Introduction

The Business Math track is designed to run for 60 to 80 hours which is

approximately half of a school year.

The teacher may start discussion of the Business Math track by giving a birds eye
view of the whole curriculum. (See introduction and motivation sections of the
Buying and Selling teaching guidelines for an illustration on how to introduce/kick-
off this track.) The outline of the curriculum should be imparted to the students
with the emphasis that all topics that will be discussed are to be eventually
integrated into a business proposal which they will present at the last week of the
semester.

Suggested Outline of Curriculum

I. Fundamental Operations (12 to 16 hours)
II. Ratio and Proportion(6 to 8 hours)
- First Long Exam -
III. Buying and Selling (16 to 24 hours)
- Second Long Exam -
IV. Salaries and Wages ( 12 hours to 16 hours)
- Third Long Exam -
V. Presentation and Analysis of Business Data (12 hours to 16 hours)
Note: Before start of lecture under this topic, the class is to be divided into groups.
Each group has to come up with a business proposal that they will present on the
last week of the semester. (See teaching guidelines under this topic for a better
picture of what the students need to do for their group project. A sample set of
criteria is provided as a guide for evaluation of progress of these proposals.)
Presentation of Business proposals

It is advised that:
- short seatwork/quiz (2-5 very simple questions/problems reflecting basic
concepts) be given on the 2nd meeting of a content topic. This is to evaluate
understanding of what has been discussed the previous day. It should be a goal that
each student should at least have a passing score (if not perfect) for each given
seatwork/quiz.
- regular seatwork/quiz (5-10 questions/problems) be given before each class
ends. This is for the regular assessment of the students to check for understanding
of the discussed topic of the day.
- the teacher prepare handouts or reading materials to be given to students for
advance reading (at least 2 days prior to the first meeting of the content topic).

The teacher should use this cycle for each content topic
School Day Description
First meeting Overview of the topic is given. To introduce the topic, the teacher can
give a sample case that relates to the topic. The rule for this day is that
 the students should be allowed to refer to their notes, books, or talk to
their classmates about the topic during discussion. This rule will
gradually change to a more formal way of discussion. This applies
more to schools with limited resources (no internet, no computers, no
books).
At the end of the day, the teacher should give a homework (reading or
computation) for the next day's short quiz. Also, the homework can be
about the terms and definitions needed for the topic.
Second meeting Short quiz or Pretest at the start of the day (see above advice). After
the pre-test, the regular discussion formalizes the terms, definitions,
techniques and formulas for the given topic. End the day with another
short quiz (see the description of regular quiz) that should assess the
students' understanding or grasp of what has been discussed this day.
Third meeting up In these days (from the third day until the day before the long exam),
to Last day of assessment should be done regularly in the form of quizzes
Topic Cycle (short/regular) or seatwork or boardwork or recitation.