Business Applications

Not a Learning.com customer? Learn More

Type:Lesson

Estimated Time:9 minutes

Score Type:Auto Score

This lesson automatically provides a score to your gradebook

Available Languages: English, Spanish


Vocabulary: cell, cell address, column, data, row, spreadsheet, table, worksheet


Primary Objectives:

  • Student learns that a cell location name is based on the cell's row and column.
  • Student learns the concept of a cell.
  • Student learns the concepts of rows and columns, including number and letter labels.
  • Student learns to enter data in individual cells.
  • Student learns to identify and name the components of a spreadsheet, including worksheet, cell, row, and column.

Secondary Objectives:

  • Student analyzes and interprets information in tables.
  • Student investigates the natural world and identifies some traits of snakes.
  • Student practices using tables to organize information.

Subjects:

Critical Thinking and Decision Making Process 

Technology Education > Information Technology > Student Use > Critical Thinking and Decision Making Process 

Data Collection for Decision Making

Library Media > Information Technology > Student Use > Data Collection for Decision Making

Data Collection for Decision Making 

Technology Education > Digital Literacy > Student Use > Data Collection for Decision Making 

General

Mathematics > Statistics Probability > Graphs and Charts > General

Instructions

Language Arts > Communication > Listening Strategies / Context > Follow Directions > Instructions

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Problem Solving 

Technology Education > Information Technology > Student Use > Problem Solving 

Spreadsheets

Library Media > Information Technology > Software Applications > Spreadsheets

Spreadsheets 

Technology Education > Information Technology > Software Applications > Spreadsheets 

Technical / Specialized

Language Arts > Communication > Listening Strategies / Context > Content Specific > Technical / Specialized

Vocabulary Development

Language Arts > Communication > Listening Strategies / Context > Vocabulary Development
Show More

Teacher Notes:

  • Students should be familiar with the concepts of horizontal, vertical, columns, and rows.

  • This lesson likens the worksheet in a spreadsheet program to a piece of graph paper. Consider showing the class a piece of graph paper so they can readily see the likeness.

  • This lesson uses the word venomous to describe poisonous snakes. Students should know that the word venomous means poisonous. If necessary, reassure students that while over 2,900 snake species exist, most snakes live in the tropics, and only about 1 in 10 snakes are venomous.

Extension Ideas:

  • Students can research or draw a particular type of plant or animal. Then the students can summarize specific traits about the plant or animal, including its color, size, and so forth. Traits students summarize should be clearly identifiable and should present a logical means of classifying a plant or animal (such as lays eggs, flowers, etc.). After the students summarize the traits of their plants or animals, divide the class into groups. Each group should draw a table that summarizes the traits of the plants or animals researched by the group members. The tables can then be posted in the room so students can compare the results of each group's summarization.

Standards:

S.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
1A-DA-06 Collect and present the same data in various visual formats. (P7.1, P4.4)
1B-DA-06 Organize and present collected data visually to highlight relationships and support a claim. (P7.1)
1B-DA-07 Use data to highlight or propose cause-and-effect relationships, predict outcomes, or communicate an idea. (P7.1)
ELA-Literacy.L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ISTE seal of compliance for proficiency student standards ISTE seal of compliance for readiness student standards
Feedback