Switch on to Mathematics
Activities in Word® PowerPoint® and Excel®
Mathematically Engaging eLearning Environments
Introduction
I have produced these Mathematically engaging eLearning activities to
empower teachers and students to recognise and harness the mathematical
power of open-ended computer applications, namely Microsoft Software. The
activities have been created in Microsoft Word, Excel and PowerPoint and can
be made active on all computers with this software installed.
Maths integrated with ICT
To enable learners to value the advantages, disadvantages, potentials and
uses of computers, they ought to experience computers across the curriculum.
The idea of integrating the use of computer technologies into all areas of
learning is a product of the current age of teaching and learning.
The learning of mathematics within a computerised environment is no
exception. When learners learn to work mathematically, they devise many
strategies to arrive at a solution. This can also be said for production on
computers, using computerised tools to facilitate the educational process.
There are many ways to manufacture a product using a computer. The
strategy with this book / CD has been to fuse multi-skilling using Microsoft
applications on computers within a context for learning and working
mathematically, providing a broad base for mathematical investigation, while
focusing on a specific dimension of mathematics.
Benefits of Maths integrated with ICT
The emphasis in developing these resources, has been to use and work with
the capabilities of mathematically able / productivity software to produce
enriching mathematical learning objects for primary school students. Both
students and teachers will be familiar with the interface of Microsoft
Applications. Working within the mathematically engaging environments of the
activities in this resource will give exposure to the mathematical power of this
software, perhaps leading learners and teachers working mathematically in
new ways within these environments.
How it enriches maths learning
It is proposed that regular use of mathematically able software increases
general dexterity with the software as a teaching and learning tool and more
specifically, a mathematical teaching and learning tool.
Using the software within a mathematical focus fosters the creation of
mathematics products from both teachers and students and nurtures thinking
mathematically, if used appropriately. Emphasising ICT use in the curriculum is
focused on comprehension and demonstration of mathematics as well as doing
computations and solving problems.
Why use Microsoft Applications?
The learning tasks have been produced in Microsoft Office Software for
different reasons:
 All schools have and use the Microsoft Office Suite of applications
 The activities actually integrate the technology into mathematical learning,
transforming the software into mathematical learning technologies
 All the tasks on the CD have been explored, implemented and improved in
primary classrooms. My own teaching repertoire upholds the use of
Microsoft software for authoring interactive / engaging learning tasks for all
key learning areas, not just mathematics.
 Schools need NOT expend more money on commercially available software
for mathematics learning and teaching. Encourage them to investigate the
use of open-ended / productivity software (e.g. Microsoft Applications) to
enrich mathematical learning
 To increase dexterity of teachers to use these applications to create other
learning objects / tasks for their students. The teacher becomes the author
of mathematically engaging software for learner engagement
 To create a learning and teaching culture that empowers teachers and
learners to create learning objects / activities in open-ended software
 Learning engagement is set within the context of a fluid / flexible software
environment where the capabilities of the software are drawn upon to
heighten the context of the learning (in this case it is mathematics).
 An inclusive approach to using ICT to teach, learn, design and practise
mathematics.
 For teachers wishing to polish up their skill base in using Microsoft Office as
educational technology tools, visit http://www.microsoft.com.au/Education
Site title; Classroom Corner - Office Tips for Teachers has a wide list of
pages for teachers. Follow the links.
Features
A mathematical teaching and learning focus can be coupled sympathetically
and appropriately into a computer-learning environment where the
mathematical features of the software can be drawn upon and to assist the
mathematical learning process. The two entities are fused to create an
integrated experience of mathematical learning (Mathematically Engaging
eLearning Environment)
becomes
© Mark P Hennessy 2006
Skills
Each lesson profile purports and array of skills in Microsoft Software (Word,
Excel and PowerPoint) The ICT Skills heading for each lesson specifically
references these.
Below is a general overview of the skills addressed in the activities and
associated tutorials:
•Programming formulas in spreadsheets to solve problems involving numbers
•Harness the Draw tools to investigate problems involving Space / Geometry
•Using the tables feature in Word to create number, data charts and displays
•Creating different types of graphs from data presented in a spreadsheet
•Manipulating transition timings in Microsoft PowerPoint to model
mathematical strategies
Diverse activities / diverse mathematical experience
The degree of mathematical engagement in the activities varies. Many of the
activities place the mathematical focus into a real world context. Other
activities are purely mathematical, requiring specific solutions.
