Business

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)
*Career Exploration (S)
*Keyboarding I (S)
*Keyboarding 2 (S)
*PC Applications I (S)
*PC Applications 2 (S)
*Computer Programming I (S)
*Computer Programming 2 (S)
*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 Programming I (S)
*Computer Programming 2 (S)
*Web Page Design (S)
*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 Programming I (S)
*Computer Programming 2 (S)
*Web Page Design (S)
*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
STATE GOALS 
State Goal #1:   Students will read with understanding and fluency.  As a result of their Keyboarding/Formatting II class, students will be able to do following:
A.  Apply word analysis and vocabulary skills to comprehend selections
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.

A.  Use correct grammar, spelling, punctuation, capitalization, and structure.
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
A.  Word choice in terms of style, tone, and clarity.
B.  Sentence structure and formation
C.  Conventions of punctuation
D.  Meanings of words

LOCAL LEARNER OUTCOMES 
This class is for the student who has successfully completed Keyboarding/Formatting I and is eager to continue with the objectives listed in keyboarding/Formatting I at a higher level.  Students will assess, improve, and add to the objectives in their previous class.  Real life application to keyboarding will continue at a higher level in Keyboarding/Formatting II.
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.

 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.
 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
APPLIED MATH
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
Visual Basic I and Visual Basics 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.

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
APPLIED MATH
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
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
Java Programming I
Web Page Design

STATE GOALS

ENGLISH STATE GOAL 1:  Read with understanding and fluency.

A Apply word analysis and vocabulary skills to comprehend selections.
B Apply reading strategies to improve understanding and fluency.
C Comprehend a broad range of reading materials.
ENGLISH STATE GOAL 3:  Write to communicate for a variety of purposes.
A Use correct grammar, spelling, punctuation, capitalization, and structure.
B Compose well-organized and coherent writing for specific purposes and audiences.
C Communicate ideas in writing to accomplish a variety of purposes.
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 use
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

APPLIED MATH

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
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.

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.

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
APPLIED MATH
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
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
Ballard, Dan
Cooper, Lisa

Faculty
lcooper@mths.us

Driscoll, Danny
James, Katy

Faculty
kjames@mths.us