The unit develops an understanding of the basic concepts of modelling by including cell referencing, spreadsheet basics, and the comparison of spreadsheets with manual models. Students will independantly develop mathematical fluency through the development of formulae, design of spreadsheets, and making their own choices to create and interprete graphical data representations. The unit culminates in the independent development of a complex spreadsheet model to manage mission costs.

Lesson by lesson key content

Indicative content
1 Introduction to modelling; spreadsheet basics (including reading task); using a calculator to model what-if analysis; comparison with an equivalent spreadsheet model; make your own test questions. Investigating the advantages and disadvantages of spreadsheets.
2 Working with basic formulae; building more complex formulae; inserting rows and columns; changing spreadsheet rules. Complete the Incomplete Help Guide.
3 Experimenting with formatting features of a spreadsheet; reformatting a spreadsheet and adding formulae; evaluating another pupil's work. Investigating formatting features.
4 Identifying formatting features; designing, building and testing a flight cost calculator spreadsheet; designing an equipment cost calculator. None for this lesson.
5 Manually producing graphs; interpreting profits using a data table; interpreting data from a graph; producing graphs and interpreting their findings. Development cycle.
6 Mission Headquarters - desiging and building a speadsheet for a purpose, plus extension. None for this lesson.

Computing curriculum content

  • Undertake creative projects that involve collecting and analysing data and meeting the needs of known users.

Literacy curriculum content

  • Learning new vocabulary;
  • Writing for a wide range of purposes and audiences, including: notes;

Numeracy curriculum content

  • Select and use appropriate calculation strategies to solve increasingly complex problems;
  • Use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships;
  • Move freely between different numerical, algebraic, graphical and diagrammatic representations;
  • Make connections between number relationships and graphical representations;
  • Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems;
  • Begin to model situations mathematically and express the results using a range of formal mathematical representations;
  • Use a calculator and other technologies to calculate results accurately and then interpret them appropriately;
  • Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs;
  • Interpret mathematical relationships both algebraically and graphically;