Lenape Regional High School District – BOE Approved 2/15/12
Accounting 2
2012-2013
[Pat Costello, [email protected], Seneca High School, 609-268-4600 X8392]
[Gail Kain, [email protected], Lenape High School, 609-654-5111 X3322]
[Rick Bozarth, [email protected], Shawnee High School, 609-654-7544 X8344]
[Jack Lamplugh, [email protected], Cherokee High School 856-983-5140 X8609]
Unit #2 –Uncollectible Accounts
Stage 1 – Desired Results
Established Goals
2009 NJCCC Standard(s), Strand(s)/CPI #
(https://www13.state.nj.us/NJCCCS/)
Common Core Curriculum Standards for Math and English
(http://www.corestandards.org/)
Standard 8.1 Educational Technology: All students will use digital tools
to access, manage, evaluate, and synthesize information in order to solve
problems individually and collaboratively and to create and communicate
knowledge.
Strand A. Technology Operations and Concepts
Strand D. Digital Citizenship
Standard 9.1 21st-Century Life and Career Skills: All students will
demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and
workers in diverse ethnic and organizational cultures.
Strand A. Critical Thinking and Problem Solving
Strand C. Collaboration, Teamwork, and Communication
Strand E. Communication and Media Fluency
Strand F. Accountability, Productivity, and Ethics
st
21 Century Themes
( www.21stcenturyskills.org )
_x_ Global Awareness
_x_ Financial, Economic, Business and
Entrepreneurial Literacy
___Civic Literacy
___Health Literacy
___Environmental Literacy
st
21 Century Skills
Learning and Innovation Skills:
_x_ Creativity and Innovation
_x_ Critical Thinking and Problem Solving
_x_ Communication and Collaboration
Information, Media and Technology Skills:
_x_ Information Literacy
___ Media Literacy
_x_ ICT (Information, Communications and
Technology) Literacy
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Standard 9.2 Personal Financial Literacy: All students will develop skills
and strategies that promote personal and financial responsibility related to
financial planning, savings, investment, and charitable giving in the global
economy.
Strand A.
Strand B.
Strand C.
Strand D.
Strand F.
Income and Careers
Money Management
Credit and Debit Management
Planning, Saving, and Investing
Civic Financial Responsibility
Life and Career Skills:
_x_ Flexibility and Adaptability
_x_ Initiative and Self-Direction
_x_ Social and Cross-Cultural Skills
_x_ Productivity and Accountability
_x_ Leadership and Responsibility
Standard 9.3 Career Awareness, Exploration, and Preparation: All
students will apply knowledge about and engage in the process of career
awareness, exploration, and preparation in order to navigate the globally
competitive work environment of the information age.
Strand C. Career Preparation
Standard 9.4 Career and Technical Education: All students who
complete a career and technical education program will acquire academic
and technical skills for careers in emerging and established professions
that lead to technical skill proficiency, credentials, certificates, licenses,
and/or degrees.
Strand A. Cumulative progress indicators for foundational knowledge and
skills
Strand B. Cumulative progress that are specific to the career cluster
Enduring Understandings:
Students will understand that ...
EU 1
businesses extend credit to encourage sales, attract new customers and
encourage customer loyalty.
Essential Questions:
EU 1, EU 2, EU 3
How do economic conditions effect the credit terms offered by
businesses?
EU 2, EU 3
What financial impact do unpaid accounts have on your accounting
records?
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
EU 2
even when great care is given to granting credit, some accounts will
become uncollectible and will need to be taken off your accounting
records.
EU 3
uncollectible accounts impact the accounting of a business.
Knowledge:
Students will know . . .
EU 1, EU 2
how a business decides on which method to use for dealing with
bad debts.
why businesses extend credit to some customers.
the benefits in estimating uncollectible accounts.
EU 1, EU 2, EU 3
the allowance method follows the General Accepted Accounting Principles
(GAAP) and the direct write-off method does not.
EU 3
Why is there a need to have different methods of removing
uncollectible accounts?
How does a company choose which method to use to remove
their uncollectable accounts?
Skills:
Students will be able to . . .
EU 1, EU 2, EU 3
record journal entries when a customer pays an amount that was
previously written off as uncollectible.
calculate and record amount for uncollectible accounts using the
direct write-off or the allowance method.
calculate and analyze accounts receivable turnover ratios.
record an adjusting entry for uncollectible accounts.
EU 3
why an uncollectible amount represents an expense to the
business.
the benefits in estimating uncollectible accounts.
Stage 2 – Assessment Evidence
Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form.
You are employed by Rosedale Company as an accounts receivable clerk. Your boss has given you the following information for the past five years:
Sales on account, Ending Accounts Receivable, Uncollectible Accounts Expense, Ending Allowance of Uncollectible Accounts, how many accounts
were written off, and how many accounts were then collected after they had been written off. You have noticed that many accounts were written off or
not collected in a reasonable time. Create a collection policy for the business to improve their outstanding receivables. Include an aging chart.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc.
Answer unit questions
Define vocabulary term
writing off an account: canceling the balance of a customer account because the customer does not pay
Completion of accounting problems
Test and quizzes on unit content
Practice Set/Reinforcement Activity
Stage 3 – Learning Plan
Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements.
Each learning activity listed must be accompanied by a learning goal of A=Acquiring basic knowledge and skills, M=Making meaning and/or a
T=Transfer.
In this unit on Uncollectable Accounts you are to introduce the Enduring Understanding and Essential Questions. The students need to know why
businesses extend credit to some customers and not to others, and how to handle transactions when it looks like a customer will not be able to pay
what they owe.
Define unit terms and concepts (A)
List ways companies choose the methods for dealing with uncollectible accounts (A)
Demonstrate journal entries for direct write-off and allowance methods (A)
Calculate and record adjusting entries for uncollectible accounts (A)
Afford opportunities for students to express levels of concern and understanding. (M)
What is estimated to be uncollectible for the next fiscal period. (A, M)
Recording entries for uncollectible accounts and calculating the amount needed over the next 5 years for a company that will have sales of
$1.4 million dollars (T)
Chapter Test (T)
Journalize transactions that effect uncollectible accounts (A, M , T)
Estimating and journalizing entries for uncollectible accounts expense (A, M, T)
Analyze the ending balance in the Allowance for Uncollectible accounts to determine if the adjustment for the next fiscal period is sufficient to
cover what will go uncollectible in the next fiscal period. ( M, T)
Take a graded assignment and explain where you made a mistake(s) and what you would do to fix it.( M, T)
Use formative assessments and summative assessments for basic student understanding. ( M, T)
Ensure that there are ongoing cycles of model, practice, feedback, and adjustment built into the unit.
LRHSD (2011) Adapted from ASCD © 2004
Lenape Regional High School District – BOE Approved 2/15/12
TAILORING FOR DIVERSE LEARNERS
Assess prior knowledge and skills through differentiated activities to accommodate different knowledge and skills levels.
Provide students with open-ended questions, activities, assignments, and assessments that enable students to give different but equally valid
responses.
Appeal to various modalities (e.g. present information orally, visually, and in writing).
Accommodate students with different learning styles by providing opportunities for them to work alone and in groups.
All students’ choices of products (e.g. visual, written, oral) for activities and assignments.
Provide students with options for demonstrating understanding through various products and performances without compromising the goals or
standards.
LRHSD (2011) Adapted from ASCD © 2004