Kelly Mongelli February 2015 The students objective estimate how many jelly beans are in their bag. Then they are to sort the jelly beans and record their answers using an excel spreadsheet and bar graph. Kindergarten 15 (5-6 year olds) students Time Line: 3 days Students will estimate & record the number of each color jelly bean they think are in their bag Students will then count and record the real numbers that are in their bag and graph the real number of jelly beans using excel Students will create their first bar graph in excel Students will analyze their data Students will become familiar with excel terminology CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. CCSS.MATH.CONTENT.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 8.8.2.A.4 Create a document with text using a word processing program 8.1.4.A.4 create a simple spreadsheet, enter data, and interpret the information Day One: Introducing the activity to the students. Students will be placed into 3 groups. Students will estimate and record their answers on a piece of paper. Then students will count how many color jelly beans are really in their bag and record their answers. Day Two: Students will be introduced to excel and become familiar with the excel terminology Day Three: Students will plug their information into their spreadsheet and analyze their bar graphs As students complete their excel spreadsheet they will look at the bar graph to determine which color jelly bean had the most and least amount Once all students completed their excel spreadsheet, the teacher will formulate calculations to combine everyone's results. A class discussion will take place as we read the bar graph and determine which color jelly bean had the most and least amount. Students will then compare and contrast their bar graph to the entire class’ bar graph! Logical/Mathematical: Students calculate their numbers, read the bar graph, determine which color had the most and least amount of jelly beans Spatial Intelligence: Students read the color coded bar graph to determine which color had the most and least amount of jelly beans Linguistic: Students must work together and communicate their estimations and actual results Interpersonal: Students are working with their classmates to complete their excel spreadsheet Frontal Lobes: Students decide their jobs in their group (recording data, sorting colors, counting the jelly beans) Parietal Lobes: Students process their information and make sure their data goes in the correct cell Temporal Lobes: Students listen to the directions given, listen to their classmates, and understand and remember the excel terminology Occipital Lobes: Students transfer their results onto their excel spreadsheet. Students view the bar graph to determine which color jelly bean has the most and the least amount. (n.d.). Retrieved February 10, 2015, from http://21ctasks.wikispaces.com/file/view/je lly-beans.jpg/96648198/jelly-beans.jpg (n.d.). Retrieved February 10, 2015, from https://readnicole.files.wordpress.com/2011 /05/multipleintelligences2.jpg (n.d.). Retrieved February 10, 2015, from http://www.healthybrainforlife.com/images /brain/brain-lobes-color.gif/image_preview Sousa, David A., How the Brain Works. Fourth edition. Thousand Oaks,CA: Corwin Press, 2011.