files.eric.ed.govlesson plan. the lesson plan contains the detailed explanation of the activities...
TRANSCRIPT
ED 424 462
TITLE
INSTITUTION
SPONS AGENCY
PUB DATENOTE
AVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
CE 077 471
Patterns for Success: Production Percentage Math (P1).Workforce 2000 Partnership.Enterprise State Junior Coll., AL.; MacArthur StateTechnical Coll., Opp, AL.Office of Vocational and Adult Education (ED), Washington,DC. National Workplace Literacy Program.1996-00-0041p.; For other "Workforce 2000 Partnership" guides, see ED414 598, ED 414 612, and CE 077 461-488. Southeast AlabamaAdult Network and Laurens County Literacy Council are alsoeducation partners in the Workforce 2000 Partnership.Industry partners are: CMI Industries, Inc., Opp & MicolasMills, Pridecraft Enterprises, and Shaw Industries.Enterprise State Junior College, P.O. Box 1300, Enterprise,AL 36331; Web site: http://www.esjc.cc.al.usGuides Classroom Teacher (052)MF01/PCO2 Plus Postage.Adult Education; Adult Literacy; Arithmetic; BehavioralObjectives; Carpeting; Curriculum Guides; *Education WorkRelationship; Fashion Industry; Learning Activities;Learning Modules; Lesson Plans; *Literacy Education;*Mathematics Skills; Networks; Partnerships in Education;*Percentage; Problem Solving; *Ratios (Mathematics); Records(Forms); Regional Planning; School Business Relationship;Skill Development; *Workplace Literacy*Textile Industry
This curriculum package on production percentage math is aproduct of the Workforce 2000 Partnership, which combined the resources offour educational partners and four industrial partners in Alabama, Georgia,and South Carolina to provide education and training in communication,computation, and critical thinking to employees in the apparel, carpet, andtextile industries. After a brief overview of the Workforce 2000 Partnership,the curriculum package's contents are described. Presented next is acurriculum guide for a course in production percentage math for newemployees. Included in the curriculum guide are the following elements:module title; author; job title; general instructional objective; overalltime; and specific instructional objectives, list of required resources andmaterials, and suggested learning activities and evaluation activities. Next,a lesson plan is provided that contains detailed instructions for conductingthe guided practice, applied practice, and closure activities. The activitiesprovided are designed to help learners develop multiplication and divisionskills required to solve work-related problems of ratio and proportion.Concluding the document are handouts, transparencies, tests and a sampleindividual education plan. (MN)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
Patterns for Success:Production Percentage Math
(P 1)
EDUCATION PARTNERS
Enterprise State Junior College
MacArthur State TechnicalCollege
Southeast Alabama AdultNetwork
Laurens County Literacy Council
INDUSTRY PARTNERS
CMI Industries, Inc.
Opp & Micolas Mills
Pridecraft. Enterprises
Shaw Industries
The Workforce 2000 Partnership combines the resources of educational and industrial partners toprovide education and training in communication, computation and critical thinking skill to employeesin the apparel, carpet and textile industries. The project is fimded by a US Department of EducationNational Workplace Literacy Program grant awarded over three years to Enterprise State JuniorCollege in the amoimt of $2,243,470 (70%) withcommitted private sector matching funds ofS961,487 (30%), bringing the total program resources to $3,204,957. The activities of thePartnership do not necessarily represent the policy ofthe Department of Education, and you shouldnot assume endorsement by the Federal Government. Participation by the education or industrialpartners in the project should also not be construedas endorsement by the Government of anypartners' products.
EST COPY MALAWI
U.S. DEPARTMENT OF EDUCATIONOffice of,EcThcationaI Research and Improvement
EDU TIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
0 Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
2
TABLE OF CONTENTS
I. Introductionii
II. Curricuhim Guide1
III. Lesson Plan3
IV. Handouts, Transparencies, and Tests 7
V. Individual Education Plan
i
3
24
INTRODUCTION
The Workforce 2000 Partnership is a network of industries and educational institutionsthat provides training in communication, computation, and creative thinking to employees in thetextile, apparel, and carpet industries. The Partnership serves line employees and first-linesupervisors at 15 plants in Alabama, Georgia, and South Carolina. The curricula for these topicsare developed by the educational partners, which include a junior college, a technical college, andtwo adult education/literacy programs.
The Partnership uses functional context curricula to teach the topics listed above. Thisintroduction will describe how the curriculum is developed, the contents of this curriculumpackage, and how to involve learners in the educational process.
CURRICULUM DEVELOPMENT
Before writing curriculum, instructors must know what employees need to learn. Aninstructional need is defined as the difference between what workers know and what the jobrequires. Project staff employ a variety of methods to analyze the duties and tasks of the jobs, aswell as what kinds ofcommunication, computation, and creative thinking skills are required. Theanalyses include interviewing exemplary workers; observing these workers on the job;interviewing groups of workers who perform the same or very similar jobs; reviewing documentssuch as job descriptions, handbooks, signs, memoranda, etc; interviewing supervisors andmanagers; and structuring surveys to be completed by workers, supervisors, and managers.During the analyses, the curriculum developer will also look for skills that the worker mustperform to be considered for promotions.
Needs assessment is a vital part of the curriculum development process because theeducator must fully understand what a worker does in order to determine what the worker mustlearn. As the needs assessment process continues, the educator also collects numerous documentsto use as materials for instruction. The use of work-specific materials for instruction is what setsworkplace education apart from other types of adult education. These materials allow skills to belearned in the classroom and more readily transferred to the plant floor. Therefore, reading skillsimprovement takes place as the worker is reading and comprehending the employee handbook;math skills improvement happens while the worker is computing percentages for production; andthinking skills improve as the worker is learning to work as a team member.
CONTENTS OF THIS CURRICULUM PACKAGE
The Curriculum Guide
The curriculum guide provides a quick view of all the major components of thecurriculum. The job title for which the curriculum was originally developed and field tested isgiven in the upper left hand corner under the name of the curriculum module. Next is the General
Instructional Objective that defines the major purpose of the curriculum. The Overall Time islisted to estimate the_ amount oftime that should be devoted to the entire module.
The chart is used by reading across the columns to match the Specific InstructionalObjective with the estimated amount of time required, the Learning Activities, Resources requiredfor the activities, and the Evaluation method used to assess achievement of the specific objective.The instructor should carefully review the column on Resources / Materials to ensure thatnecessary items are readily available. Copyrighted materials may be referenced in the Resourcessection of the Curriculum Guide; however, no copyrighted material has been duplicated andplaced in this module.
Sequencing Learning Activities
Project staff use a model of instructional sequencing adapted fiom Literacy at Work byJori Phillipi'. In this model, the instructional sequence begins with an activity designed to invitethe learners into the learning process. This activity will allow the learners to bring to mind pastlearning and experiences in a way that will facilitate the learning of new information. The activitymay come from the workplace or from other real-life situations.
Once the new information has been presented, learners participate in activities designed topractice skills clustered in increasingly largerchunks. These skills are then applied to situationsfrom the workplace to maximize the transfer of the skills learned. A closure activity provides forreview and assessment of the skills learned and may also identify needs for further learning.
Lesson Plan
The Lesson Plan contains the detailed explanation of the activities referenced on theCurriculum Guide. Note that the numbering system for the activities is the same on theCurriculum Guide and in the Lesson Plan. In reviewing the Lesson Plan, the instructor shouldlook for places where more appropriate work-specific items can be substituted. This substitutioncustomizes the curriculum for the specific work site and makes the learning activities moremeaningful for the learners involved.
Handout& Transparencies and Tests
The Lesson Plan may require that handouts and/or transparencies be used in teaching themodule. If so, these items are located behind the Lesson Plan in the curriculum package and aredesignated as Handouts or Transparencies in the header at the top of the page. If a pre- and post-test (called Preview and Review) are a part of the module, thesewill also be found in theHandouts section.
