# Monthly Budget – Introduction

## Helping students understand and implement a monthly budget is challenging, especially for students with disabilities that make it harder for students to conceptualize abstract ideas. I previously posted about a full budget activity. This post shows a means of scaffolding the concept of partitioning money in a budget context. The idea is to keep it simple for now and build from there.

### Set Up

A parent of a student I support came up with the following idea. We start with a couple major budget items (rent, groceries, utilities) and the temporary idea that the remaining money is discretionary (not the word we use with the student). Money is printed (legal if the printed bills are small enough and only 1 sided) in lieu of fake money that does not look like the bills they would see.

The activity is guided by slides on a Google Slides presentation (link at bottom of this post). Note: the activity can be rerun as needed and the Google Slides slides can be copied, pasted, and information removed. This allows you to keep a record of each trial with this activity.

### Job and Pay

The student can either search for a job on a site like Indeed.com or an ad for a job can be provided. The hourly rate is established and the student is prompted to compute the total pay on Google Calculator to allow a screenshot to be produced.

The student then uses the chart to provide a visual and scaffolding to compute the total pay for a month. I go with 4 weeks of 5 work days each, with no taxes to keep it simple.

The student counts out the money, first by grouping hundreds together to get a \$1,000. Then the total is moved next to the envelopes.

The pay is entered into a bank balance table to provide practice with the format of a check register. This helps provide structure and having the money counted out on the table allows the student to see a concrete representation of the bank balance table. (Note: I slide the money to the left to allow space to move the money to the envelopes as the student pays bills.)

### Paying Bills

The first bill is rent. The student is prompted to search for an apartment on a website like Apartment.com, take a screenshot, and paste into a slide.

The student then pays the bill by counting out the money and sliding the money towards the envelope.

The student then enters the rent into the bank balance. I then point to the money pile on the right in image above and refer to it as rent. I then point to the rent entry into the bank balance. Similarly, I point to the pile on the left, refer to it as the balance and count it out, then point to the new balance in the table. This provides a concrete representation for the bank balance.

I found a website that provides average bill amounts for our state. The student clicks on the link, takes a screen shot of the average costs, and pastes it into the slide.

We focused only on heat and electricity. The student identifies both amounts (I round to the nearest 5 to keep it simple) and then pays both by moving the money over.

Both bills are entered into the bank balance. I then point to the two piles of money used to pay the bills, point to the entries into the table below, point to the pile of remaining money, and point to the entry into the balance in the table below.

Finally, the student makes a shopping list of food items for all 3 meals for the week. To make it easy, we can assume the the same meal each day. The student is provided a lot of leeway in what he or she chooses and what amounts. The amounts they choose may not be enough for a week. That can be addressed in grocery shopping activities conducted in isolation.

The student shops online for the items and takes a screenshot of the cart.

The student completes the table to determine the total cost for a month.

The student moves the money over and then this total cost is entered into the bank balance. The same comparisons between money piles and cost and balance are presented. Then the remaining money is free to use for whatever the student wants. At this point, you can have the student go shopping for clothes or whatever.