eserved. © 2020. f Scholastic Inc. All rights red trademarks oegisters and/or re trademarkted logos arSCHOLASTIC and associa
ELA and math lessons to teach the
basics of money and savings.
Get more materials at scholastic.com/saveup.
Start Small and
Save Up!
ACTIVITIES
INCLUDE:
Counting Calculating
Drawing Reasoning
Great for teaching
ﬁnancial literacy
Unfold this guide to nd a
CLASSROOM POSTER
Consumer Financial
Protection Bureau
Start Small, Save Up
Help K–5 students explore the basics of how and why to save money.
To get started, spark a quick discussion
deeper by choosing from the activities below.
Discussion
Grades K–2, start here: Explain that people
use money for things they need, such as
food and clothes. People also use money for
services (actions that help others), like getting
a haircut or advice from a doctor.
All grades, including K2: Explain that when
people regularly set aside small amounts of
money, they are saving money. Point out
that the opposite of saving is spending (using
If you have a savings goal (something you’d
like to save money for, like a book or a
allowance money.
ZZZ For a hands-on, science-inspired activity,
bonus lesson plan.
Introduce the concept of saving money with
an engaging discussion and art activity.
Ask students for examples of things a family
saves for (vacation, car, college) and things
a kid might want to save up for (game, book).
Have students use the activity sheet to draw
their savings goal and write a caption.
Have students visualize the concept of starting
small and saving up through skip counting.
Review how to skip count.
Have students solve the problems on the
activity sheet to see how small amounts of
What’s Worth Saving For? (Grades 3–5)
Guide students in examining their feelings
about money and using the activity sheet to
map out a savings plan.
Reﬂective Writing (Activity A): Students
respond to questions about money habits.
Level It Up With Math (Activity B): Older
students calculate simple equations on the
graphic organizer to create a savings plan.
Teach students that things you buy cost dierent
amounts of money with a fun math activity.
For younger students, explain that dollar bills
come in dierent amounts. Common bills
are \$1, \$5, \$10, and \$20.
Have them practice adding by coloring in the
bills on the activity sheet.
Discuss which items might cost more money and
take longer to save for (compare and reason).
Saving for Now and Later (Grades 3–5): Explore the dierence
between short- and long-term savings goals with a card game.
Have groups sort savings cards into two piles—short-term and
long-term savings goals—and explain their reasoning.
See the activity sheet for teacher instructions and vocabulary support.
Activity Sheet Guide
Draw a picture of what you want to save money for. This can help
you remember to save!
My Savings Goal
Name
Activity
Name
Activity
Skip counting shows how savings add up over time.
Skipping Into Savings
Time to save! Imagine you’re planning to earn and save money each week of
summer break, which is 10 weeks long. In the drawing below, each space represents
one week. Skip count and ﬁll in the blanks to ﬁnd out how much money you’ll have
at the end of the summer, depending on how much you save each week.
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
\$30 \$6 \$9 \$12
If you save \$10 each week
\$100
TOTAL
SAVED
AFTER 10
WEEKS
If you save \$3 each week
TOTAL
SAVED
AFTER 10
WEEKS
If you save \$5 each week
\$50
TOTAL
SAVED
AFTER 10
WEEKS
Name
Activity
Color in the amount of money you would need to save for each item.
\$5
\$5
\$5
\$1
\$1
\$1
\$1
\$1
\$1
\$1
\$1
\$1
\$6
\$3
\$8
Teddy Bear
Crayons
Kite
Activity
Name
Whats Worth Saving For?
Saving money can be hard. It helps to have a plan!
Write a paragraph about how saving and spending money ﬁts into your life. Use
the questions below as writing prompts.
• How do you feel about spending and saving money?
• Why is saving money a good thing to do?
• What challenges do you have that make it hard to save money?
Activity B: Make a Savings Plan
I want to save money for:
I’ll need to save:
2. Choose how you’ll earn money each month.
List two ways you can
earn money each month
(for example, babysitting
or doing chores)
How much
money will
x
you earn
each time?
How many
times a
month will
you do this?
=
How much
money will
you earn
each month?
