Lesson Plan Title: Statistical Analysis Research and Excel Input

Date: TBD
Subject: Mathematics Grade: 9
Topic: Analysis of how colonization has impacted indigenous culture
Essential Question: Do the statistics for each area studied differ for different cultures?
Have these issues improved or declined over the years (i.e. since the truth and reconciliation
movement)?

Materials:
- Excel instruction sheet
- Computers/computer lab
- Statistical analysis project handout

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will be able to graph data on a line graph using Excel. They will understand how trends can be
analyzed through Excel and data sets can be compared and contrasted. Through this, they will be able to
understand how to analyze their data and make conclusions about their results.

Broad Areas of Learning:

Developing Lifelong Learners – Students who are engaged in applying mathematical knowledge when
conducting research and applying it to society, will be able to relate their findings to real life learning.
Students will use the technological knowledge gained in future classes, as well as later in life.
Developing a Sense of Self and Community – This lesson allows students to work together to share and
evaluate their ideas and strategies when working in pairs and groups, and while designing a research project.
Students can develop a deeper understanding by learning from their peers and seeing different cultural
perspectives through the use of technology for research.
Developing Engaged Citizens – Students will become engaged citizens as they analyze the social impact of
colonization on Indigenous society. They will use technology to look at trends within their research and
connect them to society. They will develop a greater respect for differing opinions as they discuss concepts
within class.

Cross-Curricular Competencies:
Developing thinking – Students are challenged to think critically and creatively when developing their project
plans. They will use mathematical and statistical concepts, and well as Excel to analyze their data. They will
reflect, discuss, and resolve any potential problems with their project plan.
Developing Identity and Interdependence – All the ideas and abilities of students will be valued. Students will
have interactions and discussions with their classmates. Students will develop a responsibility for their own
design projects. Students will also look at potential problems in the design plan to make sure they are being
appropriate and respectful. They will be responsible for their own learning by completing their assignments to
further their learning, as well as keeping on track with their work through an online checklist.
Developing Literacies – Students will engage in developing their understandings of language in mathematics
and their ability to use it when they develop their research. They will make sense of this language through
practical application. They will also develop their Excel skills and create visuals by using graphs. They will
develop a sense of cultural and digital literacy through their research in their statistical analysis project.
Developing Social Responsibility – Students will respectfully work together in small groups. They will
construct ideas and strategies together. Students will allow for different opinions and perspectives when
asking each other questions. They learn about and understand the impacts of colonization on indigenous
peoples and how they compare to other cultures in Canada through online research.

Social Studies:
- DR9.1 Examine the challenges involved in obtaining information about societies of the past
- DR9.2 Synthesize the significance of key historical events in societies studied.
- PA9.2 Analyze the impact of empire-building and territorial expansion on indigenous populations and
other groups in the societies studied.
Treaty Education:
- TPP9.4 – Examine the effectiveness of treaty making in addressing the circumstances of Indigenous
peoples.
o Analyze the cause and effect of the implementation of treaties on the population and culture
of Indigenous peoples.

Outcome(s):
SP9.1 – Demonstrate understanding of the effect of:
 bias
 use of language
 ethics
 cost
 time and timing
 privacy
 cultural sensitivity and
 population or sample
on data collection.

SP9.2 – Demonstrate an understanding of the collection, display, and analysis of data through a project.

SP9.4 – Research and present how First Nations and Métis peoples, past and present, envision, represent, and
make use of probability and statistics.

PGP Goals:
2.2 proficiency in the Language of Instruction

2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip
and Worldview)

2.4 ability to use technologies readily, strategically and appropriately

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

Students will we formatively assessed on their progress of the previous lesson (introduction to statistical
analysis project) and I will determine how much instruction and guidance they need through this project. I will
check-in using an online checklist to see how students have progressed with their research at the end of the
class to see how much extra time will be needed. I will also assess how they understand the use of Excel by
using the thumb system (up, down, sideways) to gauge their understanding.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will be assessed on the completion of their project, as well as their presentation. A rubric is
attached. Students will do a self-assessment as well which will be part of their grade for this project.

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) ~5 minutes:

Recall work from last class using Rate It anticipatory set:

- Give students checklist to check on their progress of their work from yesterday on a google doc (see
attached list at bottom as exemplar)
- Students fill it out at the beginning of class and can continue to check off items throughout class.
Complete it by the end of class as an exit slip.
o Ask students to answer:
 How is the research going?
 What information from previous lessons has helped you in your research?
 Where is your research leading you? Are you going to get to your final destination?
- Use this as formative assessment to see the progress of the students.

