CAPITAL HIGH SCHOOL
BUSINESS EDUCATION
BUSINESS MATH
CIP Code: 279998
Course Title: Business Math 1A, 1B
Course Description: Business Math is an exploratory course designed to prepare individuals to learn
and apply math skills and operations to calculate business-related math problems. Also includes
instruction in operating the desktop 10-key calculator by touch and use this equipment for fast,
efficient solutions to business math problems as well as personal financial management topics of
budgeting, expense monitoring, and maintaining a personal or business checkbook.
Purpose of Course: To provide intermediate and advanced instruction on an electronic 10-key
pad/calculator integrating knowledge of mathematical business applications. Basic 10-key pad/
calculator instruction is delivered through a foundational DigiTools course; however, Business Math
may provide the student with his/her initial exposure to the electronic 10-key hardware. The student
will learn the knowledge and gain ability to operate a 10-key electronic calculator with touch key
control; work basic math skills on a calculator; solve problems on business-based math problems;
recognize career-related areas; and plan and manage work flow. These courses are designed to
train students for entry-level careers in business and industry.
Graduation Requirement: Elective course; fulfills .5 occupational education credits per semester
Prerequisite:
1A—None; 1B—requires 1A
Course Level: 9th to 12th grade
Course Length: 90 hours (1 semester) each
SYLLABUS
Business Math is a 180-hour exploratory course created to provide intermediate and advanced
knowledge of the 10-key pad/calculator and mathematical business applications in a course designed to
train students for entry-level careers in business and industry. Even with calculators and spreadsheets,
there is a need for basic math skills. There is a growing emphasis in education at all levels to ensure that
students learn skills that are required in the workplace. This course provides the opportunity to review
basic math skills and apply them to personal and business applications, including the international
marketplace. It is a foundational course for students in the Business and Marketing Pathway and
prepares students for any of the five career clusters (identified by the U.S. Department of Education
States Career Clusters) in the Business and Marketing Pathway.
COURSE OVERVIEW
The outline below gives an overview of the components of the Business Math course. This framework
includes the performance task/assessment, standards and competencies, and connection to Washington
State Education Reform Initiatives including EALRs and Goals 1-4. The standards for this framework are
taken from the National Business Education Standards released in October 2001 (www.nbea.org) and the
College Readiness Mathematics Standards.
COURSE OUTLINE—1A
Integrated
1 week
1 week
1 week
1 week
2 weeks
2 weeks
2 weeks
2 weeks
2 weeks
2 weeks
2 weeks
Standards: Rules, Expectations, Introductions, Ergonomics
Career Development, Ethical Responsibilities, Leadership, Safety and Security, Teamwork
Whole Numbers
Fractions
Decimal Numbers
Percent
Bank Records
Payroll
The Mathematics of Buying
The Mathematics of Selling
Simple Interest
Bank Discount Loans
More Complex Loans
COURSE OUTLINE—1B
Integrated
2 weeks
2 weeks
2 weeks
2 weeks
2 weeks
2 weeks
3 weeks
3 weeks
Rules, Expectations, Introductions, Ergonomics
Career Development, Ethical Responsibilities, Leadership, Safety and Security, Teamwork
Compound Interest and Present Value
Investments
Real Estate Mathematics
Inventory and Overhead
Depreciation
Insurance
Financial Statement Analysis
Statistics and Graphs
TEACHER PREPARATION
Teacher as Facilitator. Teachers are invited to empower students to become autonomous and be
accountable for their own learning. A traditional way of teaching is “teacher-centered” where the teacher
lectures and assigns readings and/or tasks. This type of teaching may not take into account individual
learning styles.
Project-based learning is “learner-centric”. In this model, teachers may introduce ideas and projects and
students use the tools and resources available to them to find answers and complete projects. From the
beginning, the students know the goals and base their learning by doing tasks that engage their minds.
Students are encouraged to use critical thinking skills, teaming skills and “tools” that will increase reading,
writing, and communications skills.
ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRS):
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READING
 The student understands and uses different skills and strategies to read [1.0].

Use vocabulary (word meaning) strategies to comprehend text [1.2].
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Build vocabulary through wide reading [1.3].
 The student understands the meaning of what is read [2.0].
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Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary
and informational text [2.3].
 The student reads different materials for a variety of purposes [3.0].
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Read to learn new information [3.1].
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Read to perform a task [3.2].
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Read for career applications [3.3].
WRITING
 The student writes in a variety of forms for different audiences and purposes [2.0].
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Writes for career applications [2.4].
 The student writes clearly and effectively [3.0].
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Uses appropriate style [3.2].
COMMUNICATION
 The student uses listening and observation skills and strategies to gain understanding [1.0].

