14
ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS
FOR
Personal and Business Finance
COURSE NUMBER: BUS 210
CATALOG DESCRIPTION: Emphasis is on simple arithmetic and algebraic
operations, introduction to statistics, percentage
and business applications, simple and compound
Interest, discount annuity, amortization and
sinking funds.
PREREQUISITES: Sophomore Standings
CREDIT HOURS: 03
INSTRUCTOR: Dr. Jacqualine D. Myers
TELEPHONE: 334-229-4447
OFFICE: 206 McGehee Hall
OFFICE HOURS: As Posted
ATTENDANCE POLICY: See University Bulletin
Any student requiring alternative formats for testing and/or handouts for this course, or other types of accommodations, due to a disabling condition, should advise the instructor within the first week of class.
The university does not permit students to bring into the classroom anyone who has not registered for the course.
Prepared by:_______________________________
Jacqualine D. Myers Date
Approved by:______________________________
Department Chair Date
______________________________
Dean Date
MISSION STATEMENT FOR THE TEACHER EDUCATION PROGRAM
The mission of the Business Teacher Education Program in to prepare future business educators to enter a profession that requires content and professional knowledge, skill competence, and the appropriate dispositions. To this end, our development of professional educators is grounded in a comprehensive liberal arts education integrated with a professional teacher preparation program that relies heavily on the complimentary field experience.
Course Objectives
The objectives of this course are for you to be able to:
1. Calculate numerical problems dealing with formulas
2. Organize numeric information;
3. Apply mathematics, science, and communication in the workplace. 290-3-23 SDE
(1)(b)(3).
4. Calculate word problems dealing with addition, subtraction, multiplication and
division;
5. Use a liquor parts accurately;
6. Identify the base, the rate, and the percentage;
7. Solve rate problems;
8. Solve base problems;
9. Identify types and uses of receipts;
10. Define and simplify rations;
11. Calculate gross wages by several methods;
12. Determine amounts of payroll deductions and tax deductions and arrive at take-
home pay;
13. Compute depreciation expense by several methods;
14. Compute the cost of payroll and related expenses to the employer;
15. Define the various terms related to stock;
16. Calculate the bank discount, net proceeds and maturity value from given problems
17. Given information on common stock purchases, sales, commission charges and
dividends, calculate purchase costs, net sales proceeds, rate of yield and
percentage of gain and loss;
18. Solve problems related to areas of business and office occupations using the
metric system;
19. Analyze financial transactions, bank statements, deposits, promissory notes, petty
cash, etc.
20. Compute various types of tax returns (Federal Income Tax);
21. Analyze and compute various information associated with banking: deposits,
writing checks, and balancing checkbook;
22. Calculate interest, principle balance and principle payment on promissory notes;
23. Calculate overhead expenses;
24. Determine life insurance premiums, cash surrender and loan values, settlement
options from tables;
25. Give necessary data from various types of insurance policies, calculate amount of
insurance premium rates, and amounts of settlements.
Alabama Quality Teaching Standards
Knowledge of the role that mathematics plays in everyday life.
Knowledge of the concepts and relationships in number systems.
Knowledge of both metric and customary measurement and fundamental geometric concepts, including shapes and their properties and relationships.
CONCEPTUAL MODEL: Our Teacher Education Program is built upon a conceptual
framework emphasizing reflection, inquiry, constructivism,
problem solving, leadership, and the importance of social
context in teaching and learning. Coursework and
experiences result in the assessment of knowledge,
dispositions, and competencies. Students are expected to
meet standards set forth by the Alabama State Department
of Education. Consistent with the conceptual model of the
ASU College of Education, the educator as Decision Makers,
the teacher candidate is required to make decisions about
the selection of skills, concepts topics an instructional
adjustments to meet the individual learning needs of
diversed and multicultural students.
Learning Activities
Although candidates may have had the learning activities listed below in previous mathematical courses, they must be able to do the following skills in order to satisfactorily complete the course objectives:
1. identify the number properties and apply basic rules of the decimal system;
2. write a number in words;
3. define the four basic fundamental processes of mathematics and identify their
parts;
4. add whole numbers;
5. subtract whole numbers;
6. multiply whole numbers;
7. divide whole numbers;
8. solve addition, subtraction, multiplication, and division problems;
9. solve simple equations and problems involving whole numbers;
10. convert a mixed number to an improper fraction;
11. convert an improper fraction to a mixed number or a whole number;
12. add fractions;
13. subtract fractions;
14. multiply fractions;
15. divide fractions;
16. reduce fractions to the simplest form and write fractions as equivalent fractions;
17. solve problems involving fractions;
18. convert fractions, decimals and percents back and forth to one another;
19. use liquot parts accurately;
20. write decimals in words and standard form;
21. add decimals
22. subtract decimals;
23. multiply decimals;
24. divide decimals;
25. solve problems and simple equations involving decimals;
26. round decimal numbers to a specified place;
27. solve percent problem;
28. calculate by various methods, simple interest and finance charges for various time
periods.
