These eight questions use invented plans, so you can practise the skills from business plans. Try each one before opening the answer.
Questions
Q1. Put these sections in a logical order: Finance, Objectives, Operations, Market.
Answer
Objectives, Market, Operations, Finance. Each section uses the figure from the one before. The skill is in organising a business-plan structure.
Q2. Why is a plan that starts with “I need RM2 000” a weak opening?
Answer
It gives a cost without a purpose. The reader cannot tell what the money is for. Start with the objective, then show how the market and operations lead to the cost.
Q3. A plan has an objective of 240 cups of drinks in 3 months. The market section finds 200 buyers who each buy one cup. Is there a broken link?
Answer
Yes. The objective needs 240 cups but the market gives only 200, so the plan is 240 − 200 = 40 cups too ambitious. Either lower the objective or widen the market, as in linking objectives, markets, operations and finance.
Q4. A plan targets 160 items. Operations plans 4 batches of 30. Does operations meet the target?
Answer
4 × 30 = 120, which is 40 short of 160. Increase the batch size to 40 (4 × 40 = 160) or plan 6 batches of 30 (180).
Q5. Revenue is shown as RM960. The plan sells 120 items at RM9 each. Check the figure.
Answer
120 × 9 = RM1 080, not RM960. The revenue figure is wrong, so any profit that used it must be recalculated.
Q6. With the corrected revenue from Q5 and a unit cost of RM5, find the profit.
Answer
Cost = 120 × 5 = RM600. Profit = 1 080 − 600 = RM480.
Q7. A plan says 100 items in the summary and 110 items in the finance section. What should you do?
Answer
Decide which quantity is right using the operations section, which shows how many can be made. Correct the other, then recalculate revenue and cost. See checking numerical consistency.
Q8. A student says: “I will copy a finished plan and change the names.” Explain why this does not help the student.
Answer
The plan would not be the student’s own idea or reasoning, and a school task asks for original work. The student also could not explain or defend the choices. A better use of an example is to learn the method, then build a plan from your own idea.
If you got these wrong
Q1 and Q2 belong to organising a business-plan structure. Q3 and Q4 need linking sections.
Q5 to Q7 use checking numerical consistency. Q8 is covered in student-owned business plan reasoning.
The mistake log and the timed practice builder help you repeat and track. For teacher support, see online one-to-one Business tuition.