Uses listening and observation skills and strategies to focus attention and interpret information [1.1].
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Understands, analyzes, synthesizes, or evaluates information from a variety of sources [1.2].
 The student uses communication skills and strategies to interact/work effectively with others [2.0].
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Uses language to interact effectively and responsibly in a multicultural context [2.1].
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Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve
problems, and perform tasks [2.2].
MATHEMATICS
 The student understands and applies the concepts and procedures of mathematics [1.0].
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Understand and apply concepts and procedures from number sense [1.1].
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Understand and apply concepts and procedures from measurement [1.2].
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Understand and apply concepts and procedures from algebraic sense [1.5]
 The student uses mathematics to define and solve problems [2.0].
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Investigate situations [2.1].
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Apply strategies to construct solutions [2.2].
 The student uses mathematical reasoning [3.0].
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Analyze information [3.1].
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Make predictions, inferences, conjectures, and draw conclusions [3.2].
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Verify results [3.3].
 The student communicates knowledge and understanding in both everyday and mathematical language
[4.0].
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Gather information [4.1].
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Organize, represent, and share information [4.2].
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The student understands how mathematical ideas connect within mathematics, to other subject areas, and
to real-life situations [5.0].
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Relate mathematical concepts and procedures to other disciplines [5.2].
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Relate mathematical concepts and procedures to other disciplines [5.3].
SOCIAL STUDIES—ECONOMICS
 Students understand the essential characteristics of past and present economic systems [2.0].

Recognize that both buyers and sellers participate in voluntary trade because both expect to gain [2.1].

Explain how different economic systems produce, distribute, and exchange goods and services [2.2].

Understand that prices in competitive markets create incentives that influence the choices of buyers and
sellers [2.3].

Understand that investment in people, tools, and technology affects employment levels and standards
of living [2.4].
HEALTH & FITNESS
 The student analyzes and evaluates the impact of real-life influences on health. [3.0]

Understand how environmental factors affect one’s health (air, water, noise, chemicals). [3.1]
THINKING
PROBLEM SOLVING
SCHOOL AND WORK CONNECTION
COLLEGE READINESS MATHEMATICS STANDARDS:
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ATTRIBUTES: Success in college depends on a student’s ability to respond to the challenges presented by new
problems and new ideas.
 Demonstrates intellectual engagement.
 Takes responsibility for own learning.
 Perseveres when faced with time-consuming or complex tasks.
 Pays attention to detail.
REASONING/PROBLEM-SOLVING: The student uses logical reasoning and mathematical knowledge to define
and solve problems. [1.0]
 Analyze a situation and describe the problem(s) to be solved. [1.1]
 Formulate a plan for solving the problem. [1.2]
 Use logical reasoning and mathematical knowledge to obtain and justify correct solutions. [1.3]
COMMUNICATION: The student can interpret and communicate mathematical knowledge and relationships in
both mathematical and everyday language. [2.0]
 Summarize and interpret mathematical information which may be in oral or written formats. [2.1]
 Use symbols, diagrams, graphs, and words to clearly communicate mathematical ideas, reasoning, and their
implications. [2.2]
 Produce mathematically valid oral, written, and/or symbolic arguments to support a position or conclusion,
using both mathematical and everyday language. [2.3]
CONNECTIONS: The student extends mathematical thinking across mathematical content areas, and to other
disciplines and real life situations. [3.0]
 Use mathematical ideas and strategies to analyze relationships within mathematics and in other disciplines
and real life situations. [3.1]
 Understand the importance of mathematics as a language. [3.2]
 Make connections by using multiple representations, e.g., analytic, numeric, and geometric. [3.3]
 Abstract mathematical models from word problems, geometric problems, and applications. [3.4]
NUMBER SENSE: The student accurately describes and applies concepts and procedures related to real and
complex numbers. [4.0]
 Understand the concept of real numbers. [4.1]
 Accurately and efficiently compute with real numbers in all forms, including rational exponents and scientific
notation. [4.2]
 Apply estimation strategies using real numbers. [4.3]
 Understand the concept of complex numbers and perform computations with complex numbers [4.4]
PROBABILITY/STATISTICS: The student accurately describes and applies concepts and procedures from
probability and statistics to analyze data. [6.0]
 Use empirical/experimental and theoretical probability to investigate, represent, solve, and interpret the
solutions to problems involving uncertainty (probability) or counting techniques. [6.1]
 Develop informative tables, plots, and graphic displays to accurately represent and study data. [6.2]
 Develop and evaluate inferences and predictions that are based on data. [6.3]
 Create and evaluate the suitability of linear models for a data set. [6.4]
ALGEBRA: The student accurately describes and applies concepts and procedures from algebra. [7.0]
 Recognize and use appropriate concepts, procedures, definitions, and properties to simplify expressions
and solve equations. [7.1]
 Combine and simplify algebraic expressions that contain polynomials, rational expressions, radicals, or
rational exponents. [7.2]
 Solve various types of equations and inequalities numerically, graphically, and algebraically and in the
context of the problem; distinguish between exact and approximate answers. [7.3]

