ABM 009/ Business Enterprise Simulation Grade 12 Course Outline PDF

# **ABM 009/ Business Enterprise Simulation Grade 12** ## **Course Outline** ### **PEN Code:** ABM 009 ### **Prerequisite:** ABM 001 - ABM 008 ### **PEN Subject Title:** Business Enterprise Simulation ### **No. of hours:** 80 hours/ Semester ## **A. Subject Description** This course integrates all the key concepts and processes of Accounting, Business and Management *(ABM)* as applied in real-life activities following the business cycle: business opportunity search, product/service development, business formation and organization, business implementation and control, business wind-up, and relevant management reporting in the context of ethical standard and social responsibility. Technologies are used in a business enterprise as appropriate. ## **B. Objectives** At the end of the course, the students should be able to: 1. Write a full-blown business plan covering all the key areas of proposed business, including marketing, operations, finance, and management. 2. Prepare a Financial Statement Transaction. 3. Integrating the strategies, analysis, and process in creation of Business Plan. ## **C. Subject Outline and Time Allotment** | **MODU LE** | **TOPICS/ ACTIVITIES** | **DAY NO.** | | :---: | :---: | :---: | | 1 | **Business Opportunity: Identifying Possible Market, Customer and Target Market** - Enumerate the Business Opportunity for possible customer and target market - Apply the data gathered in Business Opportunity | 1 | | 2 | **Analysis on Choosing Feasible Product in terms of Market, Operations and Financials** - Identifying Feasible Market, Operations and Financials - Apply the concept in Choosing Market | 2 | | 3 | **Product Proposal** - Identify the recommendation for the Proposed Product - Presentation of Product | 3 | | 4 | **Demand, Supply and Market Acceptability of Proposed Product** - Integrating the Demand and Supply Concepts to Proposed Product - Identify the Market Acceptability of the Product | 4 | | 5 | **Conclusions and Necessary Revisions of Proposed Product** - Enumerate the necessary revisions and recommendations of proposed product - Formulate conclusions for the Proposed Product | 5 | | 6 | **Preparing Organization and Management Plan (Preliminary Business Plan)** - Enumerate the Parts of Business Plan - Explain each part of Business Plan - Prepare s Business Plan (Strategic Plan) | 6 | | 7 | **1ST LONG TEST** | 8 | | 8 | **Writing and Revising a Business Plan (Strategic Plan)** - Write a Business Plan - Identify the parts of Business Plan needed to revise - Revise the Business Plan | 7 & 9 | | 9 | **Preparing a Marketing Plan** - Identify the Parts of Marketing Plan - Discuss the Parts of Marketing Plan | 10 | | 10 | **Writing and Revising the Marketing Plan** - Write a marketing plan - Identify the parts of Marketing Plan needed to revise - Revise the Marketing Plan **Crafting and Revising a Financial Plan: Project Cost and Source of Financing** - Enumerate the Parts of the Financial Plan - Discuss the Parts of the Financial Plan - Craft a Financial Plan - Identify the parts of Financial Plan needed to revise - Revise the Financial Plan | 11-12 | | 12 | **1ST PERIODICAL EXAMINATION** | 14 | | 13 | **Crafting a full Business Plan** - Identify the Parts of Full-Blown Business Plan - Explain each part of Full-Blown Business Plan - Write the Business Plan | 16-18 | | 14 | **Business Simulation** **First Week: Preparation for Selling in ABM Bazaar Organization: ABM Executives (Days 19-20)** - Prepare the stall for Business Simulation - Prepare the Equipment’s and Tool for Selling - Finalization of Materials for ABM Bazaar - Prepare the documents needed for Selling - Summarization and Getting for Selling **Second Week: Selling in ABM Bazaar Organization: ABM Executives (Days 22-23)** - Setting up the Stall for the 1st Day of Selling - Start to Sell the Business Plan Approved Product - Continuation of Selling for the Business Plan Approved Product - Summarization of Sales and Profit | 19-20 & 22-23 | | 15 | **2ND LONG TEST** | 21 | | 16 | **Business Simulation (Winding Up the Business) Third Week: Collection and Documentation of ABM Bazaar (Day 24)** - Collection of Sales and Profits - Gathering all the documents in the ABM Bazaar Selling **Third Week: Revision and Finalization of Business Plan (Day 25)** - Revision of Business Plan - Finalization of Sales, Profits, Business Plan and - Submission of Business Plan Final Manuscript | 24-25 | | 17 | **2ND PERIODICAL EXAMINATION** | 26 | ## **D. Textbook:** Philip Kotler & Kevin Keller, Marketing Management, 2016, 15th Edition, Pearson ## **E. Other References:** - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Mike McKeever, How To Write A Business Plan, 2020 7th ed., Nolo - Self- Learning module, Business Enterprise Simulation, 2020 by Vibal Group, Inc. ## **F. Grading System:** Final Grade = *(1st Periodic Grade + 2nd Periodic Grade) / 2* The Periodic Grade is computed as follows: - Quarterly Exam: 25% - Written Output: 35% - Performance Task Output: 40% ## **G. Contact Information:** **(Table: Teacher’s Name, Consultation Hours, Email Address, Mobile No.)