Project Math Access DVD 04 - Application of Math Skills - Part 03
Transcript Start
Audio Description: Part three; time sheet; calculation of gross and net pay.
TEACHER: But anyway, are you at a point where you can explain?
PETER: Yeah, basically.
TEACHER: Okay.
PETER: Well, basically I have to fill out a time sheet for the, usually I do it every two weeks, but I did it last week so this is for one week. And basically I have to fill out how many hours I worked and it all has to line up.
So I put “Week of" and the week of 3/11 through 3/15 and I would go clown to the next line and I would put 3/11, and I'd space over however many spaces, and I worked 8 to 3, so 8 to 3 and then space over again, 7 hours, and then I'd space over again. I make 5.25, so I'd put clown 5 point 25. And then space over again and that clay I made 36.75. So like the next one would be the same, but see it all has to line up, so when the teacher goes clown it should be, like for the 8 to 3, it should be 8, 8, 8, 3, all the way clown the paper like that, so the decimals should line up.
Audio Description: The numbers and decimals line up on the braille sheet Peter is reading from.
PETER: The numbers should line up too. So now I'm at the bottom, and I'm filling out first ,“Total Hours Worked," and I have 35. And then for “Hourly Rate" it'd be 5.25; I make 5.25 an hour. So, now my “Gross Pay“, so... [sound of Peter brailling on his time sheet], and then I would have to do 36.75 times 5 and I can use a calculator, so...
TEACHER: The reason why the students are allowed to use a calculator, because usually we as adults, their parents, when they‘re doing their checkbook, we all use a calculator, so we allow them to use a calculator also.
PETER: I've got to fix something here.
PETER: Peter adjusts the time sheet in the braille writer.
PETER: So basically I would do... Alright,
Audio Description: Peter turns on a Braille Lite.
PETER: So, I do 36.75 times 5, because I worked 5 clays and it's 183.75, so I put equals, and then I have to put 36.75 times 5, and that equals 183.75. Alright, now I would go clown to the next line, and here's where I have to do my taxes, so I put “Taxes" And I would do 183.75 times .25 because my tax is 25%, so...
TEACHER: What do you call the amount that you were multiplying the tax rate by? What was that amount? I know you could tell me the actual dollar amount, but what do we call that? What was it that you had figured out?
PETER: Oh, the gross pay.
TEACHER: Okay.
PETER: Yeah, the gross pay I have to multiply by, .25, so I do 183.75 times .25 and I get $45.94, so equals... [sound of Peter brailling on his time sheet]. Alright, so now we‘ll go down to the next line and I would put “Net Pay."
Alright, and then for net pay I would cIo133.75 minus...
Audio Description: Peter refers to the time sheet in the braille writer.
PETER: minus 45.94 and that equals $137.81. So, first I have to write clown the problem, how I got the gross pay, I mean the net pay. So, I put 183.75 minus 45.94 and then that equals 137.31 and then that‘s my time sheet.
So, basically, I have to do that every two weeks and then usually it's out of 30 points, so this week I'm getting 15.
TEACHER: He‘s going to get 15; he‘s going to have to do it again next week for the other 15.