North East ISD Educational Technology
Math
| Math TEKS | Technology TEKS | ||
| 5.1A | use place value to read, write, compare, and order whole numbers through the billions place | N1 | Log on to the network using personal username by the end of the first six weeks. Students may use index cards or labels containing username |
| 5.1B | use place value to read, write, compare, and order decimals through the thousandths place. | N2 | Log off of the network |
| 5.6A | The student is expected to select from and use diagrams and number sentences to represent real-life situations. | N3 | Create, name, and save files to personal directory on the network |
| 5.13B | describe characteristics of data presented in tables and graphs including the shape and spread of the data and the middle number; | N4 | Access files in personal directory and on the student-shared directory |
| 5.14B | use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; | S1 | Identify and locate cells, rows, and columns |
| 5.16B | justify why an answer is reasonable and explain the solution process. | S2 | Create a spreadsheet by entering text, values (numeric), and formulas |
| Social Studies TEKS | S4 | Format cells by changing column width and row height | |
| 5.6B | translate geographic data into a variety of formats such as raw data to graphs and maps. | S6 | Change the font size, type, style (bold, italicize, underline), and color |
| 5.7A | describe a variety of regions in the United States such as political, population, and economic regions that result from patterns of human activity; | S11 | Right-click on cells, columns, or rows and select Format Cells to change Number, Alignment, Font, Border, Patterns, or Protection |
| 5.25A | differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas; | I2 | Click on link to view web site |
| 5.25C | organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; | I10 | Use acquired information in the creation of products |
| 5.27B | use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. | C2 | Use any applications available in the North East ISD software load to create products that communicate ideas when working on group projects |
| Directions: This is at least a four week project that
begins with individuals and concludes with pairs working in collaboration.
They will compile an excel spreadsheet with the states and their
populations. They will learn to sort by numbers, and then do some
activities with a partner based on the populations.
Day 1: Students
will find and save the Excel document that has the fifty states listed
alphabetically. Click on the U.S. State template (Excel) to
save the document to the student directory so that students can find it and
save it to their own directories. Once they have saved it to their own
directory, they can open it and begin entering the data into the
spreadsheet. There are two different web sites that can be used for
this purpose. You
may use either of these, or you may want to use both so
students can compare population numbers from each of those years. (Be
sure to save a shortcut to the web pages in the student directory!) Have
students open both the Excel spreadsheet and the population web page. Tile the
windows horizontally so windows are visible. This will make it easier for
students to enter data. Students will format the cells and
create headings for each column. They will change the color and size of
the cells and/or font as well as the alignment of the cells. Students will then begin to enter the data for each state. Day 2: Once the students have finished entering the data for population, they can learn about sorting the data by size. (This is accomplished by highlighting the entire sheet, choosing Data from the menu at the top and clicking on Sort. The box that appears will give the students the choice of which column to sort by (choose column B). ) This will list the states in order of population. Day 3: The students will
begin this day assigned to pairs. They will work together to do
several projects. First they will group the states by region and add
up the population of each region to order the regions by the greatest to
least population. They will need to work together to list the states
for each region and the population for each state in that region. This
can be accomplished with the copy and paste method in separate cells.
Once they have the list of states in a particular region, they will use the
auto sum feature Day 4: Together, students will work on a project that uses PowerPoint to present their findings about the different regions of the US. They will have several things: Slide One: Title, and names of partners; Slide Two through Slide Six: Information about each region of the US and its population; Slide Seven: A comparison of the largest regions in population and the smallest region in population, with reasons why they think these regions are so different in population (if using the Southwest states there are far less of them, you might want to eliminate these from your presentation) Slide Eight: A slide showing the median and mean in population of each region; Slide Nine: Tell which state has half the population of Texas, and why you think it has only half of what Texas has. Slide Ten and Slide Eleven: These two slides are for the students to make two word problems using the population data. They will need to make at least a two or three step problem. They can add the answer, and delete it when they present their presentation to the class. Slide Twelve: About the authors. Here is a template (Excel) if you feel that your students need to start with one. Be sure to download the template onto the student shared directory for them to use. Day 5: This lesson can continue as long as it takes for the pairs to finish their PowerPoint presentation. They can then share their presentations by having them automatically showing as the class walks around the computer lab. Also, they can delete the answers to the two word problems that they made, and each team can rotate around the lab with pencil and paper, and figure out each station's answer to their problem.
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to add up each region's population. Here is a