** ## **H. Reviewed by:** **(Table: Name)** # **Student Activity Sheet** ## **Lesson title: Business Opportunity: Identify Possible Market, Customer and Target Market Day /Session 1** ### **Name:** ### **Materials:** - Activity Sheet ### **References:** - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Mike McKeever, How To Write A Business Plan, 2020 7th ed., Nolo - Michael P. Griffin, Tips-for-Writing-a-Business-Plan ### **Lesson Objectives:** At the end of the learning session, I can: - Enumerate the Business Opportunity for possible customer and target market. - Apply the data gathered in Business Opportunity ## **A. LESSON PREVIEW/REVIEW** ### **Introduction** Good day class! Welcome to the Business Enterprise Simulation class. I am *(name of the instructor)* but you may call me *(nickname)*, I will be your instructor in this subject. Your facilitator is distributing to you your syllabus and Student Activity Sheets. Before we begin, think of these few simple House Rules on what is expected of you as an ABM student, they are as follows: 1. Smile upon entering the classroom. 2. Set your cell phone on silent mode. 3. Come to class on time. 4. Listen when somebody is talking. 5. Follow the given instructions. 6. Always pay attention to the facilitator. 7. Maintain classroom cleanliness and chair arrangement. 8. Be responsible of your portfolio 9. Raise hand and wait for recognition if you have questions and clarifications 10. Leave the room silently for personal necessity Now, let us go through the content of your syllabus. *(Call a student to read the content of the syllabus.)* This will serve as your guide throughout the semester, so I want you to be responsible enough to keep your syllabus. Also written in your syllabus is the computation of your grades. Do you have any questions so far? If none, then let’s move on the 1st topic of this module. ## **B. MAIN LESSON** ### **Concept Notes Taking** #### **What Is an Entrepreneur?** Someone who creates and runs a business is called an entrepreneur. Entrepreneurship refers to the concept of developing and managing a business venture in order to gain profit by taking several risks in the corporate world. Simply put, entrepreneurship is the willingness to start a new business. Entrepreneurship has played a vital role in the economic development of the expanding global marketplace. Entrepreneur is someone who is willing to work for himself and by himself. There are several different meanings of the term entrepreneurship. When an entrepreneur starts a new business, risk is involved. Risk is the chance of losing something. Because employees work for someone else and entrepreneurs work for themselves, entrepreneurs’ risk more than employees. #### **Why Be an Entrepreneur?** The biggest reward of becoming an entrepreneur is the personal satisfaction that comes from having the freedom to make your own business decisions and then act on them. - **Making Your Own Rules.** When you own a business, you get to be your own boss. - **Doing Work You Enjoy.** Since the majority of most peoples’ lives is spent working, why not spend that time doing something you enjoy? - **Creating Greater Wealth.** There’s no limit to what an entrepreneur can make. - **Helping Your Community.** Being an entrepreneur lets you make your community and world a better place. #### **Risks of Being an Entrepreneur** - **Potential Business Failure.** Being fully responsible means the success or failure of your business rests on you. - **Unexpected Obstacles.** Problems can happen that you don’t expect. - **Financial Insecurity.** Many new businesses don’t make much money in the beginning, so you may not always be able to pay yourself. - **Long Hours and Hard Work.** It’s not unusual for entrepreneurs to work a lot of extra hours to make their businesses successful. This is especially true during the initial start-up process. #### **Cornell Notes** ##### **Characteristics of an Entrepreneur** Self-assessment—evaluating your strengths and weaknesses— is an important part of becoming an entrepreneur. An aptitude is a natural ability to do a particular type of work or activity well. An attitude is a way of viewing or thinking about something that affects how you feel about it. Entrepreneurs tend to be people with positive attitudes. | **Personal Characteristics** | **Skill** | | :---: | :---: | | Courage | Business Skill | | Creativity | Communication Skill | | Curiosity | Computer Skill | | Determination | Decision-Making and Problem-Solving Skills | | Discipline | Mathematical Skill | | Empathy | Organizational Skill | | Enthusiasm | People Skills | | Flexibility | | | Honesty | | | Patience | | | Responsibility | | ##### **Why Study Entrepreneurship?