EDU 553 Unit 2 Lesson Plan using
Excel developed by Alice Badecker, October 24,
2000
Birthday Gift List of Estimation
Curriculum: Mathematics
Background and Assumptions: The students have an understanding of estimation. The students have knowledge of entering data into an Excel Spreadsheet.
Objectives:
1. The student will learn how to estimate prices
of items.
2. The student will use catalogs to search for costs
of desired items.
3. The students will enter data on a spreadsheet
4. The students will determine the total items that
can be purchased and use problem solving skills to decide which items will
be purchased.
5. The students will complete a shopping list for
the birthday gifts.
Materials Needed:
Computers with Excel Software
Catalogs
Newspaper Fliers of Department Stores
Lined Paper
Pen/Pencil
Procedure:
1. Explain to the students that they will be having
a birthday party in their honor.
2. The guests will be bringing them birthday gifts,
but your parents have given you a limit of $200 that you can have spent
on your gifts.
3. Enter a list of wanted gifts with an estimated
price using an Excel Spreadsheet.
4. The students will then search for the gifts in
the store catalogs and fliers.
5. The students will then enter estimated price
of the desired gifts into the computer with the spreadsheet determining
the difference in estimation and actual price.
6. From the spreadsheet the students must determine
their birthday party shopping list based on the $200 budget.
Monitor:
The teacher will monitor the students looking up information in the catalogs and entering data. The teacher can suggest the student check when items are on sale. The teacher can then ask, “What does that do to your budget?”
Evaluation:
Evaluation will be based on the final shopping list. Does it fall within the $200 budget? The student’s spreadsheet will be observed to verify any adjustments were made to the list.
Multiply 2 or 3 Digits by 1 Digit Lesson
Developed by Jim Grasso
Objectives:
The students will multiply 2- or 3-digit numbers
by single-digit numbers
concretely, pictorially, and symbolically.
Materials:
Base-ten materials
Math Blaster
Procedure:
1. Provide the students with a multiplication
problem and have them write
the multiplication sentence that would solve it.
Ex. Three packages of sixteen hot dogs were
eaten at a party. How many hot
dogs were eaten. ( 3 x 16 = ? )
2. The students will try to solve the problem
by exploring their own
methods.
3. Explore the students' strategies by having
them explain the methods that
they used. The students may use base-ten materials
to solve the problem or
to explain their solutions. Encourage the
use of base-ten language. The
methods may include the front-end method as well
as more traditional methods.
16 Front-EndMethod 16 MoreTraditionalMethod
16 TraditionalMethod
x 3 x 3
x3
30 18
48
18 30
48 48
4. Point out that certain methods are more
effective in certain problems.
5. Do a few multiplication problems on the
board with student input.
6. Have the students practice this skill using
Math
Blaster
Assignment:
A series of 2-digit by 1-digit problems and a series
of 3-digit by 1-digit
problems.
Evaluation:
The students will be evaluated on their class work
and on the assignment.
Use of Math in the “Real World”
Professionals who use Math in business
developed by
Terri J. Creedon in EDU 360 Summer
2000
This plan is to be used with all the professionals who visit the classroom. The materials and procedures will change as the lesson from the professionals change.
Grades 9-12
Objectives:
To show students that all types of math is used in
the working world
To show the tools used in the working world and
how knowledge of math is important
To visually show forms of technology that working
individuals come in contact with that require math related knowledge
To practice basic math that is required every day
in the working world
Assumptions:
The students should be familiar with the tools required by each professional to participate in the presentation of math in business.
Materials:
Subject to change with each professional. General materials to have on hand would be calculators, blank paper, graph paper, computer, overhead projector, pencils and rulers.
Procedures:
Introduce the professional. Give a little background of how I know them and what they do for a living. Help the professional set up and assist them with materials and breaking up the class in groups. Breaking up the class in groups will help the presentation be more fun and less boring if the professional “looses” the class at some point. Allow the professional to present their math examples.
Close the lesson with the professional by relating the information to lessons learned previously by the class. Stimulate a question and answer session by asking the professional and the students’ questions. Thank the professional for coming in and giving the educational presentation.
Assessment:
The students may be able to have questions on a test that relate to this presentation. Make sure the students know to take notes and review this information when an upcoming quiz and test is coming. A short quiz the next morning may see if the students were paying attention and understood the professional and their math applications.
