The Business Department of Metamora Township High School is dedicated to preparing students for a rapidly changing world by expanding each student’s knowledge and skills in business, computer and information technology. We believe the knowledge, skills and ethics taught are necessary for active, life-long participation in a global, informational society – fostering success in one’s personal life, college study and career choice.
What Business Courses Do For Students:
→Develop “life skills” necessary for economic success
→Provide information technology skills
→Expand educational opportunities
→Develop marketable skills and habits to apply to any career
→Encourage creativity and critical thinking
→Broaden lifelong work and study options
→Help pay for college
→Pretest career interests before attending college
→Provide two educational options:
⇒College prep
⇒Career prep
BUSINESS EDUCATION CLASSES
FRESHMAN |
SOPHOMORE | JUNIOR | SENIOR |
*Keyboarding I (S) *Keyboarding 2 (S) *Computer Science Discoveries 1 (S) *Computer Science Discoveries 2 (S) *Career Exploration (S) |
*Keyboarding I (S) *Keyboarding 2 (S) *PC Applications I (S) *PC Applications 2 (S) *Computer Science Discoveries 1 (S) *Computer Science Discoveries 2 (S) *Hon AP Computer Science Principles (Y) *Accounting I (Y) *Career Exploration (S) |
*Keyboarding I (S) *Keyboarding 2 (S) *PC Application I (S) (Microsoft Office) *PC Application 2 (S) (Microsoft Advanced) *Computer Science Discoveries 1 (S) *Computer Science Discoveries 2 (S) *Hon AP Computer Science Principles (Y) *Hon AP Computer Science A (Y) *Accounting I (Y) *Accounting II (Y) *Career Exploration (S) *Consumer Economics (S) |
*Keyboarding I (S) *Keyboarding 2 (S) *PC Application I (S) (Microsoft Office) *PC Application 2 (S) (Microsoft Advanced) *Computer Science Discoveries 1 (S) *Computer Science Discoveries 2 (S) *Hon AP Computer Science Principles (Y) *Hon AP Computer Science A (Y) *Accounting I (Y) *Accounting II (Y) *Career Exploration (S) *Consumer Economics (S) |
Keyboarding/Formatting I
STATE GOALS
State goal #1: All Students will read with understanding and fluency. As a result of their Keyboarding class, students will be able to do the following:
— Apply word analysis and vocabulary skills to comprehend selections.
— Apply reading strategies to improve understanding and fluency.
— Comprehend a broad range of reading materials.
State Goal #3: Students will be able to write to communicate for a variety of purposes.
— Use correct grammar, spelling, punctuation, capitalization, and structure.
— Compose well-organized and coherent writing for specific purposes.
— Communicate ideas in writing to accomplish a variety of purposes.
ACT ENGLISH STANDARDS FOR TRANSITION
— Word choice in terms of style, tone, and clarity.
— Sentence structure and formation
— Conventions of punctuation
— Meaning of words
LOCAL LEARNER OUTCOMES
This class is for the student who has already mastered good keyboarding skills and technique and is ready to move on with keyboarding application. Objective and goals include:
— Quick review of correct keyboarding and 10-key pad fingering and technique emphasizing keyboarding by touch, not by looking at fingers.
— Learn and utilize many computer functions, too many to list under this category.
— Format tables, many forms of business correspondence, manuscripts, and personal applications.
— Use and apply proofreader marks
— Improve on grammar choice, punctuation rules, number usage as needed in assignments for other classes.
— Achieve timed writings with good speed and error control
— Compose at the computer to maintain a journal, learning log, class list, and other practical assignments
— Maintain good organizational skills in keeping track of assignments, keyboarding folder, and updating Excel spreadsheet for grade tracking
— Practice with various fun skill programs to continue improving keyboarding ability
Keyboarding/Formatting II
B. Apply reading strategies to improve understanding and fluency
C. Comprehend a broad range of reading materials.
State Goal #3: Students will write to communicate for a variety of purposes.
