Stage 3 Learning Plan

Learning Experience 1: Introduction to Interactive Excel Through interactive excel spreadsheet How will these leads to the BIG IDEA? can be used as a tool for explaining concepts in class What are the examples that show What are the key elements of this spreadsheet can be used to promote experience? learning? How can spreadsheets help promote Which Essential Question is stressed? learning? What is the context used in this experience? Understanding Interactive Excel using case studies. o How well do they know the context? Participation The Learners will The Teacher will Code 1-4 Mark activity/action as: How do you check for understanding? (Formative Acquisition Assessment) Making meaning What additional intervention did you make to promote HOTS? Transfer Oral Recitation What are the ways in which spreadsheet can be used? In what other ways can spreadsheet still be used? Discuss what an Interactive Excel is. Open the file AnimalCell.xls What can you observed from this? Evaluate and comment on their answers. Discuss the observable characteristics of the animal cell file. What can you say on the formula? (Same flow of lecture and questioning for the topics: Classify Matter, Daylength, Prey Relationship, and Specific Heat) Options of Experience: (Indicate Moodle files to be used if any.)

Listen attentively and take notes. One by one go to the whiteboard and list down the things that can be observed from the animal cell file.

Oral Recitation

Evaluation Block: (Teacher personal evaluation of the learning experience.)

Stage 3 Learning Plan Learning Experience 2: Excelets and Form Controls Excelets are mathematical models or How will these leads to the BIG IDEA? simulations that help students understand lessons better. How can excelets help in making an What are the key elements of this interactive spreadsheet? experience? How can spreadsheets help promote Which Essential Question is stressed? learning? What is the context used in this experience? Excelets and Form controls o How well do they know the context? Participation The Learners will The Teacher will Code 1-4 Mark activity/action as: How do you check for understanding? (Formative Acquisition Assessment) Making meaning What additional intervention did you make to promote HOTS? Transfer Through oral recitation, identify the different interactive features of spreadsheet. Listen attentively and take notes. They will execute after each step is discussed until they have completed making all the form controls. Open the Interactive features.xls file. Identify the different interactive features of excel. Discuss the uses and demonstrate how to create the different form controls in excel.

Checking for understanding Identify the different form controls in spreadsheet as fast as you can by writing the correct answer on the whiteboard.

Start a short game where students will identify the different form controls. Use pictures or where is it used to give hints to the students.

Options of Experience: (Indicate Moodle files to be used if any.)

Evaluation Block: (Teacher personal evaluation of the learning experience.)

Stage 3 Learning Plan Learning Experience 3: Fractions Pie and stacked bar charts are good How will these leads to the BIG IDEA? graphical tools to represent fractions. What are the tools needed to make a What are the key elements of this fraction chart? experience? How can spreadsheets help promote Which Essential Question is stressed? learning? What is the context used in this experience? Learning fractions and Counting coins o How well do they know the context? Participation The Learners will The Teacher will Code 1-4 Mark activity/action as: How do you check for understanding? (Formative Acquisition Assessment) Making meaning What additional intervention did you make to promote HOTS? Transfer Oral Recitation Form small groups and open the file fractions.xls fraction tab. Analyze how the charts work by looking for hidden clues. On a piece of paper write down the things you have observed. Open the file fractions.xls Demonstrate to the students how it works by manipulating the controls. What will happen if I click the spinner? What happens to the chart? Let the learners open the fractions.xls file fraction tab and ask them to analyze how it works. They can move the contents of each worksheet to see hidden clues. Choose one member of each group to present to the class their answers. Discuss and evaluate their answers after all the groups finished presenting.

Let the learners open the file

counting_coins.xls and again ask them to analyze how the worksheet works. Using the same groupings analyze the counting_coin.xls file. Discover the formulas used and where are they placed. Recreate the stick fraction using the steps using guided instruction of the teacher. Discuss their answers with the whole class.

Activity: Let the students recreate the stick fractions. (Can be video of how to create stick fraction)

Options of Experience: (Indicate Moodle files to be used if any.)

Evaluation Block: (Teacher personal evaluation of the learning experience.)

Stage 3 Learning Plan Learning Experience 4: Random Events Random functions in spreadsheet helps How will these leads to the BIG IDEA? in studying mathematical models. How do random numbers work? What are the key elements of this experience? How can spreadsheets help promote Which Essential Question is stressed? learning? What is the context used in this experience? Coins and Dice o How well do they know the context? Participation The Learners will The Teacher will Code 1-4 Mark activity/action as: How do you check for understanding? (Formative Acquisition Assessment) Making meaning What additional intervention did you make to promote HOTS? Transfer Ask 2 students to go in front and simulate a coin tossing game.

Simulate a coin tossing game. One will toss the coin and the other student will

record the number of times the face or tail will appear. Do this for 10 times. Oral Recitation

What if the coin will be tossed 100 times, can you guess how many times the face or tail will appear? Do you think of any way where we can determine the answer? Open the file coindie.xls. What will happen if I will press F9? What happens to the chart?

Open the file coindie.xls. Observe how the coin toss game works. On a piece of paper answer the following questions: 1. What function is used to generate numbers? 2. Did it generate the same number even once? Those with the same answer will go to the board and paste their answer in one column.

Call one student to read his answers. Ask who among them have the same answers. Call the other students who did not stand. Ask them to paste their answers on another column. Discuss their answers with the whole class.

Demonstrate how to use the Through guided instruction random function. recreate the coin toss game in spreadsheet. Options of Experience: (Indicate Moodle files to be used if any.) Evaluation Block: (Teacher personal evaluation of the learning experience.)