Evaluation Procedure
A. Daily class performance+
B. Student self-testing
1. Programmed learning materials
2. self-graded quizzes
C. Job Competency Tests
D. Tests
1. Teacher prepared
2. Standardized
E. Mid-term and Final Examination
Evaluation and Minimum Standards
Rubrics
Objectives one through four will be evaluated on examination number one. This examination is objective. The examination contains 20 questions, 5 questions on each objective. To pass an objective, you must answer 4 questions for that objective correctly.
The following criteria below will be used:
a) Evaluate word problems 25%
b) Identify the fundamental processes of Business Math 25%
c) Analyze the problems 25%
d) Solve the problems 25%
100%
Objectives five through eight will be evaluated on examination number two. This examination is objective. The examination contains 20 questions, 5 questions on each objective. To pass an objective, you must answer 4 questions for that objective correctly.
The following criteria below will be used:
a) Compare business financial statements 25%
b) Discuss business financial statements 25%
c) Explain business financial statements 25%
d) Demonstrate how to perform business financial 25%
statements 100%
Objectives nine through twelve will be evaluated on examination number three.
This examination contains 20 objective questions, 5 questions on each objective. To pass an objective, you must answer 4 for that objective correctly.
The following criteria below will be used:
a) Analyze problems 20%
b) Demonstrate steps 40%
c) Solve problems 40%
100%
Objective thirteen through sixteen will be evaluated on examination number four. This examination is objective. The examination contains 20 questions, 5 questions on each objective. To pass an objective, you must answer 4 questions for that objective correctly.
The following criteria below will be used:
a) Interpret directions 20%
b) Explain how to solve problems 40%
c) Demonstrate work 40%
100%
Objective seventeen through twenty will be evaluated on examination number six. This examination is objective. The examination 20 questions, 5 questions on each objective. To pass an objective, you must answer 4 questions for that objective correctly.
The following criteria below will be used:
a) Analyze problems 20%
b) Demonstrate steps 40%
c) Solve problems 40%
100%
Objective twenty-one through twenty-four will be evaluated on examination number six. This examination is objective. The examination contains 20 questions, 5 questions on each objective. To pass an objective, you must answer 4 questions for that objective correctly.
The following criteria below will be used:
a) Interpret directions 20%
b) Explain how to solve problems 40%
c) Demonstrate work 40%
100%
To pass the course, you must pass 16 objectives, including objectives 1 through 6, 11 through 14, and 19 through 23.
Students who fail any critical objective will attend mandatory remediation laboratories (outside the normal classroom time) and will be allowed one retake of each examination within one week. Failure of the retake will constitute a continuation of remedial work.
Computation of Grade
In order to pass the course with a grade of A, you must meet the minimum standards and achieve a total of 22 objectives.
In order to pass the course with a grade of B, you must meet the minimum standards and achieve a total of 19 objectives.
In order to pass the course with a grade of C, you must meet the minimum standards and achieve a total of 16 objectives.
To achieve a grade of D in the course, you must achieve 13 objectives including 1 through 6, 11 through 14, and 19 through 23.
Any student who fails to achieve at least 16 objectives including 1 through 6, 11 through 14, and 19 through 23, will receive a grade of F.
Course Content
The content of this course will be centered around the following units:
A. Mathematics in Business
1. Communication through numbers
2. Fundamental processes
3. Bank records
4. Sales records
B. Fractions and Decimals
1. Fractions-addition and subtraction
2. Fractions-multiplication and division
3. Decimals-addition and subtraction
4. Decimals-multiplication and division
C. Percentage in Business
1. Electronic calculators
2. Percentage
3. Cash and trade discounts
4. Commission
5. Markup
D. Finance Charges
1. Simple interest
2. Notes and interest variables
3. Borrowing by business
4. Charges for Credit
E. Payroll and Taxes
1. Payroll records
2. Payroll deductions
3. Sales and property taxes
4. Federal income tax
F. Special Areas
1. Math in employment tests
2. Metric system of measurement
G. Inventory, depreciation, and insurance
1. Inventories and Turnover
2. Depreciation
3. Insurance
H. Business Finance
1. Corporate stocks
2. Corporate and government bonds
3. Financial statement analysis
4. Financial ratios
I. Statistics and Annuities
1. Business statistics
2. Compound interest and present value
3. Annuities
J. Progress Record and Index
1. Progress Record, pages 251-252
Pre-Assessment
It is necessary for students to have a strong command of basic mathematics operations before they begin their study of business mathematics. With this in mind, pretesting at the beginning of the course will help to determine the areas of emphasis in explaining or reviewing materials. Pretesting will be used to aid the teacher in prescribing the materials the students will need to study or restudy.
