Excel Spreadsheet Lesson
Bell Ringer
On the 5 tests Michael had this year, he got an 86, a 74, a 92, and a 64. Find the total points Michael earned and the average of his test scores. Do not use a calculator.
Prediction of student response
I think the students would take this bell ringer as a Math lesson bell ringer, which is sort of what I want them to do. They would get out a pencil and paper, add all of the numbers by hand and get 316. They would then divide 316 by 4 to find the average. (I am assuming that they know how to add and find averages). They would then find that the average is 79.
Bell Ringer
Following the student activity, I would then give them a challenge. I would tell them I could find the sum and the average of the numbers without doing any of the math myself and without the aid of a calculator. I would then type the numbers into a spreadsheet, do the formulas, and in a matter of seconds I would have the answers.
Prediction of Student Response
I feel the students would not believe I could find the not find the answers without doing math or using a calculator. I believe they would accept my challenge. I would then do the problems on a spreadsheet to gain their interest by showing how easy it was. From there I would start my lesson. (I actually did the problem and it took me about 30 seconds without rushing so time would not be an issue here.)
Goals/SWBAT - Students will be able to identify and open microsoft excel. Students will be able to create basic spreadsheets and use basic formulas in excel. Students will be able to create a basic chart in microsoft excel.
Questions for class discussion
From the activity I just showed you, What is Microsoft excel?
Prediction of Student Response
I feel that the students would be able to come up with some pretty good answers here. I think some would say a math program, which is somewhat right. I think some will say it is a program to help you organize numbers which is also right. If they are unable to come up with the answers I am looking for I will scaffold them to those answers by asking questions like, "what was i able to do that you weren't with the program?" or "What kind of operation did I carry out with the program and how could that help you?"
Picture from: http://www.functionx.com/excel/lesson03.htm
Look at this sample Spread sheet. What else might Excel be used for?
Prediction of student response
I think the student would see the times and grades here and link that to their own scheduals. I think the times will help them think of schedualing and organizing.
So what does Microsoft Excel good for?
Prediction of student response
I feel the students will put the things already talked about together and say that Excel is good for organizing and working with (analyzing) numbers and for organizing scheduals. That is the response I am looking for.
Lesson
From there, I would have to more away from the question asking and start doing some demonstrations on how to use excel.
Picture from: http://www.functionx.com/excel/lesson03.htm
Students: Enter this spreadsheet into excel as it appears here. Use tab to move right and return to move down. You may also use your mouse to click on the desired box, which are called cells, that you wish to enter data in. To enter data, just go to the desired cell and start typing
Prediction of Student Response
I feel that the students would get right to work typing in the data. I would then walk around the room or computer lab to make sure that the students do not get off task and start doing other things on the computer. I would also walk around to see if they have any problems.
When everyone was finished I would ask some questions.
What kind of operations could you do with this data?
Prediction of student response
I think that right off the bat they would say addtion and average because I already did them. I then feel that some other basic math operations would follow, such as subtraction and division.
I would then tell the student to try and add all of column B
Prediction of Student Response
I think that the students would struggle with this. I have not yet taught them to do formulas. I also feel that they would struggle because they would be typing the numbers in instead of the cells name.
I would then go into how to do formulas. I would start with addition and only do addition because all of the basic formulas are used the same way. I would tell them to first start in cell B9. I would then tell them to hit the equal button because that is how you tell the computer you want to do a formula. I would then tell them to look on the formula bar, the one with the X and the checkmark. I would tell them to go to the scroll down list next to the X and choose Sum. A dialog box will then pop up. I would tell them that on the same row as Number 1 to click the little box with the red arrow in it. This will take them to where they can highlight their desired data set. I would tell them to highlight B4 through B8 and only those numbers. Once they have highlighted the numbers I would tell them to hit enter, then click ok on the dialog box. The sum of the column would then show up.
Prediction of Student Response
I think the students would follow my walkthrough because I would constantly be giving them more stuff to do and they would not have time to goof off. I also think that they would be interested because Excel is an easy way to do things and it could help them in their school work.
I would then tell the students to try columns C through H with some different math operations: They could use whatever they wanted. I would tell them that some are complicated and might not work with their data sets. I would save the difficult formulas to be taught in another lesson because it would be too confusing to teach them all in one lesson
For the next part of the lesson I would give the students a poll. I would ask the student the kind of Ice Cream flavors they liked. For the sake of argument, lets say in a class of 20, 10 liked chocolate, 5 liked vanila, and 5 liked other flavors. I would tell them to createa spreadsheet with those numbers. I would then ask them what percent of the class liked chocolate, vanilla, and other flavors.
Prediction of Student Response
I feel the students would struggle with this. I would tell then to create a 4th category with total and tell them to find the sum of all people that voted. I would then expect them to try and work out the percents in their head.
I would then tell them there is an easy way to find percentages and see them too. I would say click on A3 and hit the equals sign. I would then tell them to enter a formula I made up. =(A2/D2). This will get them the percent of people that liked chocolate ice cream The percent will be displayed as a number so I will tell them to go to format, and then ask them what should I choose to change the way the number is displayed? I hope that they will pick cells, if not I will lead them to choose what the number is in. I will then say what should i choose under the number option to get the percentage displayed.
Prediction of Student Response
I feel that the students will respond well to my questions. I also feel that they will gain an understanding that you are not limited to the formulas that the program has provided, but that you may also create your own. I also feel that the students will gain a basic understanding of how to format cells.
I would then move on to show how to create a Pie chart. I would tell the students to get the percentage for each of the ice cream flavors. I would then tell them to highlight the percentages. Once they had it highlighted, I would ask them what button on the standard toolbar would I hit to get to where I can make charts. Once they found the chart wizard button I would tell them to hit it, then I would walk them through how to make a pie chart.
Prediction of student response
I think the students would handle this well. I feel that they would find the button fairly quickly. I also feel that they would see the chart had no labels and wonder why.
I would then tell them to delete that chart by clicking it and hitting delete. I would have them highlight A1 through D3 and then tell them to go through the process again.
Prediction of Student Response
I feel the students would then understand how to make a pie chart with labels.
Interactive Activity
I would give the students a data set and tell them to find the things asked for on it. Then I would tell them to figure out how to make a Bar Graph of the information. This activity would last till the end of the class.
Test 1 Test 2 Test 3 Project 1 Homework Final Grade Avg
Steve 30 40 30 45 50
Scot 25 50 33 25 33
Sue 30 40 30 45 50
Sarah 25 50 33 25 33
Sam 30 40 30 45 50
Class Avg.
Info from: http://www.kings.edu/kdils/final%20computers%202.htm
Prediction of Student Response
I feel giving them this activity to do would help act as a good review session of the things they learned. They would have to use most of the skills taught. Also, this activity would introduce Bar Graphs and the students would have to figure out on their own how to make one.