A
B
T
otal monthly savings: Add the two amounts in the last
column to ﬁnd how much you will earn each month:
3. If you save all the money you earn, calculate how long you’ll need to save
÷ =
Total cost of Total monthly Number of months to
Teacher Resource
Saving for Now and Later
Compare short- and long-term savings goals with a fun card game.
Instructions for Teachers
Prep: Plan to place students into small groups.
Print one single-sided copy of this sheet for each
group. Cut out cards and keep them in sets.
1. Introduce the dierence between short-term
and long-term goals.
• Short-term goal: something you want to
achieve soon (a few weeks to a year)
• Long-term goal: something you want to
achieve in the future (one year or more)
2. Divide students into small groups and give
each group a set of cards.
3. Have students sort the cards into two piles
short-term goals and long-term goals—and
discuss their reasoning with their group.
Optional guidance: Have students imagine they
receive \$5 per week (and/or have \$20 in the
bank) to help them identify short- and long-term
goals. Use amounts appropriate for your class.
Bicycle
Computer
Graphic
novel
Backpack
Soccer
ball
Movie
tickets
Guitar
Amusement
park tickets
Video
game
system
\$14
\$15
\$300
\$30
\$100
\$25
\$12
\$25
\$80
\$250
School
mascot T-shirt
Family Activity
Set a Family Savings Goal!
In school, through a program developed by the Consumer Financial
Protection Bureau (CFPB) and Scholastic, your child has been exploring the
importance of saving money. Extend the learning at home with a fun savings
activity you can do together!
want to save money for—or come up with
a goal as a family. Make sure the goal is
realistic and can be achieved in a few weeks.
Use the thermometer to track your savings
progress (hang this sheet on the fridge so
Point out to your child that even small
Great Resources for
Parents and Caregivers
Find more age-appropriate ﬁnancial activities,
tips, and family conversation starters at
consumerﬁnance.gov/moneyasyougrow.
activities! Visit consumerﬁnance.gov
/moneyasyougrow/bookshelf.
Consumer Financial
Protection Bureau
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Start Small and
Consumer Financial
Protection Bureau
\$
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Save Up!
If you feed your piggy bank
50¢ a week, you will have:
\$2 at the end of 4'weeks'
\$4 at the end of 8'weeks'
\$12 at the end of 6'months'
\$26 at the end of a'year!'
See what happens if you put just a few
coins into your piggy bank every single week.
Y
our money r
The Crow and the Pitcher
Text adapted from The Aesop for Children: With Pictures, by Milo Winter.
Read this short fable and consider how small, repeated actions can have a
signiﬁcant eect over time.
In a spell of dry weather, when the birds could ﬁnd
very little to drink, a thirsty crow found a pitcher with a little
water in it. But the pitcher was high and had a narrow neck,
and no matter how he tried, the crow could not reach the water.
The poor thing felt as if he must die of thirst.
Then an idea came to him. Picking up some small pebbles,
he dropped them into the pitcher one by one.
With each pebble the water rose a little higher
until at last it was near enough so he could drink.
Teac her R eso urc e
Experimenting With Saving
Students conduct a simple science experiment (inspired by a classic fable)
to examine how a small action can make a big dierence over time.
Instructions for Teachers
Part A
1. Tell students that they’ll hear or read a fable about how a
small action can make a big dierence if you do it many times.
Explain that a fable is a short story that teaches a lesson.
2. For grades K3, read the fable “The Crow and the Pitcher”
to students. For grades 45, distribute copies of the fable for
students to read individually or with the whole class.
and again, helped the crow.
Part B
Prep You need a clear container ﬁlled
halfway with water and some small rocks.
1. Challenge students to guess how they
can get the water to ﬂow over the top
without tipping the container or adding
more water.
2. When a student answers that they could
add something to the container, place a
rock in the container. Ask: What
happened? Conﬁrm that students see that
the water level rose.
3. Have volunteers continue to add rocks
to the container until the water reaches
the top.
4. Have students describe what happened.
Explain that this process is called
displacement. Displacement occurs when
an object pushes water out of the way.
5. Wrap up by asking students to explain
how small actions, such as putting one
rock at a time into the water, can have a
big impact.