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456 Aufrufe10 SeitenGuide in Business Math

May 06, 2017

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Guide in Business Math

© All Rights Reserved

Als PDF, TXT **herunterladen** oder online auf Scribd lesen

456 Aufrufe

Guide in Business Math

© All Rights Reserved

Als PDF, TXT **herunterladen** oder online auf Scribd lesen

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TABLE OF CONTENTS

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Home / Teaching Guides / Acad-ABM / Business Mathematics

Identifying familiar business and their

products

simple banana cue business

few examples

Buying and Selling | 1 hour

Problem Set integrating all learned topics

of the week

Initial planning for the end-of-the-course Identifying familiar business and their products | 10 mins

requirement

check whether all learning outcomes were

DAY 1

achieved

Ask students to identify some big and small businesses in your area that they are familiar with. As they volunteer their answers, ask them to identif

service for which the said business is known for.

For example, they may say Jollibee burgers, fries; KFC fried chicken; Krispy Kreme donuts.

TRACK/STAND

Acad-ABM

SUBJECT Involve the whole class in planning a simple banana cue business | 45 mins

Business Mathematics

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

Inform the students that you will be planning a food sale in school where they will have to sell banana cue to their school mates on a selected week

http://teachtogether.chedk12.com/teaching_guides/view/424

Ask students: What is the basis for determining how much we should sell a stick of banana cue for?

CONTENT STANDARD

Ask them to help you pinpoint the best week in the school year for the food sale. As they oer suggestions, ask them to state the reason why they a

Aer all suggestions have been heard and defended, have the class vote for the final week when your food sale is going to be staged.

PERFORMANCE STANDARD

Now, ask the students to help you estimate the cost of the raw materials you will need for the banana cue.

LEARNING COMPETENCIES

How many sticks of banana cue do they intend to sell per day? Let us say the class is convinced that selling 100 sticks per day can be achieved. Bas

the amount of raw materials per day you would need.

The class may come up with something like this:

200 pieces of bananas (saba)

1.5 kg ofmight

you sugar be interested in this teaching guide http://teachtogether.chedk12.com/teaching_guides/view/424)

1 liter of oil

From here, the cost of the raw materials per day can already be easily determined.

bananas = PhP400

sticks = PhP20

TOTAL = PhP545

Other Expenses:

ren= 5% of profit

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TABLE OF CONTENTS cooks salary = PhP400

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vendors salary = PhP400

Identifying familiar business and their

products tissue = PhP50

Involve the whole class in planning a

simple banana cue business TOTAL = PhP900 + 5% of profit

Lesson Proper including discussion of a Since this is going to be a class project, it is possible that the class raises the option of avoiding the expenses for the cooks and vendors salaries by

few examples themselves without expecting any pay. Still, it is important to note that these are expenses that actual business owners have to plan for.

of the week Based on these estimates, discuss the intended selling price of your banana cue stick with the class. Have students justify and defend their suggest

requirement At this point, reveal the learning outcomes of this weeks lessons.

For the homework, ask students to research on the meanings of the terms mentioned in the learning outcomes. This will help in preparing them to

Teacher gives a graded assessment to

in the succeeding meetings.

check whether all learning outcomes were

achieved

TRACK/STAND

Acad-ABM

SUBJECT

Business Mathematics DAY 2

Using the data from the motivation, the teacher can then identify and define the following terms:

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

COST PRICE: the price that a company or store has to pay for the goods it is going to sell the price that has to be spent to produce goods or services

http://teachtogether.chedk12.com/teaching_guides/view/424

In the previous class activity, the cost price refers to the price of the raw materials needed to produce the banana cue.

OPERATING COST: the price (per unit) incurred relative to the production and sale of a commodity In the previous example, the operating cost wou

CONTENT STANDARD expenses that have to be incurred by the class in the actual selling of the banana cue such as rent, salaries of manpower and other incidental expen

SELLING PRICE: the price at which the commodity is sold per unit

PERFORMANCE STANDARD

PROFIT: money earned aer the cost price and the operating costs are accounted for aer the sale of a commodity

LEARNING COMPETENCIES In the class activity, the profit would be the dierence between the selling price decided on by the class (multiplied by 100, assuming all 100 sticks

the costs of the raw materials and other expenses detailed in the discussion.