Jori. Literacy at Work The Workbook for Program Directors. New York:Simon & Schuster Workplace Resources, 1991.
INCLUDING LEARNING IN THE EDUCATION PROCESS
It is essential to provide opportunities for the adult learners to recognize their place in theeducational process. The first step in the process is the assessment of the learner's skills andneeds, performed jointly by the learner and the instructor. This assessment, becomes a part of thelearner's Individual Education Plan (MP). The 1EP forms used by the Partnership are containedin this module. The IEP provides for collection of demographic data, evaluation of learner's skillsand needs, and an outline of the activities in this module.
Every activity contains opportunities for evaluation, and, as much as possible, the learnersperform the evaluation themselves. As curriculum is written, a page is developed for the learnersto use to follow the sequence of activities and to document their performance. This page, calledthe Learner's Page, becomes a part of the IEP.
Frequently, pre- and post-tests (referred to as Previews and Reviews) are administered asa part of the evaluation process: Learners participate in scoring these tests and write their scoreson their pages. To vary the assessment methods, the learners may be asked to rate themselves ontheir ability to perform certain skills, to write a phrase or statement that expresses their beliefabout their learning, or to specify what skills need more practice.
The purpose for including the learners in the evaluation process is to help them understandthat assessment is reflective, constructive, and self-regulated. The learners, having participated inan ongoing needs assessment process, understand why they are participating in the learningactivities. Therefore, including them in the evaluation of the learning gives them opportunities forrelearning, synthesizirig, and applying the skills.
.
Written self-evaluative comments on theLearner's Page also provide opportunities forcommunication between the learner and the instructor.This type of assessment is teacher-mediated (i.e. usuallydone when instructed by the teacher), ongoing, andcumulative. The Learner's Page is filed in his or herfolder which is regularly reviewed by the instructor.During the reviews, the instructor may write comments.in response to those made by the learner.
The goal of this curriculum is to enable learnersto transfer classroom academic learning to the plantfloor, thereby improving both productivity andefficiency. This curriculum will be most effective if theinstructor customizes the curriculum to the specificworksite.
iv
6
For more informationabout the project or thecurricula contact:
Susan Steck, Project DirectorWorkforce 2000 PartnershipEnterprise State Junior CollegeP.O. Box 1300Enterprise, Alabama 36331
TEL: (334) 393-ESJCextension 226
FAX: (334) 393-6223
BEST COPY AVAILABLE
Cur
ricu
lum
Gui
deM
odul
e: P
rodu
ctio
n Pe
rcen
tage
Mat
hJo
b T
itle:
New
Hir
es
Gen
eral
Ins
truc
tiona
l Obj
ectiv
e:U
nder
stan
ding
occ
upat
iona
l spe
cifi
cm
athe
mat
ics
Ove
rall
Tim
e: 9
5 m
inut
es
Aut
hor:
Dav
is/S
tagl
iano
Page
1
Spec
ific
Inst
ruct
iona
lO
bjec
tive
Tim
eL
earn
ing
Act
iviti
esR
esou
rces
/Mat
eria
lsE
valu
atio
n(P
roce
ss/S
tatu
s)
(Mot
ivat
ion)
5 m
in.
1.1
Mot
ivat
iona
l Act
ivity
.E
xam
ple
Mul
tiplic
atio
n an
ddi
visi
on p
robl
ems
Cal
cula
tor
Stud
ents
can
cor
rect
lyco
mpl
ete
prob
lem
s.
Rev
iew
pri
ncip
les
of m
ultip
licat
ion
and
divi
sion
.30
min
.2.
1In
stru
ctio
nal A
ctiv
ityT
each
stu
dent
s ba
sic
voca
bula
ry o
f m
ultip
licat
ion
Tea
ch s
tude
nts
how
toco
mpu
tem
ultip
licat
ion
prob
lem
son
the
calc
ulat
or.
Tea
ch s
tude
nts
basi
cvo
cabu
lary
of
divi
sion
,T
each
stu
dent
s ho
w to
com
pute
divi
sion
pro
blem
s on
the
calc
ulat
or.
"Mul
tiplic
atio
n on
Cal
ulat
or"
- ha
ndou
t"D
ivis
ion
on C
alcu
lato
r"-
hand
out
Stud
ents
can
def
ine
voca
bula
ry.
Stud
ents
can
cor
rect
lyw
ork
mul
tiplic
atio
npr
oble
ms
on c
alcu
lato
r.St
uden
ts c
an c
orre
ctly
wor
k di
visi
on p
robl
ems
on th
e ca
lcul
ator
.
111.
B.1
00In
terp
ret r
atio
and
pro
port
ion,
e.g.
prep
arin
g m
ixtu
res,
fig
urin
gpa
yra
te.
5 m
in.
3.1
Mot
ivat
iona
l Act
ivity
Ask
stu
dent
s to
nam
e ev
eryd
ayex
ampl
es o
f th
e us
e of
rat
es
Mar
ker
boar
d/M
arke
rsIn
stru
ctor
cri
tique
sst
uden
ts' r
espo
nses
.
5 m
in.
3.2
Inst
ruct
iona
l Act
ivity
Tea
ch s
tude
nts
voca
bula
ry.
Stud
ents
can
def
ine
voca
bula
ry. I
nstr
ucto
rcr
itiqu
es s
tude
nts'
exam
ples
.I
78
Mod
ule:
Pro
duct
ion
Perc
enta
geM
ath
Page
2
Spec
ific
Inst
ruct
iona
lO
bjec
tive
Tim
eL
earn
ing
Act
iviti
esR
esou
rces
/Mat
eria
lsE
valu
atio
n(P
roce
ss/S
tatu
s)
5 m
in,
3.3
Inst
ruct
iona
l Act
ivity
Rev
iew
the
defi
nitio
n fo
r "r
atio
".St
uden
ts c
an d
cifi
nevo
cabu
lary
. Ins
truc
tor
criti
ques
stu
dent
s'ex
ampl
es.
15 m
in.
3.4
Inst
ruct
iona
l Act
ivity
Rev
iew
the
defi
nitio
n fo
r "r
ate"
.T
each
stu
dent
s ho
w to
wri
tea
rate
.W
ork
exam
ples
on
the
boar
d.
"Rea
ding
and
Wri
ting
Rat
es"
- ha
ndou
tSt
uden
ts a
re a
ble
toco
rrec
tly w
ork
exam
ples
.
15 m
in.
3.5
Gui
ded
Prac
tice
.
Wri
te th
e pr
oduc
tion
perc
enta
geeq
uatio
n on
the
boar
d.E
xpla
in to
stu
dent
s th
e ra
tes
and
ratio
s co
ntai
ned
in th
e eq
uatio
n.E
xpla
in to
stu
dent
s ho
wto
calc
ulat
e da
ily r
ate
ofpa
y an
dho
urly
rat
e of
pay
.W
ork
thro
ugh
exam
ples
on th
ebo
ard.
"Pro
duct
ion
Perc
enta
geR
ate
and
Rat
ios"
-ha
ndou
t
Stud
ents
are
abl
e to
corr
ectly
wor
kex
ampl
es.
(Clo
sure
)15
min
.4.
1 A
pplie
d Pr
actic
e an
d C
losu
reA
ctiv
ityG
ive
stud
ents
cop
ies
ofgu
msh
eets
and
"Pr
oduc
tion
Perc
enta
ge R
ates
and
Rat
ios
Wor
kshe
et".
Hav
e st
uden
ts c
ompl
ete
wor
kshe
et.
Rev
iew
upo
n co
mpl
etio
n.
"Pro
duct
ion
Perc
enta
geR
ates
and
Rat
ios
Wor
kshe
et"
- ha
ndou
t
Stud
ents
can
cor
rect
lyco
mpl
ete
all p
robl
ems
on th
e w
orks
heet
.
