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Excel Graph Lesson Plan

1) The lesson teaches students how to read and compare data shown on bar graphs or pie charts using the Excel program. 2) Students will create a tally graph to chart how many gingerbread cookies classmates would eat for snack. They will then create a bar graph in Excel to display this data. 3) To assess if objectives were met, students will create their own graph in Excel on a question they ask classmates, using a rubric to evaluate their graph creation and interpretation skills.

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scherrick125
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530 views

Excel Graph Lesson Plan

1) The lesson teaches students how to read and compare data shown on bar graphs or pie charts using the Excel program. 2) Students will create a tally graph to chart how many gingerbread cookies classmates would eat for snack. They will then create a bar graph in Excel to display this data. 3) To assess if objectives were met, students will create their own graph in Excel on a question they ask classmates, using a rubric to evaluate their graph creation and interpretation skills.

Uploaded by

scherrick125
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Planning

Waynesburg University

Excel Graph
Ms. Kelly Scherrick
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
2.6.1.A. Formulate and answer questions that can be proven with data (bar graphs, pictographs, and/or tally charts).
2.6.1.B. Collect, organize, and display relevant data to answer questions.

Lesson Objective(s)
(Stated in observable and measurable terms)
The student will be able to read and compare data shown on bar graphs or pie charts (guiding question many
include: How many? How many more? How many less? Equal? Why? What? How do you know?).

Assessment Plan
(What will be done to determine if lesson objectives have been met?)
The student will create a graph using the Excel program. The graph will be graded using a rubric which will assess
the creation and interpretation of the graph.

Materials:
Everyday Math Grade 1 Teachers Manual pages 246 – 250; sticky notes, pencils, chart tablet, interactive whiteboard,
Excel software, data collection sheet.

Inclusion Techniques for Students with Special Needs:


Assistive Technology (keyboard and mouse); larger screen font

Enrichment Techniques:
Reading graphs;

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access
to and are able to participate in the lesson): Written directions; work in groups

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Students will take a sticky note, write their initials and answer the following question: How many gingerbread
cookies would you eat for snack? (Answers should be a number between 0 and 6).

Detailed Teaching Sequence:


(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are
preferred)
• Create a tally graph to chart students responses to the class question
• Have students place sticky notes with like numbers in groups beside the tally graph
• Open Microsoft Excel
• Use column A to insert number labels for how many cookies
• Use column B to insert the totals for each amount
• Select table area and insert graph from the insert tab
• Add a title, key, and label x and y axis.
• With students viewing the graph, ask various questions about the data.
Guided Practice/Independent Practice/Assessment Activities
• Assign the students to create an Excel graph based on a question about gingerbread men.
• Review rubric with students.
• Students will write down their question and poll students in the classroom.
• Transition to the computer lab, where students will create their graphs.
• The teacher will circulate to provide assistance.
Closure:
• After the students are finished creating their graphs, they will print and save them for the next day’s class,
where they will present their graphs to the class and ask their classmates questions about the data.

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