B. Compose well-organized and coherent writing for specific purposes and audiences.
C. Communicate ideas in writing to accomplish a variety of purposes.
ACT ENGLISH STANDARDS FOR TRANSITION
B. Sentence structure and formation
C. Conventions of punctuation
D. Meanings of words
LOCAL LEARNER OUTCOMES
PC Applications I and PC Applications II
STATE GOALS
MATH STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
A | Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. | |
B | Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms, and relationships. | |
C | Compute and estimate using mental mathematics, paper-and-pencil methods, calculators, and computers. | |
D | Solve problems using comparison of quantities, ratios, proportions, and percents. |
A | Describe numerical relationships using variables and patterns. |
B | Interpret and describe numerical relationships using tables, graphs and symbols. |
C | Solve problems using systems of numbers and their properties |
D | Use algebraic concepts and procedures to represent and solve problems. |
ACT WORK KEYS
READING FOR INFORMATION
♦ | Identify main ideas and clearly stated details | |
♦ | Choose the correct meaning of a word that is clearly defined in the reading | |
♦ | Choose the correct meaning of common, everyday workplace words | |
♦ | Choose when to perform each step in a short series of steps | |
♦ | Apply instructions to a situation that is the same as the one in the reading materials | |
♦ | Identify important details that may not be clearly stated | |
♦ | Use the reading material to figure out the meaning of words that are not defined | |
♦ | Apply instructions with several steps to a situation that is the same as the situation in the reading materials | |
♦ | Choose what to do when changing conditions call for a different action (follow directions that include “if-then” statements) | |
♦ | Figure out the correct meaning of a word based on how the word is used | |
♦ | Identify the correct meaning of an acronym that is defined in the document | |
♦ | Identify the paraphrased definition of a technical term or jargon that is defined in the document | |
♦ | Apply technical terms and jargon and relate them to stated situations | |
♦ | Apply straightforward instructions to a new situation that is similar to the one described in the material | |
♦ | Apply complex instructions that include conditionals to situations described in the materials | |
♦ | Identify implied details | |
♦ | Use technical terms and jargon in new situations | |
♦ | Figure out the less common meaning of a word based on the context | |
♦ | Apply complicated instructions to new situations | |
♦ | Figure out the principles behind policies, rules, and procedures | |
♦ | Apply general principles from the materials to similar and new situations | |
♦ | Explain the rationale behind a procedure, policy, or communication | |
♦ | Figure out the definitions of difficult, uncommon words based on how they are used | |
♦ | Figure out the meaning of jargon or technical terms based on how they are used | |
♦ | Figure out the general principles behind policies and apply them to situations that are quite different from any described in the materials |
♦ | Solve problems that require a single type of mathematics operation (addition, subtraction, multiplication, and division) using whole numbers | |
♦ | Add or subtract negative numbers | |
♦ | Change numbers from one form to another using whole numbers, fractions, decimals, or percentages | |
♦ | Convert simple money and time units (e.g., hours to minutes) | |
♦ | Solve problems that require one or two operations | |
♦ | Multiply negative numbers | |
♦ | Calculate averages, simple ratios, simple proportions, or rates using whole numbers and decimals | |
♦ | Add commonly known fractions, decimals, or percentages (e.g., 1/2, .75, 25%) | |
♦ | Add up to three fractions that share a common denominator | |
♦ | Multiply a mixed number by a whole number or decimal | |
♦ | Put the information in the right order before performing calculations | |
♦ | Decide what information, calculations, or unit conversions to use to solve the problem | |
♦ | Look up a formula and perform single-step conversions within or between systems of measurement | |
♦ | Calculate using mixed units (e.g., 3.5 hours and 4 hours 30 minutes) | |
♦ | Divide negative numbers | |
♦ | Find the best deal using one- and two-step calculations and then comparing results | |
♦ | Calculate perimeters and areas of basic shapes (rectangles and circles) | |
♦ | Calculate percent discounts or markups | |
♦ | Use fractions, negative numbers, ratios, percentages, or mixed numbers | |
♦ | Rearrange a formula before solving a problem | |
♦ | Use two formulas to change from one unit to another within the same system of measurement | |
♦ | Use two formulas to change from one unit in one system of measurement to a unit in another system of measurement | |
♦ | Find mistakes in questions that belong at Levels 3, 4, and 5 | |
♦ | Find the best deal and use the result for another calculation | |
♦ | Find areas of basic shapes when it may be necessary to rearrange the formula, convert units of measurement in the calculations, or use the result in further calculations | |
♦ | Find the volume of rectangular solids | |
♦ | Calculate multiple rates | |
♦ | Solve problems that include nonlinear functions and/or that involve more than one unknown | |
♦ | Find mistakes in Level 6 questions | |
♦ | Convert between systems of measurement that involve fractions, mixed numbers, decimals, and/or percentages | |
♦ | Calculate multiple areas and volumes of spheres, cylinders, or cones | |
♦ | Set up and manipulate complex ratios or proportions | |
♦ | Find the best deal when there are several choices | |
♦ | Apply basic statistical concepts |
LOCATING INFORMATION
♦ | Find one or two pieces of information in a graphic | |
♦ | Fill in one or two pieces of information that are missing from a graphic | |
♦ | Find several pieces of information in one or two graphics | |
♦ | Understand how graphics are related to each other | |
♦ | Summarize information from one or two straightforward graphics | |
♦ | Identify trends shown in one or two straightforward graphics | |
♦ | Compare information and trends shown in one or two straightforward graphics | |
♦ | Sort through distracting information | |
♦ | Summarize information from one or more detailed graphics | |
♦ | Identify trends shown in one or more detailed or complicated graphics | |
♦ | Compare information and trends from one or more complicated graphics | |
♦ | Draw conclusions based on one complicated graphic or several related graphics | |
♦ | Apply information from one or more complicated graphics to specific situations | |
♦ | Use the information to make decisions |
Accounting I and Accounting II
MATH STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
A | Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. | |
B | Investigate, represent, and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms, and relationships. | |
C | Compute and estimate using mental mathematics, paper-and-pencil methods, calculators, and computers. | |
D | Solve problems using comparison of quantities, ratios, proportions, and percents. |
MATH STATE GOAL 8: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems, and predict results.