9
1 0
Module: Production Percentage Math Page 3
Lesson Plan
1.1 Motivational Activity - 5 minutesThis module covers rate, ratio and proportion. A review of multiplication and division utilizing thecalculator is included. As an introduction, the instructor does a motivational activity dealing withmultiplication and division word problems which involve workplace situations. Students use thecalculator to solve these problems, and the instructor works through the problems with them.
Examples:1. Laurie, a sewing machine operator, worked at 110% production on Thursday. This rate earned her
$5.76 per hour. How much would she earn if she worked nine hours on Thursday?
Explanation: The "X" key is called the multiplication key and is used to multiply one number timesanother number. Instruct the students to work the problem on the calculator using the following method:
Enter: 5.76Hit: XEnter: 9Hit:
The correct answer is $51.84.
Explanation: The "" key is called the division key and is used to divide one number byanother. Instruct the students to work the problem on the calculator using the following method:
2. The shipping department sent out 22 boxes on Monday, 26 boxes on Tuesday, 18 on Wednesday, 24on Thursday and 10 on Friday. What was the average number of boxes shipped out each day thatweek? (Explain to the students that this is a two step problem. They must first add the total for eachday and then divide by the number of days in the weekfive.
Enter 22Hit:Enter 26Hit:Enter 18Hit:Enter 24Hit:Enter 10Hit: = This will total 100. Then instruct the students to divide
this total by 5. The correct answer is an average of 20boxes shipped per day.
Enter +Hit: 5Enter
Module: Production Percentage Math Page 4
2.1 Instructional- Activity - 5 minutesA. Instructor explains the learning objective to the students: "We are going to review
multiplication and division skills and practice them in ways that you may utilize these skills tocalculate your production percentage."
B. Introduce the vocabulary of basic multiplication writing the following problem on the board:
413 multiplicandx 12 multiplier
826413
4956 product
C. Compute multiplication problems with the students, explain to them how to work problems onthe calculator. Use "Multiplication on Calculator" handout for examples and explanation.
D. Introduce the vocabulary of basic division writing the following problem on the board:
404 1160 160 (dividend) + 4 (divisor) = 40 (quotient)- 16
0
E. Compute division problems with the student, explain to them how to work problems on thecalculator. Use "Division on Calculator" handout for examples and explanation.
F. Randomly ask students to define multiplicand, multiplier, product, dividend, divisor, andquotient.
3.1 Motivational Activity.- 5 minutesInstructor guides disaission on everyday examples of rates. Utilizing the following examples askstudents to generate sample rates:
Hourly rate of payRate of the cost of a gallon of gasRate of speed on highway
Write responses on the board. Explain ifresponses are appropriate or inappropriate.
3.2 Instructional Activity - 5 minutesA. Define ratio as a relation comparing one quantity to another by divisioncomparing
measurements which may or may not be of the same kind. An example would be milesper hour--unlikeand chewing 4 out of 5 sticks of gumas like.
B. Define proportion as a statement that two ratios are equal. An example would be a recipe thatcalls for proportionateequalamounts of water and milk.
BEST COPY AVAILABLE1 2
Module: Production Percentage Math Page 5
C. Define rate-as a-ratio that compares quantities in different unitsrates cannot be of the samekind. An example would be: 10 hours to 2 hours is a ratio, but not a rate; however, 10 miles to 2hours is both a ratio and a rate.
D. Randomly ask students to define ratio and to give examples. Instructor critiques students'responses.
(This module does not contain in-depth calculations on ratios, rates and proportions because mostrates and ratios, aside from pay rates, are calculated by the engineering department and knowledgeof the calculations is not needed by a floor employee. )
3.3 Instructional Activity - 5 minutesA. Review the definition for ratio and teach students how to write a ratio using the following
example. Explain to students that since a ratio is a fraction, then sometimes a ratio may need tobe reduced like a fraction.
A ratio is a relation comparing one quantity to another by division. For example, ifa sewingmachine operator completes repairs on 8 out of 12 garments, then the ratio of correctedgarments to total garments is expressed in any of the following ways:
8:12 8 to 12 8/12
All of these examples would be read: "Eight to twelve". Since a ratio is a fraction, look to see ifthe fraction can be reduced. In the example above, 8/12 can be reduced to 2/3, so 8/12 = 2/3,8:12 = 2:3, and 8 to 12 = 2 to 3.
-
Another example: an inspector checks 6 out of 48 pieces for errors.This would be: 6:48 6 to 48 6/48Reduced: 1:8 1 to 8 .1/8
B. Randomly ask students to define ratio and to give examples. Instmctor critiques students'responses.
3.4 Instructional Activity.- 15 minutesA. Review the definition for rate and teach students how to write a rate. Distribute handout
"Reading and Writing Rates". Explain to students that a rate j a ratio, because the rate stillcompares two units. Also a ratio is not a rate, because rates compare unlike units, while ratiosonly compare identical units.
B. Work through the sample problems with students using handout "Reading and Writing Rates".
3.5 Guided Practice - 15 minutesA. Show students the production percentage equation using the "Production Percentage Rates and
Ratios". Explain to students the ratios and rates contained in the equation and how to calculatehourly rate of pay and daily rate ofpay. Be certain students understand that an operator's skilledrate does not change. This is often confusing to students and they often try to calculate skilled
1 3 BEST COPY AVAILABLE
Module: Production Percentage MathPage 6
rates, which are actually calculated by engineeringbe sure they understand the skilled rate is afiY111-likinktr.
B. Work through the examples on the board.
4.1 Applied Practice and Closure Activity - 15 minutesGive students copies of gum sheets and "Production Percentage Rates and Ratios Worksheet".Have students complete worksheet. Review and score worksheet. Instructor should spendadditional time with those students who do not score 100%.
Module: Production Percentage Math Handout Page 7
Multiplication on Calculator
Calculator Usage:
The "X" key is called multiply key and is used to multiply two numbers. Press the keys as shown tosolve the sample problems below:
1. Enter: 452Hit: XEnter: 236Hit:
2. Enter 567Hit: XEnter 123Hit:
The answer to 452 X 236 is 106,672
The answer to 567 X 123 is 69,741
Work the following problems on your calculator
1. 120 X 34= 2. 316X 239= 3. 605 X1004=
Module: Production Percentage MathPage 8
Multiplication on CalculatorKey
Calculator Usage:
The "X" key is called multiply key and is used to multiply two numbers. Press the keys as shown tosolve the sample problems below:
1. Enter: 452 The answer to 452 X 236 is 106,672Hit: XEnter: 236Hit:
2. Enter: 567 The answer to 567 X 123 is 69,741Hit: XEnter: 123Hit:
Work the following problems on your calculaton
1. 120 X 34 = 4,080 2. 316 X 239 = 75,524 3. 605 X 1004 = 607,420
16
Module: Production Percentage Math
Division on Calculator
Calculator Usage:
Handout Page 9
The "÷" key is called the divide key and is used to divide one number by another. Press the keys asshown to solve the same problems below:
1. Enter: 833 The answer to 833 + by 49 is 17Hit:Enter: 49Hit:
2. Enter: 126 The answer to 126 + by 3 is 42Hit: +Enter: 3Hit:
Work the following problems on your calculator:
1. 255 +5 = 2. 132 + 11 = 3. 855 + 19 = 4. 1815 + 33 =
Module: Production Percentage MathPage 10
Division on CalculatorKey
Calculator Usage:
The "÷" key is called the divide key and is used to divide one number by another. Press the keys asshown to solve the same problems below:
1. Enter: 833 The answer to 833 by 49 is 17Hit: +Enter: 49Hit: =
2. Enter: 126 The answer to 126 + by 3 is 42Hit: +Enter: 3Hit: =
Work the following problems on your calculator
1. 255 +5= 51 2. 132 +11=12 3. 855+19=45 4. 1815+33=55
Module: Production Percentage Math Handout Page 11
Reading and Writing Rates
A rate is a ratio that is used to compare quantities of different kinds. Rates are usually written in a perunit form. So, a rate Li a ratio, but a ratio is not a rate because a ratio only compares like objects,whereas a rate compares different objects.
