Money Moves: Introduction to Personal Banking

Materials Needed

• Computer, tablet, or presentation display for the daily slides
• Paper, pencils, highlighters, and calculator
• Printed reading passage and vocabulary questions
• Printed sample bank statement, deposit slips, and withdrawal slips
• Optional: play money, envelopes, sticky notes, or spreadsheet software
• Optional digital banking screenshots with all personal information removed

Learning Standard and Lesson Focus

Florida benchmark: MA.912.FL.1.1, Introduction to Personal Banking.

This four-day lesson introduces how people use banks and credit unions to store, move, track, and protect money. Learners will practice reading common banking documents and making responsible banking decisions.

Success Criteria

The learner is successful when they can:

• Describe at least two jobs a bank or credit union performs.
• Choose an appropriate account for a stated goal and explain why.
• Complete banking forms neatly and accurately.
• Use the equation new balance = old balance + deposits − withdrawals − fees.
• Identify at least two ways to protect an account from fraud or overspending.
• Support a final banking recommendation with evidence from the documents and lesson.

Assessment Plan

Assessment	When	Evidence of Learning
Formative checks	Daily	Answers to questions, vocabulary practice, balance calculations, and verbal explanations
Document practice	Days 2–3	Completed deposit slip, withdrawal slip, and bank statement reconciliation
Summative performance task	Day 4	Personal banking plan and short explanation using accurate vocabulary and calculations
Reflection	Day 4	One banking habit to begin and one risk to avoid

Daily Structure

Each class lasts approximately 40 minutes and follows the gradual-release model:

• I Do: The instructor models a concept or skill.
• We Do: Instructor and learner solve an example together.
• You Do: The learner completes a task independently or makes a personal choice.

Day 1 — Banking Basics and Account Choices

Daily goal: Explain what banks and credit unions do and compare checking and savings accounts.

Lesson Flow — 40 Minutes

Time	Method	Activity
0–5 min	Hook	Ask: “If you earned $200 today, where would you keep it so it is safe, useful, and easy to track?” Learner writes three ideas.
5–8 min	Objectives	Read the daily goal and success criteria aloud. Preview the vocabulary.
8–18 min	I Do	Explain banks, credit unions, checking accounts, savings accounts, deposits, withdrawals, interest, and fees. Model choosing an account for a specific goal.
18–28 min	We Do	Complete the “Which Account?” decision chart together. Discuss the advantages and possible costs of each choice.
28–36 min	You Do	Learner chooses an account for three scenarios and gives a reason for each choice.
36–40 min	Closure	Exit ticket: Define deposit, withdrawal, and balance. Name one question to ask before opening an account.

Teacher Modeling Notes — I Do

• A bank is a financial institution that helps people store, move, and manage money.
• A credit union provides many similar services but is owned by its members.
• A checking account is designed for frequent spending and bill payments.
• A savings account is designed for money that will be kept for a goal or emergency. It may earn interest.
• A deposit adds money to an account. A withdrawal takes money out.
• A fee is a charge for a service or account activity. Always ask about fees.

Day 1 You Do Scenarios

1. You want to save $25 each week for a concert in six months. Which account would you consider? Why?
2. You need to pay a phone bill each month. Which account feature would be useful?
3. You are comparing two accounts. One has no monthly fee but earns no interest; the other earns interest but charges $8 each month. What questions should you ask?

Day 1 Slide Presentation

Day 2 — Deposits, Withdrawals, and Banking Forms

Daily goal: Complete a deposit slip and withdrawal slip accurately.

Lesson Flow — 40 Minutes

Time	Method	Activity
0–5 min	Review	Rapid round: learner explains one vocabulary word without saying the word itself.
5–15 min	I Do	Model how to read each line of a deposit slip and withdrawal slip. Think aloud while checking dates, amounts, and signatures.
15–25 min	We Do	Complete one deposit slip together using play money or the printed form.
25–35 min	You Do	Learner completes one deposit slip and one withdrawal slip independently.
35–40 min	Closure	Check forms using the accuracy checklist and correct errors.