SELLING PRICE = COST PRICE + OPERATING COST + PROFIT

S=C+E+P

where S = Selling Price

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P = Profit

Business Mathematics () MARK-UP: the dierence between the selling price and the cost price sometimes referred to as MARGIN or GROSS PROFIT

MU = S C

where MU = Mark-up

S = Selling Price

C = Cost Price

Emphasize this significant dierence between mark-up and profit. While profit accounts for both the cost price and operating cost incurred by the b

only accounts for the cost of raw materials necessary to produce the item being produced for sale.

Examples:

1. Aling Ana would like to sell little trinkets she purchased from Divisoria for PhP12 each. If the operating cost is set at 25% of the cost and she w

profit on the cost of each item,

a. Determine the mark-up price for each trinket.

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(http://teachtogether.chedk12.com/)b. Help Aling Ana determine the selling price for each trinket.

Solution:

Identifying familiar business and their

products a. MU = E+P

= 0.25 x 12 + 0.15 x 12

Involve the whole class in planning a

simple banana cue business = 3 + 1.90

few examples The mark-up price for each trinket is Php 4.80.

of the week

b. S = C + MU

requirement

= Php 16.80

Teacher gives a graded assessment to Aling Ana should sell each trinket at Php 16.80.

check whether all learning outcomes were

2. A jacket which costs PhP1,350 is being sold at PhP2,025. What is the rate of mark-up based on cost?

achieved

Solution:

3. Julia buys a notebook with a cost of PhP45. The rate of mark-up based on cost is 25%. Find the selling price and the mark-up.

TRACK/STAND

Acad-ABM Solution:

SUBJECT MU = 0.25 x 45

Business Mathematics

= PhP11.25

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

S = 45 + 11.25

= PhP56.25

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The selling price of Julias notebook is PhP56.25 which includes a mark-up of PhP11.25.

4. Peter decides to impose a mark-up of PhP5 on each pen he sells to his classmates and friends. This represents a 20% mark-up based on the sellin

the selling price of the pens Peter sells.

CONTENT STANDARD

PERFORMANCE STANDARD

5. A top costs Mang Mario PhP280 and he decides to mark it up by 30% of the selling price. Find the selling price and mark-up for the said top.

LEARNING COMPETENCIES

MU = S C

MU = 400 280

MU = PHP120

The mark-up on the top is PHP120.

6. Find the cost and mark-up of a box of pencils being sold for PhP135 with a 25% mark-up based on selling price.

you might be interested in this teaching guide http://teachtogether.chedk12.com/teaching_guides/view/424)

Solution:

MU = 0.25 x S

Business Mathematics ()

= 0.25 x 135

= Php 33.75

C = S - MU

= 135 - 33.75

= Php 101.25

The cost price of the box of pencils is Php 101.25 and the mark-up is Php 33.75.

DAY 3

Using the data from the motivation, the teacher can then identify and define the following terms:

COST PRICE: the price that a company or store has to pay for the goods it is going to sell the price that has to be spent to produce goods or services

This is usually computed on a per unit basis.

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TABLE OF CONTENTS

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In the previous class activity, the cost price refers to the price of the raw materials needed to produce the banana cue.

Identifying familiar business and their

products OPERATING COST: the price (per unit) incurred relative to the production and sale of a commodity In the previous example, the operating cost wou

expenses that have to be incurred by the class in the actual selling of the banana cue such as rent, salaries of manpower and other incidental expen

Involve the whole class in planning a

simple banana cue business SELLING PRICE: the price at which the commodity is sold per unit

PROFIT: money earned aer the cost price and the operating costs are accounted for aer the sale of a commodity

Lesson Proper including discussion of a

few examples In the class activity, the profit would be the dierence between the selling price decided on by the class (multiplied by 100, assuming all 100 sticks

the costs of the raw materials and other expenses detailed in the discussion.

Problem Set integrating all learned topics

To compute for the SELLING PRICE:

of the week

SELLING PRICE = COST PRICE + OPERATING COST + PROFIT

requirement

S=C+E+P

Teacher gives a graded assessment to

where S = Selling Price

check whether all learning outcomes were

achieved C = Cost Price

E = Operating Expenses

P = Profit

MARK-UP: the dierence between the selling price and the cost price sometimes referred to as MARGIN or GROSS PROFIT

Acad-ABM

MARK-UP = SELLING PRICE COST PRICE

SUBJECT

Business Mathematics MU = S C

where MU = Mark-up .