TITLE: Using the WWW as a resource from information developed Michael Derochick
TOPIC: Using the WWW to get information
and then
using that information to predict
outcomes.
GRADE LEVEL: 11-12 graders
SUBJECT: Calculus, Pre-calculus, or maybe Algebra 2
TIME: 2 to 3 class periods of 45 minutes each
MATERIALS NEEDED: Computers with internet
access and
graphing calculators with the ability
to find
functions given a set of points. Note:
Students may
work in groups if there is a lack
of materials.
OBJECTIVES:
1) To use the WWW effectively
to get information.
2) To learn to use a graphing
calculator to
i) Form a function from given points, and then
ii) Use the function to predict unknown dependent
variables
PROCEDURE: During the first day,
the students asked
to use the internet to find the population
of the
their state during the following years:
1950, 1960,
1970, 1980, and 1990. They may round
of the population
to an appropriate amount, (eg. nearest
10 thousand).
The students are to keep track of
the dates, the
independent variable, and population,
the dependent
variable. The independent variable
variable can be
thought of as time, and the starting
date could be the
starting time of 0, the next date
would be time 1 and
so forth.
Then the students will enter the points
into a
graphing
calculator and find the exponental
curve that best
fits these data points. From
this they will get an
equation. Using this equation
the students will find
the population at the year 1985, or
time 3.5 years
from the start time. Then they will
find the populaton
at time 5 or the date 2000.
Finally the students will go back
on the internet to
find the actual population in 1985.
From this they
will find their error and approximate
their error in
the 2000 population.
CLOSURE: The students will hand
in their work in a
project type form with a cover page,
all information
acquired and form what web address,
a table of the
data points, the equation they found
from their
calculators, their preicted 1985 and
2000 populations,
the actual 1985 population, and the
error they expect
in their predicted 2000 population.
TITLE: Tracking math Grades using Microsoft Excel developed by Michael Derochick
TOPIC: Spreadsheets
GRADE LEVEL: High school
SUBJECT: Math
TIME: 45 minutes
OBJECTIVES:
1) To understand the computation of
grades.
2) To gain experience using Microsoft Excel.
PROCEDURE: First, the students must be informed
of
the
different grade values of different assignments.
That
is, homework is worth 15% of the final the grade,
tests are worth 45% of the final, quizzes are worth
30%, and so on. The students will create a spreadsheet
where each column is a different type of assignment(
ie. homework, quiz, test, etc.) The left most column
will be a date column where dates the assignments
are
given are entered. Thus the row will start with
a date
and then is a corresponding column, and assignments
grade. At some row, say the tenth row, (more
rows can
easily be added later) in the left most column the
students will typr totals. Using the mathematical
formulas, the students will add up everything in
the
column and mulitply it by the value( eg. .45 for
tests, .30 for quizzes) and in the right most column,
the students will use another formula to add the
total
of the totals for each assignment type. This will
be
their calculated grade.
CLOSURE: From this point on, students will
be asked
to keep track of their grades on their own and at
the
end of a marking period, the students will be asked
what they expect their grade to be. Because
they are
using formulas, their grade should be fairly close
to
their real grades as calculated by the teacher.
LESSON PLAN FOR MATH DEVELOPED BY LYNNE KNAPP, EDU. 360
TOPIC: Surveys
GRADE LEVEL: Fifth grade
SUBJECT: Math
TIME: Two 45 minute classes
OBJECTIVES:
1) To learn how to take polls
or surveys of fellow classmates on the topic of their choice.
2) To gain experience using Microsoft Excel by designing a bar graph.
PROCEDURE: This is a project
we will do at the end of a longer lesson, to give the students something
where they are able to interact with their peers. First, the students
will need to choose a topic to survey their classmates on such as "Favorite
T.V.
Programs" or "Favorite Sport."
They may choose anything that interests them within reason. The first
45-minute class will be just gathering the information from their classmates
and the following day will be in the Computer Lab. In the lab, students
w
ill be instructed on how to design
Bar Graphs to report their data using Microsoft Excel program. They
may design their graphs anyway they would like using different colors and
other options available to them. This is just a lesson designed to
be fun fo
r the students and to get them away
from just doing math facts, if only for a few days.
CLOSURE: Students may present
their graphs to the class, if they like. They will be assessed on
the neatness and organization of their graph. The graphs will be
presented on a bullentin board in the classroom for all to see.
