2. Table of Contents Access Prior Knowledge New Information Set Goals
Activity
Conclusion
What Do You
Know About…?
“The Market”
Learning Targets
Two Types
Of Goods
Market Graph
Puzzle
“The Market”
Learning Targets
Related Goods
Economic
Time Frames
Identifying
Markets
A Market Graph
Creating a Graph

3. What Do You Know About…?
Write down words that come to mind when you think of each of the following. There are no right or wrong answers!
Write each of the topic words (or group of words) as shown above on large sheets of poster paper or on separate parts of the classroom whiteboards. Divide students into five equal groups. Students should be given 60 seconds to write down words that come to mind when they think of each of the topic words. After the 60 seconds students should rotate to the next topic word and add ideas to it. Continue until all students have had a chance to brainstorm for each topic word. It works best if each group has one designated writer, using either a marker (for the poster paper) or a whiteboard marker.

4. What Do You Know About…? 1) Market 2) Supply Demand 3)
Write down words that come to mind when you think of each of the following. There are no right or wrong answers! 1)
Market 2)
Supply
Demand
Need help
thinking of ideas? 3)
Equilibrium / Equal 4)
Shortage
Surplus
Write each of the topic words (or group of words) as shown above on large sheets of poster paper or on separate parts of the classroom whiteboards. Divide students into five equal groups. Students should be given 60 seconds to write down words that come to mind when they think of each of the topic words. After the 60 seconds students should rotate to the next topic word and add ideas to it. Continue until all students have had a chance to brainstorm for each topic word. It works best if each group has one designated writer, using either a marker (for the poster paper) or a whiteboard marker. 5)
Elastic
Inelastic

5. What Do You Know About…? 1) Market 2) Supply Demand 3)
Write down words that come to mind when you think of each of the following. There are no right or wrong answers! 1)
Market 2)
Supply
Demand
Ask yourself these questions:
1) WHAT does this mean?
2) HOW does this happen?
3) WHY does this happen? 3)
Equilibrium / Equal 4)
Shortage
Surplus
Write each of the topic words (or group of words) as shown above on large sheets of poster paper or on separate parts of the classroom whiteboards. Divide students into five equal groups. Students should be given 60 seconds to write down words that come to mind when they think of each of the topic words. After the 60 seconds students should rotate to the next topic word and add ideas to it. Continue until all students have had a chance to brainstorm for each topic word. It works best if each group has one designated writer, using either a marker (for the poster paper) or a whiteboard marker. 5)
Elastic
Inelastic

6. “The Market” Learning Targets
Knowledge
Understand the definitions for the different types of goods and services.
Skill
Translate price and quantity data into supply and demand graphs.
Allow students time to copy this onto their note sheets.

7. Goods (and services) fall into one of two categories.
Two Types of Goods
Goods (and services) fall into one of two categories.
1) Normal Goods
2) Inferior Goods
Relate this back to the opening activity by mentioning how students (most likely) wrote down several “goods” they could purchase at a “market” from the first topic word. (Also, a third category called neutral goods also pops up in some literature. These are goods that are continually bought at the same rate no matter a person’s income. Toothpaste is one example. Such items are rare and have been omitted for simplicity.)

8. Goods (and services) fall into one of two categories.
Two Types of Goods
Goods (and services) fall into one of two categories.
1) Normal Goods
2) Inferior Goods
Definition
Items that people tend to buy more of when their incomes increase. This is true of most goods and services.
See Examples

9. Two Types of Goods
Goods (and services) fall into one of two categories.
1) Normal Goods
2) Inferior Goods
Definition
Items that people tend to buy more of when their incomes increase. This is true of most goods and services.
Examples
Allow students time to write down their own examples. (There is a blank letter “E” and a blank letter “F” on their note sheet for them to write down two of their own ideas.) Ask some students to share what they came up with.
A) New Cars
B) Coca-Cola or Pepsi
C) Televisions
D) Clothes
What examples can you think of?

