Professional Documents
Culture Documents
AND CONTENT
VII
AND SELF-STUDY QUIZ The statement of retained earnings explains changes to the retained earnings balance caused by net
income and dividends during the reporting period. Check your understanding of these relationships by
completing the following question.
Research shows that students learn best when they SELF-STUDY QUIZ
1. Maxidrive’s statement of retained earnings reports the way that net income and the distribu-
are actively engaged in the learning process. This tion of dividends affected the financial position of the company during the accounting period.
In a prior period, Maxidrive’s financial statements reported the following amounts: beginning
retained earnings, $5,510; total assets, $20,450; dividends, $900; cost of goods sold expense,
active learning feature engages the student, provides $19,475; net income, $1,780. Without referring to Exhibit 1.4, compute ending retained
earnings.
After you have completed your answer, check it with the solution at the bottom of the page.
interactivity, and promotes efficient learning. These
quizzes ask students to pause at strategic points Statement of Cash Flows
Structure
throughout each chapter to ensure they understand key The STATEMENT OF CASH
FLOWS (Cash Flow Statement)
Maxidrive’s statement of cash flows is presented in Exhibit 1.5. The statement of cash flows
(cash flow statement) divides Maxidrive’s cash inflows and outflows (receipts and payments)
reports inflows and outflows of into the three primary categories of cash flows in a typical business: cash flows from operat-
points before moving ahead. cash during the accounting period
in the categories of operating,
investing, and financing.
ing, investing, and financing activities. The heading identifies the name of the entity, the title
of the report, and the unit of measure used in the statement. Like the income statement, the
cash flow statement covers a specified period of time (the accounting period), which in this
case is one year.
As discussed earlier in this chapter, reported revenues do not always equal cash collected
from customers because some sales may be on credit. Also, expenses reported on the income
Statement of statement may not be equal to the cash paid out during the period because expenses may be
Cash Flows
incurred in one period and paid for in another. Because the income statement does not provide
+/– CFO
+/– CFI
information concerning cash flows, accountants prepare the statement of cash flows to report
+/– CFF inflows and outflows of cash. The cash flow statement equation describes the causes of the
Change in Cash change in cash reported on the balance sheet from the end of last period to the end of the cur-
learning objectives outlined at the beginning of the Note that each of the three cash flow sources can be positive or negative.
chapter. Elements
Cash flows from operating activities are cash flows that are directly related to earn-
ing income. For example, when Dell, Apple, and other customers pay Maxidrive for the
disk drives it has delivered to them, it lists the amounts collected as cash collected from
Solution to
1. Beginning Retained Earnings ($5,510) + Net Income ($1,780) – Dividends ($900) = Ending Retained
SELF-STUDY QUIZ Earnings ($6,390).
CHAPTER TAKE-AWAYS
1. Recognize the information conveyed in each of the four basic financial statements and the way
that it is used by different decision makers (investors, creditors, and managers). p. 4
The balance sheet is a statement of financial position that reports dollar amounts for the assets,
liabilities, and stockholders’ equity at a specific point in time.
The income statement is a statement of operations that reports revenues, expenses, and net income lib11021_ch01_002-041.indd 14 28/05/10 1:32 PM
for a stated period of time.
The statement of retained earnings explains changes to the retained earnings balance that occurred
during the reporting period.
The statement of cash flows reports inflows and outflows of cash for a stated period of time.
The statements are used by investors and creditors to evaluate different aspects of the firm’s financial
position and performance.
2. Identify the role of generally accepted accounting principles (GAAP) in determining the content NEW! COMPREHENSIVE
of financial statements. p. 18
GAAP are the measurement rules used to develop the information in financial statements. Knowledge
of GAAP is necessary for accurate interpretation of the numbers in financial statements.
PROBLEMS
3. Distinguish the roles of managers and auditors in the accounting communication process. p. 20
Management has primary responsibility for the accuracy of a company’s financial information. Audi-
tors are responsible for expressing an opinion on the fairness of the financial statement presentations
based on their examination of the reports and records of the company.
Selected chapters include problems that cover topics
4. Appreciate the importance of ethics, reputation, and legal liability in accounting. p. 21
Users will have confidence in the accuracy of financial statement numbers only if the people associ-
from earlier chapters to refresh, reinforce, and build an
ated with their preparation and audit have reputations for ethical behavior and competence. Manage-
ment and auditors can also be held legally liable for fraudulent financial statements and malpractice.
