Lesson Plan
Course Title: Principles of Information Technology
Session Title: Basic Spreadsheet Formulas
Lesson Duration: 45 Minutes to 90 min
Lesson length is subjective and will vary from instructor to instructor.
Performance Objective:
Upon completion of this lesson, the student will be able to create a spreadsheet utilizing
formulas for the following mathematical operators: addition, subtraction, division, and
multiplication.
Specific Objectives:
 Define terms/vocabulary associated with the lesson
 Identify the need for spreadsheet formulas
 Determine a personal need for creating a spreadsheet with all of the identified formulas
 Discuss how spreadsheets benefit and transform business today
 Discuss how knowing how to use spreadsheets can make you more employable in
today’s workforce
 Build a personal spreadsheet with identified formulas
 Evaluate finished spreadsheet
Preparation
TEKS Correlations:
§130.272. Principles of Information Technology (One-Half to One Credit).
(1) The student demonstrates the necessary skills for career development, employability, and
successful completion of course outcomes. The student is expected to
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skill;
(F) demonstrate leadership skills and function effectively as a team member;
(E) solve problems and think critically;
(2) The student identifies various employment opportunities in the information technology field.
The student is expected to
(A) identify job opportunities and accompanying job duties and tasks;
(B) research careers of personal interest along with the education, job skills, and experience
required to achieve personal career goals;
(8) The student applies spreadsheet technology. The student is expected to
(A) identify the terminology associated with spreadsheet software and its functions;
(B) format and organize numerical content to perform mathematical processes such as
addition, subtraction, multiplication, and division; percentages and decimals; and order of
operations principle;
(C) employ both student-created formulas and preprogrammed functions to produce
documents such as budget, payroll, statistical tables, and personal checkbook register.
IT: PIT: Basic Spreadsheet Formulas Plan
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Instructor/Trainer
References:
 Curriculum-developer knowledge
Instructional Aids:
 Spreadsheet Formulas Vocabulary Presentation
 Vocabulary Organizer
 Spreadsheet Formulas Presentation
 Spreadsheet Formulas Organizer
 Directions for Demonstration
 Spreadsheet Formulas Assignment
 Spreadsheet Formulas Assignment Rubric
Materials Needed:
 Spreadsheet software (preferably a 2007 version of the industry standard application)
Equipment Needed:
 Projector for Presentation
 Computer Lab
 Internet Access
Learner
A prerequisite to this lesson is mastery of an Introduction to Spreadsheets lesson.
Introduction
MI
Introduction (LSI Quadrant I):
ASK, “Have you ever been sitting in class and wondered, ‘When will I EVER use
this in life?’”
ASK, “What if I told you that today I would teach you something you’re extremely
likely to use in your future, and could even start using it right now?”
SAY, “Today we will discuss basic spreadsheet formulas using mathematical
operators with which you’re already familiar (such as addition, subtraction, division,
and multiplication). I will show you how you could use each formula to approach
everyday ‘common’ problems.”
IT: PIT: Basic Spreadsheet Formulas Plan
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Outline
MI
Outline (LSI Quadrant II):
I.
Spreadsheet Terms
A. Formulas – Allow you to perform
B.
C.
D.
E.
F.
G.
H.
I.
II.
Instructor Notes:
calculations on data entered into a
spreadsheet. The advantage to using
a spreadsheet for your formulas rather
than a calculator is that if you change
the data in the spreadsheet, it will
automatically recalculate the answer
for you without you having to re-enter
the formula.
Data – Information (values or
numbers; labels or text; and
date/time) that is stored in a
spreadsheet program.
Spreadsheet – A table used to store
various types of data.
Cells – The basic storage unit for
data in a spreadsheet and the
intersection point of a column and a
row. Each rectangular box is a cell.
Rows – Rows run horizontally and
are identified by a number in the row
header.
Columns – Columns run vertically
and are identified by a letter in the
column header.
Cell Reference – The cell reference
identifies the location of a cell and
consists of the column letter and row
number that intersect at the cell’s
location.
Relative Cell Reference – Default
for all cell references. It identifies the
location of a cell and changes when
the formula is copied to other cells. In
other words, it is relative to where it is
in the spreadsheet.
Absolute Cell Reference – In
contrast to relative cell references, an
absolute cell reference does not
change when it is copied and pasted
to other cells. In other words, it will
absolutely reference the same cell no
matter where it is in the spreadsheet.
Use the Spreadsheet Formulas Vocabulary (PDF)
Presentation to show terms associated with the
lesson. Students should complete the Vocabulary
Organizer (PDF).
Using your favorite internet browser, perform a
web search for “every day uses for spreadsheets”.
Once you find an appropriate website article or
