Page 107 - IM_Algebra2_FL Print Sample.pdf

Tell students that in a spreadsheet, each “cell” has an address given by its column and row. For example, cell B3 is in the second column and the third row.
Arrange students in groups of 2. It is recommended that students not be expected to write down responses to the questions in this task, but rather discuss them with their partner.
Student Task Statement
Follow your teacher’s instructions to open a blank spreadsheet. Type the following in each cell:
In A1, type 2 In A2, type 3 In A3, type -10 In A4, type 1/5
In B1, type =A1+A2 In B2, type =A3*A4 In B3, type =B1+333 In B4, type =abs(B2)
1. Look at the numbers that appear in B1, B2, B3, and B4 after you press enter. Where did these numbers come from?
2. Experiment with typing some di erent values in A1, A2, A3, and A4. Describe what happens.
3. Experiment with typing some new formulas in some new cells. a. Can you gure out how to raise a number to a power?
b. What happens if you forget to start a formula with the = symbol?
Student Response
1. B1 shows the sum of the numbers in cells A1 and A2. B2 shows the product of the numbers in cells A3 and A4. B3 shows the sum of the number in B1 and 333. B4 shows the absolute value of the number in B2.
2. Answers vary.
3. Possible responses:
a. Use the ^ symbol. For example to compute in a cell, type =2^3.
b. In geogebra, it inserts the = for you. In some other software packages, the formula is printed in the cell but the outcome is not computed.
Activity Synthesis
If time allows, students can challenge each other to guess a formula.
One student puts some numbers into column A and a secret formula into column B. The partner changes the numbers in A and see what happens in the cell with the formula, and tries to guess the formula. (They have to agree to not cheat by clicking on the formula cell.)
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Teacher Guide Algebra