In this chapter, we studied the basic financial statements that communicate financial information to
integrative understanding of the course material.
external users. Chapters 2, 3, and 4 provide a more detailed look at financial statements and examine how
PROBLEMS
lib11021_ch01_002-041.indd 26 28/05/10 1:32 PM
Identifying Accounts on a Classified Balance Sheet and Their Normal Debit or P2-1
Credit Balances (AP2-1) LO1, 2
Exxon Mobil Corporation explores, produces, refines, markets, and supplies crude oil, natural gas, and
petroleum products in the United States and around the world. The following are accounts from a recent
balance sheet of Exxon Mobil Corporation:
ALTERNATE PROBLEMS
Preparing an Income Statement, Statement of Retained Earnings, and Balance Sheet (P1-1) AP1-1
Assume that you are the president of Influence Corporation. At the end of the first year (June 30, 2011) LO1
lib11021_ch11_550-595.indd 591 07/05/10 5:27 PM
of operations, the following financial data for the company are available:
VIII
IN FINANCIAL ACCOUNTING
IPOD DOWNLOADABLE
CONTENT
You are holding a media-integrated textbook
that provides students with portable educa-
tional content—just right for those students
who want to study when and where it’s most
convenient for them. Financial Accounting 7e
lib11021_ch01_002-041.indd 39 28/05/10 1:32 PM
Photo Courtesy of Apple.®
gives students the option to download content
for review and study to their Apple® iPods and most other MP3/MP4 devices. iPod
icons appear throughout the text pointing students to audio and video lecture pres-
entation slides, and course-related videos.
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MARKET-LEADING
MCGRAW-HILL CONNECT ACCOUNTING TM
• Create and deliver assignments easily with selectable end-of-chapter questions and test
bank items.
• Streamline lesson planning, student progress reporting, and assignment grading to make
classroom management more efficient than ever.
• Go paperless with the eBook and online submission and grading of student
assignments.
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TECHNOLOGY
Smart Grading
When it comes to studying, time is precious. Connect Accounting helps students
learn more efficiently by providing feedback and practice material when they need it,
where they need it. When it comes to teaching, your time also is precious. The grad-
ing function enables you to:
• Have assignments scored automatically, giving students immediate feedback on their work
and side-by-side comparisons with correct answers.
• Access and review each response; manually change grades or leave comments for students
to review.
Instructor Library
The Connect Accounting Instructor Library is your repository for additional resources
to improve student engagement in and out of class. You can select and use any asset
that enhances your lecture. The Connect Accounting Instructor Library includes:
• eBook
• PowerPoint files
• Offers students quick access to lectures, practice materials, eBooks, and more.
• Provides instant practice material and study questions, easily accessible on the go.
• Immediately upon completing the practice test, see how their performance compares to
chapter learning objectives within chapters.
• Receive a Self-Quiz and Study that recommends specific readings from the text, supple-
mental study material, and practice work that will improve their understanding and mas-
tery of each learning objective.
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TEGRITY CAMPUS:
LECTURES 24/7
Tegrity Campus is a service that makes class time available 24/7 by automatically
capturing every lecture in a searchable format for students to review when they study
and complete assignments. With a simple one-click start-and-stop process, you cap-
ture all computer screens and corresponding audio. Students can replay any part of
any class with easy-to-use browser-based viewing on a PC or Mac.
Educators know that the more students can see, hear, and experience class resources,
the better they learn. In fact, studies prove it. With Tegrity Campus, students quickly
recall key moments by using Tegrity Campus’s unique search feature. This search
helps students efficiently find what they need, when they need it, across an entire
semester of class recordings. Help turn all your students’ study time into learning
moments immediately supported by your lecture.
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✓ Instructor CD-ROM
ISBN 007732904X
Access to the instructor’s key text ancillary materials is at your fingertips. You can
find all of the instructor ancillaries available on one convenient CD-ROM: Presenta-
tion Slides, Solutions Manual, Test Bank and Computerized Test Bank, Instructor’s
Resource Manual, Solutions to Excel Templates, and text exhibits.
