Variables Visual Chart; Excel Spreadsheets

Bring your variables visual chart (or your ideas for it, if you have not completed it) to
this appointment.
Read the following information with your peer partner. Take turns reading every other
sentence.
Variables Visual Chart
This week your assignment is to make a visual chart that includes everything you
have just learned about variables and how they are used in formulas. The information
for this visual chart can be found in the Variables and Formulas Summary. Your visual
chart should include the information in that summary. Put examples and notes that
would help you on an exam. Divide up one side of one paper into sections. Include
notes, examples, difficult problems, and pitfalls. Put everything you need in the chart
to be able to do well on the exam.

Discussion Questions

What is a pitfall?
What is the purpose of a visual chart?
How does it help to write out information in which you had difficulties?
Show your visual charts to each other and describe the information you have
included.
If you have not completed your visual chart, discuss the information on the
Variables and Formulas Summary. Describe the formulas and the areas you need
to work on.

Excel Spreadsheets
This week you are learning how to create an Excel spreadsheet to work with variables
in formulas. Discuss the
following points with your peer partner.

Do you feel comfortable using Excel?

Do you understand how to create a spreadsheet?
Are you comfortable with the vocabulary of Excel (such as the following)?
What is the advantage of using Excel instead of a calculator?

Spreadsheets

Cells
Columns
A1, A2, B1, etc.
Format cells
Symbols for adding, subtracting, multiplying, and dividing
The equals sign and its importance
Have you ever used Excel before taking this class?
Have you ever used Excel to make lists of information, such as to keep track of
addresses?
Work with your partner to make sure you both know how to use Excel to enter
the formula for finding the perimeter of an area. Practice doing it several times
so that you use the correct English terminology.

Terminology Practice
Go through the chart and information below together. Make sure you understand the
information, symbols, and terms. Together, practice saying the following numbers and
phrases used in Excel.
Yearly Income Calculation
In Cell
Rate Per Hour:
E3
Hours Per Year:
E5
Income First Year of Employment (Beginning):
E7

Enter
15
=40*52
=E3*E5

Results
$15.00
1080
$31,200.00

Numbers
.01p + .1(q 13)
.01p + .3q + .35
$60,174.51
87
28x + .34
36.0 degrees Celsius
453,678.2

Lesson 6 Appointment
Visual Language Comparisons; Budgets
Read the following information to your speaking partner:

Visual Language Comparisons

When explaining something new, instructors often compare the new idea to
something the students already know. For example when Brother Baird taught the
concept of adding like numbers, he compared it to adding apples and apples. It is
easier to remember something if we link it to something we already know. Try to link
new information to personal experiences as much as possible. A picture in your mind
is a powerful learning tool.
Examples from Brother Bairds video lectures:

That number is so big we have created a monster.

Thats just like adding apples and oranges.

The pull between positive and negative numbers is similar to a tug

of war.

Discussion Questions

Describe what you understand about these comparisons to your speaking

partner.
Name some other comparisons Brother Baird has made in his lectures.
Do you find the comparisons helpful? If so, explain why they are helpful.
When learning geometric shapes, would it be helpful to compare it to something
that you know? Compare the shapes of a cylinder and a cone to something you
already know.

Budget
This week your portfolio assignment is to make sure that your Budget and Expense
spreadsheet is currentthat
you have kept track of all your spending.
Read the following information with your speaking partner. Take turns reading
paragraphs with your speaking partner.
Everybody uses the money they receive. They spend it, save it, give it away, or invest
it. When you budget, you are just planning how you will use your money before you
actually use it. There are four basic steps to budgeting: planning, record keeping,
summarizing, and evaluating.
The first step is planning. To plan, you must know two things: how much money you
will earn and how much you will spend.
The second step is record keeping. Keep track of how you actually spend your money.
The third step is summarizing. You will gather the records of your actual expenses and
total the results by category.
The final step is evaluating. Compare your actual expenses with your planned

expenses. If there is a difference between the actual and budgeted amount, you will
need to determine the reason.
With the understanding that comes from your evaluation, you are now ready to
prepare your next budget. Budgeting is done in cycles. A budget cycle occurs each
time you complete the four budgeting steps. After you have gone through a complete
budget cycle, you will be able to adjust your new budget based on your actual
experience. Each budget will be a little better than the last one. As you learn and
become more experienced, your increased skill will allow you to meet more of your
financial goals.
(Basic Budgeting, Ensign, June 1993)

Discussion

What does it mean to evaluate your budget?

