## 11 Dec First T-Shirt Job

Below are the 6 slips of paper to be handed to each group of 4 students.  The students are to read out loud, and work to complete the questions (Group Goal) listed on the last slip of paper.  Thanks to Casey Korn, Sam Haug, and Alex Adkisson for this activity.

First T-shirt Job Slip 1

It took AMPED 120 minutes to produce 90 shirts.  This was a 2 location job.

First T-shirt Job Slip 2

The transfers cost \$3.25 per sheet (2 shirts can be done with one sheet) we ordered 55 sheets (to account for defects).

There is also a \$15.80 shipping charge for the transfers.

First T-shirt Job Slip 3

There were a total of 8 defective shirts & 10 defective transfers (not sheets).

First T-shirt Job Slip 4

The shirts cost \$2.31 per shirt.  It was \$0 to ship the shirts.

First T-shirt Job Slip 5

We sold the shirts for \$8.50 per shirt.

First T-shirt Job Slip 6

Group Goal:

Come up with a cost and production analysis for AMPED’s first job. Explain all costs, revenue, profit, defect rates, and production rates.

Report out the following:

Production rate (shirts per minuet)

Defect rate percent (shirts & Transfers)

Total costs

Total revenue

Total profit

Teacher notes:

First T-shirt job

Procedure:

This activity is designed to be done right before introducing the spreadsheet.

1. Update all the information in red with information from your first Job of the year.
2. This activity is designed to be completed in groups of four. Students distribute the cards amongst themselves and will read it to his/her group.
3. Students are given time to come up with a job analysis to figure out the Production rate (shirts per minute), Defect rate (think slope), Total costs, Total revenue, Total profit. Answers are provided as an example.

Production rate (shirts per min): 90shirts/120min = ¾ = 0.75

Defect rate: Shirts- 8/90 = 8.89% Transfers- 10/110 = 9.09%

Total costs: 3.25*55+15.80=194.55 + (90+8)*2.31 = 420.93

Total revenue: 8.50*90 = 765.00

Total profit: 765 – 420.93 = 334.07

1. Check to make sure that the students have the correct calculations

Extension:

Have students answer the question “How can you make this analysis easier?”

Lead students to the answer of using a spreadsheet. Then have them format an spreadsheet document where it can do the calculations for ever changing costs, revenue, profits, production rates and defect rates.   Make connections to algebraic expressions, equations, and variables.