Total Possible Score 7.00Explains how to Differentiate the Co.docx

Total Possible Score: 7.00
Explains how to Differentiate the Content, Process, and Product
Based on Student Readiness for Mary
Total: 1.80
Distinguished - Comprehensively explains how to differentiate
the given lesson plan for content, process, and product based on
student readiness for Mary. The differentiation is clearly
appropriate for the student’s readiness.
Proficient - Explains how to differentiate the given lesson plan
for content, process, and product based on student readiness for
Mary. The differentiation is mostly appropriate for the student’s
readiness.
Basic - Minimally explains how to differentiate the given
lesson plan for content, process, and product based on student
readiness for Mary. The differentiation is somewhat appropriate
for the student’s readiness.
Below Expectations - Attempts to explain how to differentiate
student readiness for Mary; however, the differentiation is not
appropriate for the student’s readiness.
Non-Performance - The explanation of differentiating content,
process, and product based on student readiness for Mary is
either nonexistent or lacks the components described in the
assignment instructions.
Explains how to Differentiate the Content, Process, and Product
Based on Student Interest for Davion
Total: 1.80
Distinguished - Comprehensively explains how to differentiate
student interest for Davion. The differentiation is clearly
appropriate for the student’s interest.
Proficient - Explains how to differentiate the given lesson plan

for content, process, and product based on student interest for
Davion. The differentiation is mostly appropriate for the
student’s interest.
Basic - Minimally explains how to differentiate the given lesson
plan for content, process, and product based on student interest
for Davion. The differentiation is somewhat appropriate for the
student’s interest.
Below Expectations - Attempts to explain how to differentiate
student interest for Davion however, the differentiation is not
appropriate for the student’s interest.
Non-Performance - The explanation of differentiating content,
process, and product based on student interest for Davion is
either nonexistent or lacks the components described in the
assignment instructions.
Explains Rationale For Methods Used in Differentiating
Content, Process, and Product For Mary and Davion
Total: 2.00
Distinguished - Comprehensively explains the rationale for
methods used in differentiating content, process, and product
for Mary and Davion.
Proficient - Explains the rationale for methods used in
differentiating content, process, and product for Mary and
Davion. The rationale is slightly underdeveloped.
Basic - Partially explains the rationale for methods used in
Davion. The rationale is underdeveloped.
Below Expectations - Attempts to explain the rationale for
methods used in differentiating content, process, and product
for Mary and Davion; however, the rationale is significantly
underdeveloped.
Non-Performance - The rationale for methods used in
Davion.is either nonexistent or lacks the components described
in the assignment instructions.

Critical Thinking: Evidence
Total: 0.20
Distinguished - Employs persuasive and applicable information
from credible sources to develop an ample analysis or synthesis
of the topic. Viewpoints of experts are scrutinized thoroughly.
Proficient - Employs applicable information from credible
sources to develop an analysis of the topic.
Basic - Identifies applicable information from credible sources,
but may neglect the application of such information toward the
analysis of the topic.
Below Expectations - Presents information from external
sources, but such information may lack credibility and/or
relevance. Neglects to apply such information toward the
analysis of the topic.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Creative Thinking: Solving Problems
Total: 0.20
Distinguished - Develops a logical, consistent plan to solve a
problem. Identifies consequences of the solution and clearly
communicates the reason for choosing the solution.
Proficient - Carefully chooses among alternatives and develops
a logical, consistent approach to problem solving.
Basic - Takes into account and eliminates less acceptable
approaches to problem solving.
Below Expectations - Takes into account a single approach and
uses the approach to problem solve.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and

grammar. Written work contains no errors and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors which distract the reader.
Written Communication: APA Formatting
Total: 0.25
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits limited knowledge of APA formatting
throughout the paper. However, layout does not meet all APA
requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Written Communication: Page Requirement
Total: 0.25
Distinguished - The length of the paper is equivalent to the
required number of correctly formatted pages.
Proficient - The length of the paper is nearly equivalent to the
required number of correctly formatted pages.

