TEACHING WITH MONOPOLY

An In-Class Format for Teaching Personal Finance

OCTOBER 12, 2018

TAMUC ETEC 526
Nikole Woodruff & Nona Batiste
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Contents
Purpose: .................................................................................................................................... 3
Description of the Learner: ......................................................................................................... 4
Measurable Learning Outcomes: ............................................................................................... 4
Plan for Assessment of Learning:............................................................................................... 5
Scope & Sequence: ................................................................................................................... 6
Instructional Strategies and Methods: .......................................................................................10
Game Timeline: .....................................................................................................................11
Resources & Materials: .........................................................................................................12
Team Members and Developers:...........................................................................................12
Project Plan ..............................................................................................................................13
Implementation Plan: ................................................................................................................14
Teacher Guide:......................................................................................................................14
History of the Game and Terminology: ..................................................................................14
Rules to the Game:................................................................................................................14
Game Name & Description of each form of the Game: ..........................................................14
Game #1- Regular Monopoly .............................................................................................14
Game #2-Moneybags, Railroad? Utility Magnate, Land Rich/Money Poor, and the regular
player .................................................................................................................................14
Game #3 Property Handout with Debt Obligation ...............................................................14
Game #4 Income Inequality with Debt Obligation ...............................................................14
Student Guide Packet............................................................................................................15
Evaluation Plan & Maintenance: ............................................................................................15
Approvals: .............................................................................................................................16
Testing & Quality Assurance: ................................................................................................16
References ...............................................................................................................................17

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 TEACHING WITH MONOPOLY
Design by Nikole Woodruff & Nona Batiste
TAMUC ETEC 526

Purpose:
The purpose of teaching by using an age-old game of Monopoly is it will help develop
mathematical skills by allowing students to role-play as key components of the financial
system. There are five lessons in finance and investing that Monopoly teaches:
1. The value of always keeping cash on hand
2. Patience
3. Focusing on cash flow
4. Learning that the most expensive asset is not always the best
5. Not to put all your eggs (funds) in one basket
The skills learned to be good at the game teaches real-world finance skills that can help
students meet district-wide math skills. According to Texas TEKS (Texas Essential
Knowledge & Skills) for mathematics the following are key (111.A, (b)-(6 A-G) which
states: “the student uses mathematical processes to acquire and demonstrate
mathematical understanding.” Monopoly helps to develop each listed expectation as it
relates to mathematical process standards. Each developed module in the game
addresses a different skill level. According to an article by Paul Ernest (1986), a
professor at the University of Exeter, children playing a mathematical game quickly
learn key concepts and skills of mathematics on their own and they learn how to work
cooperatively in a very actively involved learning process. In another research current
by O’Halloran (2018), Scholastic Magazine (2018) and Bendixen-Noe (2018) the value
of this form of learning mathematics is highly documented.

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Description of the Learner:
The skills and rules of play can be easily taught through a pre-game lesson along with a
detailed Teacher’s Guide. Even if the game is new to some, oftentimes students have
played the game with family and friends and may be very familiar with how it is played.
The Teaching with Monopoly rules will be available for the teacher along with
background history and key terminology associated with the playing of the game.

Measurable Learning Outcomes:

Objectives:
1. The student will increase basic math skills by demonstrating their use of simple
math for addition and subtraction while playing the game. Success will be
measured by student performance and success in moving through each game
component.
2. The student uses mathematical processes to acquire math understanding.
Success will be measured by a student’s ability to understand the concepts of the
game.
3. The student will learn and apply basic financial resources in a real-world type
format. Success will be measured by student performance and understanding of
finance of buying and selling.
The game Monopoly follows a loose version of Merrill’s First Principles of Instruction;
where the learner follows these basic guidelines as they learn:
● Learning is facilitated when learners are engaged in solving real-world
problems.
● Learning is facilitated when existing knowledge is activated as a foundation for
new knowledge.
● Learning is facilitated when new knowledge is demonstrated to the learner.
● Learning is facilitated when new knowledge is applied by the learner
● Learning is facilitated when new knowledge is integrated into the learner's
world." Source: www.mdavidmerrill.com

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All of these are measurable skills and can be easily evaluated by student performance.

