### Visualizing Finance

February 11 – April 7, 2012 *Main Gallery*

Carl Richards’s simple sketches make complex financial concepts easy to understand for thousands of people every week on the Bucks blog on the NYTimes.com. Richards’ art, which is part of a larger movement that he refers to as Visualizing Finance, will also appear in his first book, *The Behavior Gap: Simple Ways To Stop Doing Dumb Things With Money* (Portfolio/Penguin, January 2012). The Kimball Art Center is the first venue to present Richards’ sketches in an exhibition that coincides with the release of two catalogues of his work. The work of freelance artists from major publications such as *The Economist* will also appear in the exhibition.

Each A.R.T.S tour for the *Vizualizing Finance* exhibit will include a 45 minute guided tour as well as a 45 minute art project. For the art project, students will be asked to create a piggy bank after learning about financial terms and concepts such as needs versus wants. Students will use many mixed media materials during this art project. After the piggy banks have been created, students will get to take them home and apply some of the math and finance concepts they learn about.

### About A.R.T.S.

A.R.T.S is an acronym for Academic Resources for Teachers and Students. The A.R.T.S. program is developed by our staff to provide cross curriculum lessons for Kindergarten through Twelfth grades. The Kimball provides this as a way to integrate art into lessons that are based on core subjects such as Math, Science, Reading, Writing, History, Geography and Language Arts. All lesson plans that are created are based on the Utah State Core Curriculum Requirements and correlate to our Main Gallery exhibits.

The Kimball Art Center is able to provide the Academic Resources for Teachers and Students program which provides free school tours and cross curriculum lesson places for public, private and home schools.

Thanks to generous support from:

Adobe Foundation

www.struck.com

www.zionsbank.com

Additional support provided by:

www.co.summit.ut.us/services/raptaxarts.php

www.theparkcityfoundation.org

www.rockymountainpower.net

### Tours & Availability

#### Scheduling Tours at the Kimball

The Kimball Art Center invites schools to join the Kimball’s Education Team for a free, guided gallery tour and creative activity centered on the current Main Gallery Exhibit. Each tour includes a 45 minute guided gallery tour as well as a 45 minute age appropriate art project. It is recommended that teachers view the Technology Resources for the Classroom to help students prepare for the visit. A.R.T.S, which has cross curriculum educational resources for grades K – 12, educators and parents, are also available.

#### Availability

A.R.T.S tours are available for all schools, educational programs and clubs in the Park City and Salt Lake City areas. This also includes Summit County, Wasatch County, Salt Lake County and Granite County Schools. All school tours are free, with the exception of transportation. The Kimball can accommodate up to 60 students per visit. For larger groups, please call for more information. Reservations are accepted on a first-come, first-served basis and must be made at least a week in advance, although more notice is suggested in order to accommodate schedules. Tours are available for scheduling Monday though Friday. Please contact the Kimball’s Education Director, Jenny Diersen, to schedule your tour or to get more information at 435.649.8882 extension 112 or education@kimballartcenter.org.

### Bring the Kimball to your Classroom or School

The Kimball Art Center will gladly come to your classroom to teach a lesson based on our current exhibit or any past exhibit. Kimball classroom visits include one hour of instruction. During this time, the Kimball instructor will teach a lesson and complete a hands-on activity with the class. Classroom visits are free, include supplies and the cost of transportation for our staff to come and visit your school. A teacher must stay in the classroom with the students during Kimball’s visit.

### Transportation & Directions

#### Transportation

The Kimball Art Center is unable to provide transportation funding. Park City does offer a free public transportation system. Schools in the surrounding areas such as Coalville, Kamas, Heber, Midway and the Salt Lake City area must provide their own transportation and transportation funding. Please contact the Education Director for more information at 435.649.8882 extension 112 or education@kimballartcenter.org.

#### Directions

The Kimball Art Center does not have parking for busses or cars. Busses are welcome to pull up to the front of the Kimball to let students load off and on, but will need to find parking during the tours.

### Student Opportunities

#### Wasatch Back Student Art Show: Everyday Art

April 14 – May 27, 2012

*Main & Garage Galleries*

The Kimball Art Center is pleased to present the annual Wasatch Back Student Art Show featuring work by student artists in Summit and Wasatch County Schools, grades K - 12.

The show is open to public, private and home school students and will feature artwork from students that incorporates everyday objects. The theme Everyday Art is an awareness and appreciation of the design elements found in everyday objects or happenings. Students’ work will depict the visual aspects of daily life using everyday objects.

Click here to download an entry form.### Background Information

**1690: Colonial Notes**

In the early days of this nation, before and just after the American Revolution, Americans used English, Spanish, and French currencies. The Massachusetts Bay Colony issued the first paper money in the colonies that would later form the United States.

**1775: Continental Currency**

American colonists issued paper currency for the Continental Congress to finance the Revolutionary War. The notes were backed by the “anticipation” of tax revenue;. without solid backing and because they were easily counterfeited, the notes quickly became devalued, giving rise to the phrase “not worth a Continental.”

**1781: The Nation's First Bank**

The Continental Congress chartered the Bank of North America in Philadelphia as the nation's first “real” bank to give further financial support to the Revolutionary War.

**1785: The Dollar**

The Continental Congress adopted the dollar as the unit for national currency. At that time, private bank-note companies printed a variety of notes.

**1789 **

After adoption of the Constitution in 1789, Congress chartered the First Bank of the United States and authorized it to issue paper bank notes to eliminate confusion and simplify trade. The bank served as the U.S. Treasury's fiscal agent, thus performing the first central bank functions.

**1792: U.S. Mint**

The Federal Monetary System was established with the creation of the U.S. Mint in Philadelphia. The first American coins were struck in 1793.

**1816: Second U.S. Bank**

The Second Bank of the U.S. was granted a 20-year charter.

**1836: State Bank Notes**

With minimum regulation, a proliferation of 1,600 state-chartered, private banks issued paper money. State bank notes, with over 30,000 varieties of color and design, were easily counterfeited, which combined with bank failures to cause confusion and circulation problems.

**1861: Civil War**

On the brink of bankruptcy and pressed to finance the Civil War, Congress authorized the United States Treasury to issue paper money for the first time in the form of non-interest bearing Treasury Notes called Demand Notes.

**1862: Greenbacks**

Demand Notes were replaced by United States Notes. Commonly called “greenbacks,” due to the green tint introduced to discourage photographic counterfeiting, they were last issued in 1971. The Secretary of the Treasury was empowered by Congress to have notes engraved and printed by private bank note companies. The notes were signed and affixed with seals by six Treasury Department employees.

**1863: the Design**

The design of U.S. currency incorporated the Treasury seal, the fine-line engraving necessary for the difficult-to-counterfeit intaglio printing, the intricate geometric lathe work patterns, and the distinctive cotton and linen paper with embedded red and blue fibers.

**1865: Gold Certificates** were issued by the Department of the Treasury against gold coin and bullion deposits and were circulated until 1933.

**Secret Service **

The Department of the Treasury established the United States Secret Service to control counterfeiting. At that time, one-third of all circulating currency was estimated to be counterfeit.

**1866: National Bank Notes**

National Bank Notes, backed by U.S. government securities, became predominant. By this time, 75 percent of bank deposits were held by nationally chartered banks. As State Bank Notes were replaced, the value of currency stabilized for a time.

**1877: Bureau of Engraving and Printing**

The Department of the Treasury's Bureau of Engraving and Printing started printing all U.S. currency.

