ALEX Classroom Resource

  

Model It Up in Google Sheets

  Classroom Resource Information  

Title:

 Model It Up in Google Sheets

URL:

 https://docs.google.com/document/d/1Bul_XP7GVsJEBJ9WzcGwIXkxRdqEgRS3ajQwyRDn9_Y/edit

Content Source:

 Other
ShakeUpLearning
Type: Lesson/Unit Plan

Overview:

In this learning experience designed for littles (grades Pre-K through 2nd), Christine Pinto, Kindergarten teacher and co-author of Google Apps for Littles,  uses Google Sheets templates to help her students learn basic addition and give them early exposure to equations. Students can "make five", "make ten", "make twenty", following the colors in the Google Sheets cells.

The kids make their models by using single digit numbers according to the color key to color the cells. First, they fill in the blank cells with a color by typing the number that corresponds to the color. For example, they could fill three boxes with green, two with orange. Then they add their equation to the yellow box to show how it makes 5 (3 (green) plus 2 (orange) equals five). Then they check their answer in the blue box following the example.

Learning Outcomes :

  • Students will be able to create equations that equal 5, 10, or 20.

  • Students will be able to decompose a number and understand the purpose of the equal sign.

  • Students will gain a foundational understanding for multiplication.

  • Students will be able to write mathematical expressions.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: K
6) Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor's visits/medical records, maps and directions.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will identify ways that computers help people and make things easier.
Teacher Vocabulary:
  • communicate
  • map
  • directions
  • research
Knowledge:
Students know:
  • computing devices can be used to simplify many tasks in life.
Skills:
Students are able to:
  • identify how computing devices can make tasks such as communicating, directions, and research easier.
Understanding:
Students understand that:
  • computing devices can make tasks easier.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
10) Identify an appropriate tool to complete a task when given guidance and support.

Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will determine which digital tool that would work best to complete a specific task.
Teacher Vocabulary:
  • video
  • audio
  • word processing
Knowledge:
Students know:
  • how to determine which tools and applications would be best to complete certain tasks such as word processing, video, audio, presentation, drawing, and/or calculating.
Skills:
Students are able to:
  • choose an appropriate digital tool to complete a given task.
Understanding:
Students understand that:
  • certain digital tools lend themselves to communicate certain ideas better.
  • the way in which they like to communicate ideas and information may be different than another person.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
14) Collect, create, and organize data in a digital chart or graph.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will enter data into a spreedsheat and use that data to construct a chart or graph.
  • will rearragne and change data in a spreedsheet.
  • will design charts and graphs using a spreedsheet.
Teacher Vocabulary:
  • graph
  • chart
  • data
Knowledge:
Students know:
  • spreadsheets can be used to collect data.
  • charts and graphs can be created using a spreadsheet or by hand to represent data.
Skills:
Students are able to:
  • enter data into a spreadsheet to create a chart or graph.
  • manipulate data in a spreadsheet.
  • design charts and graphs using color, labels, titles etc.
Understanding:
Students understand that:
  • charts and graphs may be used to represent data and to determine answers to questions.
  • the design of the chart or graph may be edited according to the user's preferences.
Mathematics
MA2019 (2019)
Grade: K
8. Represent addition and subtraction up to 10 with concrete objects, fingers, pennies, mental images, drawings, claps or other sounds, acting out situations, verbal explanations, expressions, or equations.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Create representations of the quantities and the actions in the situations using physical, pictorial, or symbolic representations.
  • Explain the representations of the quantities and actions in the situations using physical, pictorial, or symbolic representations.
Teacher Vocabulary:
  • Expression
  • Equation
Knowledge:
Students know:
  • how to represent addition and subtraction using models, pictures or symbolic representations.
  • how to explain representations of quantities.
Skills:
Students are able to:
  • Represent quantities and operations physically, pictorially, or symbolically.
  • Use informational and mathematical language to communicate the connections among addition and subtraction.
Understanding:
Students understand that:
  • both putting together and adding to can be viewed as addition.
  • both taking apart and taking from can be viewed as subtraction.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.8.1: Define addition as combining groups of objects.
M.K.8.2: Define subtraction as separating groups of objects.
M.K.8.3: Represent numbers with objects or drawings.
M.K.8.4: Separate sets with nine or fewer objects.
M.K.8.5: Combine objects to form sets up to nine.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Subtract one from a set of objects (up to 10 objects).
  • Add one to a set of objects (up to 10 objects).
  • Given a group of objects (ten or less), divide the group into smaller groups in various ways.
  • Given small groups of objects, create larger groups by combining the small groups.
  • Take away objects from a large group to create two smaller groups.
  • Put together two small groups of objects to create a larger group.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to ten.
  • Enjoy playing with all kinds of objects.
  • Point to matching or similar objects.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.8 Demonstrate an understanding of addition as "putting together" or subtraction as "taking from" in everyday activities, limited to 5 objects.
Mathematics
MA2019 (2019)
Grade: K
10. Decompose numbers less than or equal to 10 into pairs of smaller numbers in more than one way, by using concrete objects or drawings, and record each decomposition by a drawing or equation.