A standardized pre-test will be administered to the students from the National Business Education Association Entry-Level Tests. The following items will be covered:
A. Rounding Decimal Numbers
B. Adding Whole numbers and decimals
C. Multiplying and Dividing Whole numbers and Decimals
D. Bank Reconciliation
E. Percentages
F. Fractions
G. Rate of Increase and Decrease
H. Numerical Form
I. The Basic Four Operations
Learning Experiences and Assignments
A. Use chalkboards for illustration and demonstration.
B. Relate new materials to old knowledge.
C. Work with related problems.
D. Practice new material through oral and written drills.
E. Use mental and oral drills to build speed and accuracy.
F. Use mathematical games which will stimulate interest.
G. Solve business and personal situations by reaching “business-wise” decisions.
H. Use simulated business forms requiring mathematical computations.
I. Complete samples of mathematics sections for employment tests.
J. Complete samples of mathematics sections for employment tests.
K. Take brief trips to see mathematics in use in the business world.
L. Participate in simulate vocational sessions during which a work atmosphere is
developed and students work together towards a project goal using available
equipment.
M. Complete programmed material according to student’s ability from basic
problems to more complex problems.
N. Drill and practice on an individual basis with the teacher during class practice.
O. Team up with other students to either help or gain help in a buddy system.
P. Drill with programmed learning packets on the mathematics principles.
Q. Use available appropriate equipment.
R. Use math games, puzzles, or drills, case studies, and role playing.
S. Apply a rational decision-making process to solve common business problems in
a dynamic environment.
Methods, Materials, and Media
A. Methods
1. Class and group instruction
2. Independent study
3. Student working alone
4. Small groups and committees
B. Materials
1. Textbooks
2. Supplemental Books
3. Film and filmstrips
C. Media
1. Adding machines and electronic calculators
2. Overhead projector
3. Teacher prepared or pre-made transparencies
Courses, instructional strategies, and equipment may be modified to ensure that special populations have equal access to the full range of learning experiences and skill development in Business Education. Individual needs of students must be determined by assessments of their interests, abilities, and special needs. Once individual needs have been determined, a support service program, planned cooperatively with the business teacher and support personnel, may be initiated.
NOTE OF INTEREST: Late assignments will not be accepted without a university excuse.
Cell Phones and Pagers should be turned off or placed on mute
Instructional Sequence/Calendar
Tentative dates for presentation of course content:
Topic Date
A. Mathematics in Business __________________
B. Fractions and Decimals __________________
C. Percentage in Business __________________
D. Special Areas __________________
E. Finance Charges __________________
F. Payroll and Taxes __________________
G. Inventory, Depreciation and Insurance __________________
H. Business Finance __________________
I. Statistics and Annuities __________________
J. Progress Record and Index Examination __________________
__________________
__________________
Mid-Term Examination __________________
Quizzes __________________
__________________
__________________
Assignments __________________
__________________
Final Examination __________________
Required Resources
Textbook: Deitz, James E. and James L. Southam, Business Mathematics For
College, 11th Edition, Cincinnati: South-Western Publishing
Compan, 2000.
Bibliography
A Guide to Business Course Competencies, Richmond, Virginia, Virginia Department of
Education, 1995.
Alabama Course of Study Business Education, Montgomery, Alabama, Alabama
Department of Education, Bulletin 1990, No. 59.
Alabama Course of Study English Language Arts, Montgomery, Alabama, Alabama
Department of Education, Bulletin 1993. No. 37.
Brown, Gordon W., et. AL., Understanding Business and Personal Law, Ninth Edition,
Westerville, Ohio, Glensco Division Macmillan McGraw-Hill, 1993.
Business Education Framework for Nebraska Schools, Lincoln, Nebraska, Nebraska
Department of Education, 1994.
Business Etiquette, “Birmingham Business Journal,” July 3, 1997, pp. 16-17.
Business Technology Curricula, Frankfort, Kentucky, Kentucky Department of
Technical Education, 1994.
Competency Profile of Bookkeeper Accountant with Computers, sponsored by Atlantic
Community College; conducted by the National Academy, Center on Education
And Training for Employment, The Ohio State University, December 7-8, 1989.
DACUM, Research Chart for Accounting Assistant, produced by Northeast Wisconsin
Technical College; developed by Center on Education and Training for Employment,
College Education, The Ohio State University, October 13-14, 1994.
DACUM Research Chart for Accounting Associate, College of the Mainland, Division of
Business, May 9, 1989.
Daughtry, Anne Scott, et. al., Introduction to Business: The Economy and You, 2nd
Edition, Cincinnati, Ohio, South-Western Publishing Co., 1992.
Dlabay, Les R., and James Calvert Scott, Business Principles and Management, 10th
Edition, Cincinnati, Ohio, South-Western Publishing Co., 1996.
Everard, Kenneth E., and James L. Burrow, Business Principles and Management, 10th
Edition, Cincinnati, Ohio, South-Western Publishing Co., 1996.
Locker, Kitty O., Business and Administrative Communication, 3rd edition, Burr Ridge,
Illinois, Richard D. Irwin, Inc. 1995.
Mieters, Norbert J., et. al., Law for Business, 14th edition, Cincinnati, Ohio, South-
Western Publishing Co., 1993.