Lesson Plan
No:21
Teaching Practice: Lesson Plan Structure
ROUTINE INFORMATION
Date:
30 August 2021
Day: Monday
Name of School:
Msunduzi Secondary School t/a Msunduzi Finishing School
Student surname and name:
Londiwe Immaculate Dumakude
Student number:
210528367
Grade:
Grade 11
Subject:
Accounting
Topic:
Cost Accounting
Content/ Concept Area:
CAPS page no:
Costing in the manufacturing environment:
Break even point Internal control relating to manufacturing
(Application)
Page 22
Duration of lesson:
1 hour
1
SPECIFIC AIMS:
Develop and demonstrate an understanding of fundamental accounting concepts.
Record, analyse and interpret financial and other relevant data to make informed decisions
OBJECTIVES
KNOWLEDGE: Learners should be able to calculate the break even point on their own.
Leaners should be able to calculate unit cost.
SKILLS: Learners should be able to analyse the break even point and solve problems.
Learners should be able to interpret the general ledger.
Learners should be to give advice using internal control relating to the manufacturing environment.
VALUES: Learners will need to acknowledge the importance of understanding the break even point and
internal control in the manufacturing environment.
APPROACH/TEACHING STRATEGY:
Question
Discussion method
Demonstration method
Observation method
2
RESOURCES:
Departmental notes
White board
Marker
Worksheets
LESSON PHASES:
INTRODUCTION
Marking of the previous activity 9 ( Ledger accounts and Unit Cost )
Teacher: Will ask leaners if they managed to do the homework and walk around to check.
Ask learners if they have an accounted any problems.
Learner: Learners will respond.
Teacher : Will start the lesson of the day b
Consolidated activity
General ledger and interpretation
Break even point analysis and problem solving
3
DEVELOPMENT
Step 1
Teacher : Will do corrections on the board together with the learner.
Activity F 9 ( Ledger Accounts and Unit Costs).
Learners will do corrections with their pencils and give out answers for the teacher to write on the board.
( If the learners are struggling with giving the answers the teacher will explain in detail on how to get the correct
answer).
Step 2
Teacher: The teacher will read and explain any information that needs to be explained regarding the activity 11.
Learners: Learners will answer the activity in their worksheets.
Teacher: Will allow students to pick up their hand if they need assistance.
CONSOLIDATION/LESSON CONCLUSION
Teacher will mark activity 11 with the learners
Activity F 12 will be given as homework
4
ASSESSMENT / LEARNER ACTIVITY
Class work activity
Activity F 11
Homework Activity
Activity F 12
EXTENDED LEARNING/ENRICHMENT:
Leaner who finished early the class activity will start their homework and the struggling learners
can seek for guidance from their peers or consult the teacher.
Activity F 12 ( Break – even point analysis and problem solving )
. REFERENCES:
CAPS Accounting Document
Grade 11 Accounting book for leaners
Grade 11 Departmental notes
5
Mind Map
Check Homework activity F 10
Give Instructions for Activity 11
Give Homework Activity 12
Give more clarity to the areas that
students are lacking on.
6
CLASS WORK
7
HOMEWORK SOLUTION
ACTIVITY F10 – LEDGER ACCOUNTS AND UNIT COSTS
10.1.1 In which section of the General Ledger will this account be found?
Balance Sheet Section
8
10.1.2 Identify TWO items that can be included in each of the following amounts in
the Work-in-Progress Stock account:
a) R112 300

Water and electricity

Factory rent

Factory insurance

Indirect labour

Indirect materials

Any logical overhead expense for a manufacturer
b) R210 600

Wood

Glue

Nails

Varnish

Any logical raw material cost
10.1.3 Themba currently employs one supervisor and 3 carpenters to make the
tables. Identify which of his employees are considered to be direct and
indirect labour. Explain your reasoning by giving an example of the type of
work each employee will be completing.
9
Direct Labour
Carpenters – they physically make the tables.
Indirect Labour
Supervisor – they ensure that the work is being
done but do not physically make the tables.
10.2.1 Calculate the break-even point for the year ended 31 August 2020.
713 500
1 200 - 870
= 1 347 units
10.2.2 Should Billy Bob’s Beds be satisfied with the number of single beds that
were made during the year ended 31 August 2020? Explain.
Yes
3 950 beds were produced and only 1 347 beds were needed to break even and
start making a profit.
10
ACTIVITY F11 – BREAK-EVEN POINT ANALYSIS
11.1.1
Calculate the break-even point for the period ended 31 August 2020.
76 800 + 60 000___
860 – (180 +255 +155)
= 507 units
11.1.2
Compare and comment on the break-even point and the level of
production achieved over the last two years. Quote figures.
The business was not able to break even during the current year (BEP:
507 units / produced 480 units). Ended up making a loss / a lower turnover
than last year. The business produced less units this year compared to last
year (540 in 2015 / 480 in 2016) The business was able to break-even last
year by 32 (540 – 508) units.
11.1.3
Provide TWO reasons for the increase in direct material cost and
suggest ONE way in which Kunal can control this cost.
11
TWO REASONS:
 Increased cost due to inflation / transport costs / scarcity.
 Wastage due to poor workmanship.
 Theft of material due to poor internal controls.
ONE SUGGESTION:
 Look for cheaper suppliers without compromising quality.
 Negotiate transport and delivery discounts.
 Take advantage of bulk discounts.
 Train and supervise workers to minimise wastage.
 Control stock regularly to identify shortages.
12
Professional Practice
REFLECTION SHEET
(INDIVIDUAL LESSONS)
Successes Experienced ...
Challenges Encountered ...
Reasons
Reasons
Learners encountered problems when it came to interpreting the
units got from the break even point units
Learners could answer the activity individually.
Learners had a challenge with differentiating variable cost and
fixed cost.
Possible Revisions ...
Unit cost
Interesting Incidents ...
This refers to the cost of producing one item.
If there is no work in progress the formula is:
One learner explained the break-even point with the use of a
Unit cost = total manufacturing cost / number of units produced graph. I was quite impressed.
If there is work in progress the formula is:
Unit cost = cost of production of finished goods / number of
units produced
What did you learn from this particular experience?
I learnt that it is important to give task and let the leaners try it individually and work with them when doing corrections on the
board focusing more on the areas that most got incorrect.
13
Reflection
The lesson was introduced by marking the previous lesson’s activity (ledger accounts and unit cost). The lesson was focused more on the whole
concepts that we have touched related to costing in the manufacturing environment.
General ledger and interpretation
Break-even point analysis and problem solving
Learners were doing their work and asking for assistance if they needed it. We marked activity 9 and learners were given activity 11 as class
work which was marked in class. Learner were quite fast now in terms of completing the activity as we have been doing application work related
to this topic. There were some learners who finished early, and they were instructed to do activity 12 and those who were struggling they were
going to do it as homework.
In the future when I am teaching this lesson I will focus more on the following:
Teach learners how interpret the units got from the break-even point units
Make a clear distinct between variable cost and fixed cost.
Do a short summary of the whole topic for the learners.
14