Example: 5 = 2 + 3 and 5 = 4 + 1
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use objects or drawings to decompose the given number into at least two pairs of smaller numbers.
  • Record their solutions using pictures or equations.
Teacher Vocabulary:
  • Decompose
  • Equation
Knowledge:
Students know:
  • "equal to" and the concept of equality meaning "the same as."
  • Addition is putting together numbers and subtraction is taking apart numbers.
Skills:
Students are able to:
  • Represent quantities physically, pictorially, and symbolically.
Understanding:
Students understand that:
  • quantities may be named in a variety of ways.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.K.10.1: Identify plus, minus, and equal signs.
M.K.10.2: Match numerals to objects or drawings.
M.K.10.3: Identify numerals 1 to 10.
M.K.10.4: Count 0 to 10.

Prior Knowledge Skills:
  • Notice same/different and some/all.
  • Recognize numbers from one to ten.
  • Subtract one from a set of objects (up to five objects).
  • Add one to a set of objects (up to five objects).
  • Given a group of objects (ten or less), divide the group into smaller groups in various ways.
  • Given small groups of objects, create larger groups by combining the small groups.
  • Take away objects from a large group to create two smaller groups.
  • Put together two small groups of objects to create a larger group.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to ten.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.K.8 Demonstrate an understanding of addition as "putting together" or subtraction as "taking from" in everyday activities, limited to 5 objects.
Mathematics
MA2019 (2019)
Grade: 1
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use an efficient strategy (e.g., recall, doubles, counting on 1 or 2, close to doubles) to add numbers within 20.
  • Fluently add and subtract within 10.
Teacher Vocabulary:
  • Fluency
Knowledge:
Students know:
  • Strategies for finding sums and differences within 20.
Skills:
Students are able to:
  • Use addition and subtraction strategies.
Understanding:
Students understand that:
  • Addition and subtraction strategies can be used to compute sums and differences, and how.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.6.1: Decompose numbers less than or equal to 10.
M.1.6.2: Add and subtract within 5.
M.1.6.3: Count forward and backward from a given number.
M.1.6.4: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

Prior Knowledge Skills:
  • Identify plus, minus, and equal signs.
  • Match numerals to objects or drawings.
  • Identify numerals 0 to 10.
  • Count 0 to 10.
  • Understand key words in addition and subtraction word problems.
    Examples: all together, how many more, how many are left, in all.
  • Represent numbers with objects or drawings.
  • Separate sets with nine or fewer objects.
  • Combine objects to form sets up to nine.
  • Define addition as combining groups of objects.
  • Define subtraction as separating groups of objects.
  • Represent numbers with objects or drawings.
  • Separate sets with nine or fewer objects.
  • Combine objects to form sets up to nine.
  • Add and subtract numbers within 10 using objects, pictures and fingers.
  • Pair "taking away" with subtraction.
  • Take a smaller set out of a larger set.
  • Pair putting together with adding.
  • Combine two sets to make a larger set up to twenty.
  • Separate from a larger group to make 2 smaller groups.
  • Count items in a set up to twenty.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.6 Add and subtract numbers 1 to 15 using objects, pictures, and fingers.
Tags: addition, decompose, model, spreadsheets, subtraction
License Type: Attribution Non-Commercial No Derivatives
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Author: Aimee Bates
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