For example, the speed on an interstate is 65 miles per hour. This is a rate, a rate of speed per hour. Therate can be expressed 65 miles/1 hour, 65 miles:1 hour, or 65 miles per hour.
Sample Problems:
I. On Monday Joanne worked 9 hours and made $54.00. What was her hourly rate of pay?
$54.00 9 = $6.00 So, Joame 's hour4/ rate is $6 per hour.
2. A sewing machine operator worked a 9 hour day, or 540 minutes. From the tickets on her gumsheet, she calculated her ticket minutes to be 580. Ifyou wish to express ticket minutes to minutesworked, would-this be a rate or a ratio?
Ticket minutes to minutes worked is a ratio, because it compares identical units, in this case,minutes. The ratio may be expressed 580 to 540, 580/540 or 580:540.
3. In one week Monday through Friday, Lori worked at a rate of 8 hours per day. Her total weeklypaycheck was $250.00. What was her daily pay rate?
Divide the number of days she worke4 5, into the total amount of her paycheck
$250.00 ÷ 5 = $50.00 So, Lori earned $50.00 per day.
1 9
Module: Production Percentage Math Handout Page 12
Production Percentage Rates and RatiosLook at the following equation:
Ticket Isfmutes = Production x Skill or Base = $ per hour x Hours = Total $ per DayMinutes Worked Percentage Level Rate Worked(In decimal form)
Sewing machine operators use this equation to determine their production percentage and how much theyearned in a given day.
The above equation has many examples of ratios and rates:
Ticket Nfinutes Tickets Worked expresses a ratio. For example, if an operator's ticket minutes addup to 580, and she worked a nine hour day, you would simply multiply 9 (hours worked) times 60(minutes per hour), which would be 540 and then the ratio may be expressed:
580:540 580 to 540 580/540
The skill level expresses an operator's id hourly skilled rate of pay. For example, an operator'sskilled pay rate may be $5.60. So, her rate can be expressed:
$5.60 per hour $5.60:1 Hour 5.60 to 1 Hour $5.60/1
The skill level rate of pay is set by the engineering department and does not fluctuate.
The dollars per hour is an operator's &MA rate of pay, based on her production.
The Total Dollars for the Day is simply another way to express the operator's actual rate of pay.
Examples:
1. If an operator's ticket add up to 580 minutes, and she worked a 9 hour day, what was her productionpercentage, and how much money did she make that day? (Skilled rate = $5.60 per hour) Isfinutesworked = 9 (hours) x 60 (minutes per hour)
580 ÷ 540 = 1.07 x $5.60 = $5.99 x 9 = $53.91
In the above equation, the operator's production percentage is first expressed in a decimal, in thiscase 1.07. So, convert the decimal to a percent by moving the decimal two places to the right, and herproduction percentage is 107%. Her daily rate ofpay is $53.91.
What is the operator's fixed skilled rate of pay per hour? $5.60As long as the operator remains on her current job assignment, will her skilled rate ever change?
No. The only exception would be if the skilled rate was changed by engineering.
20
Module: Production Percentage Math Handout Page 13
2. If an operator's tickets add up to 510 minutes, and she worked a 9 hour day, what was her productionpercentage, and how much money did she make that day? (Skilled rate = $5.60 per hour)
510 540 = .94 x $5.60 = $5.26 x 9 = $47.34
So, the operator's production percentage is 94% and her daily rate of pay is $47.34.According to the operator's skilled rate, she is supposed to make $5.60 per hour. So, why did sheonly make $5.26 per hour? Because to make her skilled rate, she must be at 100% production. Sinceher production dropped, so did her pay.
3. An operator in training adds up her ticket minutes to 380, and she has worked a 9 hour day. Whatwas her production percentage, and how much money did she make that day? (She is on a base rate of$5.41 per hour)
380 540 = .70 x $5.41 = $3.787 x 9 = $34.08
-- So, her production percentage is 70%. But, her hourly pay rate (based on production) is $3.787 perhour, which calculates to only $34.08 for the entire day.However, the operator is guaranteed a minimum of $5.00 per hour. So, since the operator worked a 9hour day, her daily pay rate would be $5.00 x 9 = $45.00.
2 1
iywu um; i-i uuuswiavut rercentage MathHandout Page 14
Pioduction Percentage Rates and Ratios WorksheetTicket Minutes = Production x Skill or Base = $ per hour x Hours = Total $ per DayNfinutes Worked Percentage Level Rate Worked
(In decimal form)
-I. Always round production percentage down.1- To calculate dollars per hour, leave production percentage in decimal form.
Guaranteed Ivfmimum = $5.00
1. Look at the Gum Sheets for Willie Bell Bigham. Given that she worked a 9 hour day and that herskilled rate is $5.80 per hour, answer the following questions:What is the ratio of her ticket minutes to her minutes worked?
What is her hourly rate of pay?
What is her daily rate of pay?
2. Look at the Gum Sheet for Lena Smith. Given that she worked a 9 hour day, and her base rate of$5.41 per hour, answer the following questions:What is the ratio of her ticket minutes to her minutes worked?
4Ik What is Lena's production percentage?
What is her giggattgl hourly rate of pay?
Will Lena actually be paid her calculated rate of pay?
3. Look at the Gum Sheets for Diane Smith. Given that Diane worked a 9 hour day and that her skilledrate is $5.60 per hour, answer the following questions:What is her production percentage?
What is her hourly rate of pay?
What is her daily rate of pay?
How is the pay for Diane's minutes off standard computed?
2 2
Module: Production Percentue MathPue 15
4. Look at the Guth-Sheets for Tina Downing. Given that Tina worked a 9 hour day and that her skilledrate is $5.60 per hour, answer the following questions:410 What is the ratio of her ticket minutes to her minutes worked?
What is her production percentage?
What is her hourly rate of pay?
What is her daily rate of pay?
2 3
Production Percentage Rates and Ratio Answer Key
PaAe 16
1. Ratio: 530.907 to 540, 530.907:540, or 530.9071540
Hourly rate of pay: $5.70 per hour
Daily rate of pay: $51.30 per day
2. Ratio: 295.593 to 540, 295.593:540, or 295.593/540
Production Percentage: 54%
Calculated Hourly rate ofpay: $2.9214 per hour
Lena will not get paid $2.9214 per hour, because Pridecraft guarantees $5.00 per hour. So, her payrate will not decrease below $5.00 per hour.
3. Production Percentage: 71%
Hourly rate of pay: 3.976
Daily rate of pay: $45.00; Pridecraft guarantees $5.00 per hour
Minutes off standard are computed using the average of the previous 4 weeks
4. Ratio: 554.476 to 540, 554.476:540, or 554.476/540
Production Percentage: 102%
Hourly rate of pay: 5.712
Daily rate of pay: $51.41
2 5
A'.
(.1,
1'0N
.B
IA/.I
NS
SE
RG
E L
EE
T F
RO
NT
665C
2067
CU
B60
4111
2N
S W
AR
MIIP
IKT
NK
SIS
CO
BA
LT S
M
CO
BA
LT B
LUE
5.97
4
1111
1111
ln 1
1111
1111
1 III
0061
5486
2306
-130
3S
24
SE
RG
E F
RO
NT
FA
C1N
( ;S
665C
2363
CU
B50
3756
4JE
WE
L N
EC
K I
UN
IC S
IS E
lt I O
PN
S C
I MA
I. I
CO
BA
LT B
LUE
10.7
52
1111
1111
111
1 11
1111
1111
111
0061
5451
9306
-142
42
Xl.
