Learning Objectives

Notes

Just as the computer and software are tools to assist in accounting or word processing, so is the calculator (stand-alone or on the computer).

As the computer performs routine operations quickly and efficiently, the calculator performs +, -, x, and / and related functions quickly and efficiently as well. Another advantage may be that the calculator provides a paper tape to allow for cross checking without having to perform the function a second time.

A disadvantage of the calculator (stand-alone or on the computer) is much the same as for a computer. The technology will only do what the user asks it to do and the user can use it to its fullest potential only if the technology is fully understood and utilized. Garbage in - garbage out (GIGO) may occur on the calculator as well as the computer.

Students should select:

• print/or no print
• the rounding desired
• the number of decimals desired
• consider whether the Grand Total (GT) needs to be turned on.

To correct errors, students may use the clear/clear entry keys. Students should be aware of the difference.

Most business calculations are in dollars and cents. Thus, the most common settings may be print, (to check answers without recalculation) and round decimals at two places. The grand total is not usually turned on unless the exercise is a large cross-checking exercise.

There are a number of estimation strategies that students may use. These include:

• estimating using front end digits
• compensating
• using compatible numbers
• using special numbers
• clustering
• rounding.

Review each of the estimation strategies and encourage students to use an estimation strategy before performing a calculation using technology. Because technology is capable of performing calculations very efficiently, once an answer is computed, students should be able to compare their estimated value to the one calculated and evaluate its appropriateness immediately. This process will be developed as estimation skills become reasonably secure.

Consult resources for activities.

When using a full-size keypad such as the ones found on a printing calculator or the numeric keypad on a computer, students should be encouraged to practise entering numbers by touch. They should know that fingers may be placed on home row (4, 5, 6) with the other numbers requiring upward and downward reaches. The 5 key may be depressed or raised so that it may be quickly located. Using correct fingering, all nine number keys as well as the zero key (0) and the decimal key (.) can be used by touch.

In practising touch keying skills, students may be given a series of exercises that involve keying numbers by touch. The exercises may begin with entering numbers requiring only the use of home row numbers and progressively introducing the other numbers and decimals. Speed performance tests on the calculator may be used to increase touch skill and for assessing student skill improvement.

Using a keypad, students should complete exercises involving columns of addition and subtraction progressing to multiplication and division. The exercises should begin with the use of whole numbers progressing to those involving decimals.

After the mechanical process of using the percent key has been learned, students may complete several problems using various decimal settings and various applications so that the students may see the advantage of such a feature. For example, the students may complete a problem using the basic mathematical functions of multiplication, subtraction, addition, or division and then they may perform the same problem using the percentage key.

The students should understand the purpose of the non-add key, such as its use to identify a paper tape by number, department, or date. Students may use the feature when performing their calculations.

After the mechanical process of using the constant feature has been learned, students may complete several problems using the constant with multiplication and division, with and without decimals. Students should realize the advantages of using the constant feature; for example, two students may perform the same calculations, one using the constant feature and the other entering each number of the calculation.

After the mechanical processes of:

• memory +
• memory -
• memory subtotal
• memory total
• memory clear

have been learned, the students may complete several problems using various applications. Again, the main advantages of the memory is speed and accuracy of performing long calculations.

Learning Objectives

Notes

The suggested types of calculations may include:

• problems which result in a credit balance
• problems where a balance may have to be calculated, for example, the value of items in an inventory including the unit price of each, the number of items on hand, and the total value (subsidiary ledger cards used for perpetual inventory)
• balancing a bank chequebook stub into which students must record deposits and cheques
• balancing a family budget form for income and expense transactions
• problems associated with a change fund (e.g., petty cash) where a cash report form may report coins, currency, and even cheques
• simulated sales invoices in which the PST, GST, and the grand total may be calculated
• an employee's time card where students may need to calculate regular and overtime hours and regular and overtime pay to determine the gross pay earned by each employee
• an incomplete worksheet where students may use the calculator to find totals or extensions and prove net income/loss
• a payroll register or payroll journal where students may determine the gross pay, deductions (read tables to enter the CPP and UI before finding the base amount upon which to look up the income tax for each wage earner, as well as other deductions), and net pay
• problems that involve the calculation of commissions
• problems that require calculations of interest earned where amounts of money on deposit in savings accounts may have different rates of interest
• problems that require calculations of interest to be paid on money borrowed at different rates of interest for different time periods
• problems involving the calculation of unit costs where various consumer products fulfil the same general purpose but are of different price and quantity; for example, the price of a soda at 450 ml, 500 ml, 1 L, or 2 L
• problems where a sales discount period and sales discount amount may need to be calculated
• problems in calculating the markdown and sale price of items;
• simulated balance sheets and income statements in which students must calculate totals, owner's equity, and net income/loss
• other business applications.