I Do: Form-Filling Steps

1. Write the date.
2. Write the account holder’s name if requested.
3. Write the account number carefully. Use a fictional number on practice forms.
4. List cash and each check separately on a deposit slip.
5. Add the amounts to find the subtotal.
6. Subtract any cash requested back from the deposit.
7. Write the final deposit amount clearly.
8. For a withdrawal slip, write the amount in numbers and words, then sign it.

You Do Practice

Complete the printable forms using this information:

• Name: Alex Rivera
• Fictional account number: 246810
• Date: October 14, 2026
• Deposit: $60 cash and a $210.75 check
• Cash back requested: $30
• Withdrawal: $45

Day 2 Form Accuracy Checklist

• ☐ Date is included.
• ☐ Cash and checks are listed separately.
• ☐ Addition and subtraction are correct.
• ☐ Final amount is written clearly.
• ☐ Withdrawal includes amount, amount in words, and signature.

Day 2 Slide Presentation

Day 3 — Reading and Balancing a Bank Statement

Daily goal: Read a bank statement and calculate the ending balance.

Lesson Flow — 40 Minutes

Time	Method	Activity
0–5 min	Hook	Ask: “How could someone spend money without realizing the account is almost empty?” Discuss the importance of tracking transactions.
5–15 min	I Do	Model how to read dates, descriptions, deposits, withdrawals, fees, and running balances.
15–25 min	We Do	Analyze the sample statement. Calculate the balance after each transaction.
25–35 min	You Do	Learner answers statement questions and checks for an unusual transaction.
35–40 min	Closure	Explain overdraft and write one strategy for avoiding it.

I Do: Balance Equation

We Do Statement Investigation

Use the printable statement. Ask:

• What was the beginning balance?
• Which transactions added money?
• Which transactions removed money?
• Was a fee charged?
• Does the ending balance match the math?
• Is there a transaction the account holder should verify?

You Do Challenge

Write a short message to the account holder explaining:

1. The ending balance.
2. Whether the account had an overdraft.
3. One transaction that should be verified.
4. Two actions that could help prevent future problems.

Day 3 Slide Presentation

Day 4 — Safe Banking Decisions and Final Application

Daily goal: Create and defend a practical personal banking plan.

Lesson Flow — 40 Minutes

Time	Method	Activity
0–5 min	Review	Vocabulary charades or quick matching: account, deposit, debit, fee, statement, overdraft.
5–13 min	I Do	Model a safe banking plan: account choice, regular deposits, spending tracking, security habits, and emergency savings.
13–23 min	We Do	Build a plan for a fictional teen who earns $240 every two weeks and has $100 in regular expenses.
23–35 min	You Do	Learner completes the final personal banking plan using a selected scenario.
35–40 min	Closure	Present the plan briefly and complete the reflection.

Banking Safety Mini-Lesson

• Use strong, unique passwords and multifactor authentication.
• Do not share PINs, passwords, or one-time security codes.
• Review statements and transaction alerts regularly.
• Use the official bank app or website rather than links in unexpected messages.
• Keep enough money available for scheduled payments.
• Ask about fees, minimum balances, ATM charges, and overdraft policies.

Final Performance Task — Design Your Banking Plan

Choose one scenario:

1. You receive $240 every two weeks from a part-time job. You spend about $100 on regular needs and want to save for a laptop.
2. You receive irregular income from babysitting or freelance work. You want to avoid overdrafts and build an emergency fund.
3. You are preparing for college or job training and need a plan for direct deposit, transportation, food, and savings.