24
SE
RG
E W
A F
RO
NT
665C
2065
CB
B80
4111
2W
N II
P M
T L
AD
IES
JE
WE
I. N
K S
IS C
HO
IA;
CO
BA
LT B
LUE
11.9
47
1111
1111
111
1111
1111
III I
II00
6154
4884
05-6
830
L48
SE
RG
E L
EF
T F
RO
NT
665C
2065
CB
B80
4111
2w
illIP
JE
T L
AD
IES
JE
WE
L N
E S
IS C
RB
I.D
CO
BA
LT B
LUE
11.9
47
1111
1111
1111
111
0 III
NI
0061
5448
8505
-683
0L
48
SE
RG
E L
EF
T F
RO
NT
665C
2063
CI3
B80
.-41
113
WM
UP
JE
T L
AD
IES
SIS
JE
WE
L N
K 2
XL
CR
II
CO
BA
LT B
LUE
13.1
42
1111
1111
liii
Illill
in00
6154
5360
05-6
833
2XL
48
SE
RG
E L
EF
T F
RO
NT
665C
2063
CB
B80
4111
3W
M II
P J
KT
LA
DIE
S S
IS J
EW
EL
NK
2X
1. C
RI1
CO
BA
LT B
LUE
13.1
42
1111
1111
111
1111
1 11
111
III00
6154
5361
05-6
833
2XL
48
IIEM
BT
M V
/PK
TS
GR
P 1
6542
674
CB
L13
016
03sl
iII.P
TU
RE
D N
EC
K T
UN
IC S
IS C
BE
XLG
CE
IL B
LUE
14.8
15
1111
1111
1111
1111
1111
11 1
1101
3155
0055
07-6
743
XL
24
HE
M B
TM
1/2
"66
5C20
67C
BB
130
4120
3W
MN
S W
AR
MU
P J
ET
JW
L N
K S
IS C
OB
ALT
SM
CO
BA
LT B
LUE
16.0
73
1111
1111
111
1 11
1111
1 III
III
0131
5486
2306
-130
3S
24
HE
M B
OT
TO
M 1
/2"
6614
2062
CB
I.16
041
213
LAD
IES
WA
RM
IW J
EW
EL
NK
MS
CE
IL B
LUE
CE
IL B
LUE
7.68
I
1111
1111
1111
1M II
IIII I
III
0121
5503
3007
-673
63X
L24
IIEM
BO
TT
OM
6102
315
WT
E,
9032
326
i (IM
PE
L LA
B C
OA
T W
M L
AR
GE
WI I
ITE
18.5
90
1111
1111
1111
MI I
M01
1154
2379
06-1
267
L !.
24
HE
M B
O1T
OM
6610
2316
W1E
9032
326
CO
MP
EL
LAB
CO
AT
WT
E M
ED
IUM
WH
ITE
18.5
90
1111
1111
1111
111
1111
111E
1-01
1154
2394
06-5
317
M24
HE
M B
TM
V/O
F/P
KT
GP
166
5820
45R
AS
7516
65N
UR
SE
S T
UN
IC U
LT V
-NK
LG S
EI I
RIM
RA
SB
ER
RY
24.9
67
1111
1111
1111
1111
111
1111
1101
1154
8373
06-0
579
L24
11E
M B
TM
V/O
F/P
KT
S G
RP
165
C23
63C
BB
9416
05II
WI I
. NE
CK
IUN
IC S
IS P
ET
OP
NS
CO
BA
LI
C(B
ALT
BLU
E24
.967
1111
1111
1111
1111
111i
III
0121
5451
9306
-142
42X
L24
HE
M B
TM
1/2
"66
5420
84C
BL
140
4120
3U
NIS
EX
WA
RM
UP
JA
CK
ET
CB
I. X
L 11
1.1
RA
G S
CE
IL B
LUE
32.1
46
1111
1111
1111
1111
1111
11 II
0111
5500
4607
-674
6X
I.48
HE
M B
TM
1/2
"66
5C20
65C
BB
150
.
4120
3W
M II
P J
ET
IAD
IES
JE
WE
L N
K M
S C
IIII I
G
CO
BA
LT B
LUE
32.1
46
1111
1111
111
1111
1111
111
111
0131
5448
8505
-683
1)I.
48
DE
PT #
: 123
NA
ME
:al
ta44
,4 Z
u S
oda
DA
TE
:71
11/9
6
CL
OC
K #
:75
8029
931
Pag
e 17
RE
ME
MB
ER
TO
CLO
CK
WH
EN
LEA
VIN
G M
E P
LAN
T.
CO
DE
:
HO
UR
SW
OR
KE
D
a. 0
6:
CO
MM
EN
TS
:
1T
AT
MO
AO
M
iT
AT
MO
AO
M
41 1T
AT
MO
AO
M
TA
TM
OA
OM
I2
6s
IV
41)
11.
III:M 11TM 1/2"
665C2065
Coo
150
41203
Wm
III.
IK I
LAD
IES
IEW
EL
NK
SIS
CH
B L
li
COBALT BLUE
32.146
1111
1111
1 lii
i Min
n M
I0131544884
05-6830
L48
DEM IFFM v/OF/PKIN GRP 1
66582045
RAS
75
1605
NU
RS
ES
DIN
IC U
LI V
NE
I I i
5I.1
I H
IND
RASBERRY
49.934
1111
1111
1111
1111
1 11
111
111
0111548372
06-0579
L48
.11EM BTM 1/2"
665A2065
BLU
160
4 1203
I AD
IES
WA
RM
UP
SIS
JE
WE
L N
K R
UH
LG
BLUE
32.146
-
1111
1111
1111
1111
11 1
1 11
10121538534
06-6399
L48
SERGE LEFT FRONT
665C2067
CBB
60
41112
NS
WA
RM
'. JE
T N
K S
IS C
OB
M.T
SM
COBALT BLUE
10.000
III
1111
1111
II
1111
1111
1111
0061548623
06-1303
.S
24
11EM BTM
V/O
F/P
KT
S.GRP 1
66542366
CBL
94
1605
IIIN
IC IW
L N
K W
ISM
S S
IS P
AT
CH
PE
T C
BE
.
CE1L BLUE
49.934
OM
EN
III 1
1111
110121549725
06-4954
M48
11EM BTM
V/O
F/P
KT
SGRP 1
66542366
CBL
94
1605
ION
E' I
WL
NK
WIS
MS
SIS
PA
TC
H P
KT
CE
IL
CE1L BLUE
49.934
IlliM
1111
1 11
1 11
1111
1 II
I0121549724
116-4954
M48
11EM BTM V/OF/PKTS GRP 1
66582045
RAS
75
1605
NI I
N S
I S IU
NIC
ULT
V-N
K1.
6 S
UE
BIN
D
RASBERRY
49.934
1111
11(1
1111
111
1111
1 M
I0111548370
116-0579
L48
T C
CIF
".'-'
si.`
AR
AB
LE
2 7
a ge
I
DE
PT ii
: 123
NA
ME
: Vie
liast
Zee
Sod
a
DA
TE
: 7/1
1/96
CL
OC
K#:
758
0249
31
RE
ME
MB
ER
TO
CL
OC
K W
HE
NL
EA
VIN
G T
HE
PL
AN
T.
CO
DE
:
A. 0 tf
HO
UR
SW
OR
KE
D
CO
MM
EN
TS:
1T
AT
MO
AO
M
J
TA
TM
OA
OM
i 1T
AT
MO
AO
M
i'IA
TM
OA
OM
$
AC
I) i.