**1878: Silver Certificates**

The Department of the Treasury was authorized to issue Silver Certificates in exchange for silver dollars. The last issue was in the Series 1957.

**1913: Federal Reserve Act**

After the 1893 and 1907 financial panics, the Federal Reserve Act of 1913 was passed. It created the Federal Reserve System as the nation's central bank to regulate the flow of money and credit for economic stability and growth. The System was authorized to issue Federal Reserve Notes. Now the only U.S. currency produced, Federal Reserve Notes represent 99 percent of all currency in circulation.

**1929: Standardized Design**

Currency was reduced in size by 25 percent, and a consistent design was introduced with uniform portraits on the front and emblems and monuments on the back.

**1957: In God We Trust**

Paper currency was first issued with the inscription “In God We Trust” in 1957. The inscription appears on all currency Series 1963 and later.

**1990: Security Thread and Microprinting**

A security thread and microprinting were introduced to deter counterfeiting by advanced copiers and printers. The features first appeared in Series 1990 $100, $50 and the $20 notes. By Series 1993, the features appeared in all denominations except $1 notes.

**1994: Currency Redesign**

The Secretary of the Treasury announced that U.S. currency would be redesigned to incorporate a new series of counterfeit deterrents. The newly designed $100 was introduced in 1996, the $50 in 1997, and the $20 in 1998. The new $50 was the first to incorporate a low-vision feature, a large dark numeral on a light background on the lower right corner of the back, to help people with low vision identify the denomination.

**1998: 50 State Quarters Program Act**

The program is scheduled to run from 1999 until 2008, with five new quarters released every year over ten years. The 50 new quarters will feature a design that honors each state's unique history and tradition. The quarters are being released in the order that the states joined the union.

**2000: Redesign of $5 and $10 bills**

The U.S. Treasury introduced redesigned $5 and $10 bills to make counterfeiting more difficult. The new notes feature oversized pictures of Abraham Lincoln and Alexander Hamilton that are slightly off-center. Other anti-counterfeiting measures include watermarks that can be seen under a light, security threads that glow when exposed to ultraviolet light and tiny printing that’s visible with the help of a magnifying glass. The $100, $50 and the $20 bill underwent similar makeovers in 1996, 1997 and 1998, respectively.

*Source:* The U.S. Treasury Department, Bureau of Engraving and Printing, Web: www.bep.treas.gov

Fact Monster/Information Please® Database, © 2007 Pearson Education, Inc. All rights reserved.

Additional Lesson Plan Documents:

Meter_Sticks_Money_Base_Ten.pdf

Representing_Equivalent_Numbers.pdf

### Technology for the Classroom

**Technology for the classroom**

The following websites include cross curriculum lesson plans, education information and fun, interactive games. By using these websites and creating pre and post visit activities in your classroom, children will be more involved and retain more knowledge about these subjects. Please visit these following website links.

1. Learn about Carl Richards whose unique drawings will be featured in the *Visualizing Finance* exhibit.

2. This is a great website for kids to learn about coins, money and the history of money and mints.

3. This website has a great game for kids to play on a computer that teaches them how to add and subtract money.

http://www.northpole.com/Clubhouse/Games/Money/

4. This website is for kids ages 5 – 9. There are fun games and activites to help kids learn about money concepts.

http://www.doughmain.com/odmpublic/money-games-for-kids/the-fun-vault/

5. This cool underwater world allows students to use virtual money to make purchases and run a store. For kids ages 8 – 12 years old.

http://www.sanddollarcity.com/

6. This website is all about teaching kids of all ages about managing money.

7. Check out this website for information for educators as well as fun interactive learning games for kids.

http://www.practicalmoneyskills.com/

8. Future entrepreneurs have this website for free lessons on finance and wealth creation. All lessons are taught by Toki using four financial games. Games are designed around levels from Kindergarten to Grade 12. For instance, learn how to make profit by playing the *Jesse’s Ice Cream Stand Game*. Other games like *Ima’s Pay Yourself First* teach about using your money wisely.

http://www.richkidsmartkid.com/

9. The interactive website features a series of games that take high school students through lessons in credit management, budgeting, saving, and spending. You cans select any of the scrolling images to play a random game.

10. There are fun money games on this interactive website for kids, but here’s the one to play for all those yearning to escape home: the *Check It Out* game gives you a job and one month’s worth of income with one month’s worth of bills. Think you can cope? Play and find out.

### Kindergarten

#### Core Curriculum Ties

Mathematics Kindergarten: Standard 3: *Students will understand basic geometry and measurement concepts as well as collect and organize data. *

Objective 2: Identify and use measurable attributes of objects and units of measurement.

- Identify pennies, nickels, dimes, and quarters as units of money.

Visual Arts: Standard 1: *Students will develop a sense of self. *

Objective 2: Develop skills in gross and fine motor movement.

- Perform a variety of fine motor skills (e.g., draw, cut, paste, mold, write).

#### Materials

- Assorted money: (100)Pennies, (20)Nickels, (10)Dimes, (4)Quarters, $1.00 bill
- Piggy Bank Template or a real Piggy Bank
- Pencils, Crayons, Markers
- Bucket
- Images of items or actual items for needs vs. wants discussion.

#### Intended Learning Outcomes

- Student will be able to recognize pennies, nickels, dimes and quarters as units of money. Students begin to recognize value of money.
- Using pencils, crayons and markers, students will develop fine motor skills by drawing and coloring.
- Students will begin to understand simple concepts of money and terms such as needs, wants and saving.
- Students will show that they can work in groups and individually and be part of class discussions.

#### Instructional Procedures

- Teachers should introduce students to money. Show students large pictures of pennies, nickels, dimes and quarters and explain their value to them. Explain that 25 pennies equal a quarter, two dimes and a nickel equal a quarter and so on and so forth.
- Do a magic trick with your classroom. Have each student drop in some pennies into a bucket, counting as they drop them one by one until the class reaches one hundred pennies. Cast a spell over the bucket and have the teacher reach in and pull out a dollar bill. Explain to the children that 100 pennies have the same value as a $1.00 bill.
- Ask children to think about why pennies are larger than dimes, but dimes are worth more. Ask the students to think about why this is. Explain to them that dimes are made out of silver and pennies are made out of copper. Copper is worth less, so a penny is worth less than a dime. Explain to them that if someone was going to give you the smallest amount of money, a penny is the coin they would give, even though a penny is bigger than a dime.
- Tell children that money is used to purchase things. Just like when mom or dad goes to the store to purchase things, they can purchase things if they have money. Explain to students that different objects cost different amounts. Give students several items such as a bike, a doll and a Popsicle. Ask them to decide which item would cost the most.
- Explain to students that money is something that is earned. When we earn money, some of it is spent on needs and wants, and some of it should be saved for the future. Explain to students that needs are things like shelter, clothing and food. Wants are things like toys, candy and games.
- Tell students that most people save some amount of money when they are paid and to do this, they go to a bank. A piggy bank is used as a way for us to save smaller amounts of money at home. Explain to children that some piggy banks do not allow you to get back into them until you break them. Explain to the students that this is done to keep people from being tempted to break into the piggy bank and use our saved money.
- Using the Piggy Bank Template, have students draw the objects that they want and need to save for. Remind students that wants will be different from needs. Is a lollipop a need or a want? We need food to survive, but why is the lollipop a want?
- Have students share their wants with the class after drawing their pictures in the classroom.
- Extra Fun: Bring in a real piggy bank and one hundred pennies. Have the students work towards earning pennies for good behavior. Each time a student shows great behavior, give the student a penny and allow them to place it in the classroom piggy bank. Once the class has saved 100 pennies, let them get something special. Maybe it is an ice cream sundae party or extra play time.