Your one-page plan must include:

• Recommended account type and reason
• How money will enter the account
• Expected regular expenses
• A savings goal and amount or percentage to save
• Two fees or account features to investigate
• Three account-security habits
• A sample balance calculation
• At least five lesson vocabulary words used correctly

Summative Rubric — 20 Points

Category	4 Points	3 Points	2 Points	1 Point
Account choice	Choice is accurate and strongly justified	Choice is accurate with some explanation	Choice is unclear or partly accurate	Choice is missing or inaccurate
Calculations	All calculations are correct	One minor error	Several errors but process is visible	Calculations are missing or mostly incorrect
Vocabulary	Five or more terms used accurately	Four terms used accurately	Two or three terms used	Few terms or inaccurate use
Safety and fees	Specific, practical strategies included	Useful strategies included	Strategies are general	Strategies are missing
Communication	Clear, organized, complete, and thoughtful	Mostly clear and complete	Some parts are incomplete	Hard to follow or incomplete

Day 4 Slide Presentation

Printable Reading Passage: Your First Personal Bank Account

Vocabulary Questions

1. What is the main purpose of a personal bank account?
2. What is one common use for a checking account?
3. What is one common use for a savings account?
4. Define deposit in your own words.
5. What is direct deposit?
6. How is a withdrawal different from a deposit?
7. What does the word balance mean in banking?
8. What is interest?
9. Name two possible bank fees.
10. What is an overdraft?
11. Why should people review a bank statement?
12. What should a person do if a transaction looks suspicious?
13. Use transaction in an original sentence.
14. Which account would likely be more useful for frequent purchases: checking or savings? Explain.
15. Write two questions you should ask before opening an account.

Vocabulary Matching

Term	Definition Letter
1. Deposit	_____
2. Withdrawal	_____
3. Balance	_____
4. Interest	_____
5. Fee	_____
6. Overdraft	_____
7. Statement	_____
8. Direct deposit	_____

Definitions: A. A charge for a service; B. Money added to an account; C. A record of account activity; D. Money earned on deposited funds; E. Money removed from an account; F. Money sent electronically into an account; G. Spending more than the available amount; H. The amount recorded in an account.

Printable Figure: Sample Bank Statement

Statement Questions

1. What was the beginning balance?
2. How much was deposited through direct deposit?
3. What was the total of the grocery store and phone bill withdrawals?
4. How much was transferred to savings?
5. What fee was charged, and why?
6. Verify the ending balance using the balance equation.
7. Which transaction might Taylor want to review if it is unfamiliar?
8. How could Taylor avoid the ATM fee?
9. What choice helped Taylor save money?
10. Write one recommendation for Taylor.

Printable Figure: Sample Deposit Slip

Printable Figure: Sample Withdrawal Slip

Optional Practice Answer Key for Sample Forms

For the Day 2 practice scenario:

• Cash: $60.00
• Check: $210.75
• Subtotal: $270.75
• Cash requested back: $30.00
• Final deposit: $240.75
• Withdrawal: $45.00, written as “Forty-five dollars and 00/100”

Extension and Differentiation

Scaffolds for Learners Who Need Support

• Provide a completed example beside each blank form.
• Use color coding: green for money in, red for money out, and yellow for fees.
• Allow the learner to use a calculator and a vocabulary word bank.
• Complete fewer statement transactions first, then add the remaining rows.
• Read the passage aloud or allow text-to-speech.

Extensions for Advanced Learners

• Compare a bank and a credit union using fees, access, ownership, and services.
• Create a spreadsheet that automatically updates a running balance.
• Calculate how small recurring fees affect an account over one year.
• Research FDIC or NCUA insurance and explain why deposit insurance matters.
• Design a short public-service announcement about avoiding banking scams.

Flexible Delivery Options

• Homeschool: Discuss examples from the learner’s household and complete forms one-on-one.
• Classroom: Use pairs for the We Do activities and stations for statement, deposit, and withdrawal practice.
• Training or online learning: Use a shared spreadsheet, digital forms, breakout-room role-play, or screen sharing.
• Choice: Learners may complete the final plan on paper, in a slide deck, as an audio explanation, or in a spreadsheet with written notes.

Final Reflection