Ata
JPO
N11
1An.
ftS
@JO
IN P
AD
S W
/LB
GR
P 3
5975
2111
QU
36
1087
802
uND
ER
PA
D B
IRD
EV
E W
IKO
Z. V
INT
EX
NIX
QU
ILT
ED
12.6
74
1111
1111
111
1111
111
111
1E1
0011
5554
2806
-483
230
I 2
@JO
IN I'
AD
S W
ILD
ow4
5975
2100
QU
36
1087
803
EC
ON
QU
UN
DE
RP
AD
BIR
DS
EV
E W
IF M
I6
QU
ILT
ED
25.6
85
1111
1111
111
11 1
111
111
1 1
111
0011
5567
1407
-691
334
24
60JO
IN P
AD
S W
/LB
GR
P 3
5975
21 I
IQ
U 3
610
-87
802
011
UN
DE
RP
AD
BIR
DE
YE
WIS
OZ
VIM
EX
XIX
QU
ILT
ED
25.3
49
1111
1111
111
1111
1 11
1111
III
0011
5553
6806
-483
230
24
WIN
2P
LY, T
KN
S@
1 3
SP
I&LB
5975
0101
BL
3610
2503
2Q
U U
ND
ER
PA
D IB
EX
/VIN
TE
X W
/TK
INS
304
)6
BLE
AC
HE
D51
.722
1111
111
1111
111
1 11
1111
1 III
0011
5557
2006
-501
934
24
@JO
IN P
AD
S W
/LB
GR
P 3
5975
2111
QU
36
1087
802
QU
UN
DE
RP
AD
BIR
DE
VIE
W/1
0/ V
INT
EX
EX
QU
ILT
ED
25.3
49
MO
INE
MIA
MI i
l00
1155
5367
06-4
832
3024
%JN
2P
LY, T
KN
S@
I3S
PI&
LB59
7501
01B
L36
1025
032
QU
UN
DE
RP
AD
IBE
X/V
INT
EX
W/T
KIN
S 3
4X lb
BLE
AC
HE
D51
.722
1111
111
1111
111
1 11
11 1
11 il
i00
1155
5724
06-5
019
3424
@JO
IN P
AD
S W
/LB
GR
P 4
5975
2100
QU
36
1087
803
Iit 'U
N Q
U U
ND
ER
PA
D B
IRD
EV
E W
TE
34X
36
QU
ILT
ED
25.6
85
1110
11 1
111
11 1
1111
1 11
1 11
1
001.
1556
716
07-6
913
'34
24
%IN
2P
LY,T
KN
S@
13S
PI&
LB59
7501
01B
L36
1025
032
QU
UN
DE
RP
AD
IBE
X/V
INT
E X
W/T
KIN
S 3
4X M
BLE
AC
HE
D51
.722
111
1111
111
1 11
11 I
1111
1 I 1
11
0011
5557
2806
-501
934
24
@JO
IN P
AD
S W
/LB
GR
P 4
5975
2100
QU
36
1087
803
IlO
N (
Al U
ND
ER
PA
D B
IRD
EV
E W
EI:
MN
.
QU
ILT
ED
25.6
85
MU
NE
11
1111
111
11 1
1100
1155
6715
(I7-
69 I
334
24
.
BE
ST
CO
PYB
LA
VA
ILA
E
8
DE
PT #
: 127
NA
ME
: Zed
a fo
ga
DA
TE
: 711
//96
CL
OC
K#:
2051
4621
3
RE
ME
MB
ER
TO
CLO
CK
WH
EN
LEA
VIN
G T
HE
PLA
NT
.
CO
DE
:
CO
MM
EN
TS:
Pag
e 19
HO
UR
SW
OR
KE
D
6::
1T
AT
MO
AO
M
iT
AT
MO
AO
M
i etT
AT
MO
AO
M
1,
1T
AT
MO
AO
M
iA
0
/1,
L.1
11
I K B
ND
& T
IES
- 9
/ I 1
1945
6C
LS80
3125
2iA
lG
OW
N 1
V C
AR
OI A
NA
CIS
I.6
(11S
T/L
OG
O/S
P28
.205
IIIIII
IIII 1
11 1
1111
111
II E
l00
7154
1047
06-6
307
L48
'1K
NK
,si
.v, T
T,
MT
!. F
AC
7042
0430
Tlil
.13
031
667
PA
T 0
oviN
1/0
1111
.1.0
TR
AC
Y B
LUE
36.4
90
1111
1111
1 11
11 1
1111
1 11
111
0081
5356
2706
-391
7L
48
ilTK
NK
5X
, SI.V
2X. %
/ST
!,K
IT74
E34
43()
B1A
113
031
664
PA
1 G
OW
N M
P R
II: S
IN W
TI i
r W
S 1
1111
1 I.
BLU
E30
.960
1111
1111
1 III
111
1111
1III
.00
7154
2679
07-3
342
L48
'11(
BN
D &
TIE
S -
971
1194
56C
LS80
3125
2P
A 1
GO
WN
IV C
AR
OL1
HA
CLS
1.6
CU
ST
/LO
GO
/SP
28.2
05
UM
W N
1111
IMO
III
0071
5410
5906
-630
7L
48
#TK
NK
, SLV
, AT
TI,
FA
C70
Q20
440
GR
Y16
031
667
PA
T G
OW
N I1
0 S
IDE
WR
AP
WIT
GR
Y Il
l
BLU
E30
.960
1111
1111
1111
11
1111
111
III00
7154
2679
07-3
342
L48
0..D
AT
T S
NA
PS
(6
S1'
)66
1920
65T
EA
180
5210
2LA
DIE
S W
AR
MU
P J
EW
EL
NE
SIS
1E
61.
LAR
GE
TE
AL
26.4
58
1111
1111
1 III
111
1111
111
III01
4154
9870
06-6
336
L48
TK
BN
D &
TIE
S--
971
1194
56C
LS80
3125
2P
A f
GO
WN
IV C
AR
OLI
NA
CLS
L6
CU
ST
/LO
GO
/SP
28.2
05
IIIIII
MM
OIN
UI I
II00
7154
1053
06-6
307
L48
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WM
110
5210
2C
OM
PE
L LA
B C
OA
T W
TE
LA
RG
E
WH
ITE
13.2
29
1111
1111
1 U
M 1
1 11
01 1
111
0121
5423
8706
-126
7L
24
_
@A
rr S
NA
PS
(6
ST
)66
5P20
67P
EA
150
5210
2W
MS
WA
RM
UP
JE
T J
EW
EL
NK
SIS
PE
AC
HS
MA
PE
AC
H13
.229
1111
1111
1 ill
111
1111
111
III01
5153
3202
06-0
982
S24
TA
CK
NK
, SLV
, TT
, AT
I, 6X
0P70
430
BLU
5031
475
l'Af G
OW
N A
NG
BK
RE
G S
LUT
II- C
HA
MP
SL
L
BLU
E26
.933
1111
1111
3111
1111
1111
11 II
I00
7154
0053
05-4
908
li48
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E18
052
102
CO
MP
EL
LAB
CO
AT
WM
LA
RG
E
WH
ITE
13.2
29
1111
1111
III 1
1111
1111
1111
0121
5423
9106
-126
7L
24
TK
BN
D&
TIE
S -
971
1194
56C
LS80
3125
2P
AT
GO
WN
IV C
AR
OLI
NA
CLS
1.6
CU
ST
/LO
GO
/SP
28.2
05
1111
1111
111
1111
1111
1 III
0071
5410
4706
-630
7L
48
TK
NK
5X
, SLV
S 2
X -
7X
IA36
468
CLS
130
3124
7P
Ai
GO
WN
MP
111
.1-
RE
G S
LV C
LS L
AR
GE
CU
ST
/LO
GO
/SP
24.0
91
1111
1111
1111
11
1111
1111
III
0051
5431
251
I6-4
362
L48
TK
BN
D&
TIE
S -
971
1194
56C
LS80
3125
2P
AT
GO
WN
IV C
AR
OLI
NA
CLS
LA
CU
ST
/LO
GO
/SP
28.2
05
111
1111
1111
11 1
11 1
1111
1111
0071
5410
4706
-630
7I.
48
TK
NK
5X
, SLV
S 2
X -
7X
IA36
468
.C
LS13
031
247
PA
T G
OW
N M
P 1
/1.1
RE
G S
LV C
LS L
AR
GE
CU
ST
/LO
GO
ISP
25.2
33
III 1
1111
111
1111
1111
1111
111
0051
5431
2506
-436
2L
48
I'a g
e 11
1
DE
PT #
: 121
NA
ME
: Zi/t
eds
4. S
ada
DA
TE
: 7/0
1/96
CL
OC
K#:
9373
2812
0R
EM
EM
BE
R T
O C
LOC
K W
HE
NLE
AV
ING
TH
E P
LAN
T.
