Concept of Money, Financial… · SHS2 Economics

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 - Describe the reasons for holding money.

By the end of the lesson, learners can:

State the four key motives for holding money as identified by economists: transaction, precautionary, speculative and asset motives.
Explain the meaning of each motive clearly, using their own words and providing appropriate examples from everyday life.
Describe the factors that influence an individual’s demand for money, such as income level, interest rates, prices and personal preference.
Discuss in mixed ability and gender groups the reasons they themselves hold money as learners, relating personal experiences to the economic concepts.
Write a short paragraph demonstrating how the reasons for holding money relate to the role of money as a medium of exchange, store of value and unit of account.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Government Economic Policy and Trade (Strand 4)
Sub-strand: Concept of Money, Financial Institutions and Public Finance (4.2)
Content standard: 2.4.2.CS.1 - Demonstrate knowledge and understanding of the concept money and financial institutions in an economy. 2.4.2.LO.1 Employ relevant information in the environment to examine the reasons for holding money, role of financial institutions and taxation in an economy.
Indicator: 2.4.2.LI.1 - Describe the reasons for holding money.
Suggested placement: Semester 2, Week 9 (Week 29 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 83

Exemplars (from the NaCCA curriculum)

Building on What Others Say: Form a mixed ability and gender groups and discuss the reason you hold money as learners.
- Embracing diversity and practice inclusion
- Being sensitive to the inter-relatedness of the various spheres of life, groups and individual
Assessment (2.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Marker
- White board
- Computers
- Internet
- Projectors
- CDs (recorded video)
- Pens
- Exercise books