10. Goods (and services) fall into one of two categories.
Two Types of Goods
Goods (and services) fall into one of two categories.
1) Normal Goods
2) Inferior Goods
Definition
Items that people purchase more of when their incomes decrease. These items tend to be low-cost options for saving money.
See Examples

11. Two Types of Goods
Goods (and services) fall into one of two categories.
1) Normal Goods
2) Inferior Goods
Definition
Items that people purchase more of when their incomes decrease. These items tend to be low-cost options for saving money.
Examples
Allow students time to write down their own examples. (There is a blank letter “E” and a blank letter “F” on their note sheet for them to write down two of their own ideas.) Ask some students to share what they came up with.
What examples can you think of?
A) Ramen Noodles
B) Frozen Dinners
C) Bus Transportation
D) Used Clothes

12. Related Goods
Sometimes goods (or services) are related to each other in one of two special ways.
1) Substitute
Goods
2) Complementary
Goods
If possible, also relate this slide back to the opening activity by mentioning possible substitute or complementary goods the students wrote down.

13. Related Goods
Sometimes goods (or services) are related to each other in one of two special ways.
1) Substitute
Goods
2) Complementary
Goods
Definition
Items that may replace each other when used or consumed.
See Examples

14. What examples can you think of?
Related Goods
Sometimes goods (or services) are related to each other in one of two special ways.
1) Substitute
Goods
2) Complementary
Goods
Definition
Items that may replace each other when used or consumed.
Examples
A) Butter Margarine
B) McDonald’s Burger King
Allow students time to write down their own examples. (There is a blank letter “C” on their note sheet for them to write down one of their own ideas.) Ask some students to share what they came up with.
What examples can you think of?

15. Related Goods
Sometimes goods (or services) are related to each other in one of two special ways.
1) Substitute
Goods
2) Complementary
Goods
Definition
Items that are almost always consumed or used together.
See Examples

16. What examples can you think of?
Related Goods
Sometimes goods (or services) are related to each other in one of two special ways.
1) Substitute
Goods
2) Complementary
Goods
Definition
Items that are almost always consumed or used together.
Examples
A) Hot Dogs Hot Dog Buns
B) Toothbrush Toothpaste
Allow students time to write down their own examples. (There is a blank letter “C” on their note sheet for them to write down one of their own ideas.) Ask some students to share what they came up with.
What examples can you think of?

17. Economic Time Frames
There are two ambiguous time frames that economists use to analyze a market.
1) Short Run
2) Long Run
Let students know these are concepts that will be important throughout their study of economics.

18. Economic Time Frames
There are two ambiguous time frames that economists use to analyze a market.
1) Short Run
2) Long Run
Definition
An undefined period of time that is NOT long enough to allow consumers or producers enough time to adjust to all changes in an economic situation.
See Example

19. Economic Time Frames
There are two ambiguous time frames that economists use to analyze a market.
1) Short Run
2) Long Run
Definition
An undefined period of time that is NOT long enough to allow consumers or producers enough time to adjust to all changes in an economic situation.
Students do not need to write down the example.
Example
Suppose Coca-Cola Vanilla becomes extremely popular. Coca-Cola cannot increase its output immediately to accommodate demand because it takes time to adjust to the new demand.

20. Economic Time Frames
There are two ambiguous time frames that economists use to analyze a market.
1) Short Run
2) Long Run
Definition
An undefined period of time that is long enough for people to adjust to all changes in an economic situation.
See Example

21. Economic Time Frames
There are two ambiguous time frames that economists use to analyze a market.
1) Short Run
2) Long Run
Definition
An undefined period of time that is long enough for people to adjust to all changes in an economic situation.
Example
Students do not need to write down the example.
On the other hand, Coca-Cola Vanilla can increase its production in the long run by opening new factories and by locating additional raw materials.

