Educational activities with evaluations

Starting a school store

Broad areas of learning (QEP 2011)

Citizenship and community life (QEP 2011)

Activity summary

Students create a system that will pay them in return for carrying out responsibilities in the classroom. They learn about the principles of democracy by selecting a classmate to oversee the money in their school store. They carry out basic financial institution transactions (deposits, withdrawals, etc.) and make purchases at the store. They then apply what they have learned by solving math problems similar to those encountered in class.

Financial and cooperative skills

Using an account at a financial institution
Spending wisely
Learning about democracy

Competencies

Subject-specific competencies

Subject	Competencies	Progressions of learning (QEP 2011)
Mathematics	To solve a situational problem related to mathematics (QEP 2011) To reason using mathematical concepts and processes (QEP 2011)	Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) (QEP 2011) Determines the operation(s) to perform in a given situation (QEP 2011) Determining numerical equivalencies by using relationships between operations (addition and subtraction)

Cross-curricular competencies

Adopts effective work methods (QEP 2011)

Preparation

Students draw up a list of responsibilities and use democratic principles to elect their store manager.

Teaching material

Paid Jobs [PDF] - 81 Ko

Task 1

Identify paid jobs

Task 1 objective

By the end of this task, students will understand that money can be earned by carrying out classroom responsibilities.

Instructions

Tell students they will be compensated (with “school money”) when they carry out responsibilities (jobs) within the classroom. To illustrate this, show examples from the real world where people earn money through work.
Help the students draw up a list of jobs that will be paid (with school money) and determine how many can be responsible for a given job at a given time.
Define each responsibility once the list has been completed.
With the students, determine how to assign responsibilities so each student has a job to do each month, and determine when compensation will be paid
Give each student a job that will benefit the group as a whole.

In Grade 1, we suggest dividing this activity over 4 periods, each approximately 20 minutes long.
Some jobs may be performed concurrently by several students working simultaneously or taking turns. For example, 2 students can wash boards or desks at the same time, while 2 others can take turns straightening up. Running the school store can be a job shared by students.
Use the Paid Jobs sheet as needed. In the “Description” column write details about the duties to be performed, so each job is clearly defined. In the “When” column indicate how often the work must be done: every morning, at noon, on Thursday, etc. In the “$” column, write the agreed-upon compensation for each job—the amounts do not need to be the same.
If each job is to receive a different amount of compensation, allow students to take turns. If students are assigned tasks for the entire year, we suggest indicating this on the sheet. Note that the sheet is based on the premise that responsibilities will change every month. With regard to compensation, make clear to students that if their work was not completely in a satisfactory manner, they will not be paid, and work with them to determine how this will be tracked. For instance, each time a warning is issued, note it on a list of students’ names; ask the group if they have noted deficiencies, etc.

Teaching material

Bookkeeping Record [PDF] - 31 Ko

Task 2

Select a manager

Task 2 objective

By the end of this task, students will have voted in a classmate who will be acting as manager, responsible for depositing and withdrawing school money.

Instructions

Introduce the students to the position of manager, the duties it involves and the qualities a manager should have, using the Bookkeeping Record. Determine in advance how much the manager will be paid.
Explain the principle of democracy and provide examples of it.
Ask students who are interested in this job to introduce themselves and explain why they would be good managers.
Take a vote.
Give the student who is elected manager the Bookkeeping Record and explain the responsibilities of the job.

Teacher's notes

Fill out the Bookkeeping Record beforehand so it reflects your class routine
Most government representatives are elected democratically—just like student council members. Explain to the class how democracy works: People who are interested in holding office come forward and campaign for votes. Individuals who have the right to vote then cast their ballots, choosing among those who have campaigned for office. The person who receives the most votes is elected.
The class can vote by using a show of hands or by asking each student (including those who want to be manager) to write the name of the person they wish to choose on a slip of paper. Then collect the papers and add up the votes.
Running the school store is not an easy job, so your manager may want to have their work doublechecked by another Grade 1 student who ensures that things are done correctly.

Developement

Students familiarize themselves with basic financial institution transactions and make purchases at the school store.

Teaching material

Transaction Log [PDF] - 30 Ko

Task 1

Become familiar with basic transactions

Task 1 objective

By the end of this task, students will have create a school account and understand how to calculate basic transactions. They will also understand the value of saving to grow their assets.

Instructions

Print transaction logs (1 for each student).
Give each student a log.
Explain the terms deposit, withdrawal, balance and interest.
Determine with the students when they will be able to make deposits and withdrawals.

To encourage students to save, introduce them to the concept of interest. Explain that interest is usually calculated at the end of each month and expressed as a percentage. Depending on students’ ages and the complexity of the calculations for their academic levels, we suggest adding $1 for every $10 in the account at the end of each month. The concept of interest can be omitted for Grade 1 students.
Explain to the students that they will need to make withdrawals to buy things at the school store (or make special purchases).

Time required

30 minutes

Task 2

Plan and make purchases

Task 2 objective

By the end of this task, students will know how to deposit and withdraw money into their school accounts to make purchases at the school store.

Instructions

Show the students what they can buy at the school store and how much everything costs.
Display a list of prices so students can plan their purchases depending on how much money is in their accounts. This will allow them to make some calculations before they shop.
Tell the students what the store hours are, so they can make their purchases during the week.

Evaluation

Students apply the concepts learned to solve math problems.

Teaching materials

Evaluation [PDF] - 226 Ko

Task 1

Solve math problems in the context of the school store

Task 1 objective

By the end of this task, students will know how to solve math problems related to the context of a school store using addition and subtraction of whole numbers.

Instructions

Give each student an Evaluation form
Read the situation description with the students and compare it to what they experience in the classroom.
Read Problem 1 with the students and give them time to work through it.
Read Problem 2 with the students and give them time to work through it.
Read Problem 3 with the students and give them time to work through it.
Collect the papers and correct the work.