Excel and Statistics

Grade Level: 7th Grade
Subject Matter: Statistics
Topic: Variability and Measures of Center Related to Data Distributions

During this unit, students will be participating in numerous group activities surrounding specific math problems from the Connected Mathematics textbook. The goals of the lessons are for students to recognize that variability occurs whenever data are collected, to identify sources of variability, to determine whether to use the mean or median to describe a distribution, and to use a variety of representations, including tables, bar graphs, and line plots, to display data distributions using an excel program.

Technology that can be used for this unit will include: document cameras, for students to display and talk about their work; computers with Microsoft Excel, so that students can create data distributions and graphs that represent those distributions; the Interactivate website, which will help students learn through guided discovery how to create a stem-and-leaf-plot to represent data; and a projector so that all computer activities can be seen by the students.

At one point during the unit, we will be working on recognizing and using appropriate graphs to represent data. Since Microsoft Excel has graphing functions built in to the program, it would be helpful to use those functions in an interactive lesson with the students. For instance, when we are creating a data set to graph, I can lead the students through step-by-step instructions as we set up a table displaying the frequency that each M&M color appears in a bag of M&M’s. There will be two columns represented: one for color, and one for the corresponding percentage that the M&M’s occurred in a bag. Then I will choose several graphs to display the data. Graphs used will include a column, a bar, a line, a scatter plot, and a pie chart. I will then lead students in a discussion regarding the graphs presented, including what we know about the data from viewing the graph, which graphs do not seem to represent the data in a meaningful way, and which graphs seem to best represent the data.

There are numerous challenges with this lesson plan. First and foremost, it is presumptive on my part that students will be able to use excel for graphing functions if they have never had prior experience using the program. Second, the graphing functions for excel can be difficult, and it may be too advanced of a process to expect that 7th graders will be able to create appropriate tables for classifying data. The recognition of the differences between categorical and numerical data may be hard for students to understand. In light of these factors, the use of excel may need to be reserved for students that have had more mathematical experiences. At the very least, a separate lesson unit may be needed in order to teach students how to properly use Excel’s graphing features.

However, if the students are successfully understanding how to use Excel and are demonstrating success in their abilities to classify data into appropriate tables, the use of a computer program will be extremely beneficial to student learning. Excel is a program that is used constantly in the job market, and being a skilled user of Excel is extremely helpful when looking for a job. Early exposure will help students realize some potential benefits that Excel may provide for them in the future. Use of Excel does not need to be limited to life after school, because once students have a solid understanding of the appropriate ways to classify and graph data, they will be able to use the graphing function for Excel to create relevant visuals for use in projects that may appear during the remainder of their educational careers.

Use of technology in the classroom, especially in the mathematics classroom will be a difficult but important dynamic to incorporate into my teaching career. As I continue to think about and consider my lessons that I will be teaching to my students, I hope to find new and exciting ways to incorporate technology into the lessons.