Project Based Learning Lesson Plan
Spreadsheet

Submitted by Westville School District: Cathy Davis, Linda Mullen,
Denise Sabo, Nancy Tartaglione

Driving Question:

How would you use a Spreadsheet to figure out the total cost of the gifts included in the song “The Twelve Days of Christmas?”

Section 1: Project description:

Everyday Math Program (EDM)/Teacher provided background knowledge on use and purpose of a spreadsheet (attached Study Link 3.7)
Students created a spreadsheet template on the computer through the modeling and assistance of MATRIX grant teachers
Discussion took place regarding formulas needed to obtain data
Students were guided to enter formulas where needed
Students used finished spreadsheet to complete a teacher made created assessment

Section 2: NJCCS
Math:

(4.1.6.A.1) Use real-life experiences, physical materials, and technology to construct meanings for numbers (unless otherwise noted, all indicators for grade 6 pertain to these sets of numbers as well). All integers; All fractions as part of a whole, as subset of a set, as a location on a number line, and as divisions of whole numbers; All decimals
(4.1.6.B.1) Recognize the appropriate use of each arithmetic operation in problem situations.
(4.3.6.A.1) Recognize, describe, extend, and create patterns involving whole numbers and rational numbers. Descriptions using tables, verbal rules, simple equations, and graphs; Formal iterative formulas (e.g., NEXT = NOW * 3); Recursive patterns, including Pascal's Triangle (where each entry is the sum of the entries above it) and the Fibonacci Sequence: 1, 1, 2, 3, 5, 8, . . . (where NEXT = NOW + PREVIOUS)
(4.4.6.A.1) Collect, generate, organize, and display data. Data generated from surveys
(4.4.6.A.2) Read, interpret, select, construct, analyze, generate questions about, and draw inferences from displays of data. Bar graph, line graph, circle graph, table, histogram; Range, median, and mean; Calculators and computers used to record and process information
(4.3.6.B.1) Describe the general behavior of functions given by formulas or verbal rules (e.g., graph to determine whether increasing or decreasing, linear or not).
(4.5.6.F.1) Use technology to gather, analyze, and communicate mathematical information.
(4.5.6.F.2) Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information.

Technology:

(8.1.8.A.7) Construct A Simple Spreadsheet, Enter Data, And Interpret The Information.
(8.1.8.B.8) Problem Solving And Decision Making - Use Computer Applications To Modify Information Independently And/Or Collaboratively To Solve Problems.
(8.1.8.B.10) Determine When Technology Tools Are Appropriate To Solve A Problem And Make A Decision.

Section 3: Modifications

Part 1: Assessment

Completed and printed computer generated spreadsheet

Completed teacher made worksheet

Part 2: Accommodating diverse learners

· Students were grouped in ways to accommodate their learning styles and abilities.

· An aide was available for assistance.

Part 3: Technology Resource Use and Management

· Lab tops were in the classroom as well as the SMARTBoard.

Part 4: Family/Community Involvement

Samples of student work will be on display at the 6^th grade Family Math Night as well as the MATRIX grant website. The students linked this project to their electronic portfolio.

Section 4: Reflection

This activity enhanced the EDM program lesson on spreadsheets. Students enjoyed a hands on technology project versus paper and pencil. This seasonal activity is an activity that we would do again and possibly expand the project. The students would compare total cost of gifts from previous years.