Teacher Candidate: Scedella McAtee Date: September 17, 2014

Grade and Topic: 8

th
Grade Business Economics
Length of Lesson: 50 minutes for 2 days
Mentor Teachers: Peggy Murdock and Marla Phillips
School: The University of Memphis IDT 7061

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
This lesson plan is part of a unit plan on Averaging Values using Excel.


LESSON OBJECTIVE:
Description: Students will utilize Microsoft Excel to construct visual displays of averaging values.
Students will efficiently open an excel spreadsheet, enter headers, numeric and alpha data as
well as utilize the function to average values. Students will further learn how to format the
information, add graphics, save and name the spreadsheet.
Criteria: In order to master this lesson, the students will need to perform with 85% accuracy or
more.
Conditions: The students will use a calculator to verify they have received the proper average
for the values entered.
Problem Statement: You have been assigned the task to provide the average scores of top 3
NBA players for their last 3 games. The finish product must include a visual graph/chart that will
help to simplify the players scores per game.


STANDARDS ADDRESSED:
ISTE Standards for Students:
o Digital citizenship
o Technology operations and concepts
o Communication and collaboration
TN Education Standards for Students:
o Students will understand basic operations and concepts of technology.
o Students will understand the importance of social, ethical, and human issues associated
o with technology


MATERIALS:
1. Data Planning Sheet
2. Computer
3. Microsoft Excel
Pencil




BACKGROUND and RATIONALE:
The key concept for this lesson is for the students to get acclimated with Microsoft Excel. Students are
to master how to open an excel spreadsheet, enter and align data, and use the formula function
properly.
This lesson builds from prior lessons on technology integration.
This lesson will be build upon in future lessons as the students will become more acclimated with
Microsoft Excel and the features and functions available in the excel program.


PROCEDURES and TIMELINE:
Introduction: Begin by displaying a blank open Excel Spreadsheet on the screen. Flip to a
different excel spreadsheet with the completed data input and inform the students of how their
sample finished product should look.
Provide some brief insight on the flow of the lesson plan and how student involvement will be
required. Provide the Data Planning Sheets to each student. The students will collectively
provide data (values) to add to the Data Planning Sheet, in which all students will enter the
same values on their data planning sheet.
Notify the students of the materials they will need to complete this lesson and request that the
students obtain those materials,
Students are to keep their calculators away until instructed to use by the teacher.


Procedures:
Prior to the Computer (20 minutes)
Teacher Procedures:

1. After the Introduction, distribute the Data
Planning Sheets to students and ask them to
briefly review the sheets.
2. Ask the students to (volunteer by hand)
provide values for players score per game to
add on the data sheet.
3. I will confirm the value the student is to place
on the data sheet and which line of the Data
Planning Sheet to add the value.

Student Procedures:

1. Students will complete their
individual Data Planning Sheets
with the same values.

At the Computer (60 minutes)
Teacher Procedures:

1. Have students open both
MS Excel and an Internet
browser
Student Procedures:

1. Open a new Microsoft Excel Spreadsheet from
the beginning and an Internet browser tab
2. Enter the headers for each column
2. Direct students to the MS
Clipart Gallery website
3. Monitor and assist as
needed

3. Add the following column names: Players Name;
Score Game 1; Score Game 2; Score Game 3;
Players Average Overall Score
4. Begin entering the values for each player in the
prospective row below the applicable game.
5. Insert formula to average players overall score
over the 3 games select the proper cells to be
included in the average value.
6. Save work after each players score is entered
and average is obtained.
7. Use calculator to verify calculations are correct.
8. Repeat 3 -7 until all data is entered for the
remaining players.
9. When all scores are finished, correct any spelling
errors and verify your values are entered
correctly.
10. Center data entered on the spreadsheet
11. Ensure the column rows are long enough to
show all data and cells are formatted for wrap,
and font size.
12. Insert a chart to display the results of your
database.
13. Print a copy
After the Computer (20 minutes)
Teacher Procedures:

1. Place students in groups of 3 to 4 students
2. Ask students to pass their Averaging Values
using Excel projects to the person on the
right.
3. Students are to quietly review the work and
take notes of the key similarities and
differences, then pass the paper to the next
person until students have reviewed all the
papers in the group.
4. Give students 5 to 10 minutes to discuss the
differences (primarily the charts, font size,
and overall look of the finish product).

Student Procedures:

1. While in a group, students
review each others work and
note differences and similarities
between final documents.
2. Students discuss the different
papers.




Closure:
Students will volunteer to display their data sets and charts. At the end of class, the teacher will collect
the finish products.


ASSESSMENT EVIDENCE:
90-100% - Student successfully opened excel application. Student entered correct data.
Student used correct formula for averaging values. Student resulted in correct average
value. Student did include the correct graph that correctly represented the data the student
entered.
80=89% - Student opened excel application with guidance, additional assistance. Student
entered most of the data correctly. Student used a formula. Student results were not
completely correct due to error in prior step. Student did include a graph that correctly
represented the data the student entered.
79% or below Student was unable to open excel application with guidance/additional
assistance. Student did not enter data accurately and/or completely. Student did not use
formula to obtain average value. Student did not add a chart to graph the data.


MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.