Some activities require students to draw on problem solving strategies, to
engage their thinking in an open-ended scenario and others require repeated
drill of a specific strategy. The technology mandates no particular way of
learning/teaching mathematics; the focus is to enrich conventional maths
investigations.
This does demand more vision and creativity on the part of the teacher, but
affirms their place behind the wheel of the learning and teaching vehicle.
How to use Mathematically Engaging eLearning Activities
The activities in this volume have been developed for use with primary school
students at the Year 3 and 4 level (8 to 10 years)
The material in the book and matching activities on the CD are designed to
work hand in hand. The teacher can select a ICT/Mathematics activity based
on whether it matches the current mathematics learning focus in the
classroom.
If a match is found to apply, it would be appropriate to follow the guidelines in
the lesson plan, present the activity via one computer to the whole class and
read through the instructional language associated, so that if the student is to
work at a computer independently at a later stage, they would feel confident to
proceed.
Suggestions for classroom organisation
 Demonstrate the activity on one computer, enlarge parts of the activity
using the Zoom % box on the Standard Toolbar in Word, Excel and
PowerPoint.


- Zoom Percentage box can be manipulated to enlarge / reduce
the page for easier viewing. This feature is particularly useful when a
whole class gathers around one computer for demonstration.
Alternatively, if the school has access to a data projector, this can be set
up effectively for a demonstration session.
Computer Laboratory If the school has access to a computer
laboratory set-up, the activity can be demonstrated as mentioned above
and students can be instructed to work at computers in pairs or as
individuals.
Pod or cluster of computers in classroom The activity can be
demonstrated as mentioned above and students can rotate through the
activity over the course of a few days, depending on access.
Steps to implement an activity –
1. Purpose: Place of the computer software in investigating the particular
realm of mathematical learning.
2. Maths outcome: A reference to the foundation of mathematical learning.
Where does the activity sit in context with the mathematics curriculum?
3. ICT skills: Affirms the appropriate use of the ICT related to the maths
investigation.
4. Related tutorial: A series of tutorials have been prepared to familarise
teachers with the mathematical capabilities of a particular aspect of
Microsoft Software. Choose to do a particular tutorial that relates to the
particular activity. This is more likely to assist the teacher in recognising the
software as educational software and more specifically, mathematically-able
software.
5. Existing knowledge required: This gives an idea for the learning
experience to be enhanced / enriched by the ICT, in reference to what has
taken place already in the learning process.
6. Lead in activity: A scene setting activity which acts as a link to the
computer-based task. This should precede the computer-based task.
7. At the computer: Sequence of instructions and / or procedures as well as
shortcuts and tips. Also gives examples of good questions to ask and good
guiding statements to make. Ways to demonstrate the activity on the
computer, whether gathering all students around one computer or,
accessing a data-show projector. It is suggested that the electronic
documents be placed in a repository (Class Shared Folder, Intranet) where
students can access and save to their own file or folder on a school /
student network.
8. Parallel consolidation activity: Usually a BLM, paper based activity to
strengthen the learning.
9. Class reflection: An opportunity to for students to articulate their learning
and insights from the experience(s). An opportunity to for teacher to assess
and students to self-assess.
Hints for teachers / Tips and Tricks
Instructions download activities from CD to student network
Some file management considerations may need to be addressed with students
in order for the activities (template documents) to be filed and completed to
a satisfactory standard.
1. To Copy the file from the CD to the shared student folder on the network.
Windows users: Right click on the document icon > From the menu that
appears choose COPY > Navigate through folders to a shared folder for
the particular class / grade > When inside the shared folder, Right click
on mouse and PASTE. The template has been placed for the students to
access and save to their own folders.
Apple Macintosh users: Click on the document icon while holding down
the CONTROL key on the keyboard > From the menu that appears
choose COPY > Navigate through folders to a shared folder for the
particular class / grade > When inside the shared folder, click inside the
empty space while holding down the CONTROL key on the keyboard >
From the menu that appears choose PASTE. The template will be placed
for the students to access and save to their own folders.
File extensions - .doc .dot .xls .xlt .ppt .pot
Every document on the CD has a file extension, which refers to the application
in which it was created. It is good ICT Education practice to append every
document with the appropriate file extension.