Main Procedures/Strategies:

Use computers in class/computer lab to allow students to continue their research (25 minutes):
- Teach about digital literacy according to Digital Citizenship Education in Saskatchewan Schools – how
to properly search for information
- Teaching information literacy:
o Students rely on the Internet as a primary source of information for both school and personal
use.
o It is important to teach students how to evaluate information to ensure it is accurate.
o Focus on effective ways to evaluate the quality and credibility of information and cover
learning strategies that yield more credible results.
- Teaching ethical use of digital resources:
o Students could forget that they need to cite information online as well.
o Talk about intellectual property, copyrighted material, and the proper way to reference the
information.
o Note that copying text from a website is plagiarism just like stealing text from a book.
- Terms to teach:
o keywords: the words you use to search for information about a topic
o plagiarism: using some or all of somebody’s work or idea and saying that you created it
o citation: a formal note of credit to an author that includes their name, date published, and
where you found the information

Teach students how to input data into Excel graphs (25 minutes):

- Teach about proper digital etiquette – listen to what is being taught, follow along
- Provide instruction sheet to follow along
- Students will be making line graphs with their data to see the trends over time
- They will make separate graphs for each culture, then make one final one that has all the data on it
 - See attached sheet for more details/instructions

***Goal for learning - Students will learn how to use Excel and input data to create graphs, as well as analyze
their data from these graphs. They will also learn how to properly research information on their topic through
teaching of digital literacy.

Adaptations/Differentiation:
- Assist students as they need it
- Extended and tiered instruction could be incorporated for those who need extra help or a challenge.
- Partner with students that will be able to assist in assignment.
- Provide more time to complete tasks.
- Provide resources for students (EA, scribe, technology, etc.)
- Ask students to share their knowledge with students who may be struggling.

Closing of lesson (~5 minutes):

Students take time to update their checklist on the google doc. This will allow me to see how students have
progressed with their research, as well as their data analysis. Time will be given at the beginning of next class
to finish up projects before the presentations.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Reflection is at the bottom

 MAKING A GRAPH ON EXCEL
STEPS (explained below)
1. Add graph headers
2. Add graph labels
3. Input data
4. Select data
5. Click Insert tab
6. Select graph type and format (2D line graph)

EXCEL DATA-ENTRY ETIQUETTE

To begin to work on a new Excel spreadsheet, start by entering information in the first sheet. Here are
a few simple guidelines (a data-entry etiquette) to keep in mind when you create an Excel spreadsheet:
 Whenever you can, organize your information in tables of data that use adjacent (neighboring)
columns and rows. Start the tables in the upper-left corner of the worksheet and work your
way down the sheet, rather than across the sheet, whenever possible.
 To place white space between information for different tables in adjacent columns and rows,
you can widen columns, heighten rows, and change the alignment.
 Reserve a single column at the left edge of the table for the table’s row headings.
 Reserve a single row at the top of the table for the table’s column headings.
 If your table requires a title, put the title in the row above the column headings. Put the title in
the same column as the row headings.

ERROR VALUES IN EXCEL FORMULAS

What Shows What’s Going On?

Up in the Cell
#DIV/0! Appears when the formula calls for division by a cell that either contains the value 0
or, as is more often the case, is empty. Division by zero is a no-no in mathematics.
#NAME? Appears when the formula refers to a range name that doesn’t exist in the
worksheet. This error value appears when you type the wrong range name or fail to
enclose in quotation marks some text used in the formula, causing Excel to think
that the text refers to a range name.
#NULL! Appears most often when you insert a space (where you should have used a
comma) to separate cell references used as arguments for functions.
#NUM! Appears when Excel encounters a problem with a number in the formula, such as
the wrong type of argument in an Excel function or a calculation that produces a
number too large or too small to be represented in the worksheet.
#REF! Appears when Excel encounters an invalid cell reference, such as when you delete a
cell referred to in a formula or paste cells over the cells referred to in a formula.
 #VALUE! Appears when you use the wrong type of argument or operator in a function, or
when you call for a mathematical operation that refers to cells that contain text
entries.

FILL THE EXCEL SHEET WITH YOUR DATA & ASSIGN THE RIGHT DATA TYPES

Excel has two components to its spreadsheets:

 The rows that are horizontal and marked with numbers

 The columns that are vertical and marked with alphabets

After all the data values have been set and accounted for, make sure that you visit the Number section
under the Home tab and assign the right data type to the various columns. If you do not do this,
chances are your graphs will not show up right.

For example if column B is measuring time, ensure that you choose the option Time from the drop
down menu and assign it to B.

HIGHLIGHT THE DATA SETS YOU WANT TO USE

For a graph to be created, you need to select the different data parameters.
To do this, bring your cursor over the cell marked A. You will see it transform into a tiny arrow pointing
downwards. When this happens, click on the cell A and the entire column will be selected.
Repeat the process with columns B and C, pressing the Ctrl (Control) button on Windows or using
the Command key with Mac users.
Your final selection should look something like this:

CREATE THE BASIC EXCEL LINE GRAPH

With the columns selected, visit the Insert tab and choose the option 2D Line Graph.
You will immediately see a graph appear below your data values.
Sometimes if you do not assign the right data type to your columns in the first step, the graph may not
show in a way that you want it to. For example, Excel may plot the parameter Average Number of
Leaves/Employee/Year along the X axis instead of the Year. In this case, you can use the option Switch
Row/Column under the Design tab of Chart Tools to play around with various combinations of X axis
and Y axis parameters till you hit on the perfect rendition.