#### Assessment

- Students demonstrate that they know the difference between pennies, nickels, dimes and quarters.
- Students demonstrate that they know that 100 pennies is equal to a $1.00 bill.
- Students understand the idea of needs and wants. Students should be able to clearly differentiate between needs and wants.
- Students understand that money needs to be saved. Students understand that banks hold money for people as a way to protect it.
- Students use art materials in an appropriate way and develop fine motor skills by drawing and coloring.
- Students share ideas and participate in class discussion.

### First Grade

#### Core Curriculum Ties

Mathematics 1st Grade: Standard 3: *Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.*

Objective 2: Identify measurable attributes of objects and units of measurement, and use appropriate techniques and tools to determine measurements.

- Identify the value of a penny, nickel, dime, quarter, and dollar, and determine the value of a set of the same coins that total 25¢ or less (e.g., a set of 5 nickels equals 25¢).

Visual Arts: Standard 1: *Students will develop a sense of self. *

Objective 2: Develop and demonstrate skills in gross and fine motor movement.

- Develop manipulative skills (e.g., cut, glue, throw, catch, kick, strike).

#### Materials

- Assorted money: (100)Pennies, (20)Nickels, (10)Dimes, (4)Quarters, $1.00 bill
- Piggy Bank Template or a real Piggy Bank
- Money Template
- Pencils, Crayons, Markers
- Bucket
- Images of items or actual items for needs vs. wants discussion.

#### Intended Learning Outcomes

- Student will be able to recognize pennies, nickels, dimes and quarters as units of money. Students recognize value of money and understand the equivalent amounts of various coins.
- Using pencils, crayons and markers, students will develop fine motor skills by drawing and coloring.
- Students will begin to understand simple concepts of money and terms such as needs, wants and saving.
- Students will show that they can work in groups and individually and be part of class discussions.

#### Instructional Procedures

- Teachers should introduce students to money. Show students large pictures of pennies, nickels, dimes and quarters and explain their value to them. Explain that 25 pennies equal a quarter, two dimes and a nickel equal a quarter and so on and so forth.
- Do a magic trick with your classroom. Have each student drop in some pennies into a bucket, counting as they drop them one by one until the class reaches one hundred pennies. Cast a spell over the bucket and have the teacher reach in and pull out a dollar bill. Explain to the children that 100 pennies have the same value as a $1.00 bill. Try this exercise with other coins. See what happens if you give your class dimes, nickels and pennies. Can they keep track and count up to 100 to equal $1.00?
- Explain to students that money isn’t like a regular piece of paper or just a piece of metal. Money comes from special places that are regulated by the government called mints. The mints make money and allow certain amounts to go out into the United States. Explain to the students that different countries have different types of money. The United States of America uses currency called the dollar and that 100 cents equal a dollar.
- Tell children that money is used to purchase things. Just like when mom or dad goes to the store to purchase things, they can purchase things if they have money. Money is generally something that is earned. Occasionally for special things, money is gifted to us. Explain to students that different objects cost different amounts. Give students several items such as a bike, a doll and a Popsicle. Ask them to decide which item would cost the most.
- Explain to students that money is something that is earned. When we earn money, some of it is spent on needs and wants, and some of it should be saved for the future. Explain to students that needs are things like shelter, clothing and food. Wants are things like toys, candy and games.
- Tell students that most people save some amount of money when they are paid and to do this, they go to a bank. Explain to the students that a bank is different than a mint. A piggy bank is used as a way for us to save smaller amounts of money at home. Explain to children that some piggy banks do not allow you to get back into them until you break them. Explain to the students that this is done to keep people from being tempted to break into the piggy bank and use saved money.
- Using the Piggy Bank Template, have students draw the objects that they want and need to save for. Remind students that wants will be different from needs. Is a lollipop a need or a want? We need food to survive, but why is the lollipop a want? Ask students to think about how much their object would really cost. Does an ice cream lunch cost $.50, does a toy at the store cost $5.00, and does a new outfit cost $20.00. Remind them that we can not always get items we want when we want them. We need to save for the items and sometimes it takes longer to save money for items that cost more money.
- Have students share their wants with the class after drawing their pictures in the classroom.
- Extra Fun: Bring in a real piggy bank and one hundred pennies. Have the students work towards earning pennies for good behavior. Each time a student shows great behavior, give the student a penny and allow them to place it in the classroom piggy bank. Once the class has saved 100 pennies, let them get something special. Maybe it is an ice cream sundae party or extra play time.

#### Assessment

- Students demonstrate that they know the difference between pennies, nickels, dimes and quarters.
- Students demonstrate that they know that 100 pennies is equal to a $1.00 bill.
- Students understand that money is something that is earned and that money is made in the United States in a place called a mint.
- Students understand that banks are places that hold and protect our money for us.
- Students understand the idea of needs and wants. Students should be able to clearly differentiate between needs and wants.
- Students understand that money needs to be saved. Students understand that banks hold money for people as a way to protect it.
- Students use art materials in an appropriate way and develop fine motor skills by drawing and coloring.
- Students share ideas and participate in class discussion.

### Second Grade

#### Core Curriculum Ties

Mathematics 2nd Grade: Standard 3: *Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.*

Objective 2: Identify and use units of measure, iterate (repeat) that unit, and compare the number of iterations to the item being measured.

- Determine the value of a set of up to five coins that total $1.00 or less (e.g., three dimes, one nickel, and one penny equals 36¢).

Standard 1: *Students will develop a sense of self.*

Objective 3: Develop and use skills to communicate ideas, information, and feelings.

- Express personal experiences and imagination through dance, storytelling, music, and visual art.

#### Materials

- Assorted money: (100)Pennies, (20)Nickels, (10)Dimes, (4)Quarters, $1.00 bill
- Piggy Bank Template or a real Piggy Bank
- Money Template
- Pencils, Crayons, Markers
- Bucket
- Images of items or actual items for needs vs. wants discussion.

#### Intended Learning Outcomes

- Student will be able to recognize pennies, nickels, dimes and quarters as units of money. Students recognize value of money and understand the equivalent amounts of various coins.
- Using pencils, crayons and markers, students will develop fine motor skills by drawing and coloring.
- Students will begin to understand simple concepts of money and terms such as needs, wants and saving.
- Students will show that they can work in groups and individually and be part of class discussions.

