You will learn
- Say what a price is.
- Read prices.
- Say why prices differ.
- Make a price list.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- A price is what we pay.
- Prices are shown on labels or lists.
- Prices differ for many reasons.
- We compare prices before buying.
Words to know
the amount of money asked for something
the amount you must pay
costing a lot
costing little
1. Discover: The price list
Nour helps at her aunt’s stall. She writes a price list: 2 for a banana, 5 for a mango, 8 for a pineapple. “Why is the pineapple dearer?” asks a customer. “It is bigger and takes longer to grow,” says Nour. “And a mango costs less in season because there are many.” The customer buys two bananas.
Think: Why do prices differ?
2. Understand: Prices
Idea 1: Price
A price is the amount of money asked for something. The cost is what a buyer must pay. Sellers show prices on labels or lists. We call something expensive if it costs a lot and cheap if it costs little.
Idea 2: Why prices differ
Prices differ because of quality, size, how hard goods are to make, how far they travel and how many people want them. Fruit in season is cheaper because there is plenty; out of season it can cost more.
Idea 3: Comparing
We compare prices by looking at several sellers, checking the amount and quality, and choosing the best choice for the money. The cheapest is not always the best if it breaks or spoils.
3. Worked examples
Example 1 (I show you): Read
What does a banana cost?
- Look.
- Find.
- Say.
Answer: 2.
Example 2 (We do it together): Compare
Which is cheaper?
- Compare.
- Choose.
- Say.
Answer: Banana.
Example 3 (You try): Explain
Why mango cheaper in season?
Show the steps and answer
- Think.
- Say.
- Check.
Answer: Many mangoes.
Did you know?
When a very popular toy sells out, shops often raise its price because many people want it but few are left.
Why this matters
Understanding prices helps us shop wisely.
4. Explore: Price list
Make a price list for a pretend shop with six goods. Compare prices and say why some are dearer. Compare with a partner’s list.
- List.
- Price.
- Compare.
- Explain.
Think about it: what did you notice?
What did you notice? Big goods cost more.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A price is ___.
- Cost is ___.
- Expensive means ___.
- Cheap means ___.
Guided practice
Question 1. What is a price?
Amount asked.
Question 2. What is cost?
What you pay.
Question 3. What is expensive?
Costs a lot.
Independent practice
Level 1: Start
- What is a price?
- What is cost?
- What is expensive?
- What is cheap?
- Where do we see prices?
Level 2: Grow
- Why compare?
- Why does in season cost less?
- Why not always cheapest?
Level 3: Stretch
- Make a list.
- Compare prices.
- Explain differences.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Give two reasons prices differ.
Show a sample answer
Size; quality.
Another one. Find three prices at home or a shop with an adult.
Show a sample answer
Share.
7. Common mistakes
Fix: Quality matters.
Fix: They often change.
8. Lesson summary and revision card
- I can say what a price is.
- I can read prices.
- I can say why prices differ.
- I can make a price list.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- A price is what we pay.
- Prices are shown on labels or lists.
- Prices differ for many reasons.
- We compare prices before buying.
11. Next lesson
Next lesson: Needs before wants. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Say what a price is and what cost is. [2 marks]
- Give three reasons prices differ. [3 marks]
- Make a price list with four goods. [3 marks]
- Say why the cheapest is not always best. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Price [1]; cost [1]
- Three [3]
- Four goods [2]; prices [1]
- Quality [1]; lasts [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a price?
- What is cost?
- What is expensive?
- What is cheap?
- Where do we see prices?
- Why compare?
- Why does in season cost less?
- Why not always cheapest?
- Make a list.
- Compare prices.
Homework
Make a price list for your pretend shop.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a price? | Amount asked. | 1 |
| 2. What is cost? | What you pay. | 1 |
| 3. What is expensive? | Costs a lot. | 1 |
| 4. What is cheap? | Costs little. | 1 |
| 5. Where do we see prices? | On labels. | 1 |
| 6. Why compare? | Best choice. | 1 |
| 7. Why does in season cost less? | Plenty. | 1 |
| 8. Why not always cheapest? | Quality. | 1 |
| 9. Make a list. | List. | 1 |
| 10. Compare prices. | Compare. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Amount asked.; 2 What you pay.; 3 Costs a lot.; 4 Costs little.; 5 On labels.. Level 2: 1 Best choice.; 2 Plenty.; 3 Quality.. Level 3: 1 List.; 2 Compare.; 3 Explain..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what a price is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Read prices | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Say why prices differ | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Make a price list | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “The cheapest is always best.” Quality matters.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make price tags for toys.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns about prices. Please look at prices together on a shopping trip. You do not need to be an expert to help.
- Look at labels.
- Compare prices.
- Talk about quality.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what a price is; read prices; say why prices differ; make a price list.
Prerequisite knowledge. Grade 2 ideas: needs and wants, goods and services, producers and consumers.
Materials. Paper, play money. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Prepare price list sheets.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the price list story.
Explanation (10 min). Teach prices.
Guided activity (10 min). Price list.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What are prices? Why do they differ?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “The cheapest is always best.” Quality matters.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Make price tags for toys. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 2 Unit 7, topic 4; NCSS C3 Framework, economic decision making and exchange; Cambridge Primary Humanities, people and work; IB Primary Years Programme, how we organise ourselves. These sources informed the lesson.