Plan for Assessment of Learning:

Students will be evaluated based upon the following math and reasoning skills:
1. Ability to add and subtract numbers to achieve the correct answer
2. Ability to follow game rules
3. Ability to work cooperatively with a team
4. Demonstrate an understanding of terminology
5. Demonstrate an understanding of the pros and cons of a monopoly
6. Ability to differentiate between a mortgage and foreclosure
7. Ability to explain the role of banks in society

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 Scope & Sequence:
Game #1
Mathematics - Grade 6
Game of Monopoly to Increase Math Skills

Game #1-Regular Monopoly Timeline TEKS

Mathematical Three 50 min Class Mathematics Process Standards

Process Standards Sessions The student uses mathematical processes to acquire
First Session for and demonstrate understanding:
instructions on how 6.1A Apply mathematics to problems arising in everyday
to play the game life, society, and the workplace.
6.1B Use a problem-solving model that incorporates
Second Session to analyzing given information, formulating a plan or
play the game strategy, determining a solution, justifying the solution,
and evaluating the problem-solving process and the
Third Session for reasonableness of the solution
End-of-Game 6.1C Select tool, including real objects, manipulatives,
Summary and paper/pencil, and technology as appropriate, and
Questions techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
6.1D Communicate mathematical ideas, reasoning, and
their implications using multiple representations
including symbols, diagrams, graphs, and language as
appropriate.
6.1E Create and use representations to organize,
record, and communicate mathematical ideas
6.1F Analyze mathematical relationships to connect and
communicate mathematical ideas
6.1G Display, explain and justify mathematical ideas and
arguments using precise mathematical language in
written or oral communication.

Establish Math Routines During the game, Number and Operations

and Understand Place the student will the student applies mathematical process standards to
Value to the Hundred become familiar represent addition, subtraction, multiplication, and
thousandths with number order division while solving problems and justifying solutions.
and place value. 6.3A Recognize that dividing by a rational number and
multiplying by its reciprocal result in equivalent values
6.3B Determine with and without computation, whether a
quantity is increased or decreased when multiplied bya
fraction, including values greater than or less than one.
6.3C Represent integer operations with concrete models
and connect the actions with the models to standardized
algorithms
6.3D Add, subtract, multiply, and divide integers fluently
6.3E Multiply and divide positive rational numbers
fluently.