** There are two primary reasons why studying entrepreneurship makes sense: you learn to think like an entrepreneur, and you develop a vision for your life. | **Think like an entrepreneur** | **Think. Don’t complain** | | :---: | :---: | | **Observe. ** Be curious when you are an employee, new skills seek out new information. | **Think. ** Once you learn about a problem – analyze it and suggest possible solutions. | | **Observe.** Accept responsibility and perform new skilled work and learn. | **Learn. ** Continuously learning about a subject inspires people to develop a vision for their life. | | **Listen. ** Pay attention to what others have to say. | **Vision for their life.** | ## **Student Activity Sheet** Every entrepreneur has to come up with a business idea before starting a business. These entrepreneurs who are to start a business see to it that there is a potential market for their products. But how do they do it? They first have to identify a potential business opportunity before it becomes a successful business. However, entrepreneurs do not instantly have an idea what to offer in the market. Before they come up with an idea, they first exert effort to generate data through different techniques and evaluate what they have gathered whether their vague idea is feasible or not. ### **OVERVIEW OF DIFFERENT DATA COLLECTION TECHNIQUES** | **Technique** | **Key facts** | **Example** | | :---: | :---: | :---: | | **Interview** | - This can be done through personal interviews. - Can be done through phone calls. - Quantitative in nature. - Questions are clear and encourage open-ended responses. | One-on-one interview or conversation | | **Questionnaires and Surveys** | - Responses can be interpreted with quantitative methods by assigning numerical values. - Results are easier to analyze. | Customer satisfaction surveys | | **Observations** | - It allows the study of the dynamics of a situation, including the frequencies and other behaviors written in the observation material. - Can produce quantitative and qualitative data. | Classroom observations | | **Focus Groups** | - This is a group interview with individuals with commonalities. - It gathers combined information of a group. | Group interviews | | **Documents and Records** | - It examines existing data. - It can be an inexpensive way to gather information but may provide incomplete data. | Absences report | ### **Skill building Activities** - **Activities Practice 1 (Do Now)** ### **Student Activity Sheet** **(Write Narration of experience)** ### **Student Activity Sheet ** **(Write Narration of experience)** ### **Check for Understanding ** **A. Instructions:** Form a group of 10 students that will be your teammates for the entire semester. Be sure that you have the same interests in your group so that you can do good work in the long run! If you already have your teammates, list their complete names on the next page. Then go with the group that you created and quietly observe what product is commonly sold in the Student’s Plaza/School Canteen. I want you to tally the number of products being sold on a particular stall and write it down below. You have 10 minutes to do this. Each one of your group should observe one product only so that he/she can focus on tallying the exact number of products sold. Then as a group, consolidate your observations below. You may tally the number of products, for example: hotdogs, juice, siomai and other products offered in the Student’s Plaza. | **Name of the product** | **Tally** | **Name of the product** | **Tally** | | :---: | :---: | :---: | :---: | | 1. | | | | | 2. | | | | | 3. | | | | | 4. | | | | | 5. | | | | ### **B. Instruction:** List down the 2 advantages of gathering your data first before coming up with a business idea or product to offer and 2 disadvantage if you are to put up a business without data gathering. You have 15 minutes to write your answers below. | **Advantage of gathering data** | **Disadvantage of not gathering data** | | :---: | :---: | | Example: 1. It helps me in identifying the needs and wants of my prospect customers. | Example: 1. There might be no customer who is willing to buy my product. | ### **C. LESSON WRAP-UP** **Thinking about Learning** Congratulations for finishing this module! Shade the number of the module that you finished. Now, I want you to answer these questions: 1. Did you have challenges learning the concepts in this module? If none, which parts of the module helped you learn the concepts? 