Banking and Financial Skills
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand the importance of banking services.
Specific Objectives
 Students will understand the procedures involved in cash management.
 Students will demonstrate steps to bank reconciliation.
 Students will understand vendor and supplier relationships.
 Students will demonstrate understanding of equipment and supplies maintenance.
Terms
 Petty cash – an amount of money that a business keeps to cover small expenses.
 Bank statement – a bank’s record of all of the transactions in a customer’s account.
 Checkbook – a book that contains blank checks.
 Check register – considered part of a checkbook and is a form to record the checks that are
written, as well as other additions and subtractions to and from a checking account.
 Deposits – additions to an account.
 Withdrawals – deductions from an account.
 Outstanding checks – checks that have been written but have not been cleared by the bank.
 Outstanding deposits – deposits that an account holder made but the bank has not yet
recorded.
 Bank reconciliation – the process of comparing an account holder’s checkbook balance and the
balance that is recorded by the bank.
 Debit – an amount that is subtracted from an account.
 Credit – an amount that is added to an account.
 Endorsement – makes a check or other financial instrument negotiable through the signing of
the instrument.
 Blank endorsement – the signature of the account holder on the back of a check, typically used
to cash a check.
 Restrictive endorsement – a signature on the back of a check that limits the use of the check
with a phrase such as “For Deposit Only.”
 Special endorsement – an endorsement where an account holder signs the check but may limit
its use to a named person with a phrase such as “Pay to the Order of _________________ .“
 Vendor – someone who typically sells office supplies and equipment.
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This lesson should take four to five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities
may result in the elimination of any or all of the TEKS listed.
130.122 C Knowledge and skills
(12) The student records transactions to manage cash fund accounts, tallies receipt, and proofs work
to prepare bank deposits. The student is expected to:
(A) maintain records of petty cash disbursements;
(B) replenish petty cash;
(C) increase or decrease cash fund accounts as necessary;
(D) prepare endorsements;
(E) reconcile; and
(F) verify totals.
(13) The student demonstrates accurate bookkeeping guidelines to reconcile bank statements. The
student is expected to:
(A) compare an electronic or a manual checkbook to a bank statement;
(B) add deposits not credited;
(C) subtract checks not cleared;
(D) subtract bank charges from a checkbook; and
(E) ensure a bank statement balance equals a checkbook balance.
(16) The student implements processes for purchasing business supplies, equipment, and services.
The student is expected to:
(A) maintain vendor and supplier relationships;
(B) conduct vendor and supplier searches; and
(C) negotiate terms with vendors.
(17) The student establishes procedures to maintain equipment and supplies. The student is
expected to:
(A) determine equipment needed;
(B) determine supplies needed;
(C) establish equipment and supplies maintenance systems;
(D) schedule equipment maintenance; and
(E) use equipment and supplies maintenance procedures.
Interdisciplinary Correlations
English
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110.42 (b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies
to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies.
The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(3)(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students will complete activities as directed by teacher.
 Students will return all handouts in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified
to accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Copy the handouts
Instructional Aids
 Access to computers for Internet research
 Student worksheets
Materials Needed
 Copies
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
Pencil
Equipment Needed
 Teacher computer
 Projector (to demonstrate examples from web sites)
Introduction
Learner Preparation
 Begin by reviewing the lesson terms with students.
 Have students share any experiences they have had with a bank.
Lesson Introduction
 Ask students what kinds of interactions a store or other business would have with a bank.
 Discuss possible ways that handling cash could be made more efficient for businesses.
 Discuss with students how sometimes their checkbook balance may not equal their bank
statement balance.
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Outline
MI
OUTLINE
I.
NOTES TO TEACHER
Petty Cash Procedures
A. Assign responsibilities to a
designated person
B. Establish a fund of a
certain amount, usually
several hundred dollars
C. Determine what expenses
can come out of petty
cash
i. Supplies
ii. Postage
iii. Miscellaneous
expenses
D. Record every
disbursement from petty
cash
E. Replenish petty cash
according to a predetermined schedule
II. Cash Handling, Bank Deposits and
Automation
A. Benefits
1. Lower costs
Teachers should explain to students that this
lesson is about cash management for
businesses. Ask students if they know what
petty cash is. Then explain why a business
would keep a small amount of cash on hand.
Then explain that there should be
procedures for recording petty cash
transactions. Search for petty cash forms on
the Internet and show students examples.
Then lead a discussion about what
businesses do (especially retail businesses)
with the money they make each day. They
usually take it to the bank. Ask the students
if they can just dump their register drawers
into a sack and deposit it or if there is a
better way. Have students who have jobs
respond and ask what their procedures are
where they work. Then have a discussion
with students about benefits and drawbacks
of certain types of bank deposits, for
example, manual or electronic.
ffas
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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B.