22. Identifying Markets
When analyzing a market, it is always important to know which market you are talking about!
Example 1
Example 2

23. Identifying Markets
When analyzing a market, it is always important to know which market you are talking about!
Example 1
Which market is this? ?
Have students write down which market they think is depicted in the picture.
Example 2

24. Identifying Markets
When analyzing a market, it is always important to know which market you are talking about!
Example 1
Oranges?
Orange Juice?
Navel Oranges?
Which market is this?
Note the several different possible markets that could be depicted by this picture.
Example 2

25. Identifying Markets
When analyzing a market, it is always important to know which market you are talking about!
Example 1
Example 2
Have students write down which market they think is depicted in the picture.
Which market is this? ?

26. Identifying Markets
When analyzing a market, it is always important to know which market you are talking about!
Example 1
Example 2
Note the several different possible markets that could be depicted by this picture.
Shoes?
Women’s Shoes?
High Heels?
Which market is this?

27. Each graph you draw will contain each of the following items.
A Market Graph
Each graph you draw will contain each of the following items.

28. Each graph you draw will contain each of the following items.
A Market Graph
Each graph you draw will contain each of the following items.
1) Title of the market
Market for High Heels
Allow students to write this down and to make the proper additions to the graph.

29. Each graph you draw will contain each of the following items.
A Market Graph
Each graph you draw will contain each of the following items.
1) Title of the market
Market for High Heels
$70
$60
2) Price range on the vertical axis (y-axis)
$50
$40
Price
$30
$20
Allow students to write this down and to make the proper additions to the graph.
$10 $0

30. Each graph you draw will contain each of the following items.
A Market Graph
Each graph you draw will contain each of the following items.
1) Title of the market
Market for High Heels
$70
$60
2) Price range on the vertical axis (y-axis)
$50
$40
Price
$30
3) Quantity on the horizontal axis (x-axis)
$20
Allow students to write this down and to make the proper additions to the graph.
$10 $0 25 50 75
100
125
150
175
Quantity

31. Creating a Graph
This unit will require us to draw several market graphs. Follow these steps.
Market for High Heels
$70
$60
$50
$40
Price
$30
$20
$10 $0 25 50 75
100
125
150
175
Quantity

32. Creating a Graph 1) Plot data points using provided information
This unit will require us to draw several market graphs. Follow these steps.
1) Plot data points using provided information
Market for High Heels
$70
$60
$50
$40
Price
See Data
$30
$20
$10 $0 25 50 75
100
125
150
175
Quantity

33. Creating a Graph 1) Plot data points using provided information
This unit will require us to draw several market graphs. Follow these steps.
1) Plot data points using provided information
Market for High Heels
$70
$60
$50
$40
Price ($)
Quantity
Price
$20 50
$30
$30 75
$20
$40
100
$10
$50
125 $0 25 50 75
100
125
150
175
Plot Data
Quantity

34. Creating a Graph 1) Plot data points using provided information
This unit will require us to draw several market graphs. Follow these steps.
1) Plot data points using provided information
Market for High Heels
$70
$60
$50
$40
Price ($)
Quantity
Price
$20 50
$30
$30 75
$20
$40
100
Students should plot these points on the graph on their note sheets.
$10
$50
125 $0 25 50 75
100
125
150
175
Quantity

35. Creating a Graph 1) Plot data points using provided information
This unit will require us to draw several market graphs. Follow these steps.
1) Plot data points using provided information
Market for High Heels
$70
$60
$50
$40
Price ($)
Quantity
Price
$20 50
$30
$30 75
$20
$40
100
Students should now have a finished market graph on their note sheets. (Graph labels will come in later lessons.)
$10
$50
125 $0
2) Connect data points with a line 25 50 75
100
125
150
175
Quantity

36. Market Graph Puzzle DIRECTIONS
1) Cut this sheet in half on the dotted line.
2) Cut out the items from the bottom portion on the dotted lines.
3) Glue these items into the empty box on the top portion. Be sure to glue them in the proper locations for creating a market graph.
These are the directions for the Class Activity that is included in the download.

37. “The Market” Learning Targets
Knowledge
Understand the definitions for the different types of goods and services.
Skill
Translate price and quantity data into supply and demand graphs.

38. Resources