2. Some question/s I want to ask my teacher about this module is/are: # **Student Activity Sheet** ## **Lesson title: Analysis on Choosing Feasible Product in terms of Market, Operations and Financials Day /Session 2** ### **Name:** ### **Materials:** - Activity Sheet ### **References:** - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Mike McKeever, How To Write A Business Plan, 2020 7th ed., Nolo - Michael P. Griffin, Tips-for-Writing-a-Business-Plan ### **Lesson Objectives:** At the end of the learning session, I can: - Identifying Feasible Market, Operations and Financials - Apply the concept in Choosing Market ## **A. LESSON PREVIEW/REVIEW** ### **Introduction** Hello everyone! How are you? Before we will start with our discussion, I want you to answer some activities to refresh your memory about the previous lesson. **(Write down the different techniques in collecting data)** ## **B. MAIN LESSON** ### **1) Activity 2-A .Concept Notes Taking** After gathering data to identify a business opportunity, you will now analyze whether a product has a potential market. Only then can you establish the product that you will be using in your business plan. But before we go further, have you ever wondered what *product* is? Do you know that product can either be tangible or intangible? A *product* is anything that can be offered to a market for attention, acquisition, use, or consumption that might satisfy a want or need. Products include more than just tangible objects, such as cars, clothing, or mobile phones. Products also include *services*, *events*, *persons*, *places*, *organizations*, and *ideas* or a mixture of these. A product is a combination of goods and services. *Services* are a form of product that consists of activities, benefits, or satisfactions offered for sale that are essentially intangible and do not result in the ownership of anything. Examples include banking, hotel, airline travel, retail, wireless communication, and home repair services. *Goods* are tangible, as in these have a physical presence and they can be touched, while services are intangible in nature. Products are a key element in the overall market offering. A company’s market offering often includes both tangible goods and services. The market offer may consist of a pure tangible good, such as soap, toothpaste, or salt; no services accompany the product. At the other extreme are pure services, for which the market offer consists primarily of a service. Examples include a doctor’s exam and financial services. Products can be classified as *consumer goods* or *industrial* goods. *Consumer products* - These are products intended for final consumption of consumers which can be further classified into 4 types: Convenience products, Shopping products, Specialty products and unsought products. *Industrial products* - are those products purchased for further processing or for use in conducting a business. #### **Classification of Industrial Products** | **Products** | **Description** | | :---: | :---: | | **INSTALLATIONS** | • These are products which generally have long life, expensive, and they INSTALLATIONS form part of the major capital equipment of an industrial firm. • Examples are buildings, generators, and elevators. | | **ACCESSORY EQUIPMENT** | • These are products that are used as aids in the production process. They have shorter usable life than installations. • Examples are hand tools and lift trucks in factories, fax machines, and office desk | | **RAW MATERIALS** | • These are unprocessed goods that will become part of another product. • Can be classified as farm products which are grown by farmers like | #### **TYPES OF CONSUMER PRODUCTS** | **Marketing consideration** | **Convenience** | **Shoppin g** | **Specialty** | **Unsought** | | :---: | :---: | :---: | :---: | :---: | | **Customer buying behavior** | Frequent purchase, little effort in comparison of brands, low customer involvement | Less frequent purchase, much effort in comparison of brands | Strong brand preference and loyalty, little comparison of brands | Little product awareness and knowledge or littl e interest | | **Price** | Low price | Higher price | High price | Varies | | **Distribution** | Widespre ad distribution, convenient locations | Selectiv e distribution, fewer outlets | Exclusive distribution in only one or few outlets | Varies | | **Promotion** | Mass promotion | Advertisin g and person | More carefully targeted | Aggressive advertising and personal | #### **Cornell Notes** ##### **Personal Characteristics** | **Personal Characteristics** | **Skill** | | :---: | :---: | | Courage | Business Skill | | Creativity | Communication Skill | | Curiosity | Computer Skill | | Determination | Decision-Making and Problem-Solving Skills | | Discipline | Mathematical Skill | | Empathy | Organizational Skill | | Enthusiasm | People Skills | | Flexibility | | | Honesty | | | Patience | | | Responsibility | | ##### **Why Study Entrepreneurship?