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Joshua Duncan SloaneSecondary Mathematics - Adrian Bruder Lesson Plan - Key Stage 2
Class: 3F Date:20 May Day:Tuesday Period:
Unit of Work
Spreadsheets
Teaching Objectives
Oral and Mental Activities:
to use simulations and explore models in order to answer ‘What if … ?’questions
Main Activities:
to investigate and evaluate the effect of changing values and to identify patterns and
relationships
Plenary Activities:
Practical work using a typical spreadsheet
NC Programme of study Key Vocabulary
Mathematics: Ma2/4d; Computer Spreadsheet, Column, Row, Cell, Label, Value, Formula
Skills: ICT2/2c ;English : En3/1
En3/1h;
Resources ICT
ICT2/2c
Materials Needed: Assorted paper spreadsheet examples;
transparencies of the Introduction Spreadsheets 1, 2 , 3, and 4 black line
masters as well as copies for each student of the Spreadsheet Activity
black line master; a sheet of 8.5x11 paper for each student; ten sheets of
8.5x11 paper prepared as described in activity; overhead projector.
Pre-Activity Preparation
• 1. Present various examples of paper spreadsheets such as a grocery store receipt, a
gradebook, baseball statistics, a table from a textbook, and an accounting ledger. Ask the class to
list some characteristics of spreadsheets. Some appropriate answers are:
It has lots of numbers.
The information is organized in columns and rows.
All the information in one column is usually related in some
way and all the information in a row is related.
• 2. Ask students to describe the features of a table of information. They might say that the
information is arranged in rows and/or columns, that tables usually have a lot of numbers in them,
that all of the information in one column or row is usually related, that the columns and rows are
usually labeled making it easy to find information, and that some columns and rows are totaled
with the sum at the end of the column or row.
• 3. Introduct the following spreadsheet definitions and use transparencies of Introduction to
Spreadsheets 1 , 2 and 3 to locate the following terms:
Spreadsheet: An applications program, used in financial forecasting, that
can quickly handle calculations and perform evaluations.
Column: The vertical divisions of a spreadsheet that intersect the
horizontal divisions (rows) to form cells in which data can be entered.
Columns are labeled alphabetically (A,B,C,...AB,AC,AD...).
Row: The horizontal divisions of a spreadsheet that intersect the vertical
divisions (columns) to form cells in which data can be entered. Rows are
labeled numerically (1,2,3,4,...).
Cell: The intersection of a row and a column on a spreadsheet in which
data can be entered. Cells are designated by their column letter and row
number -- B4.
Value: One type of data that can be entered into a spreadsheet cell. It
consists of numbers that can be added, subtracted, etc.
Label: A type of data that can be entered into a spreadsheet cell. It consists
of words that usually label a column or row of numbers.
Formula: A type of information that can be entered into a spreadsheet
cell. It is a mathematical equation consisting of numbers, other cell
designators, and symbols for mathematical operations. The result of the
formula is displayed in the cell that holds the formula.
• 4. Project the Introduction to Spreadsheets 4 transparency for the class to see and ask the
class to answer the following questions:
Where is the word Bread? Cell B3
Where is the price of milk? Cell C5
What column holds the prices? Column C
Where is the formula of this spreadsheet? Cell C6
What is the formula? =C2+C3+C4+C5 or =SUM(C2...C5)
Activity
Preparation
Move student desks into five columns with five desks in each line. It will not alter the
lesson if there are not enough students to fill all the desks. If you have more than 25
students, add a sixth row of desks. With a magic marker and 8.5x11 sheets of paper, make
one sign of each of the following letters and numbers: A, B, C, D, E, 1, 2, 3, 4, 5. Tape
these signs on the wall of your classroom so that they label each column and row of desks
in your classroom. Additional signs should be made if extra rows had to be created to
accommodate your class size.
• 1. Use transparencies of Introduction Spreadsheets 1 ,2 and 3 black line masters to help
them understand that computer spreadsheets divide the screen into columns and rows.
Point out that columns are designated by letters, rows by numbers, and cells (where
information is entered into a spreadsheet) by its column letter and row number.
• 2. Explain to the class that their desks are arranged in columns and rows. Point to the
signs and identify the seats in each column and row.
• 3. Call out column letters and row numbers and ask students who sit in the identified
columns and rows to raise their hands.
• 4. Call out different cell names (e.g., A4, B2, E3 and ask the student sitting in that
cell/seat to raise his or her hand. After a minute call on individual students and ask them
to tell the cell/seat name of their location.
• 5. Display the transparency of the Picnic Budget black line master.
• 6. Ask members of the class questions about the spreadsheet to reinforce what they have
learned about spreadsheets.
• Are all of the food items located in a cell, row, or column?
• Is the word Prices entered in a cell, row, or column?
• Is the information from cell A4 to A9 values, labels, or
formulas?
• What is one cell that is probably holding a formula., and what
is that
• forumula probably calculating?
• If you changed the number in cell C7, what other cells would
probably
• change automatically?
• 7. Hand out the copies of the Spreadsheet Activity black line master and ask the class to
answer the questions for homework.
• 8. The next day, divide the class into groups of four students, have them compare and
come to a consensus on their answers, and then report to the class.
Measure
Give each student a diagram of a computer spreadsheet. Have each one label the diagram with
the correct terms.
Homework
See 7 above.
Assessment Possibilities
See 6 above , mark and tabulate answers to questions.
Standards for Award of Qualified Teacher Status
Use this space to identify those Standards which will be emphasised during this session.
It would help if you discussed these with your subject mentor.
A2a
A2d/i
A2d/Vii
A2e
B2
B3
B4
Secondary Mathematics - Adrian Bruder Lesson Plan - Key Stage 2
Timing Teacher Activity Student Activity
10 min introduction Active listening
10 min pre – activity preparation, see above Participating as indicated and co-
ordinated by Teacher
20 min main activity, see above Participating as indicated and co-
ordinated by Teacher
10 min summarizing, wrap up and homework Participating as indicated and co-
ordinated by Teacher