#### Instructional Procedures

- Teachers should review previous concepts of money to students. Show students large pictures of pennies, nickels, dimes and quarters and explain their value to them. Explain that 25 pennies equal a quarter, two dimes and a nickel equal a quarter and so on and so forth.
- Do a magic trick with your classroom. Have each student drop in some pennies into a bucket, counting as they drop them on by one until the class reaches one hundred pennies. Cast a spell over the bucket and have the teacher reach in and pull out a dollar bill. Explain to the children that 100 pennies have the same value as a $1.00 bill. Try this exercise with other coins. See what happens if you give your class dimes, nickels and pennies. Can they keep track and count up to 100 to equal $1.00?
- Explain to students that money isn’t like a regular piece of paper or just a piece of metal. Money comes from special places that are regulated by the government called mints. The mints make money and allow certain amounts to go out into the United States. Explain to the students that different countries have different types of money. The United States of America uses currency called the dollar and that 100 cents equal a dollar.
- Tell children that money is used to purchase things. Just like when mom or dad goes to the store to purchase things, they can purchase things if they have money. Money is generally something that is earned. Occasionally for special things, money is gifted to us. Explain to students that different objects cost different amounts. Give students several items such as a bike, a doll and a Popsicle. Ask them to decide which item would cost the most.
- Explain to students that money is something that is earned. When we earn money, some of it is spent on needs and wants, and some of it should be saved for the future. Explain to students that needs are things like shelter, clothing and food. Wants are things like toys, candy and games.
- Tell students that most people save some amount of money when they are paid and to do this, they go to a bank. Explain to the students that a bank is different than a mint. A piggy bank is used as a way for us to save smaller amounts of money at home. Explain to children that some piggy banks do not allow you to get back into them until you break them. Explain to the students that this is done to keep people from being tempted to break into the piggy bank and use saved money.
- Using the Piggy Bank Template, have students draw the objects that they want and need to save for. Remind students that wants will be different from needs. Is a lollipop a need or a want? We need food to survive, but why is the lollipop a want? Ask students to think about how much their object would really cost. Does an ice cream at lunch cost $.50, does a toy at the store cost $5.00, and does a new outfit cost $20.00. Remind them that we can not always get items we want when we want them. We need to save for the items and sometimes it takes longer to save money for items that cost more money.
- Have students share their wants with the class after drawing their pictures in the classroom.
- Bring small items or images of items to the classroom. Erasers, pencils, cookies, small toys, and other objects will work fine. All of these objects should be valued at under a dollar. Explain to the students that different items cost different amounts. Place items/images at the front of the class with the value amount written above or below them clearly. Using the money template, ask each student to work individually to draw the correct coins for each problem. For example: if a Pencil cost $.28, students would draw a quarter and 3 pennies, 2 dimes and a nickel and 3 pennies, 28 pennies, or any other scenario that equals the correct amount.
- Extra Fun: Bring in a real piggy bank and one hundred pennies. Have the students work towards earning money for good behavior. Each time a student shows great behavior, give the student a penny and allow them to place it in the classroom piggy bank. Once the class has saved 100 pennies, let them get something special. Maybe it is an ice cream sundae party or extra play time. Because you are trying to get students to understand the value of other coins, you can bring other coins into the classroom in for this project and allow quarters for the entire class’s good behavior, dimes for best group behavior, nickels for small group good behavior and pennies for individual behavior. Call on different students to count how much the class has saved at the end of each week until you reach your classroom goal. Keep the coins in different jars and allow the students to choose which coins to add to the piggy bank based on the good behavior rules you have set for your classroom (if you have good group behavior, does one child put a quarter in for the whole class, or does each child place $.01 in the piggy bank individually).

#### Assessment

- Students demonstrate that they know the difference between pennies, nickels, dimes and quarters.
- Students demonstrate that they know that 100 pennies is equal to a $1.00 bill.
- Students demonstrate that they understand that different coins can equal the same amounts of money and are able to come up with various solutions on their own.
- Students understand that money is something that is earned and that money is made in the United States in a place called a mint.
- Students understand that banks are places that hold and protect our money.
- Students understand the idea of needs and wants. Students should be able to clearly differentiate between needs and wants.
- Students understand that money needs to be saved.
- Students use art materials in an appropriate way and develop fine motor skills by drawing and coloring.
- Students share ideas and participate in class discussion both independently and collaboratively.

### Third Grade

#### Core Curriculum Ties

Mathematics 3rd Grade: Standard 1: *Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.*

Objective 4: Compute and solve problems involving addition and subtraction of 3- and 4- digit numbers and basic facts of multiplication and division.

- Use a variety of methods to facilitate computation (e.g., estimation, mental math strategies, paper and pencil).
- Find the sum or difference of numbers, including monetary amounts, using models and strategies such as expanded form, compensation, partial sums, and the standard algorithm.

Visual Arts: Standard 1 (Making): *The student will explore and refine the application of media, techniques, and artistic processes. *

Objective 1 Explore a variety of art materials while learning new techniques and processes.

- Make one color dominant in a painting.

#### Materials

- Assorted money: (100)Pennies, (20)Nickels, (10)Dimes, (4)Quarters, $1.00, $5.00, $10.00, $20.00
- Watercolor Pencils or watercolor paints
- Paper for drawing and adding watercolor paints (a heavier paper is suggested)
- Pencils
- Images of items or actual items for needs vs. wants discussion.

#### Intended Learning Outcomes

- Students will be able to identify values of all forms of money.
- Students will understand that various needs and wants cost different amounts of money.
- Students understand the reason for saving money.
- Students are able to research or estimate costs of objects.
- Students use art materials to create a monochromatic painting of an item they are saving for.
- Students use real life costs or close estimates to figure out various solutions to math problems using correct addition, subtraction, multiplication and division formulas and correct decimal placement.

#### Instructional Procedures

- Teachers should review previous concepts of money with students. Introduce one, five, ten and twenty dollar bills to students. If you can find one, bring in a $2 bill and talk to students about how $2 bills are rare and why they are hard to find. (The prices of items have risen since the beginning of the 1900’s. Items cost more and people no longer need to use $2 bills. Most people that have a $2 bill collect them and won’t spend them. Government has tried to take them out of circulation).
- Tell children that money is used to purchase things. Just like when mom or dad goes to the store to purchase things, they can purchase things if they have money. Money is generally something that is earned. Occasionally for special things, money is gifted to us, perhaps on Birthdays or special occasions. Explain to students that different objects cost different amounts. Give students several items such as a bike, lunch, and a balloon. Ask them to decide which item would cost the most.
- Explain to students that money is something that is earned. When we earn money, some of it is spent on needs and wants, and some of it should be saved for the future. Explain to students that needs are things like shelter, clothing and food. Wants are things like toys, candy and games. Explain that some needs are wants and some wants are needs. For example: Joey wants a bike so that he can get to and from school. His aunt calls and says that he can have his cousin’s old bike. Joey is excited to have a bike so he can get to school, however, it is pink and purple and he wanted a blue and green bike. The bike Joey is given is a need, but if he wants a new blue and green bike, he will need to save his money so that he can get one on his own.
- Ask students to think of 1 item that they really want and need to save for. Have the students research or estimate how much they think the item will cost. (Researching the actual cost is nice if you have a computer in your room.) Have the students draw the item on a piece of watercolor paper. Explain to the students the difference between drawing and coloring. Drawing is just making the lines that make the object. Explain to the students that they will be painting their drawings using a monochromatic color scheme. Remind students that money is monochromatic in the United States. All paper money is green. However, the green color may vary in design. If students look very closely at paper money, they may notice other colors in the money.
- Ask students to choose one color to paint their picture. Perhaps Joey from our example will choose to paint his bike blue. Explain that colors can vary in value. For example, if choosing blue, there is light blue, sky blue, ocean blue, teal, baby blue, dark blue, royal blue etc. Show students that by varying the pressure they place on their pencil they can achieve different colors with the same watercolor pencil or watercolor palette by adding less/more water.
- Have students share their paintings around the classroom sharing the cost (estimated or researched) that they cost. Write down the cost of each item on a large board so students can see how much each item costs.
- Create math problems for the class to solve using the costs of the items. For example: If Joey is saving for a bike that costs $38.37, Maggie is saving for a new book that costs $10.28, and Sandy is saving for a new toy that cost $12.81, how much would they need to save together as a group? (Answer: 38.83 + 10.28+12.81= $61.92)
- Explain to students how to add and subtract dollar amounts correctly. Come up with other division and multiplication problems such as adding the entire classes amount and dividing by 2 to find out half of their class goal.
- Extra Fun: Encourage students to choose an item to save for as a class. Teachers can come up with options that equal a certain amount of money ($10, $20, $50). Does an ice cream party, game time and a homework pass equal $50, a pizza party equal $50 etc… have students work towards certain items and decide when to spend their money on certain items as a class. To earn the money, give them rewards for good behavior and certain amounts are awarded for class, group and individual behavior. If teachers do not feel comfortable bringing real money to school, bring paper money and have students apply it in the same way.

