SUBJECT: Math
GRADE: 4th
TECHNOLOGY: Spreadsheet
BY: Selena Dickey

GRAPHING WITH A SPREADSHEET

An important math (and science) skill that fourth grade students practice is graphing. By this time, students have experience with bar, line, and circle graphs. They are able to collect data and present it in graph form (I know this from experience and from my studies). Also, students are expected to have experience and a minimal level of competency with computers. The following lesson has students graphing data they’ve collected on a bar graph, putting it into a Spreadsheet program, and then watching as the computer creates the same graph they have made. Therefore, I believe this lesson with reinforce students’ graphing abilities and further their experience with computers, allowing them to see exactly what they can do with computers.

Objectives: In groups of four, students collect data involving the number of distributed jelly beans (colors and number present of each color).
Student groups correctly display their data in bar graphs on graph paper (including: color--x-axis, number--y-axis, give the graph a title, and color their bars accordingly)
Student groups correctly enter their data into the spreadsheet program, command the program to create a graph, and compare/contrast their work with that of the computer.

Materials: PC lab w/ spreadsheet programs, printer
1 bag of jelly beans (roughly 40 beans per group)
pencils, graph paper, crayons
board, white and colored chalk

Lesson Description:

Part I: Begin by stating the objective: Today we will be recording some important data involving . . . jelly beans! Put the students into groups of four and have one member wash his or her hands--they will be the person who handles the beans! Distribute graph paper to each table (one piece per student) and one piece of paper for the beans to be placed on. Randomly distribute beans and ask students to arrange them by color. Make sure they also record the color/number on the back of their graph paper--just in case. Then, ask students what would be the best way to tell everybody else what color beans your groups has--the graph paper should cue them to say graphing. Review the kinds of graphs--bar, circle, and line. Take suggestions as to what type of graph would be best for our jelly bean data--give the pros and cons for each, but show that bar graphs are best for this kind of data. Tell students to ignore their own beans and turn their attention to the board. (Modeling) Using the board, colored chalk, and the remaining beans in the bag, begin graphing the data. Make sure to use students’ input as to how the graph should be made--this allows for review and a quick evaluation of students’ prior knowledge of graphing. After you have finished, use the finished graph on the board to help student groups begin their graphs. Focus on: the title of the graph and the names of the x and y axes. However, make sure that it is clear that their data will not look like the sample on the board--everybody got a different number of beans! Encourage students’ to help their teammates and circulate as students work, keeping them on track and on task. As students finish, they may show their work to other classmates, showing how the data differs. Of course, after they have finished collecting their data, they may evenly distribute and eat their jelly beans.

Part II: Moving to the computer lab, tell students that now we are going to see if the computer is as smart of we are! Using the main, modeling computer, reintroduce them to the Spreadsheet program and show them the graphing feature. Ask if they think that the computer can do the same thing that we did? Model by using the data from the group graph that was done on the board. Show students how to put the data in the correct cells, then show them the features that allow them to name the graph and name the axes of the graph. Then, produce the graph and compare it to what was created on the board. Ask questions that compare how long it took to do each. Also, ask students which graph looks better. Allow students to ask any questions and ask if they are prepared to do it on their own. Have student groups work together as teacher and technology specialist circulate to offer assistance and answer any questions. As students finish, they will print their graphs and compare to the written work they produced. If differences occur, ask students why (scale differences, mistakes in data input, etc.) The discussion of possible mistakes will also aid students’ learning.
Finallly, display students work and enjoy any leftover jelly beans..

Evaluation procedure:

Students’ pencil/paper graphs will be collected and evaluated, making sure they have included the important elements: titles, axis names, and correct data (minimum of 2 mistakes). Student computer printouts will also be evaluated on the same basis. Observation will be a large part of the evaluation and will take place as students work and as they discuss the final comparison/contrast questions. Teamwork and participation are also important in this type of group work.