Lesson Plan Guide

Teacher Candidate: Ashley Jones Date: 3/13/13

Grade and Topic: 4
th
grade- Math Length of Lesson: 50min
Mentor Teacher: School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:
Building off last week lesson about estimation this activity will allow students to practice using
estimation and also introduce the class to spreadsheets.

LESSON OBJECTIVE:
Estimate M&Ms that are located inside a plastic bag using colors.
Create a spreadsheet that reflects the students estimates, actual count, and difference.

STANDARDS ADDRESSED:
TN Standard- GLE 0406.1.2: Apply and adapt a variety of appropriate strategies to problem solving
involving estimation, and reasonableness of the solution. Checks for Understanding: Identify the range
of appropriate estimate including over- estimate and under estimate.
NETs Standard- 6. Technology Operations and Concepts. Students demonstrate a sound understanding
of technology concepts, systems, and operation. B.) Select and use applications effectively and
productively.

MATERIALS:
30 Plastic bags
Paper
Color Marker
Computers
Spreadsheet software
30 bags of M&Ms
30 bowls
BACKGROUND and RATIONALE:
Todays lesson will allow students to practice their estimation skills gained last week.
This activity will integrate technology and introduce students to spreadsheets.
Problem Statement: Students can anybody tell me what I have in my hands? M&Ms correct. How many of
you guys like M&Ms? Okay, let play a game, Im want you to guess how many pieces are in this bag and write
my answer on a piece of paper. At the end of class we will count the M&Ms and the students who guess
correct will receive a star. (All students will receive participation points)
PROCEDURES AND TIMELINE:
Introduction: Class Im going to give each of you a clear plastic bag and a bag of M&Ms and we are
going to do a fun activity.
Procedures:
Students will receive a clear plastic bag and a bag of M&Ms.
Pour the M&Ms into the bag and seal the bag close.
Students will use color markers and paper to write down how many of the corresponding color M&Ms
that they believe that are in the bag.
After every student finish their estimates the students will pour their candy into a bowl and count the
candy and record the correct number for that color.
Students will then find the difference between their estimates and the actual.
Teacher will gather the children and proceed to the computer lab.
Students will open Microsoft excel and create a spreadsheet to reflect their M&Ms.
Students will use the highlighter tool to highlight the color of the M&Ms with the appropriate name.
After all information is imputed, the teacher will print the spread sheets.
Students will turn in their paper used for recording information and spreadsheets to the teacher.
Class will gather items and walk back to classroom.

Closure: Once back in the classroom the students will take their seats. The teacher will then count the
M&Ms that the class guessed on in the beginning of the class. The teacher will see did anybody guess
correctly. After the students will be allowed to eat their candy.


ASSESSMENT EVIDENCE:
Students will be assessed on their overall spreadsheets and class participation.
Points 10pts 6pts 2pts
Spreadsheet Students created a
spreadsheet that
reflected the difference
between the estimate
and actual of the
M&Ms. The names of
the colors were
highlighted with the
appropriate color.
Students displayed a
profound understanding
of estimation and
spreadsheet.
Students created a
spreadsheet that
reflected the difference
between the estimate
and actual of the
M&Ms. Majority of the
names of the colors
were highlighted with
the appropriate color.
Students displayed a
basic understanding of
estimation and
spreadsheet.
Students created a
spreadsheet that
reflected the some
difference between the
estimate and actual of
the M&Ms. None of
the names of the colors
were highlighted with
the appropriate color.
Students displayed a
basic understanding of
estimation and
spreadsheet.
Class Participation Student was attentive
and involved when
gathering information
for the spreadsheet.
Student made a few
distractions while
gathering information
for the spreadsheet.
Student was inattentive
and made disruptive on
more than on occasion
during the information
gathering process.



MODIFICATIONS:
For the students that struggle with the spreadsheet the teacher will give a tutorial on spreadsheet and
help them fix common mistakes.
For gifted students, the teacher will allow the students to make a bar graph that reflects their spreadsheet
data.

Reference
http://lessonplanspage.com/MathCIMandMGraphsSpreadsheets36.htm/
Think Sheet
Name:
Topic:
1. What is my reason for visiting the computer lab?
2. Which computer software will I use? (Circle)
-Microsoft Word
-Microsoft Excel
-Microsoft PowerPoint

3. What do I know about spreadsheets?
4. What do I hope to learn today?
5. What problems occurred while creating my spreadsheet?
6. When or why did the problem occur?
7. How was the problem fixed?