Name:____________________

This packet is to be completed individually, using the basic information your group
compiled in the Group of Investors Business Proposal Packet. Show equations and all
work for each problem please. If extra space is needed to work out equations, please
use separate paper and number each equation. Attach any extra work sheets to your
packet.

Please complete Appendix C, keeping track of how much time you spend on each
section of the packet. This is not part of your grade, but helps me understand which
parts required the most time to complete.

Learning Targets:
Check off each statement as you achieve them during this project.

- I can round decimals accurately when working with currency. __________

- I can mentally divide numbers by 10, 100, and 1,000. __________

- I can place decimal points in equation solutions. _______

- I can use the Decimal Chart method to solve decimal arithmetic equations. ________

- I can reduce fractions to their lowest terms. __________

- I can change improper fractions into mixed numbers. __________

- I can solve division problems that involve fractions. ___________

- I can make all fractions in equations have common denominators. _______

- I can solve basic probability equations. _________

Don’t Forget to show all equations and work please.

Look for the opportunity to:

- round currency equations to the hundredth decimal place in equations.

- convert percentages to decimals and multiply with currencies.

- apply sales tax to equate total cost to customer.

- use cross multiplication of fractions to determine how many units must be sold to achieve a goal profit.

- round decimal places to correct whole number when determining quantities required.

- visual manipulatives and charts to calculate and balance employee work shifts.

- multiply fractions with whole numbers to calculate employee wages.

- create a visual model to assist in solving fraction division equations.

- use fractions to express portions of total shelves available in store.

- convert fractions to have greatest common denominators in equations when estimating store’s floor plan.

- using straight lines to determine a camera’s scope of visibility.

- using square shading to represent blind spots in store’s floor plan.

- convert squares to fractions, fractions to decimals, and decimals to percentages to calculate aspects of store’s

floor plan.

- convert percentages of fractions and creating accurate equations to express specific theoretical probabilities.

Don’t Forget to show all equations and work please.

I. PRODUCTS
Use the information you included in you “Group of Investors Business Plan” to answer the questions below.

1. List 6 Items you will sell at your store 2. How much do they cost to procure?

A._____________________________ ______________________________

B._______________________________ ______________________________

C.______________________________ ______________________________

D._______________________________ ______________________________

E._______________________________ ______________________________

F._______________________________ ______________________________

3. How many units will you purchase in one month?

a. __________________

b.__________________

c.__________________

d.__________________

e.__________________

f.___________________

4. What is the sales tax to procure merchandise from suppliers? _______________

5. What will total investment be per product (per month)?

a. __________________

b.__________________

c.__________________

d.__________________

e.__________________

f.___________________

Don’t Forget to show all equations and work please.

6. How much will each product’s price be 7. What will be the total cost due per
marked up per unit? product for customers (for one item)
?
a. __________________ a. __________________

b.__________________ b. __________________

c.__________________ c.__________________

d.__________________ d.__________________

e.__________________ e.__________________

f.___________________ f.___________________

8. How many of each product do you need to sell to break even on your procurement costs?

a. __________________

b.__________________

c.__________________

d.__________________

e.__________________

f.___________________

9. How many products do you need to sell, total, to breakeven on your monthly budget?

Monthly budget (established by group): ________________

Don’t Forget to show all equations and work please.

II. EMPLOYEES

10. How many employees will you hire?

11. How many employees will work at a time?

12. Using the template in Appendix A, create a weekly shift chart for your employees. Please label each employee
(A,B,C,D….).

13. How many hours does each employee work? Create a list.

14. How much pay will each employee make if they work their assigned hours? Create a list.

Don’t Forget to show all equations and work please.

III. SHELF SPACE
Use the following information to answer the questions that follow. Please show all equations and work.

- Each wall shelf is 1/9 of a square on the map in Appendix B. These shelves contain five shelves each.

-Each floating display is ½ of a square on the map in Appendix B. The floating displays are the same width as the
wall shelves, but only contain 3 shelves each.

- Assume that each product comes in a box that takes up 1/6 of the total shelf space, and can have 1 additional
box stacked on top of it. You can stack the shelves 3 boxes deep.

15. How many shelves are there, total, in the store?

16. How many boxes can you fit on a single shelf? Draw a manipulative to support your calculation.

17. How many shelves will you allocate for each product? Write answer as fraction of total amount of shelves in
store.

a. __________________

b.__________________

c.__________________

d.__________________

e.__________________

f.___________________

Don’t Forget to show all equations and work please.

IV. STORE SETUP
Using the store map in Appendix B and the information in section III, calculate (rounding to nearest ¼ square)
what fraction of the floor plan is occupied by:

18. Wall Shelves

19. Checkout counter

20. Floor Displays

21. Walking space

Don’t Forget to show all equations and work please.

V. SECURITY CAMERA SETUP

In an effort to prevent shoplifting, you decide to install a security camera on the ceiling of your shop. The camera can
turn 360 degrees. The camera is positioned in the corner of the store labeled with a star on the map below.

Entrance

22. Shade in the squares on the map that the camera cannot see. (Round to the nearest half square)

23. What percentage of the store’s floorplan is viewable to the security camera?

24. On the map above, show where you would place the checkout counter (size= 2 squares on map) to make the
visibility of the floor plan 100% between the camera and the checkout counter. Label the area “Counter” (If you need
to relocate a display shelf, please draw the new shelf on the map).