#### Assessment

- Students demonstrate that they know the difference between pennies, nickels, dimes and quarters and paper money.
- Students demonstrate that they understand that different coins can equal the same amounts of money and are able to come up with various solutions on their own.
- Students understand that money is something that is earned and that money is used to purchase things that we need and want.
- Students are able to choose an item that they want and research it to find out how much it costs or accurately estimate how much it costs.
- Students use paper, pencil and watercolor materials to create a monochromatic painting of an object they want. Students understand that money needs to be saved in order to purchase items they want.
- Students share ideas and participate in class discussion both independently and collaboratively.
- Students show that they can complete simple addition, subtraction, multiplication and division problems using correct form and decimal placement in a variety of math problems.

### Fourth Grade

#### Core Curriculum Ties

Mathematics 4th Grade : Standard 1: *Students will acquire number sense and perform operations with whole numbers, simple fractions, and decimals.*

Objective 2: Analyze relationships among whole numbers, commonly used fractions, and decimals to hundredths.

- Compare the relative size of numbers (e.g., 475 is comparable to 500; 475 is small compared to 10,000 but large compared to 98).
- Identify a number that is between two given numbers (e.g., 3.2 is between 3 and 4; find a number between 0.1 and 0.2).

Objective 4: Solve problems involving multiplication and division of whole numbers and addition and subtraction of simple fractions and decimals.

- Write a story problem that relates to a given multiplication or division equation, and select and write a number sentence to solve a problem related to the environment.

Visual Arts: Standard 1 (Making): *The student will explore and refine the application of media, techniques, and artistic processes.*

Objective 1: Explore a variety of art materials while learning new techniques and processes.

- Draw objects from a variety of perspectives; e.g., directly beneath, bird's-eye view, below, from the level of the surface upon which it sits.
- Use blocking-in, gesture drawing, and/or stick figures as start-up skills for drawing.
- Use value, color, and texture to create interest.

#### Materials

- Art Paper, Pencils, Markers, Colored Pencils
- Lined Paper for math problems & gathering information as a group.
- Computer to research costs of items

#### Intended Learning Outcomes

- Students will be able to complete monetary math problems using correct decimal placement to the hundredths.
- Students will be able to compare and estimate the size of numbers.
- Students will be able to place decimals in correct order from largest to smallest and smallest to largest given a different set of numbers.
- Students will be able to add, subtract, multiply and divide using decimals in monetary math problems.
- Students will be able to come up with their own story problems using math and writing and will be able to share them to the class and solve them accurately.
- Students will be able to draw items they are saving for in various perspectives, using sketching and layout techniques and by adding color, texture or value to create interest.

#### Instructional Procedures

- Teachers review past money concepts with students in class.
- Teachers tell students that money is a great example of a how we need to know how to add, subtract, multiply and divide decimals for real life. Sure, registers, computers and other programs can do it for us, but we need to know how to do this as well so we can get better at estimating costs on our own.
- Have students come up with 3 items they want and would like to save for. Have students estimate or research the cost of the items. For example: Katie wants to save for a new pair of shoes that will cost her $28.85 (or estimated $30.00), a camera that will cost her $59.20 (or estimated $60.00) and her best friend’s birthday present that will cost her $15.16 (or estimated $16.00). Explain to students that when estimating money, they should always round up. Depending on the item, they may wish to round to the nearest dollar or possibly estimate a little higher. Explain what would happen if they rounded down and didn’t save enough money.
- Have students write down the 3 items they would save for. Have them first estimate the cost of the item, and then actually research the cost of their item. Have them write down if they were under or above their estimate. If needed, have them make a better estimated cost of the items.
- Compile each person’s actual costs in groups of 4 or 5 (you can do this as a class as well, but it makes for a larger math problem that may be more challenging or that you could use as an extra credit problem). To do this, have each person from the group write down the correct amounts for each person’s 3 objects. After each student has written down the costs of the items, have each student work individually to place each person’s item in correct order from the least amount to the largest amount. For example: Sara’s Candy at the Movies will cost $2.75, Sam’s lunch out will cost $5.35, Abby’s new shirt will cost $10.27 and so on. Remind students that it is important to place the dollar sign in the correct place and to write out dollar amounts to the correct hundredth’s place. $2 shouldn’t be written as $2, it should be written as $2.00.
- Have each group come up with various math problems using the information they have gathered. For example: Sammy, Sara and Tony are all hoping to go to the movies. Sammy wants to get a soda for $1.27, Sara wants to get popcorn for 3.28, and Tony wants to play a game after the movie for $2.25. If each student wants to be able to get each item they want plus their movie ticket which costs $5.00, how much money do they need to bring to the movies? (Answer $5.00 x 3= $15.00 + 2.25+3.28+1.27=$21.80 total or Sammy $6.27, Sara $8.28, Tony $7.25)
- Have the students exchange monetary math problems and have fun solving them in groups to better understand the concept of adding, subtracting, multiplying and dividing decimals.
- Have each group create a piece of art to illustrate their word math problems. Using paper, pencils, markers and colored pencils, have students create interesting pieces of art to go with their math problems and place them around the room or outside of the classroom for other classes to see. Encourage students to use sketches, stick figures and various perspectives when laying out their drawing. Ask students to color, value and texture to create interests in their works of art.

#### Assessment

- Students complete monetary math problems using correct decimal placement to the hundredths indivudally and in groups.
- Students will be able to compare and estimate the size of numbers and be able to place decimals in correct order from largest to smallest and smallest to largest given a different set of numbers.
- Students will be able to add, subtract, multiply and divide using decimals in monetary math problems.
- Students will be able to come up with their own story problems using math and writing and will be able to share them to the class and solve them correctly.
- Students will be able to draw items they are saving for in various perspectives, using sketching and layout techniques and by adding color, texture or value to create interest.

### Fifth Grade

#### Core Curriculum Ties

Mathematics 5th Grade: Standard 2: *Students will use patterns and relations to represent and analyze mathematical problems and number relationships using algebraic symbols.*

Objective 1: Identify, analyze and determine a rule for predicting and extending numerical patterns involving operations whole numbers, decimals, and fractions.

- Analyze and make predictions about numeric patterns, including decimals and fractions.
- Determine a rule for the pattern using organized lists, tables, objects, and variables.

Visual Arts- Making: Standard 1: *The student will explore and refine the application of media, techniques, and artistic processes.*

Objective 2: Predict the processes and techniques needed to make a work of art.

- Preplan the steps or tasks to achieve a desired image.
- Select appropriate media in which to portray a variety of subjects for works of art.
- Use preparatory sketches to solve visual problems before beginning an actual work of art.

Objective 3: Handle art materials in a safe and responsible manner.

- Clean and put back to order art making areas after projects.
- Respect other students' artworks as well as one's own.