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

S = Selling Price

Emphasize this significant dierence between mark-up and profit. While profit accounts for both the cost price and operating cost incurred by the b

only accounts for the cost of raw materials necessary to produce the item being produced for sale.

1. Aling Ana would like to sell little trinkets she purchased from Divisoria for PhP12 each. If the operating cost is set at 25% of the cost and she woul

PERFORMANCE STANDARD on the cost of each item,

LEARNING COMPETENCIES

b. Help Aling Ana determine the selling price for each trinket.

Solution:

a. MU = E+P

= 0.25 x 12 + 0.15 x 12

= 3 + 1.90

4.80 in this teaching guide http://teachtogether.chedk12.com/teaching_guides/view/424)

The mark-up price for each trinket is Php 4.80.3

= 12 + 4.80

= Php 16.80

2. A jacket which costs PhP1,350 is being sold at PhP2,025. What is the rate of mark-up based on cost?

3. Julia buys a notebook with a cost of PhP45. The rate of mark-up based on cost is 25%. Find the selling price and the mark-up.

Solution:

MU = 0.25 x 45

= PhP11.25

S = 45 + 11.25

= PhP56.25

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TABLE OF CONTENTS The selling price of Julias notebook is PhP56.25 which includes a mark-up of PhP11.25.

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4. Peter decides to impose a mark-up of PhP5 on each pen he sells to his classmates and friends. This represents a 20% mark-up based on the sellin

Identifying familiar business and their

the selling price of the pens Peter sells.

products

5. A top costs Mang Mario PhP280 and he decides to mark it up by 30% of the selling price. Find the selling price and mark-up for the said top.

simple banana cue business

few examples 6. Find the cost and mark-up of a box of pencils being sold for PhP135 with a 25% mark-up based on selling price.

Solution:

Problem Set integrating all learned topics

of the week MU =0.25 x S

= 0.25 x 135

Initial planning for the end-of-the-course

requirement = Php 33.75

C = S - MU

Teacher gives a graded assessment to

check whether all learning outcomes were = 135 - 33.75

achieved

= Php 101.25

The cost price of the box of pencils is Php 101.25 and the mark-up is Php 33.75.

DAY 4

TRACK/STAND

Before proceeding to the lesson, make the learners recall the terms introduced in the previous lesson. Think of a creative formative assessment suc

Acad-ABM

maybe Pinoy Henyo to refresh students memory on the newly introduced terms.

SUBJECT

Business Mathematics Now, pretend that during the actual food sale, your group realizes that there is such a high demand for your banana cue and that buyers can easily

have pegged. Some businesses will want to take advantage of this peak season and thus, increase the prices already pegged for their commodities.

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

MARK-ON.

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= PS S

CONTENT STANDARD

Have the learners figure out a reasonable mark-on for their banana cue at this point.

PERFORMANCE STANDARD When the students have done so, ask for other reasons why a mark-on becomes an option for a business owner. The following reasons may be cited

a calamity has hit the source of a raw material or commodity therefore aecting its supply

LEARNING COMPETENCIES

seasonal demands (Christmas items, Valentines, etc.)

Examples:

1. Manang Crising observes that market goers prefer to buy fish from her because there is an undersupply of meat in the market this season. She th

price of galunggong by PHP10 per kilo. If the cost of galunggong is PHP90 per kilo with a 35% mark-up, what is its new selling price with the additio

how much is the rate of mark-up based on cost increased by adding PHP10 to the regular selling price of the galunggong?

(mailto:?subject=Buying and Selling&body=Hi, you might be interested in this teaching guide http://teachtogether.chedk12.com/teaching_guides/view/424)

Solution:

MU = 0.35 x S

= Php 31.50

S = C + MU

= 90 + 31.50

= PhP121.50

2. Yvettes Flower Shop imposes a 45% mark-up on flowers delivered to them for sale. During All Saints Day, however, an additional mark-on of 25%

is added on. Determine the unit price of 300 roses worth PhP15,000 delivered to Yvettes Flower Shop during All Saints Day. How much is the selling

All Saints Day at this flower shop?

Each rose sells for PhP90.65 at Yvettes Flower Shop during All Saints Day.

3. 1. Find Log in (http://teachtogether.chedk12.com/login)

the regular Sign

selling price and the cost price of memorabilia items upsold

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for PhP500 if the mark-up is set at a rate of 25% of the cost pri

TABLE OF CONTENTS

(http://teachtogether.chedk12.com/) mark-on rate based on the cost price included because of a special event.

products

PS = C + MU + MO

Involve the whole class in planning a = C + 0.25C + 0.15C

simple banana cue business

500 = 1.40C

Lesson Proper including discussion of a C = PhP357.14

few examples

The cost price of the memorabilia item is PhP357.14.