FUNCTIONS: The student accurately describes and applies function concepts and procedures to understand
mathematical relationships. [8.0]
 Recognize functional relationships presented in words, tables, graphs, and symbols. [8.1]
CONTENT:
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CAREER DEVELOPMENT FRAMEWORK: The technical core of Career Development will develop concepts
related to career exploration, selection, and preparation integrated throughout the student's educational
experiences. Students through this technical core standard will:
 Understand a variety of career options and how they are influenced by personal strengths, weaknesses,
interests, and wants.
 Use a variety of career resources to learn about career opportunities.
 Use career planning skills.
 Use workplace readiness skills.
ETHICAL RESPONSIBILITIES FRAMEWORK: The technical core of Ethical Responsibilities will develop an
understanding of legal and ethical responsibilities and typically accepted practices, including expectations and
the implications of practices on business systems. Students through this technical core standard will:
 Identify the laws and regulations that affect business.
 Understand ethical concepts as related to the business environment.
LEADERSHIP FRAMEWORK: The mission of teaching Leadership will be to develop skills that empower
students to assume and model responsible roles in family, community, and work.
 Identify appropriate leader characteristics and styles.
 Identify the purpose of various professional organizations.
SAFETY AND SECURITY FRAMEWORK: The technical core of Safety and Security will develop an
understanding of existing and potential hazards to customers and employees. Students will prevent injury or
illness through safe work practices and follow health, safety, and security policies and procedures. Students
through this technical core standard will:
 Know appropriate response to an emergency.
 Know basic security procedures and protocols.
 Know appropriate organizational and regulatory guidelines for area of work.
 Know how to reduce risks and hazards in the workplace.
TEAMWORK FRAMEWORK: The technical core of Teamwork will develop active participation in a wide variety
of work teams. Students will understand the various roles of team members and will interact effectively and
sensitively with all team members. Students through this technical core standard will:
 Use a variety of team membership skills in different workplace settings.
 Understand how to work with team members from diverse backgrounds in the workplace.
 Know how to manage conflict within the workplace.
DIVERSITY FRAMEWORK: The technical core of Diversity will develop an appreciation for and respectful
interaction with diverse populations, the elimination of harassment, bias and stereotyping, and non-traditional
training and employment opportunities. Students through this technical core standard will:
 Students demonstrate an appreciation for diversity of culture, ethnicity, physical capacity, age, and gender
as societal strengths.
 Students respectfully interact with diverse populations in schools, communities, and workplaces.
 Students will recognize and support the elimination of harassment, bias, and stereotyping.
COMPUTATION FRAMEWORK: The technical core of Computation will develop computation skills to apply to
personal and business problems and operations. Students through this technical standard will:
 Use algebraic and geometric operations to solve problems.
 Use common international standards of measurement in solving problems.
 Analyze and interpret data using common statistical procedures, charts, and graphs.
 Use basic mathematical operations to solve problems.
 Understand basic concepts of banking and financial systems.
LEADERSHIP TRAITS/HABITS FOR EMPHASIS:
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Dependability (e.g., attendance, punctuality, tools, deadlines).
Self-discipline (e.g., correct technique, working with distractions, paying attention, respect for equipment).
Following oral instructions.
Following written instructions.
Problem-solving techniques.
TECH PREP CREDIT
Upon successful completion of Business Math 1A and 1B (with a B or better), students may receive 5
Tech Prep credits from SPSCC.
GRADING SCALE:
GRADE
A+
A
AB+
B
BC+
C
CD+
D
DF (Attempted)
F (Not done)
POINTS
12.0
11.4
10.9
10.7
10.2
9.7
9.5
9.0
8.5
8.3
7.8
7.3
3.6
0
PERCENT
98 – 100
92 - 97
90 - 91
88 - 89
82 - 87
80 - 81
78 - 79
72 - 77
70 - 71
68 - 69
62 - 67
60 - 61
0 - 59
0
GRADE SUMMARY:
Based on a Total Points system
Leadership
Chapter Assignments
Case Studies
Chapter Tests
Final
CLASSROOM RULES:
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No eating or drinking in the classroom.
Be in class before the bell rings.
CHS attendance policies will be followed.
Cheating—1st offense=failure on assignment, parents notified
2nd offense=referral to administration
Note: All students involved will receive the same consequences
If you are absent, it is your responsibility to find out what you missed.
You are allowed the number of days absent (ex.) plus one (+1) to turn in the missed work—work not turned
in by the deadline may receive a 0.
Quizzes and tests are open book; notes are allowed.
RESOURCES
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Mathematics for Business Careers, Cain, Prentice-Hall, 2001.
Mathematics for Business Careers Study Guide (Software)
Mathematics for Business Careers website: http://wps.prenhall.com/chet_cain_math_5/
o This website provides practice problems for each chapter of the text. Immediate feedback for
each chapter practice quiz is provided, and the results can be emailed to your instructor for
extra credit.