Basic - The length of the paper is equivalent to at least three
quarters of the required number of correctly formatted pages.
Below Expectations - The length of the paper is equivalent to at
least one half of the required number of correctly formatted
pages.
Written Communication: Resource Requirement
Total: 0.25
Distinguished - Uses more than the required number of
scholarly sources, providing compelling evidence to support
ideas. All sources on the reference page are used and cited
correctly within the body of the assignment.
Proficient - Uses the required number of scholarly sources to
support ideas. All sources on the reference page are used and
cited correctly within the body of the assignment.
Basic - Uses less than the required number of sources to support
ideas. Some sources may not be scholarly. Most sources on the
reference page are used within the body of the assignment.
Citations may not be formatted correctly.
Below Expectations - Uses an inadequate number of sources
that provide little or no support for ideas. Sources used may not
be scholarly. Most sources on the reference page are not used
within the body of the assignment. Citations are not formatted
correctly.
P4-7P4-7 Recording Adjusting and Closing Entries and
Preparing a Balance Sheet and Income Statement Including
Earnings per Share LO4-1, 4-2, 4-4Tunstall, Inc., a small
service company, keeps its records without the help of an
accountant. After much effort, an outside accountant prepared

the following unadjusted trial balance as of the end of the
annual accounting period, December 31, 2014:Account
TitlesDebitCredit Cash$ 42,000 Accounts
receivable11,600 Supplies900 Prepaid insurance800 Service
trucks19,000 Accumulated depreciation$ 9,200 Other
assets8,300 Accounts payable3,000 Wages payable Income
taxes payable Note payable (3 years; 10% interest due each
December 31)17,000 Common stock (5,000 shares
outstanding)400 Additional paid-in capital19,000 Retained
earnings6,000 Service revenue61,360 Remaining expenses (not
detailed; excludes income tax)33,360 Income tax
expense Totals$ 115,960$ 115,960Data not yet recorded at
December 31, 2014, included:a.The supplies count on December
31, 2014, reflected $300 remaining supplies on hand to be used
in 2015.b.Insurance expired during 2014, $800.c.Depreciation
expense for 2014, $3,700.d.Wages earned by employees not yet
paid on December 31, 2014, $640.e.Income tax expense,
$5,540.Required:1Record the 2014 adjusting entries. (If no
entry is required for a transaction/event, select "No journal
entry required" in the first account field.)TransactionGeneral
JournalDebitCredita.b.c.d.e.Required:2-a.Prepare an income
statement that includes the effects of the preceding five
transactions. (Round "Earnings per share" to 2 decimal
places.)TUNSTALL, INC.Income StatementFor the Year Ended
December 31, 2014Operating revenue:Operating expenses:Total
expenses-Earnings per shareRequired:2-b.Prepare a classified
balance sheet that includes the effects of the preceding five
transactions. (Amounts to be deducted should be indicated by a
minus sign.)TUNSTALL, INC.Balance SheetAt December 31,
2014AssetsLiabilities and Stockholders’ EquityCurrent
assets:Current liabilities:Total current assets-Total current
liabilities-Total liabilities-Stockholders' equity:Total
stockholders' equity-Total assets$ -Total liabilities and
stockholders' equity$ -Required:3Record the 2014 closing
entry. (If no entry is required for a transaction/event, select "No
journal entry required" in the first account