II.
2. Faster transaction time
3. More secure
Automation equipment
1. Cash dispensers
a. Increase accuracy
of dispensing cash
b. More time with
customers
2. Smart safes
a. Used more by
merchants than
banks
b. Generates reports
and data
electronically
3. Recyclers
a. Mainly used by
banks
b. Takes in cash,
counts, sorts, and
dispenses as well
4. Remote deposit capture
a. Makes deposits
electronic
b. Makes funds
available earlier
Bank Reconciliation
A. Record all transactions in
a checking account in a
check register
Ask students what the drawbacks are when
people manually handle cash. Have a
student write the responses on the board.
Then discuss each of the automated
equipment items on the left and ask the
students how they address the drawbacks
that are listed on the board. Put a tally mark
next to each item on the board that can be
reduced or eliminated through the use of
automated equipment.
Explain to students what the remote deposit
capture is. Ask them if there is something
that they may have used lately that
resembles this feature. If they don’t know,
mention that many banks let you take a
picture of a check and then it gets deposited
“remotely” to the bank. Businesses can do
the same thing with their customers’ checks
and the process of endorsing the checks is
also done electronically so the merchant
does not have to manually sign or stamp
each check.
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III.
IV.
Reconciling Bank Statements
A. Check off the checks in your
checkbook that have cleared
the bank
B. Check off the deposits that
are in your checkbook as
well as the bank statement
C. On the bank statement:
subtract checks or debit card
transactions that you made
but that the bank does not
have recorded
D. On the bank statement:
Add deposits that you made
but that the bank does not
have recorded
E. To your checkbook:
Subtract any fees that the
bank has charged you that
you have not recorded
Purchasing Business Supplies and
Equipment
A.
Types of banking supplies
1. Advertising supplies
2. Supplies to hold coins
and currency
3. Security supplies
4. Supplies for the bank
lobby
Explain to students the purposes for
businesses (and individuals) to reconcile their
checkbook with the bank statement. It is very
important to monitoring cash but a tax
accountant may need these records as well.
The teacher can locate several bank
reconciliation templates on the computer and
show students on the projector the parts of
the templates. The teacher can also
demonstrate how each part of the form is
completed, asking students to volunteer dollar
amounts to place in the various blanks on the
form.
Have a discussion with students about the
various fees that a bank may charge on an
account that will need to be deducted from
the account holder’s records. The teacher
may also want to locate bank websites on the
computer and show the different fees that
can be charged.
Also explain to the students how the bank has
a monthly cut-off date for transactions to
appear on a bank statement. This can cause
deposits that a customer makes to not appear
on a bank statement if, for example, it was
made the day after the cut-off.
Discuss with students the types of supplies
that banks need. You may search online for
banking supplies and show students after they
provide responses and compare.
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5. Cash handling
equipment
B. Vendor and supplier
relationships (for any type of
business)
1. Explain the needs of
your business
2. Work together, or
collaborate, on your
ideas
3. Be aware of what a fair
price is
4. Get terms in writing
5. Communicate frequently
C. Selecting vendors
1. Consider what services
are being outsourced
2. Consider risks involved
with suppliers
V.
Maintaining Equipment and Supplies
A. Should conduct maintenance
on a regular schedule,
usually through a contract
from a vendor
B. Should have 24/7 support
C. Should provide training on
equipment
Discuss with students the importance of a
business having a good relationship with the
businesses that provide them with equipment,
supplies, and services. Ask them to volunteer
the consequences of not having a positive
relationship. Ask students in pairs to come up
with a short list of benefits and risks of having
a positive relationship as opposed to a
negative relationship. These can include
better prices, higher quality products, or, on
the other hand, inferior products and service,
and potentially higher prices.
Explain to students what outsourcing means
and then ask them what some services are
that businesses may outsource. Discuss
services such as call centers (for customer
service centers) or tech support. Have
students write risks on the board of having
vendors perform services outside of the
company itself.
Search online for examples of supplier or
vendor codes of conduct and discuss the
importance of these principles for suppliers.
Many businesses create codes of conduct for
their suppliers to follow, which establish
expectations for their relationship.
Have students in pairs create a list of supplies
and equipment that businesses need. As they
call out an item write it on the board and then
tally for all repeat responses. Then discuss
with students ways to track and schedule the
ordering of those supplies and equipment.
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Guided
Practice
Application
The teacher will monitor students’ independent practices.
Summary
Review



What is the purpose in performing a bank reconciliation?
Why do businesses have a petty cash account?
What are some benefits to having positive vendor relationships?
Evaluation

Informal Evaluation
o Teacher will check for understanding.
o Students can help each other on the assignments.

