Junior and Senior level Ag Bus.
Section:
Unit:
Lesson Title:
Advanced Agribusiness
Agricultural Sales
Gathering Money & Customer Service
Colorado Ag
Education
Standards and
Competencies
Colorado Model
Content
Standard(s):
Student Learning
Objectives:
AGB11/12.01 - The student will possess a knowledge of business ethics.
Identify and evaluate employer expectations regarding performance, work habits, attitude, personal appearance and hygiene.
Distinguish between the skills and traits contributing to agribusiness employee success and failure.
Understand employment practices.
Math Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paperand-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
The Student Will:
1. Count and make change
2. Demonstrate Ten Key
Time:
Resource(s):
50 minutes www.moneyinstructor.com
, www.beaconlearningcenter.com
http://www.typeonline.co.uk/number_pad_lesson1.html
, http://www.moneyinstructor.com/play.asp
,
Instructions, Tools,
Equipment, and
Supplies:
Italicized words are instructions to the teacher; normal style text is suggested script.
Unit 6, Lesson 2: Gathering Money & Customer Service 1

Equipment: Computer, PowerPoint, Cash Register/Calculator
Supplies:
Cash box/bag
$ 20 worth of change (variation) - Pennies, Nickels, Dimes and Quarters. bills
(Play Money for the students to use) You can use the below website to make some money or you can use monopoly money. http://www.moneyinstructor.com/play.asp
Item labeled with a price
Interest Approach: Choose one volunteer to be a cashier at your “pretend” store.
Okay class I need one volunteer to help me with my demonstration. I would like for you to come up and use this calculator and the cash in the cash box to help me purchase an item.
H ave your item next to the cash register/calculator and labeled with a price.
We are going to pretend that you are the cashier and I am the customer, let’s begin.
Have your student act out making change and using the calculator to the best of their knowledge. By doing this activity you should be able to point out that the student does not know how to use the calculator or how to count back change .
Objective 1:
Count and make change
Slide # 1
One of the more difficult, but basic skills is understanding how to make change, and knowing how much change you will receive when spending money and purchasing an item or items. So today we are going to begin to make this somewhat difficult skill an easy one by practicing and talking about the steps to successful money handling and making change.
Slide # 2
Change is the money a customer receives back when they have made a purchase.
Often the customer gives the merchant more money than the amount due because the customer may not have the exact coins and bills that are needed. The merchant determines how much extra was paid and returns the excess which is called change.
In the next part while you are talking have the change you need and use it as an example while you tell the class about making coin change. This would be a good visual.
Slide # 3
How to Find the Least Number of Coins to give in Change:
Unit 6, Lesson 2: Gathering Money & Customer Service 2


Determine the total amount of change due.

Start with the highest denomination of coins or bills

Use as many of this coin as possible without exceeding the amount of change due

Repeat this process with the next lowest denomination of coin or bill
Slide # 4 – reference this slide as it does have some examples
Example of making change for purchase of $2.11 and customer paying with a
$20.00 bill
You could actually use play money or real money while you are talking as a visual.

Determine change due -- $20.00 - $2.11 = $17.89

Get one $10 bill but two would be too much -- have $10.00 for change

Get one $5 bill but two would be too much -- have $15.00 for change

Get two $1 bills but three would be too much -- have $17.00 for change

Get 3 quarters but four would be too much -- have $17.75 for change

Get 1 dime but two would be too much -- have $17.85 for change

Get 0 nickels - even one would be too much -- have $17.85 for change

Get 4 pennies - 5 would be too many -- have $17.89 for change

-------- NOW COUNT THE CHANGE OUT TO THE CUSTOMER ------------
As you go through this be sure to actually be visually doing the counting of change.

Say the original amount before giving any change

Count the change from the lowest denomination to the highest denomination

The final count should be the same as the amount the customer gave you

You should say: "Two eleven" -- before starting to give change back

"two twelve, two thirteen, two fourteen, two fifteen" -- as the pennies are given

"two twenty-five" -- as the dime is given

"two fifty, two seventy-five, three dollars" -- as the quarters are given

"four dollars, five dollars" -- as the one dollar bills are given

"ten dollars" -- as the five dollar bill is given

"And twenty dollars" -- as the ten dollar bill is given
This process accomplishes the following:
Unit 6, Lesson 2: Gathering Money & Customer Service 3

Objective 2:

The customer has the least possible coins in their purse or pocket.

The amount of money returned is double checked, when it is gathered and when given to customer.

The amount of change due is double checked by counting change.

The possibility of a misunderstanding is eliminated.

