ANTICIPATE the lesson by asking students the following questions: “What is a budget? What does it mean to stay ‘under budget’ or ‘within budget’?”

DISTRIBUTE budgeting worksheet packets (3 pages).

INTRODUCE the first page by telling students that they are going to have an opportunity to plan their future. There are five main choices that they need to make: marital status, children, home, car, and career.

INSTRUCT students, after they’ve made their life choices, to turn to the worksheet on page 2.

PROJECT the average salary list transparency for students and help them find their chosen career. They should record the average salary for their career.

REVIEW instructions for steps two and three on page 2 of the worksheet. It may be helpful at this point to distribute calculators for your students, or use this as an exercise in mental math. Either way, circulate to ensure that students are completing steps two and three correctly.

DIRECT students' attention to page 3 of the worksheet. Tell students that they are going to set up a budget, but that there are certain rules they have to follow based on their previous life choices.

PROJECT the budgeting instructions transparency for students and talk them through the first few boxes, until they gain an understanding of how to follow the instructions.

INSTRUCT students to develop their budgets independently, circulating to check for understanding. You can also have students who have grasped the instructions work as peer instructors.

REVIEW instructions for steps five and six on page 2 of the worksheet. Students should determine what kinds of adjustments need to be made and return to work on their budgets.

DISTRIBUTE the reading “Needs and Wants” to students as they complete their budget. They will need to keep their budgets to complete the reading activity.