A | Describe numerical relationships using variables and patterns. | |
B | Interpret and describe numerical relationships using tables, graphs, and symbols. | |
C | Solve problems using systems of numbers and their properties. | |
D | Use algebraic concepts and procedures to represent and solve problems. |
ACT WORK KEYS
READING FOR INFORMATION
♦ | Identify main ideas and clearly stated details | |
♦ | Choose the correct meaning of a word that is clearly defined in the reading | |
♦ | Choose the correct meaning of common, everyday workplace words | |
♦ | Choose when to perform each step in a short series of steps | |
♦ | Apply instructions to a situation that is the same as the one in the reading materials | |
♦ | Identify important details that may not be clearly stated | |
♦ | Use the reading material to figure out the meaning of words that are not defined | |
♦ | Apply instructions with several steps to a situation that is the same as the situation in the reading materials | |
♦ | Choose what to do when changing conditions call for a different action (follow directions that include “if-then” statements) | |
♦ | Figure out the correct meaning of a word based on how the word is used | |
♦ | Identify the correct meaning of an acronym that is defined in the document | |
♦ | Identify the paraphrased definition of a technical term or jargon that is defined in the document | |
♦ | Apply technical terms and jargon and relate them to stated situations | |
♦ | Apply straightforward instructions to a new situation that is similar to the one described in the material | |
♦ | Apply complex instructions that include conditionals to situations described in the materials | |
♦ | Identify implied details | |
♦ | Use technical terms and jargon in new situations | |
♦ | Figure out the less common meaning of a word based on the context | |
♦ | Apply complicated instructions to new situations | |
♦ | Figure out the principles behind policies, rules, and procedures | |
♦ | Apply general principles from the materials to similar and new situations | |
♦ | Explain the rationale behind a procedure, policy, or communication | |
♦ | Figure out the definitions of difficult, uncommon words based on how they are used | |
♦ | Figure out the meaning of jargon or technical terms based on how they are used | |
♦ | Figure out the general principles behind policies and apply them to situations that are quite different from any described in the materials |
♦ | Solve problems that require a single type of mathematics operation (addition, subtraction, multiplication, and division) using whole numbers | |
♦ | Add or subtract negative number | |
♦ | Change numbers from one form to another using whole numbers, fractions, decimals, or percentages | |
♦ | Convert simple money and time units (e.g., hours to minutes) | |
♦ | Solve problems that require one or two operations | |
♦ | Calculate averages, simple ratios, simple proportions, or rates using whole numbers and decimals | |
♦ | Add commonly known fractions, decimals, or percentages (e.g., 1/2, .75, 25%) | |
♦ | Multiply a mixed number by a whole number or decimal | |
♦ | Put the information in the right order before performing calculations | |
♦ | Decide what information, calculations, or unit conversions to use to solve the problem | |
♦ | Look up a formula and perform single-step conversions within or between systems of measurement | |
♦ | Calculate using mixed units (e.g., 3.5 hours and 4 hours 30 minutes) | |
♦ | Find the best deal using one- and two-step calculations and then comparing results | |
♦ | Calculate percent discounts or markups | |
♦ | Use fractions, negative numbers, ratios, percentages, or mixed numbers | |
♦ | Rearrange a formula before solving a problem | |
♦ | Use two formulas to change from one unit to another within the same system of measurement | |
♦ | Find the best deal and use the result for another calculation | |
♦ | Calculate multiple rates | |
♦ | Convert between systems of measurement that involve fractions, mixed numbers, decimals, and/or percentages | |
♦ | Set up and manipulate complex ratios or proportions | |
♦ | Find the best deal when there are several choices |
♦ | Find one or two pieces of information in a graphic | |
♦ | Fill in one or two pieces of information that are missing from a graphic | |
♦ | Find several pieces of information in one or two graphics | |
♦ | Understand how graphics are related to each other | |
♦ | Summarize information from one or two straightforward graphics | |
♦ | Identify trends shown in one or two straightforward graphics | |
♦ | Compare information and trends shown in one or two straightforward graphics | |
♦ | Sort through distracting information | |
♦ | Summarize information from one or more detailed graphics | |
♦ | Identify trends shown in one or more detailed or complicated graphics | |
♦ | Compare information and trends from one or more complicated graphics | |
♦ | Draw conclusions based on one complicated graphic or several related graphics | |
♦ | Apply information from one or more complicated graphics to specific situations | |
♦ | Use the information to make decisions |
Links
—Career Informational Websites
—-Career Cruising
—-Bureau of Labor Statistics
—-Careers.org
—-United States Department of Labor
—-Career One Stop
—-Monster.com