field.)TransactionGeneral JournalDebitCredit1
P4-7 Check FiguresP4-7 Recording Adjusting and Closing
Entries and Preparing a Balance Sheet and Income Statement
Including Earnings per Share LO4-1, 4-2, 4-4Tunstall, Inc., a
small service company, keeps its records without the help of an
accountant. After much effort, an outside accountant prepared
the following unadjusted trial balance as of the end of the
annual accounting period, December 31, 2014:Account
TitlesDebitCredit Cash$ 42,000 Accounts
receivable11,600 Supplies900 Prepaid insurance800 Service
trucks19,000 Accumulated depreciation$ 9,200 Other
assets8,300 Accounts payable3000 Wages payable Income
taxes payable Note payable (3 years; 10% interest due each
December 31)17000 Common stock (5,000 shares
outstanding)400 Additional paid-in capital19000 Retained
earnings6000 Service revenue61360 Remaining expenses (not
detailed; excludes income tax)33,360 Income tax
expense Totals$ 115,960$ 115,960Data not yet recorded at
December 31, 2014, included:a.The supplies count on December
31, 2014, reflected $300 remaining supplies on hand to be used
in 2015.b.Insurance expired during 2014, $800.c.Depreciation
expense for 2014, $3,700.d.Wages earned by employees not yet
paid on December 31, 2014, $640.e.Income tax expense,
$5,540.Required:1Record the 2014 adjusting entries. (If no
entry is required for a transaction/event, select "No journal
entry required" in the first account field.)TransactionGeneral
JournalDebitCredita.b.c.d.e.Required:2-a.Prepare an income
statement that includes the effects of the preceding five
transactions. (Round "Earnings per share" to 2 decimal
places.)TUNSTALL, INC.Income StatementFor the Year Ended
December 31, 2014Operating revenue:Operating expenses:Total
expenses- 0Net income$16,720Earnings per shareRequired:2-
b.Prepare a classified balance sheet that includes the effects of
the preceding five transactions. (Amounts to be deducted should
be indicated by a minus sign.)TUNSTALL, INC.Balance
SheetAt December 31, 2014AssetsLiabilities and Stockholders’

EquityCurrent assets:Current liabilities:Total current assets-
0Total current liabilities- 0Total liabilities- 0Stockholders'
equity:Total stockholders' equity- 0Total assets$ - 0Total
liabilities and stockholders' equity$ - 0Required:3Record the
2014 closing entry. (If no entry is required for a
transaction/event, select "No journal entry required" in the first
account field.)TransactionGeneral JournalDebitCredit1
Sheet2List 1List 2List 2Balance SheetList 3List 4No journal
entry requiredAccounts payableAccounts payableNet
incomeOperating incomeAccounts payableAccounts
receivableAccounts receivableNet lossOperating lossAccounts
receivableAccrued expenses payableAccrued expenses
payableAccrued expenses payableAccumulated
depreciationAccumulated depreciationAccumulated
depreciationAdditional paid-in capitalAdditional paid-in
capitalAdditional paid-in capitalAdvertising expenseAdvertising
expenseAdvertising expenseCashCashCashCommission
expenseCommission expenseCommission expenseCommon
stockCommon stockCommon stockConsulting
expenseConsulting expenseConsulting expenseCost of goods
soldCost of goods soldCost of goods soldDepreciation
expenseDepreciation expenseDepreciation
expenseEquipmentEquipmentEquipmentFee revenueFee
revenueFee revenueGain on sale of landGain on sale of
landGain on sale of landIncome taxes expenseIncome taxes
expenseIncome taxes expenseIncome taxes payableIncome taxes
payableIncome taxes payableInsurance expenseInsurance
expenseInsurance expenseInterest expenseInterest
expenseInterest expenseInterest payableInterest payableInterest
payableInterest receivableInterest receivableInterest
receivableInterest revenueInterest revenueInterest
revenueInventoryInventoryInventoryInvestmentsInvestmentsInv
estmentsLandLandLandLong-term debtLong-term debtLong-
term debtMaintenance expenseMaintenance
expenseMaintenance expenseNotes payableNotes payable, long-
termNotes payableNotes payable, long-termNotes