video, show those that are relevant and
meaningful to your class.
Use the Spreadsheet Formulas Presentation
(PDF) to present outline II - V. Students should
complete the Spreadsheet Formulas Organizer.
ASK,
“How do you think businesses kept up with
finances, payroll, inventory, etc., before
computers?”
“How do you think electronic spreadsheets have
transformed businesses today?”
Brainstorm how having expertise and knowledge
in the use of spreadsheets can make you more
marketable in today’s workforce.
Brainstorm ways that we can use spreadsheets in
everyday life, and relate them to the items in II. B.
1-5.
Relevance of Spreadsheets to
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Everyday Life
A. Purpose of a spreadsheet
1. Keep track of money
2. Keep up with statistics
3. Managing information
4. Analyzing information
5. Presenting information
B.
Before electronic spreadsheets
1. How do you think businesses
kept up with finances, payroll,
inventory, etc., before
computers?
2. How do you think electronic
spreadsheets have transformed
businesses today?
3. How do you think having
expertise in the use of
spreadsheets can make you
more marketable in today’s
workforce?
C. Some ways that spreadsheets can
be used in everyday life
1. Sports stats (ex. batting
average)
2. Grades
3. Budgets
4. Inventory
5. Buying a car (comparison
shopping)
III.
Using Formulas
A. Formulas
1. Addition
2. Subtraction
3. Multiplication
4. Division
B. Relative Vs. Absolute
Refer to the Directions for Demonstration
document for the steps to demonstrate these
formulas.
Ask one or two volunteers to re-demonstrate in
front of peers. Encourage students watching to
peer coach and evaluate the student
demonstrator.
After outline I.-III. is finished, explain the
Spreadsheet Formulas Assignment (PDF).
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IV.
Assignment: Create a spreadsheet with
formulas
A. Addition
B. Subtraction
C. Multiplication
D. Division
E. Relative Cell References
Students will think of their own personal
spreadsheet needs and use the formulas in the
lesson in their spreadsheet – ex. personal budget,
grade computation, sports averages, calories for
the day, etc.
Review the Spreadsheet Formulas Assignment
Rubric (PDF) with the students.
Think of your own personal spreadsheet need
and use the formulas from this lesson in the
spreadsheet. Fill in your personal spreadsheet
topic on your organizer.
Application
MI
Guided Practice (LSI Quadrant III):
The teacher will demonstrate the addition, subtraction, multiplication, and division formulas, as well
as relative cell references when a formula is copied. Volunteers will re-demonstrate in front of
peers. Students watching will peer coach and evaluate the student demonstrator.
MI
Independent Practice (LSI Quadrant III):
Students will complete the Spreadsheet Formulas Assignment (PDF) independently.
Summary
MI
Review (LSI Quadrants I and IV):
Q&A Session
Q: For what reasons are spreadsheets used?
A: Spreadsheets are an accurate and easy way to keep track of money, statistics, and information;
analyze information; and present it in a way that makes sense to someone else.
Q: What are some “everyday uses” for spreadsheets?
A: Answers will vary but should coincide with the brainstorm from the lesson. Ex. Sports statistics,
grades, budgets, inventory, buying a car, etc.
Q. What are some businesses that might use spreadsheets?
A. Accounting and finance—to record and project financials and modeling financials (“what if”
scenarios, etc.)
Great for small data bases—sorting, filtering and reporting data
Great for generating summary reports of many details
Engineering and statistical models
Q: What is a formula?
A: A formula allows you to perform calculations on data entered into a spreadsheet.
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Students might also answer using the actual formula (i.e. addition, subtraction, multiplication,
division). If so re-direct them to the real definition.
Q: What’s the difference between a row and a column?
A: A row runs horizontally and is identified by a number, and a column runs vertically and is
identified by a letter.
Q: What does the intersection of a row and a column tell us?
A: The location of a cell. Ex. Cell A1 is Column A, Row 1. This is called the cell reference.
Q: What’s the difference between a relative and an absolute cell reference?
A: A relative cell reference identifies the location of a cell and changes when the formula is copied
to other cells. In contrast, an absolute cell reference does not change when it is copied and
pasted to other cells.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
The teacher will observe student demonstrators and student observers during guided practice to
assess student understanding of concepts and techniques. Revision/re-teach as needed before
moving to Independent Practice portion of the lesson.
The teacher will circulate through the lab as students work independently to redirect/re-teach as
necessary.
MI
Formal Assessment (LSI Quadrant III, IV):
The teacher will use Spreadsheet Formulas Assignment Rubric (PDF) to grade the Spreadsheet
Formulas Assignment (PDF).
Extension
MI Extension/Enrichment (LSI Quadrant IV):
Students can use the skills and techniques for future integration projects. Have students research