What is the biggest expense on your budget?
Discuss any changes you feel you might make to receive a "peace of mind"
regarding your finances?
Discuss what you've learned from the teachings of the Church regarding
spending money, maintaining a budget, or debt.

Pronunciation Practice
Compare the vowel sounds e as in sheep and i as in ship.
Listen to your speaking partner say the following words and then repeat them. Note
the difference in sound
between the words.
E sound
E
sheep
leave
machine
be
believe
reach
people
eat
heel

I sound
middle
ship
live
minute
busy
women
rich
miss
it
hill

reason
deed
steal
each

risen
did
still
itch

Look at the following list of words. Take turns with your speaking partner making up
sentences with the words.

Leave
live
rich

reach
ship
sheep

fill
feel

Lesson 6 - Gathering Activity Schedule

Sample Lesson Plan

What

Math
Exercis
e 2.3
Part A
(5-7
min)

Math
Exercis
e 2.3
Part B

(25-30
min)

Formul
a
Review
and
Proble
m
Solving

(15-20
min)

Income
Discuss

Activity Instructions

Whole Class:

Review this weeks Math Exercise 2.3 Part A homework problems. If

there are questions about the assignments, work out a few of the most
difficult problems together as a whole group or in small groups of 3-4
people.

Either A: Ask for a volunteer who understands the difficult problems

and can explain how to complete the problem. (It may help to remind
people that being able to explain something to someone else is a great
way to reinforce ones own learning. Try to include everyone.)
Or B: In small groups, work through one or two of each type of
problem in the homework, letting each group decide which problems
they want to work through together.

Small Groups:

Work through the problems in Math Exercise 2.3 Part B; rotate the
responsibility to explain how to do each problem through the group. If a
student doesnt know how to do a problem when it is their turn, they
should explain as much as possible and then the rest of the group
should help finish the problem. Then, the student should explain how to
solve the problem back to the group.

Small Groups:

In the same small groups, review several formulas used this week.

In each group, select those which anyone in the group found to be

challenging. Make sure everyone understands how the problems are
solved.
After reviewing the formulas, complete the questions from 2.3B as a
group.

Small Groups:

ion

(5-7
min)

Formul
a
Memori
zation
Prepar
e
math
formul
as and
formul
a
names
before
class.
Bring
tape.
(15-20
min)

Group
Discuss
ion
(8-10
min)

Whole Class:

Formula Memory Activity

Before class:

Choose 1520 formulas.

Write the name of each formula and the formula itself on two
different pieces of paper.
3. Tape the pieces of paper to the board with the writing side facing the
board.
1.
2.

1.
2.
3.
4.
5.

One student will choose a paper and turn it over.

Then, the student will try to find the correct match by turning over
another piece of paper.
If the student does not make a match, a new student will take a turn.
When the student makes a match he/she takes the two papers off the
board and can take another turn.
Continue this until all the formulas and their correct matches have
been done.
After the activity, ask the students if there are any formulas that they
do not know how to solve. Make sure everyone can solve each of the
formula problems.
Small Groups:

As the lead student, you will divide the students into new groups of
four to five students.

In this discussion, students will discuss what they can do to improve in

this class during the second half of the semester.

Conclus

During class:

Select a typical job that one of you expects to have within the next
five years.
Then, open a spreadsheet document and go through a lifelong
income example together in this section. How much money do you
expect to earn over your lifetime?

6.

In the same small groups, you will prepare a lifelong income example.

Each student will state to the other team members what they need to
and want to improve and the specific steps they will take to improve.
After each student explains their plans, the rest of the group will
share advice or ideas on their goals.
Whole Class:

ion

(2 min)

As appropriate, bear your testimony as it pertains to this lesson, this

course, or your experiences with the math or personal finance concepts
you have learned. Close with prayer.