25. There are ten customers in the store, identified on the map as . How many of the customers are NOT in view
of the security camera? Explain how you calculated this conclusion.

26. Is there a better location for the security camera? If so, label it on the map as and explain why this location is
better.

Don’t Forget to show all equations and work please.

VI. SALES THEORETICAL
27. If you sell 50% of product A in week 1, 30% of the remaining product A during week 2, none in week 3, and 5% of
the original inventory amount in week 4, how many total units will you sell? Write and solve equation.

VII. CONSUMER THEORETICALS

You have decided to record the purchasing habits of people who enter your store. After observing for three months
you make the following conclusions.

- 20% of the people who walk past your store will come in.
- 40% of people who enter your store will purchase something (for the first time)
- 50% of people who purchase something (for the first time) will become regular customers.

28. How many people will need to walk by the store in a month for you to have at least 250 purchases?

29. How many people will need to walk past the store for you to have 45 new repeat customers this month?

30. If after one month, you have 12 new repeat customers, how many customers entered the store and did not
buy anything?

Don’t Forget to show all equations and work please.

Appendix A: Employee Shift Calendar

Employee Schedule

Mon Tue Wed Thu Fri Sat Sun

8:00 AM
8:30 AM
9:00 AM
9:30 AM
10:00 AM
10:30 AM
11:00 AM
11:30 AM
12:00 PM
12:30 PM
1:00 PM
1:30 PM
2:00 PM
2:30 PM
3:00 PM
3:30 PM
4:00 PM
4:30 PM
5:00 PM
5:30 PM
6:00 PM
6:30 PM
7:00 PM

Don’t Forget to show all equations and work please.

Appendix B: Store Floor Plan Map

Entrance

Don’t Forget to show all equations and work please.

 Appendix C: Project Time Sheet
I. PRODUCTS

II. EMPLOYEES

III. SHELF SPACE

IV. STORE SETUP

V. SECURITY CAMERA SETUP

VI. SALES THEORETICAL

VII. CONSUMER THEORETICALS

Don’t Forget to show all equations and work please.

 Scoring Rubric: Commented [Office1]: Make Rubric more descriptive so
students can better understand the difference in qualities of
Store Owner 1 2 3 4 5 TOTAL work.
Packet
Equations • Did not show • Exhibited minimal • Attempt to show • Attempt to expanded • Expanded upon unit's
understanding of understanding of unit's understanding of unit's upon unit's formulas and formulas and concepts to
the process(es) formulas and concepts formulas and concepts to concepts to answer each answer each task correctly and
for completion to attempt each task answer each task task correctly with masterfully.
of each task. with numerous errors. correctly with numerous minimal errors. • Showed all work in a well-
• Work is not shown or errors. • Showed all work in an organized manner.
incomplete. • Showed all work in organized manner.
legible manner.
Conversions • Did not show •Showed minimal • Showed comprehension • Showed command of • Showed mastery of the
comprehension comprehension of the of the process(es) for the process(es) for the process(es) for completion of
of the process(es) for completion of conversions completion of conversions conversions with no errors.
process(es) completion of with numerous errors with minimal errors
required for conversion with
completion of numerous errors
conversions
Application • Did not • Demonstrated • Demonstrated ability to • Demonstrated • Demonstrated mastery of
demonstrate minimal recognition of identify correct formulas command for identifying identifying proper formulas to
recognition of formulas to use in order to use for task completion proper formulas to use for use for task completion with
correct formulas to address tasks with with numerous errors. tasks completion with no errors.
to use in order to many errors. • Able to identify minimal errors • Display complete
complete the • Inconsistently identify formulas required for • Display understanding understanding of the formulas
tasks. formulas concepts each task and use the of the formulas required required for each task and use
needed for tasks and necessary equations with for each task and use the the necessary equations
unable to use the numerous errors. necessary equations with correctly.
necessary equations minimal errors
correctly.

Don’t Forget to show all equations and work please.

Manipulatives • Did not show • Showed minimal • Showed ability to use • Showed command of • Showed mastery of
ability to use ability to use manipulative to visually manipulatives to visually manipulatives to visually solve
manipulatives to manipulatives to visually solve tasks with numerous solve tasks with minimal tasks with no errors.
visually solve solve tasks. errors. errors.
tasks.

Justification • Did not use • Used minimal • Used some knowledge • Used extensive • Used mastery of concepts to
greater knowledge of concepts of concepts to justify knowledge of concepts to justify answers while
knowledge of to justify answers while answers while displaying justify answers while displaying extensive higher
concepts to displaying no evidence minimal evidence of displaying some evidence order thinking.
justify answers. of higher order thinking. higher order thinking. of higher order thinking. • Provide insightful responses
• Provide responses that • Provide responses that • Provide responses that that integrate knowledge from
do not utilize knowledge allude to knowledge from integrate knowledge from the unit and demonstrate
from the unit or the unit and demonstrate the unit and demonstrate mastery of the unit's material.
demonstrate awareness familiarity of the unit's command of the unit's
of the unit's material. material. material.

Don’t Forget to show all equations and work please.