CO
DE
:
HO
UR
SW
OR
KE
D4 6
CO
MM
EN
TS:
1T
AT
MO
AO
M
1
TA
TM
OA
OM
i 1T
AT
MO
AO
M
i 1T
AT
MO
AO
M
I.
3 2
111
60/V
ITA
CII
SN
AP
S (
5 S
ET
S)
6659
2084
TE
A16
052
101
I 'N
ISI.
X W
AR
MO
P J
AC
KE
T T
EA
XL
OLT
RA
G S
TE
AL
22.7
66
1111
1111
1111
1111
1111
1 11
1 11
1
0131
5383
4805
-521
10X
L48
OA
T'.
SN
AP
S 1
6 S
T1
6610
2315
WT
E11
052
102
CO
MP
EL
LAB
CO
AT
WI E
LA
M&
WI I
ITE
13.2
29
IIIIII
IIIIII
111
1111
1 11
1 III
1112
1542
386
06-1
267
L24
(0/V
IT S
NA
PS
(6
ST
166
1023
15W
TE
110
5210
2C
OM
PE
L I A
B (
OA
I W
I E L
AN
GE
WH
ITE
11.2
29
1111
1111
1111
111
1 01
11 1
111
0121
5423
7806
-126
7L
24
OA
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E11
052
102
l'OM
PE
L LA
B C
OA
T *
TE
LA
RG
E
WH
ITE
13.2
29
1111
1111
31 1
1111
1 1
11 1
11'
0121
5423
9206
-126
7L
24
@A
TI'
SN
AP
S (
6 S
T)
6610
2315
WT
E11
052
102
CO
MP
EL
LAB
CO
AT
WT
E L
AR
GE
WH
ITE
13.2
29
1111
1111
111
1111
1111
1111
1
0121
5423
8006
-126
7 -
L24
®A
n S
NA
PS
(6
ST
)66
1920
65T
EA
180
5210
2IA
DIE
S W
AR
MU
P J
EW
EL
NE
SIS
TE
AL
LAR
GE
TE
AL
26.4
58
III 1
1111
101
1 11
1111
0111
101
4154
9870
06-6
336
.L
48
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E11
052
102
CO
MP
EL
LAB
CO
AT
WT
E L
AR
GE
WH
ITE
13.2
29
OM
NI 1
1111
1111
IN01
2154
2381
06-1
267
L24
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E11
052
102
CO
MP
EL
LAD
CO
AT
WU
LA
RG
E
WH
ITE
13.2
29
1111
1111
1111
111
1111
111
III
0121
5423
8706
-126
7L
.24
@A
1T S
NA
PS
(6
ST
)66
5P20
67P
EA
150
5210
2W
MS
WA
RM
UP
JE
T J
EW
EL
NE
SIS
PE
AC
HS
MA
PE
AC
H13
.229
1111
1111
11M
111
1111
11 1
11-
0151
5332
0206
-098
2S
24
@A
TT
SN
AP
S (
5 S
ET
S)
6682
GI8
7M
TY
150
5210
1X
X I
UN
IC S
NA
P F
RT
SI V
AT
SLV
MIS
TY
SM
MIS
TY
22.7
66
1111
1111
111
1111
1111
1IN
0151
5425
8806
-022
6!S
48
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E18
052
102
CO
MP
EL
(All
CO
AT
WT
E L
AR
GE
WH
ITE
13.2
29
1111
1111
1111
111
1111
1 1
1 11
1
0121
5423
9106
-126
7L
24
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E11
052
102
CO
MP
EL
IAB
CO
AT
WM
LA
RG
E
WH
ITE
13.2
29
1111
1111
1111
111
1111
111
111
0121
5423
8806
-126
7L
24
Wit'
IT S
NA
PS
(6
ST
)66
1023
15W
TE
110
5210
24
oMP
EL
LAB
CO
AT
WT
E L
AR
GE
WH
ITE
13.2
29
1111
1111
1111
111
1111
111
III
0121
5423
901)
6.12
671
24
@A
rr S
NA
PS
(6
ST
)66
1023
15W
TE
110
5210
2C
OM
PE
L LA
B C
OA
1 W
I E L
AR
GE
WH
ITE
11.2
29
1111
1111
1111
111
1111
111
111
0121
5423
8206
-126
71
24
@A
TT
SN
AP
S (
6 S
T)
6610
2315
WT
E11
052
102
CO
MP
EL
LAB
CO
A1
WT
E L
AR
GE
WH
ITE
.
13.2
29
1111
0111
111
1111
1111
11 II
I01
2154
2389
06-1
267
124
Pag
e 21
DE
PT #
: 123
NA
ME
: 70.
40.0
4144
.6
DA
TE
: 710
1196
CL
OC
K #
:710
3421
78
RE
ME
MB
ER
TO
CL
OC
K W
HE
NL
EA
VIN
G T
HE
PL
AN
T.
CO
DE
:
HO
UR
SW
OR
KE
D
CO
MM
EN
TS
:
6
TA
TM
OA
OM
1 1T
AT
MO
AO
M
i.
1T
AT
MO
AO
M
1T
AT
MO
AO
M
4i
A'a
i itt
:11
tnil'
ON
N II
) 11
1A11
.KS
00A
TT
AC
II S
NA
PS
(5
SliT
S)
6654
2085
CB
L16
052
101
I iN
ISI:X
WA
RM
UR
JA
CK
ET
CB
L IU
ULT
RA
G S
( 11
1_ B
LUE
22.7
66
1111
110
HS
I 111
1 11
11
111
0131
5372
5405
-662
7L
48
(.0A
TT
SN
AP
S (
4 S
I .1
6654
G09
7C
Ol.
150
5210
0X
X J
EW
EL
NK
FU
NIC
CA
P S
LV K
AM
M)
CB
I. S
M
CE
1L B
LUE
19.0
70
III 1
1111
1111
II II
111
111
III01
9154
4675
07-4
428
S48
AlT
3 M
IA'A
l. S
NA
PS
6654
24 1
4C
IH.
180
1203
6S
IEP
IN D
RE
SS
AN
GLE
BA
C!.
SIS
CB
I. X
I.
CE
1L B
LUE
17.5
92
.
III I
1111
111
II11
1110
1111
102
4154
4625
07-5
869
XL
48
@A
TT
SN
AP
S (
4 S
T)
6654
G09
6C
BL
150
5210
0X
X J
EW
EL
NE
TU
NIC
CA
P S
LV K
AU
MO
CB
L M
E
CE
IL B
LUE
-19.
070
1111
1161
11 0
1 H
I III
0191
5446
7207
-442
6M
48
All'
3 M
ET
AL
SN
AP
S66
5424
16C
BL
180
1203
6S
TE
P IN
DR
ES
S A
NG
LE B
AC
K S
IS C
BI.
ME
D
CE
1L B
LUE
17.5
92
1111
1111
1111
11 1
111
111
III02
4153
9624
06-6
358
M48
@A
n S
NA
PS
(6
ST
)66
5E20
64B
RX
170
5210
2LA
DIE
S W
AR
MU
P U
S J
EW
EL
NK
XI.
