Accounting Monopoly

Accounting Monopoly
Ed Valenski CPA
(516) 587-2285
[email protected]

NYS Certified Business Teacher

Part Time Massapequa High School, Berner Middle School and Birch
Lane Elementary School

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 Accounting Monopoly

Course Application:

 Accounting
 Finance: (focus on Financial Statement Creation, Ratio Analysis and
Valuation (analyze the financial statements of the players and project
future growth based on probability theory)
 Entrepreneurship: (Limited Version – T Accounts Only)
 Personal Money Management and Investing: (with a revised version of
the game: properties are stocks etc. This is a separate lesson plan)

Objective:

Apply Accounting techniques to simulated business transactions by playing

the game of Monopoly. Apply knowledge to construction of T Accounts,
Recording Transactions, Creating and Posting to Journal and General Ledger,
Creating Three Column Trial Balance, Financial Statements and conducting
an Audit.

 OPTIONAL: Preparing an Annual Report, Valuing a Business and

Analyzing performance through the use of ratios and benchmarks.

Process Overview:

Have students play the game of Monopoly once per week or every other
week over the course of a full year. Students record every transaction that
results in an exchange of cash in T Accounts. Student’s periodically post
transactions to a Journal and General Ledger (at least monthly). Quarterly
each student prepares a three column Trial Balance. Midyear and at year-
end students prepare a full set of Financial Statements (Income, Balance
Sheet, Statement of Changes in Cash and Stockholder’s Equity) At year end,
students Audit each other’s final financial statements render an audit opinion
and produce an Annual Report.

Notes:

 Once students have started this exercise is easy and effective to use
as the lesson plan for a substitute.
 Activity can be paperless and integrated with technology by using MS
Excel, Word and Publisher.
 Use of ratios and financial analysis integrates with Math.

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 Accounting Monopoly

Materials:

 A Monopoly Game with enough pieces for all players - teams no larger
than 4 players per game board.
 One envelope for each student playing. Each player will store his/her
money and Monopoly cards in this envelope and leave it in the room
each day.
 One folder for each student playing.
o Scrap paper for jotting down transactions
o Journal pages
o Forms for proving cash
o General ledger pages
o Forms for Income statement, Balance Sheet, Statement of
Changes and Trial Balance
o Logon and game instructions
o Chart of accounts

(All of these forms should be available in the students workbook, online

teacher material or teachers text)

How to Play:

 Each group selects a banker.

 The banker issues $1500 in cash to each player. Each player should
count his money to make sure he receives the correct amount.
 Each player should record this in a T account. (You have only one
asset (cash), no liabilities, and capital is $1500.
 Show example transactions to the class (see appendix at end).
 Set up your journal. All students in a group should have the same
column headings. Suggested headings: Cash Debit, Cash Credit, Date,
Account Title, Post Ref, General Debit, General Credit, Property Debit,
Property Credit, Rent Expense, Rent Income, Other Income teacher
may wish to give students journal pages with preprinted headings).
 Record the opening entry in your journal.
 Open accounts in the general ledger for the accounts listed in the chart
of accounts (see appendix at end).

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 Accounting Monopoly

 Students must make one full spin around the board before they may
purchase property.
 Post the opening entry
 Start the game. Be sure to follow the rules of the game. Each group
should set their own rules on building houses, selling property, etc.
and have the banker document, in writing any game specific rules.
Each roll of the dice may result in either no journal entry, one player
making an entry, or in two players making an entry. There are usually
business transactions to record after each throw of the dice. Do not
roll until all parties have completed recording their transactions.
 Any time money changes hand, students must record the transaction
on their worksheets in T accounts. (Have students put a short
description next to each entry).
 When journalizing--If you are using two special columns, it may be
wise to make a notation about the entry under the account title
column. Example: When using Property Debit and Cash Credit--you
may want to put the name of the property you purchased in the
account title column. When you pay taxes, you may want to tell what
kind of taxes you are paying, etc. Give details about any journal entry
that you feel will benefit you later when preparing financial
statements.
 Allow time each day at the beginning or end of class for students to
make journal entries and prove cash. This should be done EVERY day.
 If students are over or short on cash each day, they must record this
in their transaction log as "Cash Short and Over".
 At the end of each day, cash is proved to see if the books coincide with
the actual cash count. If it does not, make an entry in the journal
through the cash short and over account.
o Each student should record on a sheet the location of their piece
on the board, the number of houses or hotels owned on each
piece of property, list of property owned, and a list of property
that may be mortgaged. (Teachers may wish to create a form for
this.)
o Place the papers used in your envelope and folder. Return the
game pieces to the box.

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 Periodically, (every two months) you will close your books to see how
well you have done (profit or loss). You need to:
o Foot the journal
o Prove cash
o Prove the equality of debits and credits
o Total and rule the journal
o Post to the general ledger
o Prepare a three column trial balance
o Prepare an income statement, balance sheet, statement of
changes in cash and stockholder’s equity
o Record and post closing entries
o Prepare a post-closing trial balance
o Prepare an annual report

Special Situations:

 Bankrupt: Student becomes bankrupt too early in the game.

o Have student save their work to prepare statements later in the
game process and curriculum.
o Have the student assume the role of the banker in an official
capacity and record all transactions from the banker’s
perspective.
o Change rules to require a 10% fee on any transaction in which
the bank is a party either dispensing or receiving cash and a 5%
transaction fee for any transaction between or among parties in
the game. This is the banker’s source of revenue.
o The banker should record all “Passing Go” expenditures as a
capital asset depreciated at 5% per week of play. The banker
student will prepare all entries, books and statements for the
bank.

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Example: T Accounts

Rental Stockholder
Cash Property Equity
Income

Cash 1500 1500

400 400
Buy Park
Place

Example: Journal Entries Transactions

Transaction Account Description Debit Credit

Type
Purchased house for property on Asset Houses 125
Park Place, $125.
Asset Cash 125
Purchased Park Place property, $400. Asset Property 400

Asset Cash 400

Rec'd cash for rent from Indiana Asset Cash 50
Avenue, $50.
Revenue Rent Income 50
Paid for rent (R&R Railroad), $100. Expense Rent Expense 100

Asset Cash 100

Received cash for passing go, $200. Asset Cash 200

Revenue Other Income 200

Received loan from the bank, $1000. Asset Cash 1000

Liability Monopoly Bank 1000

Paid $150 for income tax. Expense Tax Expense 150
Asset Cash 150

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Chart of Accounts
Acct
Assets Revenue Acct #
#

Cash 110 Rent Income 410

Property 120 Other Income 420

Houses 130 Expenses

Hotels 140 Interest Expense 510

Monopoly Bank 210 Other Expense 520

(Students Name or Fictitious

310 Rent Expense 530
Company Name)___, Capital

Income Summary 540 Tax Expense 410

Utility Expense 550

Cash Short and

560
Over

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