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FLC

Lesson plan · Money Fundamentals · Lesson 3

Savings Accounts

Where money with a future job belongs, how interest and APY work, and why rates vary so much.

  • 45 minutes
  • Grades 9–12
  • Beginner
  • Activity: pairs
Present slidesWorksheet + keyStudent lesson

Objectives

Students will be able to:

  • Explain what money belongs in a savings account
  • Define APY and use it to compare accounts
  • Estimate one year of interest from a balance and an APY

Materials

  • Slide deck and a projector
  • Worksheet (one per student)
  • The lesson's interactive (projected, or on student devices)
  • Exit ticket slips (bottom of the worksheet)

Key vocabulary

APY (Annual Percentage Yield)
How much your money earns in one year, including the effect of compounding. A 4% APY on $1,000 earns about $40 in a year.

45-minute agenda

  1. 0–5 min

    Warm-up

    Post: “If a bank offered to pay you for keeping your money there, how would you decide which bank to choose?”

  2. 5–12 min

    Direct instruction

    Present the lesson slides. Make sure students leave with these points:

    • Savings is for money with a job later — goals and emergencies.
    • APY tells you what you'll earn in a year, including compounding.
    • Rates vary a lot between accounts. Compare, and check for fees and minimums.
    • Automate it: pay yourself first on payday.

    Use the “See it” slide (Checking vs. savings) to make the idea visual.

  3. 12–17 min

    Worked example

    Walk through “Same $1,000, very different results” on the slides. Pause before the result and ask students to predict it.

  4. 17–22 min

    Live demo

    Project compare two savings accounts from the slides. Change one input at a time and have students call out what they think will happen.

  5. 22–32 min

    Rate Shopping

    Format: pairs · 10 minutes

    1. Post three accounts: A pays 0.01% APY with no fees. B pays 4.00% APY but charges $5 a month if the balance is under $500. C pays 3.50% APY with no fees.
    2. Pairs estimate one year of interest minus fees for a steady $1,000 balance in each account.
    3. Repeat for a steady $300 balance.
    4. Pairs choose the best account for each saver and write one sentence explaining why the answer changed.

    What to look for: $1,000: A ≈ $0.10, B ≈ $40, C ≈ $35 → B is best. $300: A ≈ $0.03, B ≈ $12 − $60 fees = −$48, C ≈ $10.50 → C is best. Fees and minimums can outweigh a higher rate.

  6. 32–37 min

    Check for understanding

    Use the question slides — or run them as a Four Corners game. Answers:

    1. Where does this money most sensibly belong? — C. In a savings account, separate from spending money
    2. At a 4.00% APY, $1,000 earns about 8 times as much in a year as it would at a 0.50% APY. — True
    3. Why does this strategy work so well? — A. Saving happens before spending decisions, so it doesn't rely on willpower.
  7. 37–42 min

    Discussion

    • Why do you think some banks pay much higher savings rates than others?
    • What's one savings goal you could automate this year?
  8. 42–45 min

    Exit ticket

    Prompt: What does “pay yourself first” mean?

    Answer: Move money into savings automatically on payday, before spending on anything else.

Differentiation

Common misconception

“Savings accounts all pay about the same.” Rates vary a lot — some pay almost nothing, others pay many times more.

Support

Provide a percent-to-decimal reference (4% = 0.04) and a worked example.

Extension

Explain why an account's APY is slightly higher than its stated interest rate when interest compounds monthly.

Homework or make-up work

Students can complete the full interactive lesson — including its knowledge check — at learnwithflc.org/courses/money-fundamentals/savings-accounts. No account needed; progress saves on their device.