IMPROVE YOUR EXCEL GRAPH WITH THE CHART TOOLS

To change colors or to change the design of your graph, go to Chart Tools in the Excel header.
You can select from the design, layout and format. Each will change up the look and feel of your Excel
graph.

Design: Design allows you to move your graph and re-position it. It gives you the freedom to change
the chart type. You can even experiment with different chart layouts.

Layout: This allows you to change the title of the axis, the title of your chart and the position of the
legend. You might go with vertical text along the Y axis and horizontal text along the X axis. You can
even adjust the grid lines.
Format: The Format tab allows you to add a border in your chosen width and color around the graph
so that it is properly separated from the data points that are filled in the rows and columns.
 Checklist Exemplar

 Background information on the history of the effects of colonization on your topic

 Steps used to gather information (project design plan)
 Information gathered from at least 3 decades for your area
o Information graphed
o Percent change between each decade
o Percent change from entire time span
o Mean
o Median
o Mode
 3 different cultural groups
o Information graphed
o Percent change between each decade
o Percent change from entire time span
o Mean
o Median
o Mode
 Compare and contrast data and find percent difference between each
 Cause and effect of your even

Answer:

- How is the research going?

- What information from previous lessons has helped you in your research?
- Where is your research leading you? Are you going to get to your final destination?

Questions for me:

 Reflection:

In my original unit plan, I had incorporated a lesson committed fully to the use of technology, so I

decided to write out my lesson plan for this. This lesson is the second of the statistical analysis project and focuses

on proper research techniques, as well as teaching students how to use Excel to input and analyze their data by

creating line graphs. Within this lesson plan, I stated that my goal for learning is for students to become familiar

with how to use Excel and input data to create graphs, as well as analyze their data from these graphs. Students

will learn how to properly research information on their topic through teaching of digital literacy. Instructing

students on proper digital literacy strategies as well as digital etiquette will help them in future classes. Workplace

and apprenticeship mathematics and computer science classes use computer programs like Excel. Allowing

students to discover such programs earlier on may help them to find interests in this area and as well to

mathematics in general, and will give them an advantage when they reach these classes.

The essential questions for this lesson direct the students’ research and allow them to use their analysis of

data collected to discover trends. On the checklist, students will also answer questions about their research

progress. For assessment, I choose to use an online google doc checklist in order to keep track of students’

progress on their project. They can also ask questions on the google doc. This will help students with their

assigned task and give them the opportunity to be responsible for their own learning and productivity. It will

allow me to track the progress of my students and see what is needed of me to help them succeed (i.e. more time

for research). Students will be summatively assessed at the completion of their project by the teacher, as well as

with a self-assessment. This lesson provides all the information needed to teach it as well as resources and

handouts to follow along with.

This lesson plan targets three mathematics 9 statistics and probability outcomes. Students will

demonstrate an understanding of the effect of bias, use of language, ethics, privacy, cultural sensitivity, and a

population or sample through data collection (SP9.1) as they research areas of conflict between cultures within

society. They will demonstrate an understanding of the collection, display, and analysis of data through a project

(SP9.2) as well as research how First Nations and Métis peoples envision and represent the use of probability and
statistics (SP9.4) through their project. This project is focused on FNMI content, but also incorporates other

Canadian cultures as well.

Adaptations will be made for this lesson according to students’ needs. I suggested to have extended and

tiered instruction that could be incorporated for those who require extra help or a challenge. Partnering students

together that will be able to assist each other on the assignment, as well as providing more time to complete tasks,

resources for students (EA, scribe, technology, etc.), and to ask students to share their knowledge with students

who may be struggling will provide adaptation within lessons.

My goals for professional growth consist of three PGP’s. I want to be proficient in the language of

instruction (2.2). Excel is not my strong point, but I have good background knowledge and would expand this

knowledge to make sure I can properly and proficiently teach my students what they need to know. To coincide

with this, I want to have the ability to use technologies readily, strategically, and appropriately (2.4). My final

goal for growth is to have knowledge of First Nations, Métis, and Inuit culture and history (2.3) to guide and help

students with their research.

My unit initially included pre, formative, and summative assessments. These did not change after

I reformatted my lesson. I incorporated a pre-assessment, as well as a variety of formative assessments

to compliment my summative assessment which included a self-assessment aspect. The students will

receive a rubric for the project and a checklist of what is needed in order to be successful. The students

will self-assess their efforts and product through a self-evaluation and will have input into shaping their

summative assessment. I did not need to make substantial changes in my unit plan however I did adjust

a few sections as indicated by the yellow highlighted portions. The blue highlighted sections in my unit

plan are activities, topics, etc. that already existed in my unit plan that use digital literacy and

technology.