Formal Evaluation
o Activities in this lesson
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Vendor/Supplier Code of Conduct Venn Diagram
Because the relationship between a business and its vendors and suppliers is so important to its
success, students should understand the various components common to many Supplier Codes of
Conduct. Students will conduct an Internet search for several companies’ Supplier Codes of Conduct.
They will create a Venn diagram with three circles that interlock in the middle. In each circle they will
write the company name and three important aspects of their code (for example, the type of labor and
working conditions that will be used to perform duties, that applicable laws are followed, and any
learning preparation or training that must be done to become familiar with the companies for which
they are supplying products or services). In the overlapping center of the circles, students will write
one provision that is common to all three companies.
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Money Tally Sheet Activity
This activity will assess the students’ financial math skills. Provide students with a total dollar amount
on the following Money Tally Sheet that (for example, a business is depositing in a bank at the end of a
business day). Have the students divide the amount into the various denominations that could
possibly make up that amount. The teacher can also provide students with the counts of the various
denominations and the students can determine the total dollar amount of the bank deposit. For extra
practice, the teacher can do these activities and time the students to see who can complete the
calculations in the least amount of time.
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Money Tally Sheet (Blank)
Date _______________________
COINS
Pennies
Nickels
Dimes
Quarters
Half Dollar
Silver Dollar
Total Coins
CURRENCY
Ones
Twos
Fives
Tens
Twenties
Fifties
Hundreds
Total Currency
# Each Coin
______________
______________
______________
______________
______________
______________
# Each Denomination
______________
______________
______________
______________
______________
______________
______________
Individual Value
@ $.01
@ $.05
@ $.10
@ $.25
@ $.50
@ $1.00
______________
______________
______________
______________
______________
______________
______________
Individual Value
@ $1.00
@ $2.00
@ $5.00
@ $10.00
@ $20.00
@ $50.00
@ $100.00
Total Value Each Coin
Total Value Each
Denomination
______________
______________
______________
______________
______________
______________
______________
______________
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
______________
Total Bank Deposit
______________
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Money Tally Sheet Key
(There isn’t one set of correct answers for this. Many combinations of amounts exist that can add to
the bottom Total Bank Deposit amount.)
Date _______________________
COINS
Pennies
Nickels
Dimes
Quarters
Half Dollar
Silver Dollar
Total Coins
CURRENCY
Ones
Twos
Fives
Tens
Twenties
Fifties
Hundreds
Total Currency
# Each Coin
______________
______________
______________
______________
______________
______________
# Each Denomination
______________
______________
______________
______________
______________
______________
______________
Individual Value
@ $.01
@ $.05
@ $.10
@ $.25
@ $.50
@ $1.00
______________
______________
______________
______________
______________
______________
______________
Individual Value
@ $1.00
@ $2.00
@ $5.00
@ $10.00
@ $20.00
@ $50.00
@ $100.00
Total Value Each Coin
Total Value Each
Denomination
______________
______________
______________
______________
______________
______________
______________
______________
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
______________
Total Bank Deposit
___13,143.57__
Money Tally Sheet
Date _______________________
COINS
Pennies
Nickels
Dimes
Quarters
Half Dollar
Silver Dollar
Total Coins
# Each Coin
____43________
____72________
___136________
____89________
____17________
____52________
Individual Value
@ $.01
@ $.05
@ $.10
@ $.25
@ $.50
@ $1.00
Total Value Each
Coin
______________
______________
______________
______________
______________
______________
______________
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CURRENCY
Ones
Twos
Fives
Tens
Twenties
Fifties
Hundreds
Total Currency
# Each
Denomination
___1113_______
______3_______
_____48_______
_____29_______
_____72_______
_____18_______
_____56_______
Individual Value
@ $1.00
@ $2.00
@ $5.00
@ $10.00
@ $20.00
@ $50.00
@ $100.00
Total Value Each
Denomination
______________
______________
______________
______________
______________
______________
______________
______________
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
____360.00____
Total Bank Deposit
______________
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Money Tally Sheet Key
Date _______________________
COINS
Pennies
Nickels
Dimes
Quarters
Half Dollar
Silver Dollar
Total Coins
CURRENCY
Ones
Twos
Fives
Tens
Twenties
Fifties
Hundreds
Total Currency
# Each Coin
____43________
____72________
___136________
____89________
____17________
____52________
# Each
Denomination
___1113_______
______3_______
_____48_______
_____29_______
_____72_______
_____18_______
_____56_______
Individual Value
@ $.01
@ $.05
@ $.10
@ $.25
@ $.50
@ $1.00
Individual Value
@ $1.00
@ $2.00
@ $5.00
@ $10.00
@ $20.00
@ $50.00
@ $100.00
Total Value Each
Coin
______________
.43
______________
3.60
______________
13.60
______________
22.25
______________
8.50
______________
52.00
______________
100.38
Total Value Each
Denomination
1,113.00
______________
______________
6.00
______________
240.00
______________
290.00
______________
1,440.00
______________
900.00
______________
5,600.00
______________
9,589.00
CHECKS
Attach a completed deposit slip for all checks as well as the endorsed checks.