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Game #2- Moneybags, Timeline
Railroad/Utility Magnate
Mathematical Three 50 min Class
Process Standards Sessions
First Session for
instructions on how to play
the game
Second Session to play the
game
Third Session for End-of-
Game Summary and
Questions
Establish Math Routines During the game, the
and Understand Place student will become
Value to the Hundred familiar with number order
thousandths and place value.
TEKS
Mathematics Process Standards
The student uses mathematical processes to
acquire and demonstrate understanding:
6.1A Apply mathematics to problems arising in
everyday life, society, and the workplace.
6.1B Use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining a
solution, justifying the solution, and evaluating the
problem-solving process and the reasonableness of
the solution
6.1C Select tool, including real objects,
manipulatives, paper/pencil, and technology as
appropriate, and techniques, including mental
math, estimation, and number sense as
appropriate, to solve problems.
6.1D Communicate mathematical ideas, reasoning,
and their implications using multiple
representations including symbols, diagrams,
graphs, and language as appropriate.
6.1E Create and use representations to organize,
record, and communicate mathematical ideas
6.1F Analyze mathematical relationships to connect
and communicate mathematical ideas
6.1G Display, explain and justify mathematical
ideas and arguments using precise mathematical
language in written or oral communication.
Number and Operations
the student applies mathematical process
standards to represent addition, subtraction,
multiplication, and division while solving problems
and justifying solutions.
6.3A Recognize that dividing by a rational number
and multiplying by its reciprocal result in equivalent
values
6.3B Determine with and without computation,
whether a quantity is increased or decreased when
multiplied bya fraction, including values greater
than or less than one.
6.3C Represent integer operations with concrete
models and connect the actions with the models to
standardized algorithms
6.3D Add, subtract, multiply, and divide integers
fluently
6.3E Multiply and divide positive rational numbers
fluently.
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Game #3- Property Timeline
Management
Mathematical Three 50 min Class
Process Standards Sessions
First Session for
instructions on how to play
the game
Second Session to play
the game
Third Session for End-of-
Game Summary and
Questions
Establish Math Routines During the game, the
and Understand Place student will become
Value to the Hundred familiar with number order
thousandths and place value.
TEKS
Mathematics Process Standards
The student uses mathematical processes to
acquire and demonstrate understanding:
6.1A Apply mathematics to problems arising in
everyday life, society, and the workplace.
6.1B Use a problem-solving model that incorporates
analyzing given information, formulating a plan or
strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process
and the reasonableness of the solution
6.1C Select tool, including real objects,
manipulatives, paper/pencil, and technology as
appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to
solve problems.
6.1D Communicate mathematical ideas, reasoning,
and their implications using multiple representations
including symbols, diagrams, graphs, and language
as appropriate.
6.1E Create and use representations to organize,
record, and communicate mathematical ideas
6.1F Analyze mathematical relationships to connect
and communicate mathematical ideas
6.1G Display, explain and justify mathematical ideas
and arguments using precise mathematical
language in written or oral communication.
Number and Operations
the student applies mathematical process standards
to represent addition, subtraction, multiplication, and
division while solving problems and justifying
solutions.
6.3A Recognize that dividing by a rational number
and multiplying by its reciprocal result in equivalent
values
6.3B Determine with and without computation,
whether a quantity is increased or decreased when
multiplied bya fraction, including values greater than
or less than one.
6.3C Represent integer operations with concrete
models and connect the actions with the models to
standardized algorithms
6.3D Add, subtract, multiply, and divide integers
fluently
6.3E Multiply and divide positive rational numbers
fluently.
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Game #4- Income Timeline
Inequality & Debt
Mathematical Three 50 min Class
Process Standards Sessions
First Session for
instructions on how to play
the game
Second Session to play the
game
Third Session for End-of-
Game Summary and
Questions
Establish Math Routines During the game, the
and Understand Place student will become
Value to the Hundred familiar with number order
thousandths and place value.
TEKS/SES
Mathematics Process Standards
The student uses mathematical processes to
acquire and demonstrate understanding:
6.1A Apply mathematics to problems arising in
everyday life, society, and the workplace.
6.1B Use a problem-solving model that
incorporates analyzing given information,
formulating a plan or strategy, determining a
solution, justifying the solution, and evaluating the
problem-solving process and the reasonableness of
the solution
6.1C Select tool, including real objects,
manipulatives, paper/pencil, and technology as
appropriate, and techniques, including mental math,
estimation, and number sense as appropriate, to
solve problems.
6.1D Communicate mathematical ideas, reasoning,
and their implications using multiple representations
including symbols, diagrams, graphs, and language
as appropriate.
6.1E Create and use representations to organize,
record, and communicate mathematical ideas
6.1F Analyze mathematical relationships to connect
and communicate mathematical ideas
6.1G Display, explain and justify mathematical
ideas and arguments using precise mathematical
language in written or oral communication.
Number and Operations
the student applies mathematical process
standards to represent addition, subtraction,
multiplication, and division while solving problems
and justifying solutions.
6.3A Recognize that dividing by a rational number
and multiplying by its reciprocal result in equivalent
values
6.3B Determine with and without computation,
whether a quantity is increased or decreased when
multiplied bya fraction, including values greater than
or less than one.
6.3C Represent integer operations with concrete
models and connect the actions with the models to
standardized algorithms
6.3D Add, subtract, multiply, and divide integers
fluently
6.3E Multiply and divide positive rational numbers
fluently.
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Instructional Strategies and Methods:
Board games offer a variety of opportunities for the learner to enrich their mind, to think,
react, adapt, master, and compete in a safe, non-threatening learning environment.
Relaxed enough that fun at play can exist with maximum opportunities to learn, build up
social skills, and self-esteem. It cultivates an environment of learning while having fun.
The learning process used in this game aligns with elements of Vygotsky’s MKO (More
Knowledgeable Other), the teacher and ZPD (Zone of Proximal Development), the
learner (1978).
As the student moves through each game model, they have opportunities to increase
their levels of sophistication related to finance, investing, game strategy, diplomacy,
probability, and social interactions with their teammates. All of these skills help to
develop specific abilities in mathematics as it relates to real-life financial situations.
The use of this game format works well in this situation because of student familiarity
with board games and the ease of instruction on how to maneuver while playing.