** There are two primary reasons why studying entrepreneurship makes sense: you learn to think like an entrepreneur, and you develop a vision for your life. | **Think like an entrepreneur** | **Think. Don’t complain** | | :---: | :---: | | **Observe. ** Be curious when you are an employee, new skills seek out new information. | **Think. ** Once you learn about a problem – analyze it and suggest possible solutions. | | **Observe.** Accept responsibility and perform new skilled work and learn. | **Learn. ** Continuously learning about a subject inspires people to develop a vision for their life. | | **Listen. ** Pay attention to what others have to say. | **Vision for their life.** | ## **Student Activity Sheet** Every entrepreneur has to come up with a business idea before starting a business. These entrepreneurs who are to start a business see to it that there is a potential market for their products. But how do they do it? They first have to identify a potential business opportunity before it becomes a successful business. However, entrepreneurs do not instantly have an idea what to offer in the market. Before they come up with an idea, they first exert effort to generate data through different techniques and evaluate what they have gathered whether their vague idea is feasible or not. ### **OVERVIEW OF DIFFERENT DATA COLLECTION TECHNIQUES** | **Technique** | **Key facts** | **Example** | | :---: | :---: | :---: | | **Interview** | - This can be done through personal interviews. - Can be done through phone calls. - Quantitative in nature. - Questions are clear and encourage open-ended responses. | One-on-one interview or conversation | | **Questionnaires and Surveys** | - Responses can be interpreted with quantitative methods by assigning numerical values. - Results are easier to analyze. | Customer satisfaction surveys | | **Observations** | - It allows the study of the dynamics of a situation, including the frequencies and other behaviors written in the observation material. - Can produce quantitative and qualitative data. | Classroom observations | | **Focus Groups** | - This is a group interview with individuals with commonalities. - It gathers combined information of a group. | Group interviews | | **Documents and Records** | - It examines existing data. - It can be an inexpensive way to gather information but may provide incomplete data. | Absences report | ### **Skill building Activities** - **Activities Practice 1 (Do Now)** ### **Student Activity Sheet** **(Write Narration of experience)** ### **Student Activity Sheet ** **(Write Narration of experience)** ### **Check for Understanding ** **A. Instructions:** Form a group of 10 students that will be your teammates for the entire semester. Be sure that you have the same interests in your group so that you can do good work in the long run! If you already have your teammates, list their complete names on the next page. Then go with the group that you created and quietly observe what product is commonly sold in the Student’s Plaza/School Canteen. I want you to tally the number of products being sold on a particular stall and write it down below. You have 10 minutes to do this. Each one of your group should observe one product only so that he/she can focus on tallying the exact number of products sold. Then as a group, consolidate your observations below. You may tally the number of products, for example: hotdogs, juice, siomai and other products offered in the Student’s Plaza. | **Name of the product** | **Tally** | **Name of the product** | **Tally** | | :---: | :---: | :---: | :---: | | 1. | | | | | 2. | | | | | 3. | | | | | 4. | | | | | 5. | | | | ### **B. Instruction:** List down the 2 advantages of gathering your data first before coming up with a business idea or product to offer and 2 disadvantage if you are to put up a business without data gathering. You have 15 minutes to write your answers below. | **Advantage of gathering data** | **Disadvantage of not gathering data** | | :---: | :---: | | Example: 1. It helps me in identifying the needs and wants of my prospect customers. | Example: 1. There might be no customer who is willing to buy my product. | ### **C. LESSON WRAP-UP** **Thinking about Learning** Congratulations for finishing this module! Shade the number of the module that you finished. Now, I want you to answer these questions: 1. Did you have challenges learning the concepts in this module? If none, which parts of the module helped you learn the concepts? 