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business and consumers

  • Propose options that could be taken to improve financial services available to Aboriginal and Torres Strait Islander peoples and remote communities

  • Develop and use spreadsheets and data bases to maintain effective records and monitor monthly transactions including running totals of cash, direct debit and credit purchases

COMMERCE STAGE 5

Curriculum K-12

technology might help people in remote communities access financial services.

Task 8 Using spreadsheets ___________________________________________________ Teacher note: You will need to teach students about spreadsheets, preferably electronic spreadsheets, for them to be able to complete this aspect of the syllabus. The following exercise is based on that explicit teaching having been undertaken. ____________________________________________________ You and your friend open up a home business cleaning computer viruses from the computers of friends and relatives with a joint bank account allowing receipt of credit card payments. During the month of July the following monies were received.

Construct a spreadsheet to record each amount of money for each type of payment, including who made the payment and any details of the method of payment.

4 July 6 July 6 July 11 July

Robert Thom paid cash $25 Li Tam paid by direct deposit into the bank account $40 Susan Fazzio paid cash $15 Cheque 124342 Commonwealth Bank received from L Watkins

17 July

for $30 Credit card 1900 4545 6532 7653, 8/05 charge Peter

Roberts

23 July 26 July 28 July 30 July

$35 Cash from Lilly Edberg $25 Direct debit from Paul Chan $20 Cheque 564873 HSBC received from Leonie Wilson $35 Credit card 5300 4534 8765 7890, 8/04 charge Zoe Kim $30

January 2005

Page 7 of 7

NSW Department of Education and Training http://www.curriculumsupport.education.nsw.gov.au/

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