Title: Calculating Scoring
Averages for UCONN Basketball Players, developed by
Christine Rondeau.
Grade: 5
Subject: Math
Materials: 4-5 computers, Microsoft Excel, printer
Assumptions: Students understand the basics of what an average is.
Purpose: To further help children understand the concept and calculation of an average.
Objectives: 1. Students will become
familiar with Microsoft Excel.
2. Students will become more confident in their ability to produce an average.
Procedure: 1. Teach students how
to read the scoring column of a box score.
2. Give each student assigned to a computer 5 box scores of either
the men's or women's UCONN basketball team, their choice.
3. Have students refer to instructions on the board for what to write in
each column (ex. Name, Game #, Points).
4. Students will then enter the data based on the box score.
5. Have students calculate the average based on your instructions.
6. Assist in printing, if needed.
Closure: Have the students write
a paragraph justifying their answers. For
example, why would one person have a higher
total average than another
person.
Assessment: Assessment will be based on following the instructions, their calculations, and the justifying paragraph.
Conclusion: Students have further
learned about an average and Microsoft
Excel, while performing a fun, worthwhile
activity.
Math Lesson Plan Using MS Excel by Diana Allen
January 12, 2000
Objective: To familiarize students with using the Internet to get information and to use MS Excel to do a math exercise.
Grade Level: 5
Materials: PC with Internet access, Netscape Browser and MS Excel.
Timeline: The lesson can be completed in about one hour.
Procedures:
This site will provide the local weather for the math exercise.
Two Lessons by Gloria Krol
Purchasing Items
Curriculum: Mathematics
Grade Level (s): 3 or 4
Objectives: Students will be able to:
a) Shop by purchasing different items by using operations and play
money:
by using their personal experiences and interests
by using estimation.
by keeping a running record of items.
Materials and resources (for class size of 19 students)
Calculators play money
Arthur's Funny Money by Lillian Hoban Mini chocolate eggs.
Sugar packets Butterscotch candies
Assortment of individual candies Pictures of flowers
Price tags Shopping worksheet
Excel program
Procedure:
1.The teacher will arrange
tables with objects and play money for change.
2.Read the following book
to the class, Arthur's Funny Money Book by Lillian Hoban.
3.Then assess student's
ability to total purchases by asking a few simple additions as
a review.
4.A quick review of operations
will be done if students do not remember previous lessons.
5.Hand out shopping story
to class.
6.Read the following story
to the class as they follow along with their own copy. It is the day
before your
9th birthday. Your grandmother explains to you that she is short some
ingredients
for your birthday cake: eggs, sugar, butter, and flour. Wanting a cake
for
tomorrow's party,
you offer to go to the grocery store to purchase the items. Your
grandmother
makes it quite clear that - she needs all of the items for your cake. With
that,
she hands you
a $10.00 bill. Just as you run off, she tells you that whatever is left
over you
may spend as
you see fit, but you have to buy all of the items.
7.Tell students they are
to purchase items by either estimating or by written calculations but
at the end,
work must be shown. Explain to the students that they will purchase the
mini
chocolate eggs
to represent the eggs that grandmother needs for your cake. The butterscotch
candies represent
the butter needed, the sugar packets are the sugar, and the pictures of
flowers are
the flour. The assortment of individual candies is for the leftover money
that
grandmother
told you you may spend as you see fit.
8.Children will be told
they are to purchase the items for the cake and themselves, but they
may not eat
anything until work has been checked.
9.Closure: students will
discuss with the class the problems they encountered and what
strategies were
used in solving them.
10.Students will graph, in excell,
the choices the students made with their "extra" money.
This lesson involves some important mathematical concepts such as estimation,
problem solving,
operations, and decimals. Moreover, this lesson connects to language
arts and real life situations where
students need the necessary skills to budget and manage money. After
this activity, the students will
have a better sense of the value of money, and the choices everyone
needs to consider when spending
money, which will provide students with an essential life skill. Hence,
the lesson is not only
interconnected to different topics in mathematics but also outerconnected
to real world situations and
student’s personal life experiences.
Another interesting feature of this lesson is such that students' assessment
will be an ongoing
process during the lesson and subsequent lessons to be taught. When
the teacher asks students to buy
different items he/she will be constantly evaluating students' thinking
process. Furthermore, the
students will be evaluating themselves when they compare their estimates
with the actual total.
