will be talking in groups about things they like whether it be sports, food or other interests. They will also participate in a mini shopping experience where they will decide what gift they would like to buy for their partner (in class) and why. This gives the opportunity for students to understand their peer's interests and allows them to apply this new knowledge to a shopping experience.
This resource can serve as a teaching module, student self-study material, or evaluation of understanding. It explains and evaluates the concepts and calculations regarding simple and compound interest. It was developed by Martha Donnelly of Lone Star College.
This is a solver for problems involving the time value of money (TVM). It emulates the TVM solver on the TI-83+ and TI-84 graphing calculators. Updated 6 November 2011 to work correctly when I% = 0.