BR
X
BU
RD
EA
UX
26.4
58
1111
111
1111
Ill I
111
11
1 11
1
0141
5430
3705
-305
6X
L48
AT
TA
CH
SN
AP
S (
5 S
ET
S)
665E
2043
BR
X90
5210
1I I
ON
IC V
NK
RA
G S
LV C
AS
CA
DE
BR
X 2
XL
1JU
RD
EA
UX
11.3
83
-11
1111
11 1
111
111
11 1
1111
E1
0131
5430
3107
-668
12X
L24
'
@A
TT
SN
AP
S (
4 S
T)
6654
D22
5C
BL
100
5210
0U
NIS
EX
WA
RM
UP
JE
T R
AG
SLV
CE
1L B
LUE
LG
CE
1L B
LUE
19.0
70
III 1
1111
1111
111
11 1
1 11
1 11
101
0154
7772
07-6
520
L48
@A
TI'
SN
AP
S (
4 S
T)
6654
1322
5C
BL
100
5210
(1U
NIS
EX
WA
RM
UP
JE
T R
AG
SLV
CE
IL B
LUE
LG
CO
L B
LUE
19.0
70
1111
1111
1111
111
111
1111
III
0101
5477
6907
-652
0L
48
@A
n S
NA
PS
(6
ST
)66
5320
64JA
D15
052
102
I AIR
ES
v/A
aktu
r JA
CK
ET
ULT
XL
IAD
SE
TIN
JAD
E26
.458
1111
1111
1111
111
111
III
0151
p469
506
-570
2X
L48
@A
TT
SN
AP
S (
6 S
T)
6653
2062
JAD
150
.52
102
LAD
IES
WA
RM
UP
JA
CK
E 1
111.
1 S
XL
JAD
SE
UN
JAD
E26
.458
1111
1111
1111
1 11
1111
11 II
I01
5154
4692
05-5
494
3XL
48
@A
ll S
NA
PS
(4
ST
)66
5443
86C
BI
180
5210
0X
XU
NIS
EX
WA
RM
UP
MC
KE
I UI.1
SIS
CU
L
CE
1L B
LUE
19.0
70
1111
1111
1111
1111
1111
11 1
111
0141
5390
1707
-334
8M
48
00A
1TA
CH
SN
AP
S (
5 S
ET
S)
(165
31'6
34JA
D90
5210
1S
VN
K 1
UN
K: R
AG
SLV
FA
T D
PN
KA
UM
U lA
D
JAD
E22
.766
!MIN
I1 0
1011
111
101
3153
9388
07-3
678
XL
48
@M
TA
CH
SN
AP
S (
5 S
ET
S)
6653
F63
5JA
D90
5210
1X
X V
NK
IrU
NIC
RA
G S
I.v F
RY
DE
N D
AIlm
o JA
D
JAD
E22
.766
1111
1111
111
1 11
111
1111
1 11
101
3154
8952
07-6
507
1.48
@A
TfA
CH
SN
AP
S (
5 S
ET
S)
-
665E
20.4
4B
R X
9052
101
NU
RS
ES
I U
MW
VN
K N
AG
SLV
111
01 X
I.
BU
RD
EA
UX
11.3
83
1111
011
1111
01
1 11
111
1 11
101
3154
3032
07-6
771
XL
24
Pag
e 22
DE
PT #
: 123
NA
ME
: 7oa
f fo
lusi
goa
DA
TE
: 710
1196
CL
OC
K #
:710
3421
78
RE
ME
MB
ER
TO
CL
OC
K W
HE
NLE
AV
ING
TH
E P
LAN
T.
CO
DE
:
HO
UR
SW
OR
KE
D
ci O.
0
CO
MM
EN
TS:
.45
1T
AT
MO
AO
M
1
1T
AT
MO
AO
M
1T
AT
MO
AO
M
TA
TM
OA
OM
3 6
g
PI M
Illtw
AT
TA
CH
(th5
31:6
3590
N X
vNK
FU
NK
'
JAD
E 1111
1111
07-6
507
SN
AP
S (
5 S
EE
S)
JAD 52
101
RA
G S
LV F
RT
IWN
KA
UM
O M
D
22.7
66
liii 1
1111
1 lii
i III
0131
5489
54L
48
.
i
,
BE
ST
CO
PY
AV
AIL
AB
LE
eage
z
DE
PT #
: 123
NA
ME
: 7oa
r Pd4
droa
DA
TE
: 710
1196
CL
OC
K#:
7103
4217
8
RE
ME
MB
ER
TO
CL
OC
KW
HE
NL
EA
VIN
G T
HE
PL
AN
T.
CO
DE
:
HO
UR
SW
OR
KE
D
Com
men
ts:
iT
AT
MO
AO
M
1 1T
AT
MO
AO
M
I ]T
AT
MO
AO
M8, 4
138
College: ESJC WORKFORCE 2000 PARTNERSHIP Date:Courser* INDIVIDUAL EDUCATION PLAN Level:
Name:Male: Female: Age: Birthdate:
Street:Social Securityg:
City: State: Zip: Phoneg:( )
aassification: In-State Student Out-of-State Student (State) International Student (Country)
Mark Only One: Civilian Active duty Retired Military Military dependent
American Pacific Mask=Race: White Hispanic Asian Black firdian Islander Native Other(Specify)
Marital Status: Single Married Separated Divorced Widowed
Number of Children Living with You:
Employer: How Long? Job Title:
MSTC
Page 24
Revised 5/96
How many hours per week do you work this job? Do you have more than one job?
Please rate your ability to perform each of the following activities.(P=Poor, FFair, G-Good, E-.Excellent):
Read English Understand English Speak English Write English
Work as part of a team Use Math Solve problems/use reasoning
Which of the following are required for your job? (Check all that apply)
Read Instructions Speak English Receive Spoken Instruction in English
Write English Use Math Solve Problems Team work
What are your vocational goals? Immediate Long Range
Circle the highest grade you completed: 0 1 2 3 4 5 6 7 8 9 10 11 12 GED 13 14 15 16 17 18
Last school attended:
What are your educational goals? (Check all that apply)
Improve skills for current job Improve skills for changing technology/figurejobs
Improve reading/writing/math Improve problem solvinWcritical thinking_ Improve speaking/listening__
Improve English(for non-native speakers) Pass GED tests Other(sPeoifY)
How would you like to be contacted? Through supervisor Call at home Letter Other
3 9
BEST COPY AVAILABLE
WO
RK
FOR
CE
200
0PA
RT
NE
RSH
IPIn
divi
dual
Edu
catio
nPl
anL
earn
er's
Pag
eN
ame
of C
ours
e:rr
oduc
tion
Perc
enta
ge M
ath
Dat
e of
Cou
rse:
Page
25
Nam
e:
Em
ploy
er:
GO
AL
(S)
Impr
ove
skill
sfo
r cu
rren
t job
Impr
ove
raid
ing/
wri
ting/
mat
b
Em
ploy
ee S
igna
ture
4 0
INST
RU
CT
ION
AL
OB
JEC
TIV
ES
LE
AR
NIN
GA
CT
IVIT
IES
HID
. 100
Inte
rpre
t rat
io a
ndPr
ePee
tien,
prep
arin
g m
ixtu
res,
figu
ring
pay
rat
e
Dat
e
Mot
ivat
iona
l Act
ivity
Muh
iplic
atio
n an
d D
ivis
ion
Voc
abul
ary
and
App
lied
Prac
tice
onth
e C
alcu
lato
r
Dis
cuss
ionV
ocab
ular
y of
Rat
ios
Dis
cuss
ionV
ocab
ular
y of
Rat
es
Gui
ded
Prac
ticeP
rodu
ctio
nPe
rcen
tage
Equ
atio
n
App
lied
Prac
tice
and
Clo
sure
Act
ivity
--Pr
oduc
tion
Perc
enta
geW
orks
heet
VIP
*
PRE
VIE
W/R
EV
IEW
SCO
RE
EV
AL
UA
TIO
NC
OM
ME
NT
S
BE
ST
CO
PY
AV
AIL
AB
LE
Inst
ruct
or S
igna
ture
41
U.S. Department of EducationOffice of Educational Research and Improvement (OERI)
No bond Library of Education (NLE)Educational Resources triton notion Center (ERIC)
NOTICE
REPRODUCTION BASIS
ERIci
This document is covered by a signed "Reproduction Release(Blanket) forin (on lile within the LAIC system), encompassing Aor classes or documents from its source organization and, therelOre,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permissioii toreproduce, or is otherwise in the public domain and, therelme, maybe reproduced by ERIC without a signed Reproduction Release lOrni(either "Specific Document" or "Blanket").
LI:F-089 (9/97)