Spreadsheet Activity

Spreadsheet Activity

http://www.evolutionnews.org/crowded_crayon_colors.jpg

Introduction

Today you will be looking at data collected from our class about our class’ favorite colors.

Task

You will be making two graphs from data we collected from the class about all of our favorite colors. From the graphs you will learn how to make predictions from the data displayed. You will be graded on each set of questions asked after each graph you make as well as in the conclusion area.

Process

Step 1: Open Microsoft Excel and make the Table shown below.

Step 2: Using this information, you are going to create a Bar Graph.

A: Highlight all of the information in both column A and Column B on the spreadsheet by clicking and dragging over it with your mouse. It will turn blue when it is highlighted. *Be careful not to highlight Row 1 – the very top row that says “Ms. Caldwell’s Class favorite colors”*

B: Now to insert the graph we will click up at the very top of the program where it says “Insert”. Then click “Chart…”

C: Make sure Column Graph is highlighted and then click “Next”

D: You should see a miniature graph as a preview now. If it looks like you selected the information correctly and it created a graph, click on “Finish”. If it doesn’t look like it made the graph correctly, click on “Cancel” and go back to Step A.

E: After clicking “Finish” your Bar Graph should appear on the spreadsheet right next to the information.

Step 3: In your math journals answer the following questions:

1: Looking at your spreadsheet, what is the advantage of having a Bar Graph over having just numbers in a Table?

2: Based on the graph, if another student were to join our class what would you guess their favorite color would be and why?

Step 4: Now using the information in the spreadsheet we are going to make a Pie Chart.

A: Highlight all of the information in both column A and Column B on the spreadsheet by clicking and dragging over it with your mouse. It will turn blue when it is highlighted. *Be careful not to highlight Row 1 – the very top row that says “Ms. Caldwell’s Class favorite colors”*

B: Now to insert the graph we will click up at the very top of the program where it says “Insert”. Then click “Chart…”

C: On the left of the box where it has “Column Graph highlighted, click on Pie. On the right side you should see some pictures of Pie Charts. Click “Next”.

D: You should see a miniature Pie Chart as a preview now. Notice that there isn’t much information on the Pie Chart. We are going to make it show percentages. Instead of clicking ”Finish” like we did for the last chart, we are going to click “Next” so we can tell the program to add more information.

1: Up in the top left corner of this box there are 3 tabs “Titles”, “Legend”, and ”Data Labels”. We want it to label more things on the graph so click on the “Data Labels” tab.

2: On the left side of this box there are Check Mark Boxes for different things. We want to have it show “Percentage”. Check mark that by clicking on the box to the left of the word “Percentage”.

3: If the small preview in that box shows the Percentages and looks like it created the graph correctly, click on “Finish”.

E: After clicking “Finish” your Pie Chart should appear on the spreadsheet right next to the information. Note: The Bar Graph is still there, it is underneath the pie chart. If you hold down the left button mouse on the pie chart and hold it down you can move it to see the bar graph.

Step 5: In your math journals answer the following questions:

1: What information is shown on the Bar Graph? What information is shown on the Pie Chart? What information is on the Pie Chart that is not shown on the Bar Graph? What information is on the Bar Graph that is not shown on the Pie Chart?

2: Some information is lost when making a graph. Why would choosing the correct type of graph for the information you want to present be important?

Rubric

	Beginning1	Developing2	Very Good3	Exemplary4	Score and teacher feedback
Bar Graph Questions in Math Journal	One to two word answers	Writing complete thoughts	Writing complete thoughts in clear sentences	Writing complete thoughts in clear sentences  and making deep connections
Pie Chart Questions in Math Journal	One to two word answers	Writing complete thoughts	Writing complete thoughts in clear sentences	Writing complete thoughts in clear sentences  and making deep connections
Conclusion Questions in Math Journal	One to two word answers	Writing complete thoughts	Writing complete thoughts in clear sentences	Writing complete thoughts in clear sentences  and making deep connections

Conclusion

Now that you are experts in making two different types of graphs and analyzing that data, what other types of graphs can you think of that we didn’t make in this activity? How would choosing these other types of graphs affect the data shown? How do you think advertisers can use graphs to present only certain pieces of data they want you to see? Record your thoughts in your math journals.

Teacher Page

This lesson focuses on understand what information is presented in different types of graphs by using a spreadsheet to make the graphs. This activity goes along with Utah Core Curriculum.

Utah: 4th Grade Math Core

Standard 5: Students will collect and organize data to make predictions and identify basic concepts of probability.

• Objective 1: Collect, organize, and display data to make predictions.

–        Collect, read, represent, and interpret data using tables, graphs, and charts, including keys (e.g., pictographs, bar graphs, frequency tables, line plots).

–        Make predictions based on a data display.

Materials Needed:

• Math Journal

• Each student will need access to a computer with Microsoft Excel installed on it.

For this activity, I used the NETS-T. I used Model Digital-Age Work and Learning by demonstrating fluency in technology systems and the transfer of current knowledge to new technologies and situations. I did this by taking the knowledge the students had about graphs and applied it to technology with the use of the excel program. Another NETS-T I used was engaging students in exploring real-world issues and solving authentic problems using digital tools and resources. The students can use the knowledge of the excel program in the future to solve math problems or the program to make spreadsheets in the future. You can find the NETS-T standards online.