receivableNotes payable, long-termNotes receivableOther
assetsNotes receivableOther assetsPrepaid expensesOther
assetsPrepaid insurancePrepaid rentPrepaid insurancePrepaid
rentProperty tax expensePrepaid rentProperty tax
expenseProperty tax payableProperty tax expenseProperty tax
payableProperty, plant and equipmentProperty tax
payableProperty, plant and equipmentRemaining expenses (not
detailed)Property, plant and equipmentRemaining expenses (not
detailed)Rent expenseRent expenseRent expenseRent
receivableRent receivableRent receivableRent revenueRent
revenueRent revenueRepairs expenseRepairs expenseRepairs
expenseResearch and development expenseResearch and
development expenseResearch and development
expenseRetained earningsRetained earningsRetained
earningsSalaries expenseSales revenueSalary expenseSales
revenueService revenueSales revenueService
revenueSuppliesService revenueService trucksSupplies
expenseSuppliesSuppliesUnearned revenueSupplies
expenseSupplies expenseUtilities expenseUnearned
revenueUnearned revenueUtilities payableUtilities
expenseUtilities expenseWages expenseUtilities
payableUtilities payableWages payableWages expenseWages
expenseWages payableWages payable
P3-4P3-4 Analyzing the Effects of Transactions Using T-
Accounts, Preparing an Income Statement, and Evaluating the
Net Profit Margin Ratio as a Manager LO3-4, 3-5, 3-6Kaylee
James, a connoisseur of fine chocolate, opened Kaylee’s Sweets
in Collegetown on February 1, 2014. The shop specializes in a
selection of gourmet chocolate candies and a line of gourmet ice
cream. You have been hired as manager. Your duties include
maintaining the store’s financial records. The following
transactions occurred in February 2014, the first month of
operations.a.Received four shareholders’ contributions totaling
$30,200 cash to form the corporation; issued 400 shares of $.10
par value common stock.b.Paid three months' rent for the store

at $1,750 per month (recorded as prepaid expenses).c.Purchased
and received candy for $6,000 on account, due in 60
days.d.Purchased supplies for $1,560 cash.e.Negotiated and
signed a two-year $11,000 loan at the bank.f.Used the money
from (e) to purchase a computer for $2,750 (for recordkeeping
and inventory tracking); used the balance for furniture and
fixtures for the store.g.Placed a grand opening advertisement in
the local paper for $400 cash; the ad ran in the current
month.h.Made sales on Valentine's Day totaling $3,500; $2,675
was in cash and the rest on accounts receivable. The cost of the
candy sold was $1,600.i.Made a $550 payment on accounts
payable.j.Incurred and paid employee wages of
$1,300.k.Collected accounts receivable of $600 from
customers.l.Made a repair to one of the display cases for $400
cash.m.Made cash sales of $1,200 during the rest of the month.
The cost of the candy sold was $600.Required:1 & 2.Record in
the T-accounts the effects of each transaction for Kaylee’s
Sweets in February, referencing each transaction in the accounts
with the transaction letter. Show the ending balances in the T-
accounts. An example amount has been posted to the Cash T-
Account from transaction (l).CashAccounts ReceivableBeg.
bal.Beg. bal.400(l)End. bal.End. bal.400SuppliesInventoryBeg.
bal.Beg. bal.End. bal.End. bal.Prepaid ExpensesEquipmentBeg.
bal.Beg. bal.End. bal.End. bal.Furniture and FixturesAccounts
PayableBeg. bal.Beg. bal.End. bal.End. bal.Notes
PayableCommon StockBeg. bal.Beg. bal.End. bal.End.
bal.Additional Paid-in CapitalSales RevenueBeg. bal.Beg.
bal.End. bal.End. bal.Cost of Goods SoldRepair ExpenseBeg.
bal.Beg. bal.End. bal.End. bal.Advertising ExpenseWage
ExpenseBeg. bal.Beg. bal.End. bal.End. bal.Required:3Prepare
an income statement at the end of the month ended February 28,
2014.KAYLEE’S SWEETSIncome Statement (unadjusted)For
the Month Ended February 28, 2014Revenues:Expenses:Total
cost and expenses-Required:5After three years in business, you
are being evaluated for a promotion. One measure is how
effectively you managed the sales and expenses of the business.