✓ Presentation Slides
Prepared by Susan Galbreath at David Lipscomb University, Jon Booker and
Charles Caldwell at Tennessee Technological University, and Cynthia Rooney.
Completely customized PowerPoint presentations for use in your classroom.
Available on the Instructor CD-ROM and the text website.
✓ Solutions Manual
Prepared by Robert Libby, Patricia Libby, and Daniel Short. Provides solutions
to end-of-chapter questions, mini-exercises, exercises, problems, alternate
problems and cases. Available on the Instructor CD-ROM and the text website.
✓ Test Bank
Prepared by Randy Johnston at the University of Colorado. Available on the
Instructor CD-ROM and password-protected Instructor site, this comprehensive
test bank includes more than 1,500 true/false, multiple-choice, and matching
questions and problems, each tagged by learning objective, topic area, diffi-
culty level, and AACSB, Bloom’s, and AICPA categories.
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✓ EZ Test
McGraw-Hill’s EZ Test is a flexible and easy-to-use electronic testing program that
allows instructors to create tests from book-specific items. EZ Test accommodates
a wide range of question types and allows instructors to add their own questions.
Multiple versions of the test can be created and any test can be exported for use
with course management systems such as BlackBoard/WebCT. EZ Test Online is a new
service that gives instructors a place to easily administer EZ Test-created exams and
quizzes online. The program is available for Windows and Macintosh environments.
Each test bank question for Financial Accounting maps to a specific chapter learning
outcome/objective listed in the text. You can use our test bank software, EZ Test
and EZ Test Online, or Connect Accounting to easily query for learning outcomes/
objectives that directly relate to the learning objectives for your course. You can
then use the reporting features of EZ Test or Connect Accounting to aggregate student
results in similar fashion, making the collection and presentation of assurance of
learning data simple and easy.
AACSB STATEMENT
The McGraw-Hill Companies is a proud corporate member of AACSB International.
Understanding the importance and value of AACSB accreditation, Financial Accounting
recognizes the curricula guidelines detailed in the AACSB standards for business
accreditation by connecting selected questions in the test bank to the six general
knowledge and skill guidelines in the AACSB standards.
The statements contained in Financial Accounting are provided only as a guide for the
users of this textbook. The AACSB leaves content coverage and assessment within
the purview of individual schools, the mission of the school, and the faculty. While
Financial Accounting and the teaching package make no claim of any specific AACSB
qualification or evaluation, we have labeled selected questions within the Test Bank to
accompany Financial Accounting according to the six general knowledge and skill areas.
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ACKNOWLEDGMENTS
Many dedicated instructors have devoted their time and effort to help us make each edition
better. We would like to acknowledge and thank all of our colleagues who have helped guide
our development decisions for this and previous editions. This text would not be the success
it is without the help of all of you.
Board of Reviewers
Dawn Addington, Central New Mexico Community College Elizabeth Demers, University of Rochester
Ajay Adhikari, American University Bettye Desselle, Prairie View A&M University
Gary Adna Ames, Brigham Young University Allan Drebin, Northwestern University
Peter Aghimien, Indiana University—South Bend Carolyn Dreher, Southern Methodist University
Nas Ahadiat, California Polytechnic University Sheri Erickson, Minnesota State University Moorehead
John Ahern, DePaul University Harlan Etheridge, University of Louisiana—Lafayette
Pervaiz Alam, Kent State University Thomas Finnegan, University of Illinois at Urbana—Champaign
Vern Allen, Central Florida Community College Richard Fleischman, John Carroll University
Bridget Anakwe, Plattsburgh State University of New York Virginia Fullwood, Texas A&M University—Commerce
Brenda Anderson, Boston University Cheryl Furbee, Cabrillo College
Joseph Antenucci, Youngstown State University Joseph Galante, Millersville University of Pennsylvania
Frank Aquilino, Montclair State University Carolyn Galantine, Pepperdine University
Florence Atiase, University of Texas—Austin Andy Garcia, Bowling Green State University
Jane Baird, Minnesota State University Mankato David Gelb, Seton Hall University
Laurel Barfitt, Delta State University Lisa Gillespie, Loyola University, Chicago
Ira W. Bates, Florida A&M University Anthony Greig, Purdue University
Deborah Beard, Southeast Missouri State University A. Kay Guess, St. Edward’s University