Total from deposit slip
____360.00____
Total Bank Deposit
______________
10,049.38
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Bank Reconciliation
Bank Statement
Beginning balance:
Checks that have cleared:
No.
Date
127
4/1
128
4/5
130
4/7
Debits and Other Withdrawals:
Date
Amount
4/11
15.00
4/15
25.00
1,051.00
Amount
57.00
450.00
89.75
Description
Fast Food
Amount
500.00
1. Ending bank statement balance: ________
2. List checks and other withdrawals made
but not shown on statement (outstanding):
No.
Date
Amount
129
4/16
117.50
Total withdrawals:
__________
Bank Service
Charge
Deposits:
Date
4/2
Checkbook
Description
Payday
Ending balance: 1,051.00 – 57.00 - 450.00 –
89.75 – 15.00 – 25.00 + 500.00 = 914.25
3. List deposits made but not shown on
statement (outstanding):
Date
Amount
Description
4/15
50.00
Refund
Total deposits:
__________
4. Subtract line 2 from line 1. __________
5. Add number 3 and 4.
__________
This should match your Checkbook Balance.
16
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Bank Reconciliation Key
Bank Statement
Beginning balance:
Checks that have cleared:
No.
Date
127
4/1
128
4/5
130
4/7
Debits and Other Withdrawals:
Date
Amount
4/11
15.00
4/15
25.00
1,051.00
Amount
57.00
450.00
89.75
Description
Fast Food
Amount
500.00
1. Ending bank statement balance: _914.25_
2. List checks and other withdrawals made
but not shown on statement (outstanding):
No.
Date
Amount
129
4/16
117.50
Total withdrawals:
__117.50__
Bank Service
Charge
Deposits:
Date
4/2
Checkbook
Description
Payday
Ending balance: 1,051.00 – 57.00 - 450.00 –
89.75 – 15.00 – 25.00 + 500.00 = 914.25
3. List deposits made but not shown on
statement (outstanding):
Date
Amount
Description
4/15
50.00
Refund
Total deposits:
__50.00___
4. Subtract line 2 from line 1. _796.75___
5. Add number 3 and 4.
_846.75___
This should match your Checkbook Balance.
17
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Careers in Banking Research
Visit the https://bls.gov website and search for Banking Careers. Complete the following questions
related to a banking career of your choosing. Each aspect of the career must include at least four
attributes that you learned.
What They Do:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Work Environment:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
How to Become One:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Pay:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Job Outlook:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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Next, please visit the O*Net website at https://www.onetonline.org/. Search again for Banking
Careers. Locate a career that is the same as, or similar to, the career you just researched on the bls.gov
website. Click on the “Details” tab. Scroll down to the two sections listed below and respond to the
questions.
Knowledge – Rank the top three elements listed in the Knowledge section that you feel you possess:
1) ________________________________________________________________________
2) ________________________________________________________________________
3) ________________________________________________________________________
Work Context – Rank the top three elements listed in the Work Context section that you feel you
would be good at on a job:
1) _________________________________________________________________________
2) _________________________________________________________________________
3) _________________________________________________________________________
19
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Careers in Banking Research Rubric
Student Name:
________________________________________
CATEGORY 25
15
7
1
Student appears to
have insufficient
knowledge about
the facts in the
worksheet.
Knowledge
Gained
Student can accurately
answer all questions
related to facts in the
worksheet.
Student can
accurately answer
most questions
related to facts in
the worksheet.
Student can
accurately answer
about 50% of
questions related
to facts in the
worksheet.
Use of Class
Time
Used time well during
the class period.
Focused on getting the
questions done.
Used time well
during the class
period. Generally
focused on getting
the questions
done.
Used some of the Did not use class
time well during
time to focus on the
the class period, questions.
but was
occasionally
distracted.
Required
Elements
At least four accurate
facts are displayed on
each of the questions
from the bls.gov
website and three
elements listed from the
O*Net website.
An average of
three accurate
facts are
displayed on the
questions from
the bls.gov
website and two
elements listed
from the O*Net
website.
Two accurate
facts are
displayed on the
questions from
the bls.gov
website and one
to two elements
listed from the
O*Net website.
Less than two
accurate facts are
displayed on the
questions from the
bls.gov website and
zero to one
elements listed from
the O*Net website.
Grammar
There are no
grammatical mistakes
In the document.
There is one
grammatical
mistake in the
document.
There are two
grammatical
mistakes in the
document.
There are more than
two grammatical
mistakes in the
document.
Total points _______________
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