The following data are available: 2016* 2015
2014 Total assets$ 88,000$ 58,500$ 52,500 Total
liabilities49,50022,00018,500 Total stockholders’
equity38,50036,50034,000 Net sale
revenue93,50082,50055,000 Net income22,00011,0004,400* At
the end of 2016, Kaylee decided to open a second store,
requiring loans and inventory purchases prior to the store’s
opening in early 2017.5-a.Calculate the net profit margin ratio
for each year. (Round your answers to 1 decimal place.)Net
Profit Margin Ratio2016%2015%2014%5-b.Do you think you
should be promoted?
YES
NO
P3-4 Check FiguresP3-4 Analyzing the Effects of Transactions
Using T-Accounts, Preparing an Income Statement, and
Evaluating the Net Profit Margin Ratio as a Manager LO3-4, 3-
5, 3-6Kaylee James, a connoisseur of fine chocolate, opened
Kaylee’s Sweets in Collegetown on February 1, 2014. The shop
specializes in a selection of gourmet chocolate candies and a
line of gourmet ice cream. You have been hired as manager.
Your duties include maintaining the store’s financial records.
The following transactions occurred in February 2014, the first
month of operations.a.Received four shareholders’ contributions
totaling $30,200 cash to form the corporation; issued 400 shares
of $.10 par value common stock.b.Paid three months' rent for
the store at $1,750 per month (recorded as prepaid
expenses).c.Purchased and received candy for $6,000 on
account, due in 60 days.d.Purchased supplies for $1,560
cash.e.Negotiated and signed a two-year $11,000 loan at the
bank.f.Used the money from (e) to purchase a computer for
$2,750 (for recordkeeping and inventory tracking); used the
balance for furniture and fixtures for the store.g.Placed a grand
opening advertisement in the local paper for $400 cash; the ad
ran in the current month.h.Made sales on Valentine's Day
totaling $3,500; $2,675 was in cash and the rest on accounts
receivable. The cost of the candy sold was $1,600.i.Made a

$550 payment on accounts payable.j.Incurred and paid employee
wages of $1,300.k.Collected accounts receivable of $600 from
customers.l.Made a repair to one of the display cases for $400
cash.m.Made cash sales of $1,200 during the rest of the month.
The cost of the candy sold was $600.Required:1 & 2.Record in
the T-accounts the effects of each transaction for Kaylee’s
Sweets in February, referencing each transaction in the accounts
with the transaction letter. Show the ending balances in the T-
accounts. An example amount has been posted to the Cash T-
Account from transaction (l).CashAccounts ReceivableBeg.
bal.Beg. bal.400(l)End. bal.End. bal.SuppliesInventoryBeg.
bal.Beg. bal.End. bal.End. bal.Prepaid ExpensesEquipmentBeg.
bal.Beg. bal.End. bal.End. bal.Furniture and FixturesAccounts
PayableBeg. bal.Beg. bal.End. bal.End. bal.Notes
PayableCommon StockBeg. bal.Beg. bal.End. bal.End.
bal.Additional Paid-in CapitalSales RevenueBeg. bal.Beg.
bal.End. bal.End. bal.Cost of Goods SoldRepair ExpenseBeg.
bal.Beg. bal.End. bal.End. bal.Advertising ExpenseWage
ExpenseBeg. bal.Beg. bal.End. bal.End. bal.Required:3Prepare
an income statement at the end of the month ended February 28,
2014.KAYLEE’S SWEETSIncome Statement (unadjusted)For
the Month Ended February 28, 2014Revenues:Expenses:Total
cost and expenses0Net income$400Required:5After three years
in business, you are being evaluated for a promotion. One
measure is how effectively you managed the sales and expenses
of the business. The following data are available: 2016*
2015 2014 Total assets$ 88,000 $ 58,500 $ 52,500
Total liabilities49,500 22,000 18,500 Total stockholders’
equity38,500 36,500 34,000 Net sale revenue93,500 82,500
55,000 Net income22,000 11,000 4,400 * At the end of
2016, Kaylee decided to open a second store, requiring loans
and inventory purchases prior to the store’s opening in early
2017.5-a.Calculate the net profit margin ratio for each year.
(Round your answers to 1 decimal place.)Net Profit Margin
Ratio2016%2015%2014%5-b.Do you think you should be
promoted?

