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# Tina Shealy

TE 810
Instructor Manual Project
November 17, 2014

Concept: Students will be learning and using algebraic functions within Microsoft Excel. The
culminating assessment will be an M&M Spreadsheet project showing their understanding of
these functions as well as inserting appropriate graphs.
Needs Brief Assessment: This concept is needed to provide students with a basic understanding
of the functions and formulas available in Microsoft Excel.
Instructional Goal: Using Microsoft Excel
Instructional Analysis:
Objective 1.0: Students will be able to apply knowledge of ratios and proportions.
1.1 Students will write ratios comparing the number of colors of M&Ms in the fun-size
bag to the 1 pound bag.
Objective 2.0: Students will be able to demonstrate how to use various functions within
Microsoft Excel.
2.1 Students will watch video on MS Excel functions.
2.2 Students will practice using various functions relative to the project.
Objective 3.0: Students will be able to develop a formula for predicting the number of
M&Ms in the large bag.
3.1 Students will watch a video on inputting formulas in MS Excel.
3.2 Students will use two different methods of inputting formulas.
Objective 4.0: Students will be able to create a graph that adequately represents the
resulting data.
4.1 Students will watch a video on creating graphs in MS Excel.
4.2 Students will then use practice data to create two different graphs.
Learner Analysis:
o 7th Grade Boys and Girls
o Approximately 25 students per class
o All learning levels
o Varying learning styles
o Varying experience with Excel
2

## o Prior knowledge of ratios

o Prior knowledge of solving equations
Standards:
AASL Standards
1) Inquire, think critically, and gain knowledge.
2) Draw conclusions, make informed decisions, apply knowledge to new situations, and
create new knowledge.
3) Share knowledge and participate ethically and productively as members of our
democratic society.
4) Pursue personal and aesthetic growth.
Common Core State Standards Mathematics
CCSS.Math.Content.7.RP.A.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and
other quantities measured in like or different units.
CCSS.Math.Content.7.RP.A.2
Recognize and represent proportional relationships between quantities.
CCSS.Math.Content.7.RP.A.3
Use proportional relationships to solve multistep ratio and percent problems.
CCSS.Math.Content.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
Philosophy: Constructivist
Materials:
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## Fun-size bag of plain M&Ms 1 per student

1 pound bag of plain M&Ms 1 for counting, 1 per winning group per class
Computers 1 per group (approximately 4 students per group)
Projector
Project description (Handout 1) 1 per student
Project example spreadsheet (Handout 2) 1 per student
Project Rubric 1 per student

## Unit Length: 5 days (approximately 40 minute class periods)

3

Daily Outline:
Day 1: (in classroom) To be completed the last 15 minutes of the period.
1. Give each student a copy of Handout 1. Explain project.
2. Give each student a fun-size bag of plain M&Ms and show the 1 pound bag.
Weight information for each bag will remain written on the board. Students
are encouraged to copy information.
3. A spreadsheet is prepared and projected for students to type in their M&M
counts. Teacher leads as an example, inputting name and number of each color
M&M and total.
4. Students then count their own M&Ms and input data on the computer. Once
their data is included, they may eat their M&Ms.
5. When all data is complete, students must each copy the data onto paper.
Day 2: (in computer lab or classroom if mobile cart available)
1. Assign student groups (number off, drawing, etc.) approximately 4 students
per group.
2. Give each student a copy of Handout 2.
3. Groups will create their spreadsheet inputting data from Day1.
4. Watch functions video - http://www.youtube.com/watch?v=8r4Cs4Iay3o
5. Allow groups time to explore with functions.
6. Groups should begin planning and inputting functions.
7. All group work is to be saved on a thumb drive.
Day 3: (in computer lab or classroom if mobile cart available)
1.
2.
3.
4.
5.

## Q & A from yesterdays work.

Allow groups time to explore with formulas.
Groups should begin inputting formulas to calculate predictions.
All group work is to be saved on a thumb drive.

## Day 4: (in computer lab or classroom if mobile cart available)

1. Q & A from yesterdays work.
2. Watch video on graphs - http://office.microsoft.com/en-001/excel-help/videocreate-pie-bar-and-line-charts-VA104121777.aspx
3. Allow groups time to explore graphs.
4. Give each group a copy of the Rubric.
5. Groups will select at least one type of graph to represent a part of their data.
Groups are encouraged to select another graph for a different part of their
data.
6. All group work is to be saved on a thumb drive.