#### Materials

- Art Paper, Pencils, Markers, Colored Pencils
- Lined Paper for math problems & gathering information as a group.
- Computer to research costs of items

#### Intended Learning Outcomes

- Students understand and predict number patterns using decimals.
- Students compile lists of costs of items using estimated costs and actual costs.
- Students create a piece of art using sketches, planning steps and tasks and exploring possible art media to use to create final piece.
- Students create a final piece of art and show that they can handle art materials in a safe and responsible manner.

#### Instructional Procedures

- Teachers review past money concepts with students in class.
- Teachers tell students that money is a great example of a how we need to know how to add, subtract, multiply and divide decimals for real life situations. Sure, registers, computers and other programs can do it for us, but we need to know how to do this as well so we can get better at estimating costs on our own.
- Have students come up with 3 items they want and would like to save for. Have students estimate or research the cost of the items. For example: Katie wants to save for a new pair of shoes that will cost her $28.85 (or estimated $30.00), a camera that will cost her $59.20 (or estimated $60.00) and her best friend’s birthday present that will cost her $15.16 (or estimated $16.00). Explain to students that when estimating money, they should always round up. Depending on the item, they may wish to round to the nearest dollar or possibly estimate a little higher. Explain what would happen if they rounded down and didn’t save enough money. Have students arrange their costs in order from least to greatest.
- Have students write down the 3 items they would save for. Have them first estimate the cost of the item, and then actually research the cost of their item. Have them write down if they were under or above their estimate. If needed, have them make a better estimated cost of the items.
- Compile each person’s actual costs in groups of 4 or 5 (you can do this as a class as well, but it makes for a larger math problem that may be more challenging or that you could use as an extra credit problem). To do this, have each person from the group write down the exact amounts for each person’s 3 objects. After each student has written down the costs of the items, have each student work individually to quickly estimate the total of each person’s three objects to the nearest tens place. For example: Sara’s Items will cost $60.00, Sam’s will cost $40.00, and Abby’s will cost $10.00 and so on. Remind students that it is important to place the dollar sign in the correct place and to write out dollar amounts to the correct hundredth’s place. $20 shouldn’t be written as $20, it should be written as $20.00.
- Have the students do the same problem rounding to the nearest ones place.
- Ask students which method is more accurate and why.
- Ask students to collect the entire classes estimates for each of the three items. For example: Sara’s items will cost her $5, $10 and $20. Sammy’s will cost $5, $5, and $25. This can be done by going around the classroom and having students call out their estimated costs.
- Have students create individual bar graphs of how many items cost under $5, $10, $20, $50 or <$50.00. Ask them to think about why more items cost less or more.
- Have each student create a piece of art to that incorporates their graph and some of the objects that students are saving for. Using paper, pencils, markers and colored pencils, have students create interesting pieces of art using sketching and planning processes. Encourage students to use sketches, stick figures and various perspectives when laying out their art pieces. Ask students to complete their art pieces by really thinking of how to make their piece unique.
- Have students show their graphs to the class and explain them. If space allows, hang graphs for other classes and students to see.

#### Assessment

- Students understand and predict number patterns using decimals.
- Students show that they can compile lists of costs of items using estimated costs and actual costs.
- Students create sketches by planning steps and tasks and exploring possible art media to use to create final piece.
- Students create a final piece of art handling art materials in a safe and responsible manner.

### Sixth Grade

This lesson plan has been adapted from the Utah Education Network Website and Utah State Office of Education.

#### Core Curriculum Ties

Mathematics 6th Grade: Standard 2: *Students will use patterns, relations, and algebraic expressions to represent and analyze mathematical problems and number relationships.*

Objective 1: Analyze algebraic expressions, tables, and graphs to determine patterns, relations, and rules.

- Describe simple relationships by creating and analyzing tables, equations, and expressions.
- Draw a graph and write an equation from a table of values.
- Draw a graph and create a table of values from an equation.

Visual Arts: 6th Grade: Standard 2: (Perceiving): *The student will analyze, reflect on, and apply the structures of art.*

Objective 2: Create works of art using the elements and principles.

- Modify the value of colors in artwork to create intentional effects.

#### Materials

- Which Salary is Best Worksheet
- Centimeter Graph Paper
- Plain White Paper or Sketch Book
- Colored Pencils or Markers
- Pencil

#### Intended Learning Outcomes

- Students will use patterns to represent and analyze mathematical problems and relationships.
- Students will be able to make predictions using tables and equations.
- Students will be able to draw a graph and to create and apply values.
- Students will create a work of art by modifying the value of colors to create intentional effects in their work.

#### Instructional Procedures

- Pass out copies of the Which Salary is the Best? worksheet and discuss the scenario: You want to buy a go-cart for $1,000 and need to find a job to raise the money. You found job openings to mow lawns with two different companies that have different pay scales. One company, Lawns Are Us, will double your salary each day. You will earn $1 the first day, $2 the second day, $4 the third day, $8 the fourth day, and so on. The second company, Smith Lawn Care will increase your salary by $4 each day. You will make $4 the first day, $8 the second day, $12 the third day, $16 the fourth day, and so on. Which company will help you reach the $1,000 needed to buy a go-cart the fastest?
- After reading the scenario, ask students to predict which company would enable them to reach their $1,000 goal the fastest and explain their reasoning in their math journals.
- Students create a table for each of the two companies and complete the tables until day 5. Which company pays the most at this point? Write a short paragraph in their journals about which company they would choose at day 5 and why.
- Students complete the chart until $1,000 is made by both companies. Which company was the best choice? Why? Have students write a paragraph in their journals explaining what happened with the salaries.
- As a class, write a function to find out which salary would pay more on the nth day.
- Create a multiple line graph on the centimeter graph paper. The x-axis should be Total Earnings and the y-axis should be Number of Days. Have them graph the total earnings of each company in different colors.
- Discuss the graph. For what days does Lawns Are Us yield better total earnings? For what days does Smith Lawn Care yield better total earnings?
- Does the chart or graph illustrate the information more effectively? Why? Have students record their thoughts in their math journal.
- After showing the students examples of Carl Richard’s work, have students create a piece of art that reflects the salary story. Ask students to make sure that they alter the values of the colors they are using to create a desired effect.
- Hang the graphs, and illustrations next to each other for other classes or classmates to see.

#### Assessment

- Students understand how patterns represent mathematical problems and relationships.
- Students are able to make predictions using tables and equations.
- Students draw graphs and to create and apply values.
- Students create a work of art by after reflecting on a problem and modifying the value of colors to create intentional effects in their work.

### Seventh Grade

This lesson plan has been adapted from the Utah Education Network Website and the Utah State Office of Education.

#### Core Curriculum Ties

Mathematics 7th Grade: Standard 1: *Students will expand number sense to understand, perform operations, and solve problems with rational numbers.*

Objective 1: Represent rational numbers in a variety of ways.

- Demonstrate multiple ways to represent whole numbers, decimals, fractions, percents, and integers using models and real-life examples.

Visual Arts: Foundations 1- Making: Standard 1: *Students will assemble and create works of art by experiencing a variety of art media and by learning the art elements and principles. *

Objective 2: Create works of art that show the use of the art elements and principles.

- Create expressive works of art using art elements, including line, shape, form, value, and color.

