People Spreadsheets
R Oxley Offerton High School
The level descriptions for Number and Algebra reflect pupils' progress in:
People Spreadsheets
The activity is predominantly number based. Students have the opportunity to learn and practice their tables, square numbers, triangular numbers, decimal sequences, and factorial numbers in fact any number pattern that can be written into a spreadsheet.
Students also are exposed to spreadsheets (in this case Excel) e.g. formulae, data and labelling although this is not the main aim of this work.
Work can be adapted depending on the age and ability of the group in question.
Initially a set of chairs are arranged in a grid (e.g. 3 x 3).
The computer projects a spreadsheet on the wall facing the students. The pupils are briefed as to "their" location in the spreadsheet using the computers cell references when appropriate.
|
A |
B |
C |
|
|
1 |
1 |
2 |
3 |
|
2 |
2 |
4 |
6 |
|
3 |
3 |
6 |
9 |
The children in column A are told that their number is one more than the person immediately in front of them.
The children in column B are told that their number is two times the number of the person immediately to the right of them.
The children in column C are told that their number is three times the number of the person immediately to the right of them in column A
The person occupying cell A1 is now asked to change her number to say a 4. All the other pupils (and those watching) are asked to calculate their new numbers.
|
A |
B |
C |
|
|
1 |
4 |
8 |
12 |
|
2 |
5 |
10 |
15 |
|
3 |
6 |
12 |
18 |
The computer screen will provide a check for students.
Adding new rows or columns, of chairs, to the grid can develop the work. The teacher may, alternatively, decide to have two parallel groups of students working in a 3 x 3 grid.
Pupils are then asked to change their position in the spreadsheet. This provides them with a fresh challenge. If the group know beforehand that they will be expected to exchange places they will be further motivated to work out what is taking place in other cells.
The occupant of cell A1 will, if asked to choose a number of her own, probably pick a large number (this is my experience). If they do pupils can try to work out their numbers remembering the computer is always there to check their answers.
|
A |
B |
C |
|
|
1 |
60 |
120 |
180 |
|
2 |
61 |
122 |
183 |
|
3 |
62 |
124 |
186 |
Here "A1" picked 60.
The opportunity to look at decimals is also a direction teacher or pupils may wish to follow:
|
A |
B |
C |
|
|
1 |
0.5 |
1 |
1.5 |
|
2 |
1.5 |
3 |
4.5 |
|
3 |
2.5 |
5 |
7.5 |
Here "A1" chooses 0.5
|
A |
B |
C |
|
|
1 |
0.1 |
0.2 |
0.3 |
|
2 |
1.1 |
2.2 |
3.3 |
|
3 |
2.1 |
4.2 |
6.3 |
Here "A1" chooses 0.1
Future work could take the form of counting in "ones or twos etc." but starting from any number other than zero (a decimal fraction for example).
Cell contents such as A1+1 or A12 could be considered.
Negative numbers and counting backwards is another area for future development.