Assessment is to be done both by the teacher as the lesson progresses,
eliminating the need for a written
test.
SHOPPING FOR YOUR BIRTHDAY CAKE
Student's name___________________ Date________________
Directions: Read the following story. Understand what is being asked
of you to do. When ready, please
proceed by making written or mental calculations. You are not finished
until all work is shown and
checked by the teacher.
It is the day before your 9th birthday. Your grandmother explains to
you that she is short some
ingredients for your birthday cake: eggs, sugar, butter, and flour.
Wanting a cake for tomorrow’s
party, you offer to go to the grocery store to purchase the items.
Your grandmother makes it quite clear
that - she needs all of the items for your cake. With that, she hands
you
a $10.00 bill. Just as you run off,
she tells you that whatever is left over you may spend as you see fit,
but you have to buy all of the items.
Second Lesson Plan:
Exploring Mathematics on the Internet
Curriculum: Mathematics.
Entry Level Characteristics: Students will have completed a unit titled Exploring
Mathematics Using
U. S. Currency that helps students learn the value of money through
the sense of
problem solving, data analysis, classifying and estimation.
Objectives: Students will be able to:
a.visit the web site www.littlejason.com/lemonade/startme.html and:
Keep track of the fixed operating expense of $0.75 for rent.
Decide how much money to charge for a glass of lemonade each day.
Decide how much money they want to spend on advertising per day.
Decide how the weather changes their operating expenses and profits.
Materials: Computers with Internet capacity. One per student is ideal but students may
work in pairs or take turns.
Procedure:
1.Log on to the web page
www.littlejason.com/lemonade/startme.html.
2.Read the following on
the first page: Your lemonade stand is now in business. You take out
your entire
life savings of $5.00: to start your business. You have 25 days to make
as much
money as you
possibly can. You are able to rent a good spot to sell lemonade from a
friendly neighbor
for 75 cents per day. You know that potential customers will buy less
when it is colder
outside - and if it rains, they will buy little, if any, lemonade. They
also
buy less the
more you charge. If you advertise by putting signs up around the block,
more
customers will
come. The trick is to use the weather forecast and your experience to make
the best decisions
for your lemonade stand.
3.Go to next page: My First
Weather Report.
4.Type in number of cups
to make
Price per cup
Advertising dollars
5.Read Daily Weather Report
and Financial Report.
6.Continue each step going
onto next day.
7.Continue as time allows.
Closure: Students will be the owner of lemonade stand, compute operating and fixed
expenses and see how much profit they can accumulate. Students will compare
profits and losses.
Follow-up: This lesson is connected to the real life situation of running a business.
Furthermore it is related to previously learned skills such as estimation, problem
solving, operations, percentages, money amounts using numbers and symbols,
and purchasing items. This site changes the weather report and therefore may be
played for many sessions leading to the students mastering the nuances of profit
making.
Evaluation: Students may self-assess by reading the Financial Report listed and realizing
the profit listed per day. Periodically the teacher may assess the students by
watching his or her progress in playing the site. Alternate assessment may be
realized by having the students chart their profits and losses per day rather than a
test at the end of the unit.
Lesson plan developed by Luke Klewin
Grade Level: Sixth
Subject: Math
Materials: Basketball hoop, basketball, computer with some sort of
Spreadsheet in it.
Student Objectives: The students will be able to: 1. Find an average.
2. Use a spreadsheet.
Assumptions: The students will have a fun time doing an athletic
activity and still learn math at the same time.
Procedure: Take the students to the gym and have them do a series of
free throws or lay ups, depending on age and skill level. Have
the
students record their own results. Once the students are done
shooting
the basketball, take them back to the classroom and teach them about
spreadsheets and averages. Have the students place their results
into
the computer spreadsheets. Place all of the students into one
spreadsheet and have them find the average, range and the mode for
the
class.
Lesson Plan from Jessica Fleming
My first lesson plan is for a seventh grade math class
of fourteen to
sixteen students and has a number of objectives:
1. To reinforce the usefulness of math in real world situations.
2. To encourage interest in careers which may require mathematical
abilities.
3. To reinforce math concepts by building and solving actual problems.
4. To reinforce internet-based information gathering and browser utilization
skills
5. To reinforce basic basic word processing and PC—based navigational
skills.