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 Game Timeline:
Each form of the game is given 3-4 days for instruction, playtime, and follow-up review.
Day 1
The teacher chooses to play either
Games#1- #4 depending on how
students increased skill
development.
Use the Teacher Guide packet for
your class prep
Day 2 or 3
Students should be allowed to play
the entire period until clean and
summary time.
The teacher may wish to extend
play day so that students are more
familiar with how the game is
played.
Day 3 or 4
Class discussion: the discussion is
designed to relate to the key
learning materials that are a part of
each game format.
50-minute class session
Use the History of the Game &
Terms to Know PP
Each game has a different set up
so plan on doing one game per 3-4
day session.
Plan to play several times through
the school year so that students
can experience the various
scenarios.
50-minute class session
· Play time 40-45 minutes
· Clean-up 10 min
· End-of-game Summary 5 min
Each team is given a set of game
rules at the beginning of class.
Each student must turn in an Exit
Ticket which is the completed End-
of-game summary.
50-minute class session
This time is used for review of key
terminology and rules and
procedures of the game
Review the new game pieces that
have been added and discuss their
symbolism.
· Introduction to the game and
background history through PP
· Provide game rules packets
given out to students.
· Students select team
members (or they can be assigned
by teacher)
· Plan not to do anything but
allowing children to play the game
and get familiar with how it works.
Encourage discussion and group
support.
· Allow for last ten minutes of
class for student clean up and
storage of game.
Use the end of game summary in
the final five minutes of class. It is
a break because an in-depth
summary will be done on the last
day.
In-depth Q & A time and further
instruction about how the game is
played if needed.
Plan for next game time and date.
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Resources & Materials:
5-10 Monopoly games
Teacher Guide PowerPoint
History of the Game/Terminology PowerPoint
Student Handout PowerPoint

Team Members and Developers:

Name Title Responsibility

Nikole Woodruff Master Teacher Prepared PowerPoints, directions for teachers,

students, and game models.

Nona Batiste Master Teacher Prepared Instructional Design Document (IDD)

and research

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Project Plan

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Implementation Plan:

Teacher Guide:
A guide PowerPoint to help teacher in planning and explanation of the four formats.

History of the Game and Terminology:

A PowerPoint presentation designed to teach the history of the games, show the play pieces
and their history along with the terminology needed to play the game. A discussion is given
pertaining to the symbolism of the game pieces and why they are used.

Rules to the Game:

PowerPoint of the Rules to the Monopoly Game. One copy per team.

Game Name & Description of each form of the Game:

All games are played with groups of three to four students and each game format teaches a
different money management skill. The student is given a copy of the game and the rules of play
for each game. At the end of each game a End of Game Summary is used to reinforce and
review what should have been learned from the game experience.

Game #1- Regular Monopoly

Setup:

Game #2-Moneybags, Railroad? Utility Magnate, Land Rich/Money Poor, and the
regular player
Setup:

Game #3 Property Handout with Debt Obligation

Setup:

Game #4 Income Inequality with Debt Obligation

Setup:

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Student Guide Packet
A guide packet for each student with information on how to play each game and the main
objective of the game.

Evaluation Plan & Maintenance:

This is a low technology game and does not require outside sources for upkeep and
maintenance. There are several online versions that are free and that this setup can be
adapted to play with an emphasis on the finance and mathematics components.
http://en.gameslol.net/monopoly-1122.html
https://www.pogo.com/games/monopolyclassic?sl=2&gamekey=monopolyclassic
https://poki.com/en/g/monopoly

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Approvals:
Name Date

(Teachers) September 30- October 8

(Test Populations) September 30- October 8

Testing & Quality Assurance:

Name Date

Nikole Woodruff September 24-October 7

Nona Batiste September 24-October 7

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References
Bendixen-Noe, M. (2018, September 18). Bringing play back to the classroom: How
teachers implement board and card games based on academic learning standards.
Retrieved from NEA (National Education Association):
https://www.nea.org/assets/docs/play%20into%20classroom.pdf
Catapano, J. (2018, September 20). Teaching strategies: What students might learn
from playing board games. Retrieved from TeachHub.com:
http://www.teachhub.com/teaching-strategies-what-students-might-learn-playing-
board-games
Ernest, P. (1986). Games: A rationale for their use in the teaching of mathematics in
school. The Mathematical Association, 2-5.
O'Halloran, R., & Deale, C. (2018, September 18). Designing a game based on
Monopoly as a learning tool for lodging development. Retrieved from Semantic
Scholar:
https://pdfs.semanticscholar.org/b3df/234ffaceed0572a295a99771f41d88869886.pdf
Scholastic Parents Staff. (2018). The benefits of board games. Scholastic Parents.

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