the many different ways spreadsheets can be used to make them more marketable in today’s
workforce.
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Icon
MI
Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Personal Development
Strategies
Lecture, discussion, journal
writing, cooperative learning,
word origins
Reading, highlighting, outlining,
teaching others, reciting information
Problem solving, number
games, critical thinking,
classifying and organizing,
Socratic questioning
Mind-mapping, reflective
time, graphic organizers,
color-coding systems,
drawings, designs, video,
DVD, charts, maps
Use music, compose songs
or raps, use musical
language or metaphors
Organizing material logically, explaining
things sequentially, finding patterns,
developing systems, outlining, charting,
graphing, analyzing information
Developing graphic organizers, mindmapping, charting, graphing, organizing
with color, mental imagery (drawing in
the mind’s eye)
Use manipulatives, hand
signals, pantomime, real life
situations, puzzles and board
games, activities, roleplaying, action problems
Reflective teaching,
interviews, reflective listening,
KWL charts
Cooperative learning, roleplaying, group brainstorming,
cross-cultural interactions
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
IT: PIT: Basic Spreadsheet Formulas Plan
Creating rhythms out of words, creating
rhythms with instruments, playing an
instrument, putting words to existing
songs
Moving while learning, pacing while
reciting, acting out scripts of material,
designing games, moving fingers under
words while reading
Reflecting on personal meaning of
information, studying in quiet settings,
imagining experiments, visualizing
information, journaling
Studying in a group, discussing
information, using flash cards with
other, teaching others
Connecting with nature, forming study
groups with like-minded people
Considering personal relationship to
larger context
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Vocabulary Organizer for Basic Spreadsheet Formulas Lesson
Formulas:
Allow you to perform ___________ on _______ entered into a
spreadsheet.
Data:
___________ (values or numbers; labels or text; and date/time)
that is ___________ in a spreadsheet program.
Spreadsheet:
A ___________ used to store various types of data.
Cells:
The ___________ _________ ________ for data in a spreadsheet,
and the ______________ point of a column and a row. Each
___________ ____ is referred to as a cell.
Rows:
Rows run ______________ and are identified by a ___________ in
the row header.
Columns:
Columns run ____________ and are identified by a ___________
in the column header.
Cell Reference:
The cell reference identifies the ____________ of a cell, and
consists of the column _________ and row _________ that intersect
at the cell’s location.
Relative
Cell Reference:
Absolute
Cell Reference:
_________ for all cell references. It identifies the location of a cell
and __________ when the formula is copied to other cells. In other
words, it is relative to where it is in the spreadsheet.
In contrast to relative cell references, an absolute cell reference
_______ _____ change when it is copied and pasted to other cells.
In other words, it will absolutely reference the same cell no matter
where it is in the spreadsheet.
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Basic Spreadsheet Formulas Outline Organizer
I.
II.
Terms/concepts associated with the lesson (use Vocabulary Organizer to
complete definitions):
A. Formulas –
B.
Data –
C.
Spreadsheet –
D.
Cells -
E.
Rows –
F.
Columns –
G.
Cell Reference –
H.
Relative Cell Reference –
I.
Absolute Cell Reference –
Relevance of Spreadsheets to Everyday Life
A.
B.
Purpose of a spreadsheet:
A.
Keep track of __________
B.
Keep up with __________
C.
__________ information
D.
__________ information
E.
__________ information
Before electronic spreadsheets
A.
How do you think businesses kept up with finances, payroll, inventory,
etc. before computers?
______________________________
______________________________
______________________________
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B.
How do you think electronic spreadsheets have transformed
businesses today?
______________________________
______________________________
______________________________
C.
III.
Brainstorm some ways that spreadsheets can be used in everyday life.
1.
_________________
2.
_________________
3.
_________________
4.
_________________
5.
_________________
Basic Formulas
A.
Addition – Formula is _______________
B.
Subtraction – Formula is _____________
C.
Multiplication - Formula is _____________
D.
Division – Formula is ______________
E.
Relative Vs. Absolute
______________________________
______________________________
______________________________
IV.
Assignment: Create a spreadsheet with formulas (see Spreadsheet Assignment
Sheet):
A.
Addition
B.
Subtraction
C.
Multiplication
D.
Division
E.
Relative Vs. Absolute Cell References
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V.
Think of your own personal spreadsheet need and use the formulas from this
lesson in the spreadsheet. Fill in your personal spreadsheet topic here:
__________________________________.
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Basic Spreadsheet Formulas
Demonstration/Guided Practice Notes for Instructor