#### Materials

- Meter Sticks
- Base 10 Blocks
- Money Packets for each group (pennies, nickels, dimes, quarters, one dollar bill)
- Meter Sticks, Base-ten Blocks and Money (pdf)
- Representing Equivalent Rational Numbers (pdf)
- Poster Board or Large Art Paper
- Markers, Crayons, Pastels, Colored Pencils, Glitter, Collage Materials, Glue, Pencils, Scissors and other various art materials for students to use on their projects.
- Paper and pencil for note taking and completing worksheets

#### Intended Learning Outcomes

- Students demonstrate they understand how to represent whole numbers as decimals, fractions and percents using models and real life scenarios.
- Students create a work of art using various art media and apply the elements and principles of art to their works.
- Students participate in group discussion and individual work.
- Students write to explain their thoughts and predictions about various scenarios.

#### Instructional Procedures

Meter Sticks, Base-ten Blocks and Money:

- Have students compare their meter stick, base-10 blocks and money.
- Prepare posters comparing the different measurement sytems (fractions, decimals and percentages, using the art elements and principles including line, shape, form, value and color. Allow students to use as many art materials as you have in your classroom including drawing, painting, collage and more.
- Have a gallery walk to see the different posters. Students should take notes on their gallery walk. These notes then help them in the large group discussion.
- After the large group discussion, students should write their own individual commentary. Teachers, invite input as to what would make a quality commentary, (e.g. knowledge, presentation, pictures, numbers, connections, real life examples). Use the rubrics to assess the student commentaries.
- Work with students to complete the “Meter Sticks, Money, and Base-ten Blocks” investigation worksheet. (See pdf in Materials section.)
- As a class discuss and work to complete the “Representing Equivalent Rational Numbers” worksheet.

#### Assessment

- Students represent whole numbers as decimals, fractions and percents using models and real life scenarios.
- Students create art using various art media and apply the elements and principles of art to their works.
- Students participate in group discussion and individual work.
- Students write to explain their thoughts and predictions about various scenarios.

### Eighth Grade

#### Core Curriculum Ties

Mathematics 8th Grade- Domain: Expressions & Equations:

Understand the connections between proportional relationships, lines, and linear equations.

- Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Visual Arts- Foundations 1; Making: Standard 1: *Students will assemble and create works of art by experiencing a variety of art media and by learning the art elements and principles. *

Objective 2: Create works of art that show the use of the art elements and principles.

- Create expressive works of art using art elements, including line, shape, form, value, and color.

#### Materials

- Lined Paper
- Pencil
- Graph Paper
- Colored Pencils, Markers
- Plain Paper or Art Paper

#### Intended Learning Outcomes

- Students use real life scenarios to better understand relationships between linear equations, lines and proportional equations.
- Students create their own math problems based on real life situations.
- Students find answers to problems based on real life scenarios.
- Students create slope graphs to help illustrate answers to problems.
- Students create art to show answers to mathematical problems.

#### Instructional Procedures

- Explain to students what a proportional relationship is and how to use it for linear equations.
- Ask students how we may use proportional relationships on a daily basis or for certain professions.
- Have students come up with their own proportional relationship problem based on a real life experience. For example: Mike can run 3 miles in 15 minutes, how many miles will he run in 1 hour, 2 hours, 3 hours?
- Have students solve their own problem using slope form.
- Have students create a slope graph to illustrate their solution correctly.
- Have students present their problems to the class and challenge other students to solve the problems.
- Show students examples of Carl Richards’ work from the exhibition Visualizing Finance. Discuss how Carl may use the idea of proportional relationships in his artwork.
- Have students create art work to make expressive works of art using line, shape, value, form and color to go along with their math problems.
- Hang up the artwork with their math problems for other classes or classmates to see how art and math can be used together to get answers to problems.

#### Assessment

- Students understand how to use real life scenarios to find answers to mathematical relationships between linear equations, lines and proportional equations.
- Students create their own math problems based on real life situations.
- Students find answers to problems based on real life scenarios.
- Students create slope graphs to help illustrate answers to problems.
- Students create art to show answers to mathematical problems.

### Ninth Grade

#### Core Curriculum Ties

Mathematics- Algebra 1: Standard 2: *Students will extend concepts of proportion to represent and analyze linear relations.*

Objective 2: Model and interpret problems having a constant rate of change using linear functions.

- Write algebraic expressions or equations to generalize visual patterns, numerical patterns, relations, data sets, or scatter plots.
- Represent linear equations in slope-intercept form, y = mx + b, and standard form, Ax+ By =C.
- Distinguish between linear and non-linear functions by examining a table, equation, or graph.
- Interpret the slope of a linear function as a rate of change in real-world situations.

Visual Arts- Foundations 1: Standard 4: *Students will find meaning in works of art through settings and other modes of learning.*

Objective 2: Synthesize art with other educational subjects.

- Explore how visual arts can be integrated across disciplines.

Standard 3: *Students will create meaning in art.*

Objective 1: Create content in works of art.

- Create works of art that show subject matter, themes, or individually conceived content.

#### Materials

- Graph Paper
- Pencil
- Lined Paper
- Colored Pencils or Markers
- Examples of Carl Richard’s work

#### Intended Learning Outcomes

- Students represent and analyze linear relations.
- Students write algebraic expressions or equations to generalize visual patterns, data sets and scatter plots.
- Students are able to represent linear equations in slope intercept form.
- Interpret the slope of a linear function as a rate of change in real world situations.
- Create a work of art that has to do with other areas of learning.
- Create a work of art that shows subject matter.

#### Instructional Procedures

- Have students choose something to save for. This can be something smaller like a new outfit or larger like college.
- Instruct students to come up with a slope intercept problem to apply this to real life. For example:
- You are saving money to buy a new bike. You have $50 already and will save an additional $30 per month.
- Write an equation in slope-intercept form to describe amount of savings you have, y. Let x=number of months you have been saving.
- Have students use a graph to figure out how much money they will have after six months. Instruct them to circle the point on the graph that shows this.
- Have students share their equations and solutions with the rest of the class.
- See if students can challenge other students to solve their problems and achieve the same answers.
- Ask students why it would be important to use this information in real life situations.
- Show students examples of Carl Richard’s art work from the Visualizing Finance exhibition.
- Ask students how Carl Richards uses art to help the public understand money.
- Ask students to come up with their own financial drawing with the slope intercept form problem they came up with. Encourage students to use various art materials.
- Hang students’ pictures around the classroom or in a hall way for other students to see how slope intercept form can help us in everyday financial planning.

#### Assessment

- Students represent and analyze linear relations.
- Students write algebraic expressions or equations to generalize visual patterns, data sets and scatter plots.
- Students represent linear equations in slope intercept form.
- Interpret the slope of a linear function as a rate of change in real world situations.
- Create a work of art that has to do with other areas of learning.
- Create a work of art that shows subject matter.
- Students show that they can work together to solve real life problems and situations.

### Tenth Grade

#### Core Curriculum Ties

Business Math: Standard 7: *Students will analyze and interpret data from common sources.*

Objective 1: Read and interpret tables, charts, and graphs (such as mileage, tax and postage).

Objective 2: Make inference about data from tables, charts, and graphs (e.g. bar, broken-line, pie, and pictograph).

Visual Arts-Making: Standard 1: *Students will assemble and create works of art by experiencing a variety of art media and by learning the art elements and principles. *

Objective 1: Explore a variety of art media, techniques, and processes.

- Experiment with a variety of media, including current arts-related technologies.
- Experience the expressive possibilities of art media, techniques, and processes.
- Practice safe and responsible use of art media, equipment, and studio space.

Objective 2: Create works of art that show the use of the art elements and principles.