6. To reinforce collaborative skills.
The time frame for completion of the project is one hour.
Students will work in pairs at workstations with World Wide Web access.
This will require fifteen to twenty minutes of prep time for the
facilitator. The facilitator will bookmark a job—search site on the
world
wide web on each workstation.
1. students will be asked to choose a career for themselves starting
from a
list of categories provided to them by the facilitator. They will each
use
the name of one category to search a standard employment search site
for a
job description that interests them.
This is an example of a possible category list:
Science
Medical
Sports
Computers
Mechanical
Art! Design
Education
Ag ri culture
Management
(This step will require about fifteen minutes)
2. The students will determine ways in which one of the two chosen careers
might require mathematical skills by devising a brief numerical problem
and
solution using one of the examples they have chosen. Students would
be
encouraged to use the PC calculator to devise the problem and the correct
solution.
Students will use a standard word—processing program to document their
work
in this step, including the career choice for each student, the problem,
and
the solution. Students will print their documents.
This step will involve multitasking with at least two of three applications
open at one time, the browser the calculator and the word processor.
The
browser will have been launched ahead of time by the facilitator. The
students will launch the word—processor and the calculator from the
start or
main program menu or the desktop.
(This step will require approximately twenty—five minutes)
3. The students will share their problem with the class and the class
will
solve using the PC calculators. As many problems will be shared as
time will
permit. The students who solve will not be required to document their
answers. The facilitator will briefly discuss the first correct answer
to
each problem discussed.
(This step will require about twenty minutes)
The Love of Mathematics, a lesson developed by Barbara
Williams
Grade Level: 4 -5th Grades
Subject: Mathematics
Objectives:
By the end of the lesson the student will be able to, Use data, graphing,
and statistics in mathematics. In the course of developing Zoombinis
I
began to clarify for some important principles in designing a
high-quality math game that respects and engages children's own
imagination, intelligence, and initiative. These principles reflect
my
experience in educational design.
Purpose:
To allow students become familiar with sorting and classifying activities
common in primary grades and grows to include attributes, logic,
combinations, arrangements, and graphing, with connections.
Student Arrangement/Safety:
Students are to work in the Computer Lab/Library.
Time Allotment:
Two class periods.
Procedure:
1. Students are to work independently in the computer lab.
2. Students will begin the assignment by going the Internet Explorer
and
go to the following supervised website: http://www.
Zoombinis.com
3. At the approved website, students are to utilize the links to find
10
facts pertaining to data and statistics.
4. After the facts are found, students are to present their information
to the class. In one of the
following suggested ways:
? Microsoft PowerPoint presentation
? Visual presentation using an Artistic approach
? A summary of their written findings
In the course of developing Zoombinis we began to clarify for ourselves
some important principles in designing a high-quality math game that
respects and engages children's own imagination, intelligence, and
initiative. These principles reflect our experience in educational
design, our observations of children playing, and our underlying philosophy
of learning and play.
Remind students if the have other ideas for a presentation to be creative!
Assessment:
1. Student will be able to put a puzzle together because he or she
sees
the pattern in it.
2. Students who takes the initiative to do this will find many puzzles
easier to think about and solve.
LESSON developed by Adam Parks
Title: Equilateral, Isosceles, and Scalene Triangles.
Grade: 5
Time: 1 to 2 class periods (depending upon depth of lesson)
Objectives: TSW—
Procedure:
The lesson can begin with a discussion to assess the students’ current knowledge about triangles. If necessary, the teacher should review the properties of triangles (i.e. three sides, angles total 180° ). Subsequent to this introduction, some students should begin working with the manipulatives while others use the LOGO software. Both sets of students can begin creating different triangles and measuring the sides and angles. The teacher can guide the students to try different combinations of equal and not-equal sides and angles. After a sufficient period, the sets of students should switch places so that all students use both manipulatives and the software.
A class (or small group) discussion can then ensue about the differences and similarities between the manipulatives and LOGO. Did some students create the same type of triangle with both manipulatives and LOGO? How do you measure a triangle using manipulatives? With Logo? After the class has discussed the different types of triangles that they have created, the teacher should introduce the terms equilateral, isosceles, and scalene, and show the students how they have created all three types of triangles. Students could then go back to creating triangles but now classify them as equilateral, isosceles, or scalene.