## Day 5: (in classroom)

1. Teacher will have counted all M&Ms in the 1 pound bag prior to class.
2. Groups will present their findings and share their graphs projecting on the
board.
3. Group totals will be projected on the board.
4. Teacher will share actual numbers.
5. Winning group earns their own 1 pound bag of plain M&Ms.

Rubric:

## Microsoft Excel: M&M Project Rubric

Names:

CATEGORY

_________________________________________________________________

Mathematical Errors

## 90-100% of the steps

and solutions have no
mathematical errors.

## Almost all (85-89%) of

the steps and solutions
have no mathematical
errors.

## Most (75-84%) of the

More than 75% of the
steps and solutions have steps and solutions have
no mathematical errors. mathematical errors.

Completion

## All components are

included and complete.

## All but one of the

All but two of the
Several of the
components are included components are included components are neither
and complete.
and complete.
included nor complete.

Neatness and
Organization

## The work is presented in

a neat, clear, organized
fashion that is easy to

## The work is presented in

a neat and organized
fashion that is usually

## The work is presented in

an organized fashion but
may be hard to read at
times.

## The work appears

sloppy and unorganized.
It is hard to know what
information goes
together.

Graphs

## Professional looking and

accurate representation
of the data in tables
and/or graphs. Graphs
are labeled and titled.

Accurate representation
of the data in tables
and/or graphs. Graphs
are labeled and titled.

Accurate representation
of the data in written
form, but no graphs is
presented.

are inaccurate.

Formulas

## All formulas are shown

and the results are
correct and labeled
appropriately.

## Some formulas are

shown and the results
are correct and labeled
appropriately.

## Some formulas are

shown and the results
labeled appropriately.

OR results are
inaccurate or
mislabeled.

Participation

## Used time well in class Used time pretty well.

Did the project but did
and focused attention on Stayed focused on the
not appear very
the project.
project most of the time. interested. Focus was
lost on several
occasions.

Participation was
minimal OR student was
participating.

Data

## Data is well organized,

accurate, and easy to

## Data is not accurate

Data is organized,
accurate, and easy to

## Data in the table is

accurate and easy to

Handout 1:
Mrs. Shealys 7th Grade Math Classes

In a group, you will be making predictions as to how many total M & Ms as well as how many of each
individual color there are in a specific 1-pound bag of M & Ms.
Each person will receive one fun size bag of M & Ms. You are to count the number of M & Ms for
each color as well as the total and write that information on the board along with your name.
All weight information from the fun size bags as well as the 1-pound bag will be given to help you
Each group will use the information from all students in the class to formulate a prediction. The
prediction, data collected, and how you arrived at those predictions will be shown in an Excel
spreadsheet as well as a written explanation (one per group).
Each group will present their findings to the class and write their predictions on the board. The
group, who is closest to the actual amounts, wins the bag of M & Ms.
Your project must include 4 pages:
1.

____ data rows (one for every student in class)
A Total, Average, Maximum, Minimum, and Prediction row (students)
A Total, Average, Maximum, Minimum, and Prediction column (colors)
The spreadsheet must be in landscape form and fit on one page
2. Separate printed spreadsheet showing formulas.
3. Two graphs to represent your data (your choice; bar, pie, etc.)
Specific details (title, key, labels, etc.) showing what the graph represents.
4. A written explanation of your predictions.

## Due Date: ________________________________________________

Procedure:

1) Count each color of M & Ms in your fun size bag and type your results onto the class
spreadsheet (this will be projected for all to see).

2) Begin a new spreadsheet in Microsoft Excel, using the title M & M Spreadsheet Project,
followed by group members last names.

3) Under column A (labeled Names), write the names of all students in this class.

4) Columns B though G should be labeled with the colors in the order given.

## 5) Label column H - Total. Calculate the total for each person.

6) Label column I - Maximum. Calculate the maximum number for that person.

7) Label column J Minimum. Calculate the minimum number for that person.

8) Label column K Average. Calculate the average number for that person.

9) Label column L Percent. Calculate the percent each total is of the Grand Total (where the
two Totals meet).

10) Skip a row after the last persons name and label the next four rows, in order, Total,
Maximum, Minimum, and Average (from all columns except percent).

11) Skip a row after Average and label the next row Predictions. Under each color and total,
you will put the formulas you used for making the predictions for the 1 pound bag of M & Ms
(each color and the total in the bag)

Handout 2:

M&M
Project
Names

Bl
ue

Bro
wn

Gre Ora
en
nge

Total
Maximum
Minimum
Average

Predictions

R
e
d

Yell
ow

To
tal

A
M
MI V
AX N
G

Perc
ent