- Create expressive works of art using art elements, including line, shape, form, value, and color.
- Create expressive works of art using the art principles, including balance, repetition, color relationships, and emphasis, to organize the art elements.

#### Materials

- Various examples for charts and graphs of real life situations (for example, gas prices over the past 75 years)
- How Teens Spend Their Money Worksheet
- Lined Paper
- Pencil
- Graph Paper
- Colored Pencils, Markers, Paint, Art Paper or Poster Board
- Images of Carl Richards’ work

#### Intended Learning Outcomes

- Students will be able to interpret charts to make accurate assumptions about data collected.
- Students will use art principles and elements of design to create their own art work about mathematical problems.
- Students will be able to collect data and create a graph of their choice to depict the data they gathered.
- Students will be able to make assumptions about trends based on the information that they gathered.

#### Instructional Procedures

- Teachers talk to students about how tables, charts and graphs can help us make assumptions about real life situations.
- Teachers show students various types of charts and graphs and as a class discuss assumptions that can be made. For example: Show students the graph of what teens spend their money on. Link above and worksheet can be downloaded here. As a group, talk about the assumptions made based on the graph.
- Conduct the teen spending survey in your class.
- Have each group of students create a graph (their choice of how to make a graph: bar, pie etc…). Then compare the 2 graphs to each other. Ask the students if the results are the same. Ask the students to think and discuss how important to gather a fair survey group to get a good result.
- Have students look at the art work by Carl Richards. Discuss how Carl uses charts and graphs to depict real life situations about monetary trends.
- In groups, have students create an expressive piece of art showing how teens spend their money.
- Post the class graph and the works of art up for other classrooms and students to see.

#### Assessment

- Students interpret charts and make accurate assumptions about data collected.
- Students create their own art work about mathematical problems.
- Students collect data to create a graph of their choice to depict the data they gathered.
- Students make assumptions about trends based on the information that they gathered.

### Eleventh Grade

#### Core Curriculum Ties

Financial Literacy: Standard 1: *Students will use a rational decision-making process to set and implement financial goals.*

Objective 2: Analyze the role of cultural, social, and emotional influences on financial behavior.

Explain how limited financial resources affect the choices people make.- Describe the influence of peer pressure as it relates to purchasing decisions (e.g., fashion, acceptance from others, need for latest gadget).
- Explain how scarcity relates to needs and wants.
- Analyze the impact of marketing, advertising, and sales strategies/techniques on purchasing decisions (e.g., impulse buying, delayed payment).
- Evaluate the role of emotions when making financial decisions.

Visual Arts: Drawing - Expressing: Standard 3: *Students will create meaning in drawings. *

Objective 1: Create content in drawings.

- Identify subject matter, metaphor, themes, symbols, and content in drawings.
- Create drawings that effectively communicate subject matter, metaphor, themes, symbols, or individually conceived content.

#### Materials

- Marketing and Advertising examples. Ads of targeted to various markets.
- Financial planning tools
- Art Paper
- Art supplies such as colored pencils, markers, collage materials and more.

#### Intended Learning Outcomes

- Students will set financial goals.
- Students will understand the effect of cultural, social and emotional influences when purchasing things.
- Students will understand how peer pressure can influence what we buy.
- Students will understand how the rule of scarcity can influence how we buy.
- Students recognize various advertising and marketing techniques and how they influence what we purchase.
- Students use art to develop their own advertisements.

#### Instructional Procedures

- Teachers discuss with students the cultural, social, and emotional influences on financial behaviors and give several examples of each. For example: A social influence on financial behavior may be that Nike Shoes are in style. All thought Nike Shoes are more expensive; people will save for them so that they can purchase them.
- Teachers discuss how peer pressure can influence purchasing decisions in order to gain acceptance from others.
- Discuss how scarcity can effect the situation of needs vs. wants and how items that are more scarce generally cost more.
- Discuss marketing and advertising on purchasing decisions. Teachers bring in various types of ad strategies and talk to class about the different types of markets.
- Have students discuss their own financial goals and come up with a plan to save for things such as college, a car, a bike, rent, groceries etc. These are all items that they will eventually need to save and pay for. Why will having a 4 car garage and a 3,000 square foot house not be feasible when they are 20? Why is this something that is thought of as scarce? Or a luxury or how is this thought of by peers?
- Using drawing techniques have the students create works of art as a ad for the financial path they are choosing. Drawings should incorporate metaphor, themes, symbols and content just as advertising firms do.
- Have students share both their financial plans and the advertising drawings with the class. Post them for other classrooms or students to see.

#### Assessment

- Students set personal financial goals.
- Students understand the effect of cultural, social and emotional influences when purchasing things.
- Students understand how peer pressure can influence what we buy.
- Students understand how the rule of scarcity can influence how we buy.
- Students recognize various advertising and marketing techniques and how they influence what we purchase.
- Students use art to develop their own advertisements.

### Twelfth Grade

#### Core Curriculum Ties

Financial Literacy - Standard 1: *Students will use a rational decision-making process to set and implement financial goals.*

Objective 1: Explain how goals, decision-making, and planning affect personal financial choices and behaviors.

- Discuss personal values that affect financial choices (e.g., home ownership, work ethic, charity, civic virtue).
- Explain the components of a financial plan (e.g., goals, net worth statement, budget, income and expense record, an insurance plan, a saving and investing plan).
- Compare short-term and long-term financial goals.
- Design a plan to reach a specific financial goal.
- List advantages of designing and following a personal financial plan.

Visual Arts: Foundations II - Standard 4: *Students will find meaning in works of art through settings and other modes of learning.*

Objective 2: Synthesize art with other educational subjects.

- Explore how visual arts can be integrated across disciplines.

Objective 3: Evaluate the impact of art on life outside of school.

- Predict how the visual arts can add quality to life and lifelong learning.

#### Materials

- Lined Paper
- Pencils
- Art paper
- Art materials such as Colored Pencils, Markers, Paint, Scissors, Glue and other things.

#### Intended Learning Outcomes

- Students will make rational decisions to create financial goals.
- Students will be able to identify how personal values, and short term and long term goals can effect finances.
- Students will create their own financial plan to reach a specific goal and understand the benefits to sticking to financial goals.
- Students create an art work that synthesizes with other educational subjects and explore how art can be used across disciplines and how art can add quality to life and life long learning.

#### Instructional Procedures

- Teachers talk to students about rational decision making and how it is used to set and make financial goals. Teachers discuss how personal values, short term and long term goals can affect financial goals.
- Teachers explain components of a financial plan and have students design a plan to reach a specific financial goal. This goal can be actual or made up.
- Teachers discuss the benefits to sticking to a financial goal with students in the class.
- Show students examples of Carl Richards’ work from the exhibit Visualizing Finance. Ask student to comment on how Carl uses simple drawings to show financial plans.
- Students will create a work of art that reminds them of their financial plan. For instance, if they are saving for a new car, their art work should depict them driving away in a new car or paying off their car.
- Students place their art work and their financial plans next to each other. Allow students to post the drawings of their financial plans if they would like. They can also post their personal financial plans or choose to keep them for themselves.

#### Assessment

- Students make rational decisions to create financial goals.
- Students identify how personal values, and short term and long term goals can affect finances.
- Students create their own financial plan to reach a specific goal and understand the benefits to sticking to financial goals.
- Students create an art work that synthesizes with other educational subjects and explore how art can be used across disciplines and how art can add quality to life and life long learning.