YES
NO
Sheet2List 12112(a)Net incomeAccounts payable(b)Net
lossAccounts receivable(c)Additional paid-in-
capital(d)Advertising expense(e)Cash(f)Commission
expense(g)Common stock(h)Consulting expense(i)Cost of goods
sold(j)Equipment(k)Fuel expense(l)Games revenue(m)Insurance
expenseInterest expenseInterest
revenueInventoryLandMiscellaneous expensesNotes payable
(long-term)Notes payable (short-term)Prepaid expensesRent
expenseRent revenueRepair expenseRetained earningsSales
revenueSuppliesSupplies expenseUnearned revenueUtilities
expenseWage expenseWages payable
CP4-2CP4-2Finding Financial InformationLO4-2, 4-3, 4-4Refer
to the financial statements of Urban Outfitters in Appendix C at
the end of this book.Required:1. How much is in the Prepaid
Expenses and Other Current Assets account at the end of the
most recent year (for the year ended January 31, 2012)? (in
thousands)Where did you find this information?2. What did the
company report for Deferred Rent and Other Liabilities at the
end of the most recent year (for the year ended January 31,
2012)? (in thousands)Where did you find this information?3.
What is the difference between prepaid rent and deferred rent?4.
Describe in general terms what accrued liabilities are.5. What
would generate the interest income that is reported on the
income statement?6. What company accounts would not have
balances on a post-closing trial balance?7. Describe the closing
entry, if any, for Prepaid Expenses.8. What is the company's
earnings per share (basic only) for the three years reported?Year
Ended:EPS: January 31, 2012 January 31, 2011 January 31,
20109. Compute the company's total asset turnover ratio for the
three years reported. (Dollars in thousands.) Fiscal Year
EndedSales Revenue /Average Total Assets = Total
Asset Turnover1/31/121/31/111/31/10What does the trend
suggest to you about Urban Outfitters?

CP4-2 Check FiguresCP4-2Finding Financial InformationLO4-
2, 4-3, 4-4Refer to the financial statements of Urban Outfitters
in Appendix C at the end of this book.Required:1. How much is
in the Prepaid Expenses and Other Current Assets account at the
end of the most recent year (for the year ended January 31,
2012)? (in thousands)Where did you find this information?2.
What did the company report for Deferred Rent and Other
Liabilities at the end of the most recent year (for the year ended
January 31, 2012)? (in thousands)Where did you find this
information?3. What is the difference between prepaid rent and
deferred rent?4. Describe in general terms what accrued
liabilities are.Accrued Liabilities would consist of costs that
have been incurred by the end of the accounting period but
which have not yet been paid. 5. What would generate the
interest income that is reported on the income statement?6.
What company accounts would not have balances on a post-
closing trial balance?7. Describe the closing entry, if any, for
Prepaid Expenses.8. What is the company's earnings per share
(basic only) for the three years reported?Year Ended:EPS:
January 31, 2012 January 31, 2011 January 31, 20109. Compute
the company's total asset turnover ratio for the three years
reported. (Dollars in thousands.) Fiscal Year EndedSales
Revenue /Average Total Assets = Total Asset
Turnover1/31/121/31/111/31/10What does the trend suggest to
you about Urban Outfitters?
Sheet2List 1Auditor's ReportBalance SheetIncome
StatementNotes to Financial StatementsStatement of Cash
FlowsStatement of Shareholders' Equity
CP3-2CP3-2Finding Financial InformationLO3-2, 3-4, 3-6Refer
to the financial statements of Urban Outfitters in Appendix C at
the end of the book.Required:1. What is the company's revenue
recognition policy? (Hint: Look in the notes to the financial
statements.)2. Assuming that $50 million of cost of sales was
due to noninventory purchase expenses (distribution and
occupancy costs), how much inventory did the company buy