Demonstrate manually typing in formulas and point-and-click formulas
for the class. This may require some practice/experience by going
through the steps below.

Minimize the Presentation and open the file.

Using Cell F3, type in the formula ‘=d3*e3’. Show how the application
returns the value within the cell and references cell d3 and e3.

Delete the formula, and now do the same thing with point and click.
Type =, point to cell d3, click it – type in the ‘*’ symbol and click cell
e3.

Delete the formula again, and have a student demonstrate/replicate
what you just did – or if you’re in a lab environment, have the class
enter the data and enter the formulas with you.

Now show how this “relative formula” morphs itself when copied down
the column. Ex – the formula becomes = d4*e4.

Do the same thing for Current Value (formula will be =d3*g3),
Gain/Loss (formula will be =h3-f3), and percent gain loss (formula will
be =i3/f3). Again, demonstrate the relative nature of the formulas.

Next, demonstrate the addition/sum formula in cell d7 by typing in
=d3+d4+d5+d6 to get the total number of shares.
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Spreadsheet Formulas Assignment
Now that you’ve seen formulas in action, you are now going to create your own
spreadsheet and apply the formulas we’ve learned today.
1. You will need to first decide what topic you’d like for your spreadsheet
(remember our brainstorm?).
2. Next, enter some “mock” data into the spreadsheet.
3. Finally, apply the addition, subtraction, multiplication, and division formulas to
your spreadsheet to interpret your data.
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Basic Spreadsheet Formulas Evaluation Rubric
CRITERIA
YES – 20 Points
NO – 0 Points
1 Addition
Formula
Included at least one
working addition formula
Did not include a working
addition formula
1 Subtraction
Formula
Included at least one
working subtraction
formula
Did not include a working
subtraction formula
1 Multiplication
Formula
Included at least one
working multiplication
formula
Did not include a working
multiplication formula
Included at least one
1 Division Formula working division formula
Formulas “copied” At least one formula was
to relative
copied to relative
rows/columns
rows/columns
POINTS
Did not include a working
division formula
No formula was copied to
relative rows/columns
Total Points:
________
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