Problem Set integrating all learned topics

MU = 0.25C

of the week

= 0.25357.14

Initial planning for the end-of-the-course

= PhP89.29

requirement

S = C + MU

Teacher gives a graded assessment to

= 357.14 + 89.29

check whether all learning outcomes were

achieved = PhP446.43

At this point, the teacher can already start encouraging the students to start thinking of a simple food sale to raise funds for a project that their orga

This will help them slowly put together parts of the end-of-the course requirement.

TRACK/STAND

Acad-ABM DAY 5

SUBJECT

Start the class by encouraging students to share their reflections on what they have learned from your discussions during the past three days. Wha

Business Mathematics

the familiar businesses they shared in the beginning of the week? Do they think that running a business is an easy task?

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

This time, consider that the sale of your banana cue is coming in slow. You may need to sell it at a DISCOUNTED PRICE or what is commonly known

MARK-DOWN: the dierence between the REGULAR SELLING PRICE and the SALE PRICE

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MARK-DOWN = SELLING PRICE SALE PRICE

MD = S SP

where MD = Mark-Down

CONTENT STANDARD

S = Selling Price

Mark-downs commonly happen when the mall decides to sell their items at cut down prices to clear their warehouse collection. For instance, some

LEARNING COMPETENCIES PhP150 are sold at 50% o during mall sales and so the mark-down price is set at PhP75. Brainstorm with the students on the other reasons why a

thought of as an option for a business owner. They may cite the following:

the item is a perishable item and it is best to dispose of it sooner than simply throw it away

the item has become dirty or worn out, or possibly out of style

Remember that rates of mark-downs are always computed based on the selling price.

(mailto:?subject=Buying and Selling&body=Hi,

Noteyou

thatmight be interested

it is possible in this teaching

that instead of makingguide http://teachtogether.chedk12.com/teaching_guides/view/424)

the business owner earn a positive profit, selling an item on sale sometimes gives rise to a negative p

is said to be a LOSS.

Business Mathematics () When an item is given a selling price where the profit ends up being zero, this is said to be the BREAK-EVEN PRICE. In this case, the selling price is si

the cost price and the operating expenses:

BEP = C + E

C = Cost Price

E = Operating Expenses

Examples:

1. Carlo was able to buy a pair of shoes regularly priced at PhP3,500 for only PhP2,100.

b. What was the rate of the mark-down?

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The amount of the mark-down is Php 1,400 which is equivalent to a 40% mark-down.

Identifying familiar business and their

products

2. During a Midnight Madness Sale, a board game regularly priced at PhP8,500 was sold at 55%

Involve the whole class in planning a

simple banana cue business discount. The cost of the board game is PhP3,450 and expenses are 14% of the regular selling

few examples a. What was the amount of the mark-down?

Problem Set integrating all learned topics b. What was the rate of the mark-down?

of the week Solution:

Initial planning for the end-of-the-course a. 100% - 55% = 45% (The sale price is 45% of the selling price.)

requirement

SP = 0.45 x S

check whether all learning outcomes were

= Php 3,825

achieved

The sale price of the board game is Php 3,825.

b.

CTOTAL = C+E

TRACK/STAND

Acad-ABM = 3450 + 0.14 x 8500

SUBJECT = Php 4,640

Business Mathematics

P = SP - CTOTAL

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

= 3825 0 4640

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The loss made on the sale was Php 815.

3. Super Mall paid PhP15,000 for a set of dishes. Expenses are 18% of the selling price while the required profit is 15% of the selling price. During an

dishes was marked down by 30%.

CONTENT STANDARD

a. What was the regular selling price?

LEARNING COMPETENCIES

DAY 5

Divide the class into five groups of equal members. Ask them to sit together and work on the following practice problems within 30 minutes. You m

creative titles to each member of the groups. Ask the groups to pick a name for their groups, too. Aer the 30 minutes, randomly pick a group and a

(mailto:?subject=Buying and Selling&body=Hi, you might

member of thebe interested

group to comeinup

thisfront.

teaching guide http://teachtogether.chedk12.com/teaching_guides/view/424)

This student will then be asked to again do a random pick to determine which particular problem they will

additional twist, you may give the groups options such as Call a Friend (student picked to present may ask a member of their group to join him in fr

Pass the Buck (student picked to present may ask a member of their group to do the presentation in his/her stead) or Pick the Next (student picked

Business Mathematics () with the presentation and be given the privilege to help the teacher do the next random pick).

