Project Math Access DVD 04 - Application of Math Skills - Part 06 Transcript Start Audio Description: Part six; maintaining a check register. TEACHER: Now that I've got the check, you need to do your check register. PETER: Okay and then should I do one for the... TEACHER: You need to do your payroll deposit, and you need to make sure you record what you just did. You wrote a check; you have to make sure you subtract that from your balance, okay? And I'm going to take your little notice here for your date here. Audio Description: Peter opens the notebook and locates the check register. PETER: Oh here it is. TEACHER: And you can kind of explain what you're doing with the check register. PETER: Basically what I have to do like each time I have a pay day or anything, I have like a it‘s like a check register, and I'll explain it as I go, but basically I have to to fill out like a register, like the date, and I have to figure out my balance, and things like that. So I'm going to explain it as I go through. So it goes from left to right. Audio Description: Peter puts the check register in the braille writer. The entries on the register are in braille and print. PETER: And everything on this, just like on the payroll time sheet, it has to line up, so I have to make sure that it all lines up in this thing. So Iet‘s see, first thing I have to fill out is a number, TEACHER: Are you going to do your payroll deposit? PETER: Yeah. TEACHER: Okay, you did this correctly, so, and what I usually do is I punch a hole in the right-hand corner of his time sheet and one punch means that it's correct, so his amount down there, he‘II know that he has the right amount to deposit. And this is very familiar to him because on any of his papers for his mainstream teachers, that‘s how they record his grade. One hole- punch is an two hole-punches is a etceteras, okay? So that‘s his signal that he doesn't have to redo this. If I handed it back to him and there wasn‘t a hole- punch he knows there's an error someplace and he‘s got to go through and correct that. Here you go. PETER: Thank you. So for, we won‘t worry about check number for now because I wouldn‘t be doing a check, so for date it'd be 3-15, so 3-15 [sound of Peter brailling] and then it says “Payee" and I'd put “Pay dep". [Peter brailling] so “pay dep". And then where it says “Amount" and I would be putting in... 137 point 8, 1, [Peter brailling] so 137 point 8, 1. And then it says “BaIance" so, to figure out my balance I would... Audio Description: Peter, again, pulls out the Braille Lite. PETER: I can use a calculator for this too so, alright and I'd do... Audio Description: Peter refers to the check register. PETER: My previous balance was $935.93. So I'd do 935 point 9, 3 plus, whatever the amount I'm going to put in now which was 137 point 8, 1, so plus 137 point 8, 1 and then it equals, so my new balance would be $1073.74, so I'd put... Audio Description: Peter checks the position of the braille writer cursor on the check register. PETER: Wait, wait, wait, yeah, I'd put 1... point 74. Okay. so basically. that would be how I would do every two weeks that‘s how if I get a hole punch in my time sheet then that‘s how I would deposit the money into my checking account. So now we have to fill out the thing for the card I pulled, for the movie and stuff. So, for it says “Check Number“, that‘d be 102 TEACHER: I just want to jump in here. On his check register, there‘s not enough room on there to really braille it properly as far as the number sign, so he omits the number signs. And usually for the “Payee" he‘s abbreviating, like your first check you wrote was to Old Navy and I think you put “Old Nav“... PETER: “O, I, d" and then “N, a, TEACHER: ...or something like that, but he‘s got to figure that out too when he‘s trying to get it all to fit on there. PETER: Yeah, alright, so basically, now we're at the date, and it's 3-15 [sound of Peter brailling] Now the “Payee" would be Odium, I think I'll put Odium, I'll put O, d and then movie, I guess, I don't know. TEACHER: Well, this is reference for you, for your information. If you wrote Odium, would you know what that meant? PETER: No. TEACHER: You wouldn't? PETER: No. TEACHER: Oh, okay. PETER: I don't think so. I mean I might. TEACHER: Normally if it was really your life, it would be a theater that you probably always go to so, okay. PETER: So, actually I'll just... [Peter brailling] okay and then I would go over and the “Amount" is... what was the amount? 38? TEACHER: Yeah. PETER: So the “Amount" is 38 point 0, 0. And then the ‘‘Balance'' I would do 1,073 point 7, 4 minus 38 equals, well 38 point 0, 0 equals, so now my new balance is 1,035 so 1,035 point 74. So, my new balance would be $1,035.74, and then I would give it to... TEACHER: Yes, he turns it in and I check it. You are right, so we won't really go any further with that, okay. So, he would've earned his total 15 points today. PETER: And then like next week, I would, or next two weeks, I would do the same thing and we'd do it for the whole year. TEACHER: I also mentioned to Peter that I think he's ready to pay rent, and he's going to by the first of the month he's always going to have to pay 350 for rent, because he does have a roommate. So, he's going to start that, and that's the check he's going to be writing next Friday, okay. And that's usually how our Fridays are, working on the Payroll Project.