Third-grade students practice purchasing goods from one another using play money during a lesson activity on the role of consumers in a market economy. The teacher notices that some of the students are having difficulty keeping up with the group when product costs require them to make change during a lesson. Which of the following is most likely to make the activity more accessible to those students who are struggling to make change when using play money?

While this option provides additional learning, it removes those students from the main activity. The goal is to engage them in practical consumer experiences, and diverting them to a different task will not help them develop the necessary skills for making change in a market setting.

Encouraging peers to assist can foster collaboration, but it may not address the underlying difficulty with making change. This method could lead to dependency rather than empowering the struggling students to gain confidence and competence in handling transactions independently.

Implementing a bartering system changes the fundamental nature of the activity from currency use to trade, which could confuse students further who are already struggling with monetary transactions. This shift may not directly support the learning objectives related to understanding consumer roles and making change.