Daisy Beck, Louisiana State University Jeffrey Haber, Iona College
John Bedient, Albion College Leon Hanouille, Syracuse University
S. Douglas Beets, Wake Forest University Russell Hardin, Pittsburgh State University
Michael Bitter, Stetson University Sheila Hardy, Lafayette College
Eric Blazer, Millersville University Betty Harper, Middle Tennessee State
Michael G. Booth, Cabrillo College Bob Hartman, University of Iowa
Scott Boylan, Washington & Lee University Carla Hayn, University of California—Los Angeles
Mark Bradshaw, Harvard Business School Haihong He, California State University—Los Angeles
Christopher Brandon, Indiana University—Purdue University Kenneth R. Henry, Florida International University
Columbus Ann Ownby Hicks, North Park University
Rodger Brannan, University of Minnesota Duluth Lori Holder-Webb, University of Wisconsin
Rada Brooks, University of California at Berkeley Pamela Hopcroft, Florida Community College
Nina Brown, Tarrant County College Paul Hribar, University of Iowa
Amy Browning, Ivy Technical Community College Courtland Huber, University of Texas—Austin
Helen Brubeck, San Jose State University Dawn Hukai, University of Wisconsin—River Falls
Terri Brunsdon, The University of Akron Bob Hurt, California State Polytechnic University Pomona
Marci Butterfield, University of Utah Carol Hutchinson, AB Tech
Kay Carnes, Gonzaga University Constance M. Hylton, George Mason University
Nancy Cassidy, Texas A&M University Marc Hyman, University of California—Berkeley
Michael Cathey, The George Washington University Laura Ilcisin, University of Nebraska—Omaha
Kam Chan, Pace University Norma Jacobs, Austin Community College
Chiaho Chang, Montclair State University Scott Jerris, San Francisco State University
Gretchen Charrier, University of Texas—Austin Carol Johnson, Oklahoma State University
Agnes Cheng, University of Houston Eric Johnson, Indiana University—Purdue University Columbus
Antoinette Clegg, Palm Beach Community College Shondra Johnson, Bradley University
Anne Clem, Iowa State University Christopher Jones, The George Washington University
Judy Colwell, Northern Oklahoma College John Karayan, California State Polytechnic University Pomona
Teresa Conover, University of North Texas Robert Kasmir, The George Washington University
Marcia Croteau, University of Maryland—Baltimore Beth Kern, Indiana University—South Bend
Sue Cullers, Tarleton State University Janet Kimbrell, Oklahoma State University
Dori Danko, Grand Valley State University Janice Klimek, University of Central Missouri
Betty David, Francis Marion University Dennis Lee Kovach, Community College of Allegheny
Harold Davis, Southeastern Louisiana University Tammy Kowalczyk, Western Washington University
Paquita Davis-Friday, Bernard M. Baruch College Charles Ladd, University of St. Thomas
XXII Marinus DeBruine, Grand Valley State University Steven J. LaFave, Augsburg College
Mark DeFond, University of Southern California Terry Lease, Sonoma State
Future managers, who will need to interpret and use financial statement informa-
tion in business decisions.
Future accountants, who will prepare financial statements for those managers.
Future managers need a firm basis for using financial statement information in
their careers in marketing, finance, banking, manufacturing, human resources, sales,
information systems, or other areas of management. Future accountants need a solid
foundation for further professional study.
Both managers and accountants must understand how to use financial statements in
real business decisions to perform their duties successfully. The best way to learn to
do this is to study accounting in real business contexts. This is the key idea behind
our focus company approach, which we introduce in the first chapter and which
integrates each chapter’s material around a focus company, its decisions, and its
financial statements. The focus companies are drawn from 12 different industries,
providing you with a broad range of experience with realistic business and financial
accounting practices. In each chapter, you will actually work with these real compa-
nies’ statements and those of additional contrast companies.
When you complete this book, you will be able to read and understand financial
statements of real companies. We help you achieve this goal by:
• Selecting learning objectives and content based on the way that seasoned managers use
financial statements in modern businesses. We emphasize the topics that count.
• Recognizing that students using this book have no previous exposure to accounting and
financial statements and often little exposure to the business world. We take you through
the financial statements three times at increasing levels of detail (in Chapter 1, Chapters 2
through 5, and Chapters 6 through 14). This is the secret to our “building block approach.”
XXIV