1. I am waiting for a pair of sunglasses currently priced at PhP1250 to be sold at a sale price of PhP875. What rate of mark-down will be necessary fo

2. The Cellphone Company buys iPhones at PhP24,000. Expenses are set at 17% of the selling price and the required profit is set at 20% of the sellin

sale, the iPhone is sold at 10% discount.

C. How much did The Cellphone Company gain or lose when the iPhone was sold during the weekend sale?

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TABLE OF CONTENTS 3. Appliance Store realizes a mark-up of PhP3,450 in selling TV sets. If its items are sold at a mark-up of 40% of the selling price,

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A. What is the regular selling price of the TV set?

Identifying familiar business and their

products B. What was the cost of the TV set?

Involve the whole class in planning a

simple banana cue business D. If overhead expenses are at 27% of the cost, what is the break-even price of the TV set? E. If the TV set is sold at PhP7,500, how much profit or

Appliance Store?

Lesson Proper including discussion of a

few examples 4. A patio table set that costs a dealer PhP25,000 less 45%, 25% is marked up 160% based on cost. For a quick sale, it is sold at a mark-down rate of

Problem Set integrating all learned topics

of the week B. What was the sale price?

C. What was the rate of mark-up based on cost realized during the sale?

Initial planning for the end-of-the-course

requirement 5. A stall in Divisoria bought 225 blouses at PhP15,750. 25 of these blouses were sold at a mark-up of 150% based on cost, 175 pieces were sold at a

10 pieces were sold during a clearance sale at PhP80 each and the remaining blouses were sold at 20% below cost. Assuming that the blouses all co

Teacher gives a graded assessment to

A. How much did each blouse cost?

check whether all learning outcomes were

achieved B. What was the amount of mark-up realized on the purchase?

TRACK/STAND

Acad-ABM

SUBJECT

Initial planning for the end-of-the-course requirement | 0 mins

Business Mathematics

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

In preparation for the end-of the course requirement, ask students to group themselves together so that there is a maximum of five students in one

going to pretend that they were planning a simple food sale to raise funds for a project that their organization plans to pursue.

http://teachtogether.chedk12.com/teaching_guides/view/424

Provide a selection of simple food sale ideas that the groups can choose from. Here are some ideas:

ice cream

hotdog

PERFORMANCE STANDARD

kakanin

Ask students to prepare the list of prices for all the raw materials that the groups will need for their chosen food sale idea.

Ask the groups to plan the details of how to go about their simple food sale: how they will design their booth, how the booth is going to be manned

intend to sell in one day, and what other peripheral items they will need to carry out the plan. Have them list down the estimated costs correspond

Based on these estimates, the objective of each group is to figure out and defend their intended selling price for their commodity. To ensure the suc

course requirement, you may want to let the students submit their output for this stage so you can monitor their progress.

(mailto:?subject=Buying and Selling&body=Hi, you might be interested in this teaching guide http://teachtogether.chedk12.com/teaching_guides/view/424)

Business Mathematics ()

Teacher gives a graded assessment to check whether all learning outcom

achieved | 0 mins

Prepare a graded assessment to verify if all learning outcomes have been achieved. This may be an individual seatwork or a quiz.

Give each group a chance to present their final output to the rest of the class. At the end of each presentation, allow the other learners to critique th

and reasonableness of the proposal.

Close the discussion by relating the activity to the objective for the week.

End by challenging learners to reflect on what has been shared in todays discussion. If you are doing 1-hour sessions, you may ask learners to defin

the learning objectives as their homework.

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Identifying familiar business and their

products

simple banana cue business

few examples

of the week

requirement Resources

Teacher gives a graded assessment to

check whether all learning outcomes were

achieved

TRACK/STAND

Acad-ABM

SUBJECT

Business Mathematics

N/A

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/open)

(http://teachtogether.chedk12.com/teaching_guides/pdf/424/download)

http://teachtogether.chedk12.com/teaching_guides/view/424

CONTENT STANDARD

PERFORMANCE STANDARD

COMMENTS: 0

LEARNING COMPETENCIES

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Business Mathematics ()

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