Title: Class Picnic Budget

Other Curriculum Objectives that can be addressed by this lesson plan

English Language Arts: 2.1, 2.2, 4.1; Mathematics: (Gr 6) 6.3; Computer Skills: (Gr. 6) 2.3

Grade: 6

Competency 2.3: Identify spreadsheet terms (e.g., spreadsheet, column, row, cell, formula).

Measure 2.3.1: Label a given diagram of a computer spreadsheet with the correct terms.

Materials Needed: Assorted paper spreadsheet examples; transparencies of the Introduction Spreadsheets #1, #2, #3, and #4 black line masters as well as copies for each student of the Spreadsheet Activity black line master; a sheet of 8.5x11 paper for each student; ten sheets of 8.5x11 paper prepared as described in activity; overhead projector.

Time: One class period plus one homework assignment.

Terms: Spreadsheet, Column, Row, Cell, Label, Value, Formula

Grade 6 Glossary

Pre-Activities:

1. Present various examples of paper spreadsheets such as a grocery store receipt, a gradebook, baseball statistics, a table from a textbook, and an accounting ledger. Ask the class to list some characteristics of spreadsheets. Some appropriate answers are:
   
   It has lots of numbers. The information is organized in columns and rows. All the information in one column is usually related in some way and all the information in a row is related.
   
   
2. Ask students to describe the features of a table of information. They might say that the information is arranged in rows and/or columns, that tables usually have a lot of numbers in them, that all of the information in one column or row is usually related, that the columns and rows are usually labeled making it easy to find information, and that some columns and rows are totaled with the sum at the end of the column or row.
   
   
3. Introduct the following spreadsheet definitions and use transparencies of Introduction to Spreadsheets #1, #2, and #3 to locate the following terms:

Spreadsheet: An applications program, used in financial forecasting, that can quickly handle calculations and perform evaluations.
Column: The vertical divisions of a spreadsheet that intersect the horizontal divisions (rows) to form cells in which data can be entered. Columns are labeled alphabetically (A,B,C,...AB,AC,AD...).
Row: The horizontal divisions of a spreadsheet that intersect the vertical divisions (columns) to form cells in which data can be entered. Rows are labeled numerically (1,2,3,4,...).
Cell: The intersection of a row and a column on a spreadsheet in which data can be entered. Cells are designated by their column letter and row number -- B4.
Value: One type of data that can be entered into a spreadsheet cell. It consists of numbers that can be added, subtracted, etc.
Label: A type of data that can be entered into a spreadsheet cell. It consists of words that usually label a column or row of numbers.
Formula: A type of information that can be entered into a spreadsheet cell. It is a mathematical equation consisting of numbers, other cell designators, and symbols for mathematical operations. The result of the formula is displayed in the cell that holds the formula.

4. Project the Introduction - to Spreadsheets #4 transparency for the class to see and ask the class to answer the following questions:

   Where is the word Bread?
   Cell B3 Where is the price of milk?
   Cell C5 What column holds the prices?
   Column C Where is the formula of this spreadsheet?
   Cell C6 What is the formula?
   =C2+C3+C4+C5 or =SUM(C2...C5)

Activity:

Preparation

Move student desks into five columns with five desks in each line. It will not alter the lesson if there are not enough students to fill all the desks. If you have more than 25 students, add a sixth row of desks. With a magic marker and 8.5x11 sheets of paper, make one sign of each of the following letters and numbers: A, B, C, D, E, 1, 2, 3, 4, 5. Tape these signs on the wall of your classroom so that they label each column and row of desks in your classroom. Additional signs should be made if extra rows had to be created to accommodate your class size.

1. Use transparencies of Introduction Spreadsheets #1, #2, and #3 black line masters to help them understand that computer spreadsheets divide the screen into columns and rows. Point out that columns are designated by letters, rows by numbers, and cells (where information is entered into a spreadsheet) by its column letter and row number.
2. Explain to the class that their desks are arranged in columns and rows. Point to the signs and identify the seats in each column and row.
3. Call out column letters and row numbers and ask students who sit in the identified columns and rows to raise their hands.
4. Call out different cell names (e.g., A4, B2, E3 and ask the student sitting in that cell/seat to raise his or her hand. After a minute call on individual students and ask them to tell the cell/seat name of their location.
5. Display the transparency of the Picnic Budget black line master.
6. Ask members of the class questions about the spreadsheet to reinforce what they have learned about spreadsheets.

   Are all of the food items located in a cell, row, or column?
   Is the word Prices entered in a cell, row, or column?
   Is the information from cell A4 to A9 values, labels, or formulas?
   What is one cell that is probably holding a formula., and what is that 
   forumula probably calculating?
   If you changed the number in cell C7, what other cells would probably 
   change automatically?

7. Hand out the copies of the Spreadsheet Activity black line master and ask the class to answer the questions for homework.
8. The next day, divide the class into groups of four students, have them compare and come to a consensus on their answers, and then report to the class.

Measure

Give each student a diagram of a computer spreadsheet. Have each one label the diagram with the correct terms.