2. Some question/s I want to ask my teacher about this module is/are: # **Student Activity Sheet** ## **Lesson title: Product Proposal Day /Session 3** ### **Name:** ### **Materials:** - Activity Sheet ### **References:** - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Mike McKeever, How To Write A Business Plan, 2020 7th ed., Nolo - Michael P. Griffin, Tips-for-Writing-a-Business-Plan ### **Lesson Objectives:** At the end of the learning session, I can: - Identify the recommendation for the Proposed Product - Presentation of Product ## **A. LESSON PREVIEW/REVIEW** ### **Introduction** Good day class! Today, you are going to present your proposed products that you will be using for your business plan. Firstly, I want you to go with your teams. Then, make use of creativity to come up with a product proposal. Each member of your team has should be presented in a chair. You have 30 minutes are to prepare some materials. Make sure to bring a bag that you have to your teams. After that, I am going to roam around and ask you to offer your products. Take note that you cannot borrow materials from your classmates. Remember to get your product proposal together. Make sure to fill up the product information below. ## **B. MAIN LESSON** ### **Concept Notes Taking** **Note: Students are given 80 minutes for this overall activities.** ## **Student Activity Sheet** ### **Lesson title: Demand, Supply and Market Acceptability of Proposed Product Day /Session 4** ### **Name:** ### **Materials:** - Activity Sheet ### **References:** - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Mike McKeever, How To Write A Business Plan, 2020 7th ed., Nolo - Michael P. Griffin, Tips-for-Writing-a-Business-Plan ### **Lesson Objectives:** At the end of the learning session, I can: - Integrating the Demand and Supply Concepts to Proposed Product - Identify the Market Acceptability of the Product ## **A. LESSON PREVIEW/REVIEW** ### **Introduction** Good day class! Today, you are going to present your proposed products that you will be using for your business plan. Firstly, I want you to go with your teams. Then, make use of creativity to come up with a product proposal. Each member of your team has should be presented in a chair. You have 30 minutes are to prepare some materials. Make sure to bring a bag that you have to your teams. After that, I am going to roam around and ask you to offer your products. Take note that you cannot borrow materials from your classmates. Remember to get your product proposal together. Make sure to fill up the product information below. ## **B. MAIN LESSON** ### **Concept Notes Taking** **Note: Students are given 80 minutes for this overall activities.** ## **Lesson title: Conclusions and Necessary Revisions of Proposed Product Day /Session 5** ### **Name:** ### **Materials:** - Activity Sheet ### **References:** - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Mike McKeever, How To Write A Business Plan, 2020 7th ed., Nolo - Philip Kotler & Kevin Keller, Marketing Management, 2016, 15th Edition, Pearson ### **Lesson Objectives:** At the end of the learning session, I can: - Enumerate the necessary revisions and recommendations of proposed product - Formulate conclusions for the Proposed Product ## **A.LESSON PREVIEW/REVIEW** ### **Introduction** Good day class! I hope that you have with your tally sheets from last meeting’s activity. Today, you are going to draw conclusions for each question and formulate recommendations. ## **B. MAIN LESSON** ### **Concept Notes Taking** Data presentation is defined as the process of using various graphical formats to visually represent the relationship between two or more data sets so that an informed decision can be made based on them. Data Presentation forms an integral part of all academic studies, commercial, industrial and marketing activities as well as professional practices. Presentation requires skills and understanding of data. It is necessary to make use of collected data which is considered to be raw data. It must be processed to be used for any application. Presentation is the process of organizing data into logical, sequential and meaningful categories and classifications to make them amenable to study and interpretation. Here are the ways to present data: 1. **Textual** - The data are presented in the form of texts, phrases or paragraphs. The statements with numerals or numbers that serve as supplements to tabular presentation. 