Spreadsheets
Suggestions for 3 - 5
Making and Using Spreadsheets

Standards/benchmarks to be presented/reinforced:
  • Use prepared spreadsheet
  • Explains results
  • Uses basic formulas

    Activity idea #1 - Summing Up Our Class

    Purpose:
    Enter data into a prepared spreadsheet. Use basic formulas to compute measurement data. More experienced students can enter their own formulas.

    Materials:
  • tape measure, rulers, and/or yardstick
  • data sheet
  • spreadsheet software & computer
  • spreadsheet template

    Pre-Computer:
  • review measurement - record all data in inches
  • pair students
  • collect data and record on data sheet
  • post/share individual data

    On the Computer:
  • Open template
  • Enter data into appropriate cells
  • Calculate the totals.
    (Advanced/exceeding students can calculate averages and
    ratio between height and pace.)

    Off the Computer:
  • Investigate the data
      Are there any patterns or any unusual results?
  • Investigate the totals
      Are there any surprising totals?
      If we all stood head to toe on top of one another, how tall would that be? Could the top person see over the school?
      Measure lengths of string to represent the totals, find things in the school that are the same length.
      Based on our class data, make predictions about what your whole school totals might be.

    Extensions:
  • Make a spreadsheet to track minutes and number of books read.
  • Use a spreadsheet to record school store sales.
  • Use a spreadsheet to follow stock prices.

    Standards and benchmarks to be presented/reinforced:
  • Creates a spreadsheet.
  • Creates a graph.
  • Formats and prints a spreadsheet.
  • Uses basic formulas.

    Activity idea # 2 - M&M's project

    Purpose:
    Students gather, organize, and use spreadsheet to report and graph data. Students pool data into a single spreadsheet to calculate totals and averages. Students compare the distribution of colors in their sample with the class averages, explore what 'average' means, and look at the effect of outliers
    (ie. What effect does Kendra's data -no blue M&M's- have on the average?).

    Materials:
  • a mini-pack of M&M's for each student.
  • paper and pencils for students to record data.
  • computer with spreadsheet software.

    Pre-computer:
  • review spreadsheet terms - cell, column, row, formula.
  • review how to enter data into a spreadsheet.
  • distribute mini-M&M packets, have students sort by color and record the number of M&M's for each color.

    On the computer:
  • Each student creates a spreadsheet of his data. List the colors in the first row of the spreadsheet.

    A student spread sheet might look like this:

  • Each student makes a pie chart of their data. Include chart title, legend.

    As a class, have students share their graphs and data. Ask them to predict class totals and averages. Who's data is 'typical?'

    On the computer again,

  • Have students enter their individual data into a single spreadsheet that you have set up. It should look like this:

  • Make a chart of the totals. In order to use the color names in the legend of your chart, you will have to copy the first row and paste it in the row directly above the totals. Do this:
    • Select the totals row.
    • Under Calculate, choose Insert cells.
    • Insert a row.
    • Highlight row A, which contains your color names and Copy it.
    • Highlight the row just inserted and Paste.
    • Now highlight the totals and color names and make a chart.

    Follow up:
    Have students compare their individual data and graph with the class totals and averages:
  • Does anyone have an average pack of M&M's?
  • Does anyone have an unusual pack of M&M's?
  • What predictions could you make if you had a single unopened mini-pack of M&M's,?
  • What predictions could you make if you had a whole bag of mini-packs of M&M's?
  • Which predictions would be more accurate -- those about a single mini-pack or those about the whole bag of mini-packs?

    Extensions:
  • Math/social studies - Take a survey. Use a spreadsheet to report your results.
  • Math/science - Sprout mung beans and track germination rate and growth rate.

    • Back to the Quarterly Focus Page
    Back to the TLC Home Page

    To comment on this page, provide feedback or ask questions about Camp TLC
    send an email message to: Joan Peebles,
    jpeebles@madison.k12.wi.us, at Instructional Technologies

    To access: MMSD InstructionalTechnologies Homepage
    http://danenet.wicip.org/mmsd-it/

    Madison Metropolitan School District
    Instructional Technologies: Coordinator, Joan Peebles
    545 West Dayton Street
    Madison, Wisconsin 53703 USA

    Last Modified: 2/20/97