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Interactive Internet Game Activity
Jesse is beginning to see that he wants time to do the things he enjoys, but he is too busy working at his ice cream stand. He sees Reno earn his money just by taking care of his gumball machines, and that doesn't take much time. Jesse is now seeing that he is ready to move out of the Rat Race and onto the Fast Track.

Learning Objectives
· Solve basic math problems
· Understand the effect of liabilities and expenses on income
· Apply the concepts taught through the financial transactions to being in the Rat Race or on the Fast Track.

Assessments
Students will: (1) analyze financial transactions for its effect on income statements and balance sheets, (2) perform basic math calculations, and (3) evaluate the activity concepts and financial transactions to determine a future in the Rat Race or on the Fast Track.

Classroom Activities
Rat Race or Fast Track - As a class, work through the overview. Several concepts you will need to make sure that students understand are: Rat Race, Fast Track, and the balance sheets that are shown for Jesse in the Rat Race and Fast Track. It is important for students to understand the concept of making money work for them.
Building Jesse's Assets - Before you begin play, review the outcome and instructions that students will encounter when they roll the die. Students will be able to play the game independently if they understand these instructions as they relate to the outcomes. The roll of the die simply tells students what will happen on their turn. They must then make the entries on their Player Card. (A good eraser is a must!) As students take their turn, emphasize the importance of an auditor and taking a look at how a particular outcome will effect a person's income statement and balance sheet.
Some points of importance that students should discover as they move through the game are: (1) In this game, your paycheck is what is left after you pay your expenses. (2) A person cannot make it to the Fast Track until his/her passive income (income from investments) is equal to or exceeds your total expenses. This is making your money work for you.

Class Discussion Questions
1. What items have you purchased in the past 6 months?
Where would you list these items on a balance sheet - under assets or liabilities?
2. Let's say you receive $20 each week by doing odd jobs for other people. How could
you invest this money and still have some for fun?
Calculate what you think your balance sheet would look like after 8 weeks?
Are your investments starting to pay off?

(Charts and activity sheets continue in the downloadable PDF file above.)