Kelly Mongelli
February 2015
 The
students objective estimate how many
jelly beans are in their bag. Then they are
to sort the jelly beans and record their
answers using an excel spreadsheet and bar
graph.
 Kindergarten
 15
(5-6 year olds)
students
 Time Line: 3 days
 Students
will estimate & record the number
of each color jelly bean they think are in
their bag
 Students will then count and record the real
numbers that are in their bag and graph the
real number of jelly beans using excel
 Students will create their first bar graph in
excel
 Students will analyze their data
 Students will become familiar with excel
terminology

CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each
number name with one and only one object.

CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.
CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using
matching and counting strategies.1
 8.8.2.A.4
Create a document with text using a word processing program

 8.1.4.A.4
create a simple spreadsheet, enter data, and interpret the information
Day One: Introducing the activity to the
students. Students will be placed into 3 groups.
Students will estimate and record their answers
on a piece of paper. Then students will count
how many color jelly beans are really in their
bag and record their answers.
 Day Two: Students will be introduced to excel
and become familiar with the excel terminology
 Day Three: Students will plug their information
into their spreadsheet and analyze their bar
graphs

As students complete
their excel spreadsheet
they will look at the bar
graph to determine
which color jelly bean
had the most and least
amount
Once all students
completed their excel
spreadsheet, the teacher
will formulate calculations
to combine everyone's
results. A class discussion
will take place as we read
the bar graph and
determine which color
jelly bean had the most
and least amount.
Students will then
compare and contrast
their bar graph to the
entire class’ bar graph!
Logical/Mathematical:
Students calculate their numbers, read the bar graph,
determine which color had the most and least amount
of jelly beans
Spatial Intelligence:
Students read the color coded bar graph to determine
which color had the most and least amount of jelly
beans
Linguistic:
Students must work together and communicate their
estimations and actual results
Interpersonal:
Students are working with their classmates to complete
their excel spreadsheet
Frontal Lobes:
Students decide their jobs in their group (recording data, sorting
colors, counting the jelly beans)
Parietal Lobes:
Students process their information and make sure their data goes in
the correct cell
Temporal Lobes:
Students listen to the directions given, listen to
their classmates, and understand and remember
the excel terminology
Occipital Lobes:
Students transfer their results onto their excel
spreadsheet. Students view the bar graph to
determine which color jelly bean has the most
and the least amount.
 (n.d.).
Retrieved February 10, 2015, from
http://21ctasks.wikispaces.com/file/view/je
lly-beans.jpg/96648198/jelly-beans.jpg
 (n.d.). Retrieved February 10, 2015, from
https://readnicole.files.wordpress.com/2011
/05/multipleintelligences2.jpg
 (n.d.). Retrieved February 10, 2015, from
http://www.healthybrainforlife.com/images
/brain/brain-lobes-color.gif/image_preview
 Sousa, David A., How the Brain Works. Fourth
edition. Thousand Oaks,CA: Corwin Press,
2011.