2. **Tabular** - a systematic arrangement of related idea in which classes of numerical facts or data are given each row and their subclasses are given each a column in order to present the relationships of the sets or numerical facts or data in a definite, compact and understandable form. 2 general rules regarding the independence of tables and text: - The table should be so constructed that it enables the reader to comprehend the data presented without referring to the text; - The text should be so written that it allows the reader to understand the argument presented without referring to the table. *(Campbell, Ballou and Slade, 1990)* 3. **Graphical** - a chart representing the quantitative variations or changes of variables in pictorial or diagrammatic form. 4. **Image or Pictorial** – Image can be considered as another form of data since it can also be processed. Depending on the imagery it can be used either as raw data or processed data. #### **Data Analysis** is the process of systematically applying statistical and/or logical techniques to describe and illustrate, condense and recap, and evaluate data. Data analysis helps in the interpretation of data and help take a decision or answer the research question. #### **Data interpretation** refers to the implementation of processes through which data is reviewed for the purpose of arriving at an informed conclusion. The interpretation of data assigns a meaning to the information analyzed and determines its signification and implications. The interpretation of data is designed to help people make sense of numerical data that has been collected, analyzed and presented. ### **Activity 2-B. Cornell Notes** #### **1.Textual Presentation Sample** #### **2.Tabular Presentation** #### **3.Graphical Presentation** #### **4.Image or Pictorial Presentation** ### **Skill building Activities** - **(Write down the types of graphs that can be used: 1 .Bar graphs 2. Linear graphs 3. Pie graphs 4. Pictograms)** ### **Student Activity Sheet** **(Write down the types of graphs that can be used: 1 .Bar graphs 2. Linear graphs 3. Pie graphs 4. Pictograms)** ### **Check for Understanding** **Instructions:** Be with your team and interpret the data that you have gathered and draw your overall conclusion. You have 70 minutes to do this. A sample interpretation for the Questions in your Day 05. **(Draw your graph or table here)** **Sample:** From the 480 respondents who said that they have tried buying *Frappe*, 50 or 10% of them are buying *Frappe* once a month, 80 or 17% are consuming two *Frappes* per month, 192 or 40% are buying three to five times, and 200 or 42% are buying more than five *Frappes* a month. These numbers suggest that there is a demand of Frappe in Iloilo City. **(Write your interpretation here)** **(Draw your graph or table here)** **(Write your interpretation here)** **(Draw your graph or table here)** **(Write your interpretation here)** **(Draw your graph or table here)** **(Write your interpretation here)** ### **C. LESSON WRAP-UP** **Thinking about Learning** Congratulations for finishing this module! Shade the number of the module that you finished. Now, I want you to answer these questions: 1. Did you have challenges learning the concepts in this module? If none, which parts of the module helped you learn the concepts? 2. Some question/s I want to ask my teacher about this module is/are: # **Student Activity Sheet** ## **Lesson title: Preparing Organization and Management Plan (Preliminary Business Plan) Day /Session 6** ### **Name:** ### **Materials:** - Activity Sheet ### **References:** - Self- Learning module, Business Enterprise Simulation, 2020 by Vibal Group, Inc. - Colin Barrow, Paul Barrow & Robert Brown, The Business Plan Workbook 2020, 12th ed. Kogan Page - Philip Kotler & Kevin Keller, Marketing Management, 2016, 15th Edition, Pearson ### **Lesson Objectives:** At the end of the learning session, I can: - Enumerate the Parts of Business Plan - Explain each part of Business Plan - Prepare s Business Plan (Strategic Plan) ## **A.LESSON PREVIEW/REVIEW** ### **Introduction** Welcome to your day 6 in ABM 009! How is your first 5 meetings so far? I am pretty sure you enjoy your Business Simulation journey. So, let’s begin this another exciting day by answering the review test below! ### **REVIEW** **TEST :** List down three (3) differences between strategy and tactics. | **Strate gy** | **Tacti cs** | | :---: | :---: | | 1. | | | 2. | | | 3. | | ## **B. MAIN LESSON** ### **Concept Notes Taking** You are already done identifying the product that you will be using in your business plan. So, it just time to discuss to you the basic phases of a business plan. But before identifying the basic parts of the business plan, I want to ask you this question: Why do an individual have to do a business plan? Have you ever wondered how big businesses came to place? Why do you think these businesses are being established by individuals? Do you know why small businesses yesterday are now one of the big businesses today? If you still ask yourself or others these questions, this session will give you an idea how those big businesses were established and how did they came to existence! I know that you are excited to know the answers! To start today’s session, read the basic parts of

ABM 009/ Business Enterprise Simulation Grade 12 Course Outline PDF

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