The merchant and the customer are both treated fairly by making sure the change is exact.
Now let’s use what we have just learned. Please find yourself a partner with your partner go ahead and work on the problems on the power point. Have one person be the cashier and one person the customer. Then switch positions once you have gone through the first problem.
Slide # 5
Susie bought a snickers and a Mountain dew she paid with a $20 bill. The total is $2.78.
Response: The customer should receive back $17.22 – 2 pennies, 2 dimes, 2 dollars, 1 five and 1 ten
Slide # 6
JoJo went shopping and she bought a new pair of John Deer green flip flops for
$13.59. She paid with a $20 bill. Please give her back her change.
Response: the customer should receive $6.41 back – 1 penny, 1nickel, 1 dime,
1 quarter, 1 dollar and 1 five.
Use ten key
Have students get a calculator that they can use for this next section.
Okay class now we are going to learn how to correctly use a calculator or cash register. Please place your cash register or calculator out in front of you so you can easily reach the item. The number pad keys are arranged in four columns and five rows. We will begin by covering cover the 4-5-6-+ row. When at rest the fingers of the typist's right hand are positioned, lightly, on the 4-5-6-+ keys.
Slide # 7

The right index finger will control the 4 key.

The right middle finger will control the 5 key.

The right ring finger will control the 6 key.

The right little finger will control the + key.

The 0 is controlled by the right thumb.
Unit 6, Lesson 2: Gathering Money & Customer Service 4

Please place your fingers in the correct locations.
The 5 key often has a small raised bump on its top, a tactile aid for the typist.
The locations of all the other keys on the number pad are learnt in relation to this home key so the touch-typist must be able to locate the home key by touch.
Using the raised bump on the 5 key as a guide, see if you can correctly place your fingers on the 4 5 6 + keys without looking at the keyboard. No peeking.
Before you start the exercises make sure you are sitting up straight, your feet flat on the floor. Keep your elbows close to your body, your wrists straight and your forearms level, and remember – take regular breaks.
Here are some numbers to try look at your PowerPoint and do the listed combinations.
Slide # 8
We will now cover the 1 2 3 row and the .
Key.
Slide # 9

The right index finger will control the 1 key.

The right middle finger will control the 2 key.

The right ring finger will control the 3 and .
keys.
Please place your fingers in the correct location.
Now try these practice ones on the slide.
Slide # 10
Now we will cover the 7 8 9 + row.
Slide # 11

The right index finger will control the 7 key.

The right middle finger will control the 8 key.

The right ring finger will control the 9 key.

The right little finger will control the + key.
Again let’s check the slide to practice our keys.
Unit 6, Lesson 2: Gathering Money & Customer Service 5

Slide # 12
Finally lets look at the operator keys of the / * row.
Slide # 13

The right middle finger will control the / key.

The right ring finger will control the * key.

The right little finger will control the key.
Now that you have had the opportunity to do a little bit of practice and try out all the keys. You can have your students go online and try to some tests on the computer generated by websites. Below are a few sites that they can take tests on.
Slide # 14
Check out these websites to have your students practice what they have learned.
Review/Summary:
For a review today we are going to get back in groups of two and do some of the following situations on the power point slide. Once person needs to be the cashier and one person needs to be the customer. Practice using the calculator to make change and then giving back money in the correct order.
Slide # 15
Application--
Extended
Classroom Activity:
Have your students be the treasurer of a student ran activity/corporation. Some examples would be egg sales, greenhouse, fruit sales, livestock sales or shows etc .
Application--FFA
Activity:
These student in this class should work a local activities for example the plant sale, livestock show, feed store anything you do as an FFA activity that relates to money.
Application--SAE
Activity:
As the student works with their SAE when they sell and item they will know how to co correctly make change and use the calculator.
Unit 6, Lesson 2: Gathering Money & Customer Service 6

Evaluation:
See below sheet.
Evaluation Answer
Key:
1.

The customer has the least possible coins in their purse or pocket.

The amount of money returned is double checked, when it is gathered and when given to customer.

The amount of change due is double checked by counting change.

The possibility of a misunderstanding is eliminated.

The merchant and the customer are both treated fairly by making sure the change is exact.
2.

Determine the total amount of change due.

Start with the highest denomination of coins or bills

Use as many of this coin as possible without exceeding the amount of change due

Repeat this process with the next lowest denomination of coin or bill
3.

The right index finger will control the 4 key.

The right middle finger will control the 5 key.

The right ring finger will control the 6 key.

The right little finger will control the + key.

The 0 is controlled by the right thumb.
4. The 5 key
5. Before you start the exercises make sure you are sitting up straight, your feet flat on the floor. Keep your elbows close to your body, your wrists straight and your forearms level, and remember – take regular breaks.
Unit 6, Lesson 2: Gathering Money & Customer Service 7

Unit 6, Lesson 2: Gathering Money & Customer Service 8