They are listed as follows:
.ppt
.pot
.doc
.dot
.xls
.xlt
Microsoft
Microsoft
Microsoft
Microsoft
Microsoft
Microsoft
PowerPoint
PowerPoint Template
Word document
Word Template
Excel spreadsheet
Excel Template
e.g. picto_graph.pot
e.g. move_locate.dot
e.g. placevalue_grids.xlt
Setting up a shared work folder in the class folder.
It is suggested that a repository be set up or be in place for students to access
template documents on the student computer network / curriculum server.
This repository can be set up as a series of folders where students can go to
access documents or any other documents or files.
The file structure may look something like this:
Class Folder
Class Members
Template document
and Shared Folder
in Shared Folder
Web Page Access
Alternatively if a school has a web based intranet, class web-page, the
template documents can be uploaded to the site for students to access @
school and from home.
Downloads can be made by a simple click on the links or:
•For Windows users: Right click on the link > From Menu that appears,
choose Save Target As > Name Document > Save
•For Mac Users: Click on link while holing down the shift key > From Menu
that appears, choose Download Link to Disk > Usually saves the document to
the desktop or Hard Disk.
Save the document first
When the teacher works through an activity with the whole class / group, they
should demonstrate the Save As procedure, renaming the document and
saving to a location significant for them. (e.g. Named folder inside a Class
folder on the School’s Networked Server)
Students setting up a folder for mathematics
The activities are saved as template files, which means that when the learner
retrieves / opens a document, it will open up without a title and needs to be
saved and named to a significant place on the school’s computer network /
server. Students @ this level can set up a folder inside their own folder
especially for mathematics.
For example, below; inside Mary Richard’s folder lie designated folders for
different Key Learning Areas. Within her Mathematics folder is documentation
stored relating to work done in mathematics.
Student instructions for creating new folders for KLAs in their own folder:
In Windows environment: Through Windows Explorer, navigate to student
folder > File Menu > New Folder > Type name of subject, KLA > Press Enter,
Return.
In Apple Macintosh environment: Navigate to student folder > File Menu >
New Folder > Type name of subject, KLA > Press Enter, Return.
What next?
Many of the MEELE activities offer a foundation for other engaging
mathematically rich tasks to be designed / created by the teacher. Tasks may
be altered and changed in a minor or major way. Changes can be made and
the document can be re-named under a new name. Open-ended software
lends itself to change and the editing process. Some of the tasks have blank
documents designed for the teacher to edit, alter and prepare for a divergent
learning focus beyond the focus of original document. (e.g. Number Lines –
Rounding round_no_lines.doc and no_lines_blank.doc)
Tutorials
Accompanying the activities in MEELE are useful tutorials that can be explored
for
 teacher professional development or
 student familiarity / skill building.
These tutorials are designed to highlight the mathematical capabilities and
potentials of Microsoft Applications – Word, PowerPoint and Excel.
The tutorials are located on the CD in the Tutorials Folder within the relevant
folders.
Tutorial titles:
geom.ppt – involves the exploration of the geometry features of
Microsoft Applications
tessa.ppt – a specific tutorial on creation and design of tessellations in
Microsoft Applications
draw_tut.ppt - Draw tutorial – Designed to increase familiarity with the
Draw Tools in Microsoft Applications. Likely to give teachers the skills to
be able to create mathematically rich learning objects with a geometry /
space focus.
excelmath.xls – Work though a series of mathematically rich tasks
created in a Microsoft Excel spreadsheet. Designed to familarise teachers
with the mathematical capabilities of a spreadsheet, presenting an array
of scenarios for mathematical teaching and learning. 16 sheets (tabs) in
the one document.
number_chart.xls – Follow the inbuilt instructions for creating various
number charts in Microsoft Excel.
tables_tut.doc – Create number tables easily and effectively in a
Microsoft Word Document. Follow the step by step instructions for
creating number charts, each one with a different starting number.
Amassing a repository of mathematical engaging eLearning activities
Over the course of the 14 years of teaching with ICT, I have amassed a large
resource bank of 700 rich mathematical tasks, self-made in open-ended
software applications.
Below is a screen capture of the directory that I continue to amass to this day:
This directory is referenced to the Victorian Essential Learning Standards.
Red level folders: Level
Green Level folders: Mathematical Dimensions
Final level: contains the Rch Mathematical tasks
Mark Hennessy
2006