Sales Forecast Profit Predictor Excel & Sheets Template - Accounting

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Ms Biz

620 Followers

Grade Levels

7th - 12th, Adult Education, Homeschool

Subjects

Business, Family Consumer Sciences, Vocational Education

Resource Type

Activities, Lesson

Standards

CCSSMP1

CCSSMP2

CCSSMP3

CCSSMP4

CCSSMP5

Formats Included

Zip
Excel Spreadsheets

Pages

2 pages

$3.75

Wish List

$3.75

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Ms Biz

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Description

Want to make business sales projections easier for students to understand and forecast? This Profit Predictor Template in Excel and Google Sheets has students practice predicting sales, calculating expenses, and determining profits using this simple napkin finance model in 4 easy-to-follow steps. A babysitting example makes it understandable along with detailed directions and a grading rubric providing clear expectations. Incorporate this versatile accounting template in any sales projection activity to build student spreadsheet confidence and entrepreneurial finance skills.

Great content related to courses in:

Business & Entrepreneurship
Accounting & Finance
Business Technology, CTE, or vocational setting

Bring real world applications into the classroom to make learning FUN, RELEVANT, and MEANINGFUL. This can be incorporated into other units, projects or edited to meet your classroom needs. This is fully editable in Microsoft Excel and Google Sheets.

This lesson and activities:

Promotes information understanding and retention
Utilizes kinesthetic learning methods
Diversifies teaching techniques
Strengthens analysis skills
Promotes higher level thinking
Flexibility to use in various settings

**DO NOT PURCHASE IF YOU BOUGHT THE Side Hustle Project OR Side Hustle Bundle. This is modified version of what's included in that. **

GREAT COMPLIMENTARY UNIT THIS IS INCLUDED IN IS the SIDE HUSTLE BUNDLE for everything you need to deliver a comprehensive introductory lesson on side hustles - estimated time is 5 - 7 hours.

1. · UBD unit and lesson plan covering a comprehensive unit to introduce the concept of earning money with a side hustle, and then, take steps to ideate, research and plan a side hustle. Provides timeline for pacing and sequence.

2. Class Slides Presentation includes:

Fully Ready Class Slides – 49 engaging slides (2 sets – Side Hustle & Pitching)
PowerPoint & Google Slides – editable
Teacher talking points on each slide, so you’re fully prepared with little preparation
Interactive student activities to deepen learning through hands on learning
Content coverage includes:
Learning Objectives & State Frameworks
Side Hustle Lesson: Definition, Benefits, Gig/Sharing Economy, High Potential Checklist, Opportunities & Obstacles, Competitive Analysis, Target Market, Profit Potential, and Pitching

3. Apply & Practice - PBL Project: Hands-on, creative 5 PART PROJECT with instructions, examples, grading rubrics, and resources for modifications / accommodations. Students ideate a side hustle, analyze their idea, perform a competitive analysis, predict sales / expenses / profits, and develop a pitch to convince the target market to buy. The 8 page Side Hustle Plan Ideation & Planning Booklet (use paper version or digitally) provides all the guidance needed and correlates with the class slides. The 2 page Profit Predictor spreadsheet helps develop student spreadsheet skills in Excel or Google Sheets. Project materials also include a Discussion Post & Reflection – an introductory discussion post and concluding reflection essay help to begin and end the project in meaningful ways.

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Let's get social. You'll be the first to hear about new product sales, ideas to use in the class, and get plugged into a valuable teacher community.

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Some of my other great business products you may like:

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Total Pages

2 pages

Answer Key

Rubric only

Teaching Duration

45 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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