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Day 9 — Spreadsheet as a transparent modelYear 11 Maths · T1 W1–2 · Day 9 lesson

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Year 11 / Term 1 / Weeks 01 02 / Mathematics

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Success: enter a formula, change one assumption and explain the resulting difference. No spreadsheet is required if unavailable.

  1. Predict · 2 min. What would six Saturday hours do to the original four-hour $120 result?
  2. Model · 4 min. On a spreadsheet or board use Card 1 cells: B1=24, B2=1.25, B4=4; formula =B1*B2*B4 displays 120. Name each cell's unit.
  3. Guided change · 5 min. Change B4 to 6; formula gives $180. Difference $60 equals two more paid hours at $30/h.
  4. Independent replication · 7 min. Learners make or draw a four-row table with base rate, multiplier, hours, total; test B4=2 and B4=5, record formulas and both outcomes.
  5. Audit · 4 min. Partner changes one assumption and asks which formula reference updates. Recheck by direct multiplication to avoid trusting a mis-entered formula.
  6. Exit · 3 min. Key: 2h=$60, 5h=$150. A spreadsheet output is a consequence of entered assumptions, not proof of real pay.

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