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 studentsí knowledge and/or skill?


Product(s): The completed spreadsheet and graph, either on the studentís 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:

  1. Watch, take notes, ask questions during the demo lesson in the classroom on day 1.
  2. Read and follow the printed directions while at the computer on day 2.
  3. Ask questions prior to the test on day 3.



Directions to teacher/administrator using the lesson?

  1. Reserve the computer lab for a double class block.
  2. 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.
  3. 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.
  4. Allow a double block for the actual computer activity, circulation around the lab to respond to questions.
  5. 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