Lesson Title: Volcano Mathematics

Lesson Date: December 1, 2014

Estimated Time: 30 minutes
Standard: Standard 4: Measurement and Data
Benchmark: Benchmark 4-1: Solve problems involving measurement and estimation of
intervals of time, liquid volumes, and masses of objects.
Benchmark 4-2: Represent and Interpret Data

GLE: GLE 4-1-2: Measure and estimate objects using standard units. Add subtract,
multiply, or divide to solve one-step word problems involving masses or volumes that
are given in the same units, e.g. by using drawings to represent the problem.
GLE 4-2-3: Draw a scaled picture graph and a scaled bar graph to represent a
data set with
several categories.
GLE 4-2-4: Generate measurement data by measuring lengths using rulers
marked with halves and fourths of an inch. Show data by making a line plot, where the
horizontal scale is marked off in appropriate unitswhole numbers, halves, or quarters.
Objectives: The student will have to interpret data provided to them and demonstrate
their knowledge of the functions of Microsoft Excel by creating a line graph representing
the data.
Materials: Computer, Microsoft Excel, Instructions sheet with data table, Printer
Predisposed Skills: Students must be able to understand the simple operating
functions of the program Microsoft Excel in order to efficiently complete the planned
activities for this lesson. Students must also be able to read and interpret data tables.
Procedures:
Before beginning activity: Ask students if they have ever used Microsoft Excel
for any projects or assignments before. Pass out the instruction sheet with the
data table attached and ask students to look at the data and share a fact they
learned with the person next to them (i.e. which volcano is the highest, lowest,
what is the difference in height between the highest and the lowest volcano, etc.).
Once each pair has shared with each other, have students go to a computer and
pull up YouTube to watch a demonstration on how to create a line graph in Excel.
During Activity: Walk around making sure students are remaining on task
during completion of the activity. Make clear that if students have a question with
the operation of Microsoft Excel, to either refer back to the video or raise their
hand for assistance from an instructor. Students will follow the instructions given
in the video step-by-step to create a line graph using the data provided on the
instruction sheet. The graph should be complete with a title, labeled x-axis,
labeled y-axis, and accurate plotting.

After Completion of Activity: Once finished, have students print out their
graphs to turn in at the front of the classroom. Remind students to put their
names on the top of their graph so their work can be properly identified during
grading.
General: Allow students about 20 minutes to create their graphs and personalize
them by exploring and using the different functions of Microsoft Excel. Clarify
instructions by writing the steps on the board for all of the class to see in addition
to handing out the instructions/data on a paper. Walk around
and assist
those who may need more assistance. Have students also save their graphs to a
specific class file in case their work is lost and can then be accessed from the
main teachers computer.
Differentiated Instruction: Provide students with accommodations as needed. If
necessary, spend more hands on time with a student who may need more
specific directions and Microsoft Excel use.

Assessment: Make sure students have all necessary criteria by having a basic
checklist of the elements required for the line graph. Students will be graded on
their use of a title, labels for the x and y-axis, accuracy of plotting, and their use
of units.

Graphing: Volcano Heights in Antarctica

Teacher Name: Ms. Eldridge

Student Name:

________________________________________

CATEGORY
Accuracy of Plot

4
All points are plotted
correctly and are easy to
see. A ruler is used to
neatly connect the points
or make the bars, if not
using a computerized
graphing program.

3
All points are plotted
correctly and are easy to
see.

2
All points are plotted
correctly.

1
Points are not plotted
correctly OR extra points
were included.

Units

All units are described (in a

key or with labels) and are
appropriately sized for the
data set.

Most units are described (in

a key or with labels) and are
appropriately sized for the
data set.

All units are described

(in a key or with labels)
but are not
appropriately sized for
the data set.

Units are neither described

NOR appropriately sized
for the data set.

Labeling of Y axis

The Y axis has a clear, neat

label that describes the
units and the dependent
variable (e.g, % of dogfood
eaten; degree of
satisfaction).

The Y axis has a clear label

that describes the units and
the dependent variable (e.g,
% of dogfood eaten; degree
of satisfaction).

The Y axis has a label.

The Y axis is not labeled.

Labeling of X axis

The X axis has a clear, neat

label that describes the
units used for the
independent variable (e.g,
days, months, participants'
names).

The X axis has a clear label

that describes the units
used for the independent
variable.

The X axis has a label.

The X axis is not labeled.

Type of Graph
Chosen

Graph fits the data well

and makes it easy to
interpret. Type of graph
chosen is a line graph.

Graph is adequate and does

not distort the data, but
interpretation of the data is
somewhat difficult.

Graph distorts the data

somewhat and
interpretation of the
data is somewhat
difficult.

Graph seriously distorts

the data making
interpretation almost
impossible. Type of graph
chosen is not a line graph.