during the year? (Hint: Use a T-account of inventory to infer
how much was purchased.)INVENTORY (in
thousands)Inventory purchased during the year:3. Calculate
selling, general, and administrative expenses as a percent of
sales for each year presented. (Dollars in thousands.)Year
EndedSG&A Expenses /Net Sales Revenue =
Percentage201220112010By what percent did these expenses
increase or decrease from fiscal years ended 2011 and 2012 and
between 2010 and 2011? (Hint: Percentage Change = [Current
Year Amount − Prior Year Amount]/Prior Year Amount.) %
ChangeIncr. or Decr.Between years ended 2011 and
2012:Between years ended 2010 and 2011:4. Compute the
company's net profit margin for each year presented. (Dollars in
thousands.) Fiscal Year Ended Net
Income /Net Sales (or Operating) Revenues = Net Profit Margin
Ratio201220112010Explain net profit margin ratio and discuss
the results shown above.
CP3-2 Check FiguresCP3-2Finding Financial InformationLO3-
2, 3-4, 3-6Refer to the financial statements of Urban Outfitters
in Appendix C at the end of the book.Required:1. What is the
company's revenue recognition policy? (Hint: Look in the notes
to the financial statements.)2. Assuming that $50 million of cost
of sales was due to noninventory purchase expenses
(distribution and occupancy costs), how much inventory did the
company buy during the year? (Hint: Use a T-account of
inventory to infer how much was purchased.)INVENTORY (in
thousands)Inventory purchased during the year:3. Calculate
selling, general, and administrative expenses as a percent of
sales for each year presented. (Dollars in thousands.)Year
EndedSG&A Expenses /Net Sales Revenue =
Percentage201220112010By what percent did these expenses
increase or decrease from fiscal years ended 2011 and 2012 and
between 2010 and 2011? (Hint: Percentage Change = [Current
Year Amount − Prior Year Amount]/Prior Year Amount.) %
ChangeIncr. or Decr.Between years ended 2011 and
2012:Between years ended 2010 and 2011:4. Compute the

company's net profit margin for each year presented. (Dollars in
thousands.) Fiscal Year Ended Net
Income /Net Sales (or Operating) Revenues = Net Profit Margin
Ratio20127.5%20112010Explain net profit margin ratio and
discuss the results shown above.
Sheet2List 1List
2BeginningIncreaseEndingDecreasePurchasesCost of Sales
1
Differentiating for Student Readiness and Interest
Student
EDU382: Meeting the Need of Diverse Learners
(CXF1522A)
Instructor Beyer
2015
2
There are three differentiable elements that impact curriculum.
These three elements
are content, process, and product. When considering student

readiness these elements can be
differentiated o support growth (Sousa & Tomlinson, 2011). The
following contents of this paper will be
used to examine two
specific students, at different levels of readiness, and how
content, process, and product impacts
the learning experience.
Content can be considered as the “meat and potatoes” of a
lesson plan. Content is
ultimately the knowledge, understanding, and abilities (KUD’s)
that is being taught. The content
can be differentiated in two ways. The “meat and potatoes” can,
itself, be modified. (Meat and
carrots or tofu and potatoes) This means that the actual
materials being taught can change. Or, a
second way to differentiate is for the teacher to modify the
means by which the material is
shared. Some ways to differentiate content include:
x Use of video images to supplement text
x Offering demonstrations to provide an example of application
of abstract ideas
x Bookmark a university website so advanced learners so they
may take advantage of
expert level discussion regarding the topic of interest (Sousa &

