Standard set
Kindergarten
Standards
Showing 178 of 178 standards.
Earning Income 4-1: People have different job choices depending on their knowledge, skills, interests and experience.
Earning Income 4-2: People may be able to improve their ability to earn income by gaining new knowledge, skills and experience.
Earning Income 4-3: There are different ways to be paid for labor, including wages, salaries, commissions and tips.
Earning Income 4-4: People can earn income by starting a new business as an entrepreneur or by owning a business.
Earning Income 4-5: People can earn income by lending money or by renting their property to others.
Earning Income 4-6: Income can be received as gifts or as an allowance for which no specified work may be required.
Earning Income 4-7: Most income is taxed by the government to pay for government-provided goods and services.
Spending 4-1: People differ in their preferences, priorities and resources available for consuming goods and services.
Spending 4-2: Money can be spent to increase one’s own or another individual’s personal satisfaction or to share the cost of goods and services.
Spending 4-3: When people make a decision to use money for a particular purpose, they incur an opportunity cost in the they cannot use the money for another purpose.
Spending 4-4: Purchasing decisions have costs and benefits that can be different for different people.
Spending 4-5: Price, spending choices of others, peer pressure and advertising about a product or service can influence purchase decisions.
Spending 4-6: Payment methods for making purchases include cash, checks, debit cards, and credit cards.
Savings 4-1: When people save money, they are choosing not to spend money today to be able to buy something in the future.
Savings 4-2: A savings plan is a plan for setting aside money to pay for a future need, goal or emergency.
Savings 4-3: People differ in their values and attitudes about saving.
Savings 4-4: Safety and ease of access are factors to consider when deciding where to keep savings.
Savings 4-5: Financial institutions often pay interest on deposit accounts to attract customers to deposit money in their institution.
Investing 4-1: People invest their money so that it can grow over time and help them achieve their long-term financial goals.
Investing 4-2: Low-interest saving accounts are commonly used for short-term financial goals and emergency finds because they are low risk. When saving for longer term financial goals, people often invest in riskier assets to earn higher returns.
Managing Credit 4-1: Interest is the price a borrower pays for using someone else’s money, and the income earned by the lender.
Managing Credit 4-2: When a person pays with credit, they have immediate use of purchased goods or services while agreeing to repay the lender in the future with interest.
Managing Credit 4-3: Lenders are more likely to approve borrowers who do not have a lot of other debt and who have a history of paying back loans as promised.
Managing Risk 4-1: People are exposed to risk when there is a chance of loss or harm. Risk is an unavoidable part of daily life.
Managing Risk 4-2: People who are exposed to risks often try to reduce or avoid the negative consequences of those risks.
Managing Risk 4-3: One way to cope with unexpected losses is to save for emergencies.
Managing Risk 4-4: Insurance is often purchased to limit financial losses because of risk.
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: School Counseling Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Math Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
DOMAIN ALIGNMENT: Social, Emotional and Character Development Model Standards
DOMAIN ALIGNMENT: History, Government and Social Studies Standards
HGSS 1
Choices Have Consequences.
CD.1.1.1 y CD.1.1.2 y CD.1.1.3
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CD.2.1.1
The student will employ strategies to achieve future career goals with success and satisfaction.
CD.3.1.1 y CD.3.1.2
The student will understand the relationship between personal qualities, education, training and career success.
PD.I.B.1 y PD.I.B.2
The student will identify and assess personal qualities and external supports.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
AD.1.2.2 y AD.1.2.3
The student will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
CD.1.1.2 y CD.1.2.2 y CD.1.2.3 y CD.1.2.4
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CD.3.1.3 y CD.3.2.1 y CD.3.2.2 y CD.3.2.3
The student will understand the relationship between personal qualities, education, training and career success.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CD.1.1.4
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CD.3.1.4
The student will understand the relationship between personal qualities, education, training and career success.
HGSS 1
Choices Have Consequences.
AD.2.1.1
The student will complete school with the academic preparation to choose from postsecondary options.
CD.1.2.1
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CD.2.2.1
The student will employ strategies to achieve future career goals with success and satisfaction.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
AD.1.2.5
The student will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
CD.I.B.2 y CD.I.B.3
The student will develop, implement, promote and model core ethical and performance principles.
CD.I.C.1
The student will create a caring community.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CD.1.2.4
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CD.I.A.2
The student will recognize, select and ascribe to a set of core ethical and performance principles as a foundation of good character and be able to define character comprehensively to include thinking, feeling and doing.
CD.II.A.1 y CD.II.A.2
The student will develop, implement and model responsible decision-making skills.
PD.II.C
The student will set, monitor, adapt and evaluate goals to achieve in school and life.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
NBT.1
Number and Operations in Base Ten: Place Value.
CD.I.B.3
The student will develop, implement, promote and model core ethical and performance principles.
CD.II.B.3
The student will develop, implement and model effective problem-solving skills.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
CD.1.2.4
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CD.I.B.2 y CD.I.B.3
The student will develop, implement, promote and model core ethical and performance principles.
CD.II.A.1
The student will develop, implement and model responsible decision-making skills.
CD.II.B
The student will develop, implement and model effective problem-solving skills.
PD.II.C.1
The student will set, monitor, adapt and evaluate goals to achieve in school and life.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
CD.2.2.1 y CD.2.2.2
The student will employ strategies to achieve future career goals with success and satisfaction.
HGSS 1
Choices Have Consequences.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
CD.I.A.1
The student will recognize, select and ascribe to a set of core ethical and performance principles as a foundation of good character and be able to define character comprehensively to include thinking, feeling and doing.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1 y OA.2 y OA.3 y OA.4 y OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
CD.1.2.1
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CD.2.2.1 y CD.2.2.2
The student will employ strategies to achieve future career goals with success and satisfaction.
CC.6 y CC.7
Counting and Cardinality: Comparing Numbers.
OA.1, OA.2, OA.3, OA.4 and OA.5
Operations and Algebraic Thinking: Adding and Subtracting.
CD.1.2.4
The student will acquire the skills to investigate careers in relation to knowledge of self and to make informed career decisions.
CD.II.A.1
The student will develop, implement and model responsible decision-making skills.
HGSS 1
Choices Have Consequences.
CD.II.A.1
The student will develop, implement and model responsible decision-making skills.
CD.II.B
The student will develop, implement and model effective problem-solving skills.
PD.II.C.1
The student will set, monitor, adapt and evaluate goals to achieve in school and life.
HGSS 1
Choices Have Consequences.
CD.II.A.1 y CD.II.A.2
The student will develop, implement and model responsible decision-making skills.
Framework metadata
- Source document
- Financial Literacy Crosswalk
- License
- CC BY 4.0 US