CONCEPT MAP OF UNIT

Analyzing Transactions into Debit and Credit Parts

Key Learning (s):

Accounts need to distinguish between debit and credit. These two terms will be used throughout the study of accounting.

Unit Essential Question(s):

How does an account use T accounts to analyze transactions?

Debits and Credits: Using T accounts

Lesson Essential Questions What terms are used to describe a T account? How are T accounts analyzed into debit and credit parts? Student Objectives Define accounting terms related to analyzing transactions into debit and credit parts. Identify accounting practices related to analyzing transactions into debit and credit parts. Use T accounts to analyze transactions showing which accounts are debited or credited for each transaction.

Vocabulary 1. 2. 3. 4. 5. T account Debit Credit Normal balance Chart of accounts

Resources http://debitsandcredits.wikispaces.com/

Debits and Credits: Using T Accounts

Monday, August 8, 2011: 1:00 p.m. 1:40 p.m.

Context The students have been introduced to the basic accounting equation: Assets = Liabilities + Owners Equity. This lesson will introduce the TAccount and further explore how business transactions affect the basic equation. Objectives The student will be able to: Define accounting terms related to analyzing transactions into debit and credit parts. Identify accounting practices related to analyzing transactions into debit and credit parts. Use T accounts to analyze transactions showing which accounts are debited or credited for each transaction.

NBEA Standards: AS 2 Determine the value of assets, liabilities, and owner's equity according to generally accepted accounting principles, explaining when and why they are used. Review Students will be given 2 minutes to review vocabulary terms from Chapter 01. Students will use quizlet to review cards. Students can learn vocabulary through flashcard, test, learn, or spell. They can also play games such as scatter plat and space race to associate the term and definition of Chapter 01 vocabulary. Procedures Business Smarts Activity (BSa) or Bell Ringer - With what you know about accounting so far, illustrate what you believe a T account would resemble. Then write two sentences that describe what you think a T account is and the purpose of it. Share with your neighbor. Students will then be selected to whole group share. I. INTRODUCTION Even though we could use the basic accounting equation to record transactions, this would be very impractical in an accounting system with more than just a few accounts. So, were going to learn to use a tool called a T-Account to help us record business transactions once they have been analyzed. You will find out shortly that T accounts are separate into columns labeled debit and credit. Many of these concepts that you will learn today will be used daily in the accounting process.

II. PRESENTATION Students will be instructed to view an interactive PowerPoint presentation. I will instruct the students on the concepts, key learning, unit essential questions, lesson essential questions, student objectives, and vocabulary for the lesson. I will refer back to these concepts throughout the lesson as students begin to answer essential questions, learn objectives, and define vocabulary. Students will be given an open outline to complete. Students will learn examples of chart of accounts for Assets, Liabilities, and Owners Equity (ALOE). This will be a brief review from the previous lesson. Students will review the accounting equation and then learn the different parts of a T account based on ALOE. Students will use their open outline to complete the vocabulary definitions. The outlines will also be interactive, as the presentation will demonstrate the parts of a T account. Students will label the following practices of a T account: debit, credit, normal balance, increase, and decrease. Students will be given mnemonic devices and visual aides to help remember the placement of debits and credits. III. APPLICATION 1. As a class, students will be given the opportunity to work together to complete a T account problem. The work together problem will be displayed on the board. I will randomly choose students to complete T account information that the problem is requesting. Students will be able to ask questions as they collaborate on the new material. 2. Students will be given Debits and Credits: Using T Accounts worksheet to complete on their own. This worksheet is similar to the problem that we completed as a class. While students are completing the worksheet, I will walk around to answer questions and observe their student behavior and thinking skills. Students that are not able to finish the worksheet in class will complete it for homework and turn the assignment in at the beginning of the class. Close of Business or Closing Activity At the end of class I will instruct students to complete the Google form on the wiki page. This will help me to assess which students understood the concepts and which students are struggling. I will use the analysis report to make modifications on the daily lesson. IEP Modifications: The use of visual aides and guided worksheets should eliminate the reading difficulties faced by many IEP students. I will also work individually with students to make sure that all their needs are met. IV. Assessment I will observe the learning process during instruction, while students are completing the Work Together problem, On Your Own problem, and the closing activity.