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Excel Graphing Lucky Charms Marshmallows

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Caryn Dingman
120 Followers
Grade Levels
3rd - 6th, Homeschool
Resource Type
Standards
Formats Included
  • PDF
  • Excel Spreadsheets
Pages
10 pages
$3.00
$3.00
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Caryn Dingman
120 Followers

Description

Give your students a real-world chance to compare Lucky Charms cereal marshmallow data in a way that's personal and unique!

This Lucky Charms Marshmallows Excel Project can be an engaging way to:

* integrate technology

* introduce, extend, or enrich a math topic of study

* introduce or give students additional practice creating sheets and charts using Excel

The classroom-tested product file includes:

* student project directions sheet, in checklist form

* rubric to score each completed graph

* sample bulletin board display poster

* Teacher Notes to share my classroom management experiences with you

* I’ve used this Lucky Charms Marshmallows Excel project:

- as a spring or St. Patrick's Day project, re-engaging students before or after state testing

- as an introduction or continued practice using Excel sheets and charts

* the Lucky Charms marshmallow clipart images searched and selected by students made each graph personal and unique

* my students were able to complete this project with two or three 15-minute small group center sessions

* My 5th graders completed this project as a performance task- small groups of students working independently on Chromebooks or desktop computers in rotating 15-minute turns during my 90-minute Math block, working at their own pace through the project checklist directions

* I’ve used this project with younger students, or students needing adaptations, in small groups as well- reading the project checklist directions aloud to those small groups for a 10 or 15-minute rotating center turn

Total Pages
10 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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120 Followers