The study addresses the questions of how different teaching designs relate to how students in year 1, 4, 5 and 8 (compulsory school) understand and learn the concept of economic value. Economics has been a growing focus areas within the Swedish Social Studies subject, creating new challenges for teachers when integrating this content area as citizenship education. This study investigates how a teaching design makes different economic and financial matters visible to learners in different age groups and was carried out through a learning study. Data consisted of recorded group discussions among students, as well as written student answers to open response pre-and post-test questions, which were analysed using phenomenography (Marton, 2015). Results show three structural aspects necessary for students to discern in learning about economic value; that economic value (1) is constructed rather than essential, (2) emerges in relation to a lack of resources, and (3) is a relation in a system of different kinds of resources. Age does not seem to be a pivotal factor for learning or understanding price and value. By shifting focus from supply to demand with the instructional examples, learners’ life world came closer to the desired learning object -that value and price are constructed and emerge as a relationship between supply and demand in a wide system of resources.