For further practice, the students could be given worksheets with pictures of triangles and their measurements, and classify the triangles into the proper category. Also, the teacher can give students LOGO commands to make a triangle and the students would create, measure, and classify the triangle.
Assessment:
LESSON PLANS USING THE SOFTWARE EVALUATED IN UNIT 2 FOR EDU
553 developed by MARY ELLEN TOOMEY
SUBJECT: MATHEMATICS
LEVEL: GRADE 2
OBJECTIVES: TO CREATE GRAPHS USING DATA COLLECTED AND RECORDED
BY SURVEYING CLASSMATES ABOUT THEIR INTERESTS
MATERIALS: THE GRAPH CLUB, A MACINTOSH COMPUTER
FOR EACH
STUDENT, PROJECTOR WITH LARGE
PROJECTION SCREEN , DATA RECORDED
AND
TALLIED BY CHILDREN
PREVIOUSLY: CHILDREN WILL HAVE DONE MANY GRAPHS IN
MANY FORMS.
CHILDREN WILL HAVE USED THE
GRAPH CLUB’S MATCH COMPONENT TO
FAMILIARIZE THEMSELVES WITH THE
PROGRAM AND
ITS CONTROLS.
PROCEDURE: USING THE LARGE PROJECTION SCREEN ,
SHOW CLASS
HOW TO CREATE A GRAPH IN
THE GRAPH CLUB. INCLUDE CHOOSING THE
NUMBER OF ITEMS TO GRAPH AND THE
PICTURE
SYMBOLS TO USE, MAXIMUM SCALE,
PLACEMENT OF DATA FOR “WHAT” AND
“HOW
MANY.” AFTER DOING AN EXAMPLE, HAVE THE
CLASS TELL HOW TO DO THE NEXT ONE. HAVE
EACH CHILD GO TO THE
COMPUTER AND
ENTER DATA. HAVE CHILDREN EXAMINE
THEIR TABLE DATA PRESENTED AS DIFFERENT
GRAPHS SUCH AS
PICTURE, BAR, LINE,CIRCLE.
EVALUATION: HOW ACCURATELY DID THE CHILDREN
REPLICATE THE
DATA FROM THE SURVEY INTO
THE GRAPH?
SUBJECT: SCIENCE
LEVEL: GRADE THREE
OBJECTIVES: STUDENTS WILL MAKE A DICTIONARY TO
SHARE MILL
RIVER TERMS USING
HYPERSTUDIO
MATERIALS: HYPERSTUDIO, MACINTOSH COMPUTER FOR
EACH STUDENT,
PAPERS WITH STUDENT
DEFINITIONS AND ILLUSTRATIONS OF MILL
RIVER TERMS
PREVIOUSLY: STUDENTS WILL HAVE USED HYPERSTUDIO,
RESEARCHED
AND DEFINED THE TERMS,
DRAWN THE ILLUSTRATIONS ON PAPER.
PROCEDURE: EACH STUDENT WILL OPEN AND DESIGN A NEW
STACK BASED
ON A PREVIOUSLY DISCUSSED
MODEL (TO KEEP THE WHOLE LOOKING GOOD
AND EASY FOR AN AUDIENCE TO FOLLOW),
PAINT THE
TITLE, CREATE A TEXT BOX, ENTER
THE DEFINITION, DRAW THE
ILLUSTRATION.
THIS WILL BE DONE FOR EACH TERM. SOUNDS
MAY BE INCLUDED WHERE HELPFUL FOR
UNDERSTANDING. THE
WORD AND ITS
DEFINITION SHOULD BE CLEARLY READ AND
INCLUDED AS A SOUND BUTTON. WORK WILL
BE SAVED TO A COMMON
FOLDER ON THE
SERVER. EACH CHILD WILL MAKE A BUTTON TO
AND FROM OTHER CHILDREN’S CARDS. TO DO
THIS IN ORDER, THE
CHILDREN’S PAPERS WILL
BE ORGANIZED ALPHABETICALLY AND USED
AS A GUIDE.
EVALUATION: DID THE STUDENTS DISPLAY THEIR TERMS IN
AN
ORGANIZED FASHION? WERE THE RESULTS
AESTHETICALLY PLEASING
(UNIFORM DESIGN
FONTS, SIZE, STYLE, COLOR CHOICE WITH
GOOD CONTRAST)? WERE THE WORDS AND
DEFINITIONS SPOKEN
CLEARLY?