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#499. T-Shirt Lettering

Mathematics, level: Middle
Posted Mon Jul 6 18:58:35 PDT 1998 by L. G. Johnson ().
Materials Required: spreadsheet paper copy, think sheet, t-shirt drawing pattern, conputer
Activity Time: 2 or 3 days
Concepts Taught: Spreadsheet/ Problem Solving

NTeQ Lesson Plan
Spreadsheet /Problem Solving

LESSON TITLE: T-SHIRT LETTERING
SUBJECT AREA: MATH
GRADE LEVEL: 3rd and 4th TIME REQUIRED: 2 or 3 days
LESSON SUMMARY
The students will determine the cost of a t-shirt using a variety of mathematical operations to solve problems. Then they will use a spreadsheet to calculate the cost of lettering a t-shirt and display this information in a graph.

LEARNING OBJECTIVES
By the end of this lesson, the students will:
• create a spreadsheet to solve problems using addition, subtraction, multiplication, and division.
• find the median, range and averages.
• design a t-shirt for field day

PROBLEM STATEMENT
The students at your school are planning for a schools track and field day. Each classroom is asked to wear a t-shirt with the students’ name printed on the back in order to be identified during their their event. You are asked to make a spreadsheet to determine the cost of the t-shirt for the students in your class, if each letter cost $0.65.

NATIONAL STANDARDS
STANDARD #1
Students should be able to solve theoretical and real-world problems which require various approaches to investigate, understand, and apply mathematical concepts.
PERFORMANCE INDICATOR
Selecting and accurately using appropriate mathematical concepts and techniques to solve problems [including whole number...]

STANDARD #2
Students should be able to make connections between mathematics and their daily lives to answer questions, solve problems and complete authentic projects.
PERFORMANCE INDICATOR
Creating and interpreting graphs...;developing and answering questions based upon data in given charts ... bar graphs... and simple pie graph...

STANDARD #3
Students should be able to use appropriate technology to solve problems and communicate ideas and solutions.
PERFORMANCE INDICATOR:
Using technology in solving problems and completing investigations [include accurate and appropriate computations...]

LOCAL
• Solve money problems using addition, subtraction, multiplication, and division.
• Read and interpret simple bar graphs and circle graphs.

RESOURCES
computer, TV monitor, ClarisWorks spreadsheet, printer, pencils, class list, spreadsheet paper copy, think sheet, t-shirt drawing pattern, crayons and marker

COMPUTER APPLICATIONS
Spreadsheet: Students will create a spreadsheet and use formulas to determine the total and average cost of the class’ t-shirts. Students will create a pie graph to compare student cost.

ACTIVITIES AND PROCEDURES
• Review and explain vocabulary and spreadsheet commands with the class.
• Use the TV monitor to display a large blank spreadsheet grid. Have students label
the columns and rows. Discuss together with class.
• Review with the class the formulas needed to complete the spreadsheet.
• Work with four or five students in cooperative groups to find the cost of printing their
class mate’s name on t-shirt.
• Put the information on a paper copy of the spreadsheet. Count the total number of
letters for each student’s first and last name. Suppose each letter cost $0.65. Find
the cost of printing each student’s full name.
• Create a spreadsheet
• Answer the questions to the think sheet.
• Then create a bar graph or pie graph to illustrate the cost of the t-shirts for the class.

ROTATION ACTIVITIES
• Have student find the cost of printing t-shirts for another classroom.
• “What’s My Score?”
Students are given the scores of five NBA basketball players. Each group
must find the median, range and average points for each player.

CULMINATING ACTIVITY
The students will create their own t-shirt for field day. (See T-Shirt Pattern)