# Spreadsheet Activity

**Course(s)/Subject(s)**: Mathematics, Algebra I

**Grade Level(s)**: 7, 8, Algebra I

**Key Words**: Spreadsheet, compounding, exponential graphs,
technology

**Developer(s) Name**: Brenda McCormick

**School**: Luther Jackson Middle School

**Attached Files**:Sample Investment Chart (SamplePage.cwk); Graphing Worksheet (Graph)Sample Evaluation from GREAT Expectations (GET

**Approximate Time Frame**: Three class periods

**Materials/Equipment Needed**: ClarisWorks, Classroom demo
screen, Computer for each student

**Description of Lesson (includes context)**: Students will create
a spreadsheet to match a given sample. This will include adjusting
column width and row height, changing alignment, changing size and
style of print, changing number format. They will learn the concept
of compound interest and write formulas to complete the investment
chart. They will create a line graph displaying the results of the
chart.

**LESSON OUTLINE**

**1. What is the objective of this lesson**? Students
will write formulas to solve real world problems; Students will
create and use a spreadsheet; Students will create graphs and answer
questions about the graph

**VA FCPS POS Standards**:Standards 1, 4, 6

** VA FCPS POS Benchmarks**: Middle School Mathematics 1.2, 1.3,
1.4, 4.1, 6.1

**VA FCPS POS Indicators**: 1.2.1, 1.2.2, 1.3.1, 1.4.1, 1.4.2,
4.1.2, 6.1.2

**VA SOL(s) (including Computer/Technology)**:

Mathematics 7: 7.1, 7.3, 7.5, 7.20, 7.23, 7.26

Mathematics 8: 8.2, 8.4, 8.13, 8.18, 8.19

Algebra I: A.10

Computer/Technology: C/T 8.1

**EVIDENCE**

**2. What will we examine as evidence of students’
knowledge and/or skill**?

** Product(s)**: The completed spreadsheet and graph,
either on the student’s disk or a paper copy.

** Performance(s)**: Test on a modified version of GREAT
Expectations N.5.2 or N.8.5.3

** Other**:

**DIRECTIONS**

**3. What exactly will the students and teacher do during
the lesson**?

Directions to students for proceeding with the lesson:

- Watch, take notes, ask questions during the demo lesson in the
classroom on day 1.

- Read and follow the printed directions while at the computer
on day 2.

- Ask questions prior to the test on day 3.

Directions to teacher/administrator using the lesson?

- Reserve the computer lab for a double class block.

- Make copies of the sample spreadsheet for each student, a
class set of the packet of directions, and a copy of the test for
each student.

- Prepare the demo lesson, using different numbers and giving
the students practice writing the necessary formulas. Allow half
of a period for the demo lesson.

- Allow a double block for the actual computer activity,
circulation around the lab to respond to questions.

- Provide feedback and discussion time in the next class,
followed by half a period for the test.

**APPROPRIATE ACCOMMODATIONS/MODIFICATIONS**

**4. What options in presentation(s) and/or response(s)
are suggested in order to provide the opportunity for all students to
demonstrate achievement of the benchmark(s) and indicator(s)**?

The printed directions could be translated for ESL students. Vary the
level of directions on the concept of compound interest, depending
upon what other experiences the class has had on the topic. Modify
the page on exponential equations and slope according to the needs of
the class.

Attachmrent: Sample Investment Chart