Tomlinson, 2011).
The process can also be referred to as “sense making
activities”. This occurs after the
student has stopped receiving the information and begins to
practice the information. Activities
help students to make the information their own and promote
critical and abstract thinking.
Process is when the students integrate the knowledge,
understanding, and skills into providing
solution a d conceptualization. Some examples of
differentiation in process include:
3
x Providing other models or scaffolding to make tasks
accessible
x Increase or decrease the number of facets in the task
x Ask students to work with partners to solve a problem versus
working alone
Finally the product element of the curriculum is a way in
which the student exhibits
understanding and comprehension of the lesson unit. The
product may also be referred to as the

summative assessment. Products are basically how a teacher
knows if the student has
successfully learned the content. Some ways to differentiate
product include:
x Provide more check in dates
x Ask students to set personal goals for their products
x Use community mentors to support or extend student
understanding (Sousa & Tomlinson, 2011)
There are a few objectives when developing lesson plans.
Knowledge and skills are
obvious objectives. A third kind of objective is attitude. “Good
attitudes toward learning always
assist pupils to achieve more optimally” (Marlow, 2004). This
fact supports greatly the need to
account for, not only readiness but also student interests. A
student who is interested in the
subject and topic is more likely to have a good attitude towards
the lesson.
As it is with the cases of Mary and Davion, the students
differ greatly in readiness and
interests. Mary loves science and already has a foundational
knowledge for the content of matter,
specifically the structure of an atom. Davion is not a huge fan
of science and knows very little

about the desired content. It will be profoundly important to
find ways to differentiate the three
elements to accommodate each learner and ensure that they are
challenged properly to promote
growth.
4
Let’s first consider how to optimize Mary’s learning
experience. Considering Mary enjoys
the subject and is advanced in her base knowledge, it will be
important to challenge her
appropriately. Providing Mary with internet resources (content)
will help her to explore the
subject on her own and provide access to a more advanced
discussion outside of grade-level text.
In order to differentiate the process for Mary, the teacher will
instruct her to buddy up with
Davion. Since Mary enjoys the subject and already has
developed KUD’s regarding the topic, it
will be beneficial for her to be in a position to share her
enthusiasm and act as a peer mentor.
Finally, in keeping in line with the content, Mary will be

provided with more complex resources
to meet her reading levels.
To differentiate these elements for Davion, the teacher
will need to consider his lack of
interest as well as his lack of motivation. Davion is an average
student and so his KUD’s are
within in normative ranges. The content will not need to be
altered greatly however will need to
account for lack of interest/motivation. One way to do this is to
augment the more complex text
with video images. Keeping in mind that Davion has an interest
in comics; a video with
illustration may play to his interests and stimulate cognitive
involvement. To modify for process
for Davion, he would buddy up with Mary. Working as a team
will allow Davion to explore
common and varied interests with Mary as well as play an
intricate part. The assignment for the
pair would be to develop a poster illustrating and narrating the
structure of an atom. This
partnership will allow Davion to express his KUD’s of the
lesson through artistic representation
and allow Mary to share her advanced perspective. Finally to
differentiate for product, the

teacher can check in more often with Davion. Checking in will
ensure that Davion is staying
engaged and on task as well as assessing his progress within the
lesson plan.
5
These three elements have a variety of options for
differentiation. In order to ensure
that the students are challenged and therefore growing
academically, it is important to interpret
pre-assessments for curriculum building. As illustrated within
this paper, two students at
different levels of readiness and with different interests can
work cohesively for a common goal.
Creative lesson development can ensure that students, such as
Mary and Davion meet lesson
goals, participate in their education, and become part of a
community.
6
References

Marlow, E 2004. Psychology of Lesson Plans and Unit
Development. Reading Improvement.
(EJ709532), Database: ERIC
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the
brain: How neuroscience
supports the learner-friendly classroom. Bloomington, IN:
Solution
Tree Press.

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