Assignments(Archived)
7th Grade CSA2: Spreadsheets Weeks 10-16
Due Date: 11/1/2012
Subject: 6207_Grade 7_Computer Skills and Applications II

7th Grade CSA2:  Spreadsheets Weeks 10-16

 

To supplement instruction, please click on the link below for classroom activities, study guides, and quizzes.  Additionally, at my teacher page choose Powerpoints for presentations used in instruction.

 

 

Module 4 – Spreadsheets Basics and Formulas

This module is designed to teach the basic skills in spreadsheets and utilizing formulas for everyday use in the business community. Emphasis is on daily use of a computer system and appropriate software to provide integrated training through a learn/practice/sustain/assess plan of skill building. 

 

7th Grade_1st Elective Quia Class Page Link

 

 

 

7th Grade_2nd Elective Quia Class Page Link

 

 


 

Instructional Activities

Resources

1.   

§ To introduce spreadsheets, facilitate class discussion using the following questions:

§  What is a spreadsheet?

§  Do you or your family use spreadsheets at work or home? For what purposes?

§  Why do businesses use spreadsheets?

§  What does a spreadsheet look like?

§  How do spreadsheets work?

§ Distribute Anatomy of a Spreadsheet for students’ use in taking notes while displaying a spreadsheet and providing examples of each component.

§ Use the unpacked content as reference

§ Page 2 of the activity provides a sample spreadsheet and requires students to identify examples of each component

§ Upon completion of the activity, review answers as a class

§ Anatomy of a Spreadsheet activity

§ No key is provided for this activity – refer to unpacked content

2.   

§  Preparation: Prepare notes and sample spreadsheets for students in basic formula writing using the unpacked content. Refer to the Formula and Basic Function Notes Key while preparing notes.

§  Distribute Formula and Basic Function Notes for students’ use in taking notes and performing the simple tasks

§  Complete the notes activity in a discussion and demonstration format

§  Allow students to take turns writing formulas on the board for teacher-suggested problems

§  Facilitate discussion about the importance of accuracy in writing formulas

§  Ask for student suggestions about how to check for accuracy

§ Formula and Basic Function Notes activity and key

§ Teacher prepared samples and problems using basic spreadsheet formulas and functions

3.   

§  Distribute Fun with Basic Formulas and Functions and review the instructions with the class

§    #1-10 require students to write formulas

§    #11 requires students to test their formulas in a spreadsheet and provides the spreadsheet data that must be entered in order to test the formulas

§    #12-15 are reflection questions that should be answered as a teacher-facilitated class discussion once all students have had time to answer them independently

§  Monitor students/provide assistance

§  Note: Formulas can be viewed and printed. In some software, the use of the CTRL +~ (tilde) will change the spreadsheet mode to formula view

§  Note:   Formulas can begin with the = or the + symbol

§ Fun with Basic Formulas and Functions activity and key

 

4.   

§  Discuss the importance of formatting with students

§  Data that is presented in a uniform and consistent format is much easier to read and understand than data presented with random formats.

§  Formatting can be applied to pages, columns, rows, cell ranges, and cells.

§  Distribute Guided Practice: Spreadsheet Formatting to students

§  Demonstrate the activity and provide ample time for students to take notes and follow along on their computers

§  As part of the activity, students are asked to classify data as labels or values.

§  Refer to the unpacked content to review labels and values

§  Remind students of the importance of keeping pace during demonstrations

§  Upon completion of this activity, review the procedures for formatting a spreadsheet and explain why formatting is important.

§ Guided Practice: Spreadsheet Formatting activity and key

 

5.   

§  Distribute Independent Practice: Spreadsheet Formatting to students and instruct them to complete the activity independently

§  Remind students that they can refer to their notes from the previous activity

§  Remind students to self-assess their work with their rubric prior to turning it in

§  Instruct students how to save and submit their work

§  Monitor students as they work and provide assistance as needed

§  Upon completion of the activity, facilitate class discussion about the tasks they performed

§    What formulas did they use?

§    Did they refer to their notes and their rubric?

§ Independent Practice: Spreadsheet Formatting activity and key

 

6.   

§  Distribute Guided Practice: Use Basic Formulas & Functions

§  Instruct students to watch and take notes as the activity is demonstrated and then complete the activity on their own

§  Monitor/provide assistance as needed

§ Guided Practice: Use Basic Formulas & Functions

 

7.   

§  Distribute Guided Practice: More Formatting to students

§  Using a digital projector, demonstrate the activity as students take notes and follow along on their computers

§  Discuss the tasks learned in this activity, why they are important and how they are used in business  

§    For example: Why might a column need to be added or deleted?

§    Why might a spreadsheet need to be moved or renamed?

§ Guided Practice: More Formatting activity and key

 

8.   

§  Distribute Independent Practice: Use Basic Functions to students and instruct them to complete the activity independently

§  Monitor students and provide assistance as needed

§  Instruct students to use their rubric as a self check before turning in their work

§ Independent Practice: Use Basic Functions activity and key

 

9.   

§  Preparation: Refer to the unpacked content to prepare notes on spreadsheet operations including sort, freeze panes, fill series, and print a selection

§  Distribute Guided Practice: Spreadsheet Operations to students

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Review answers to the questions embedded in the activity with the class

§  Instruct students to use their rubric as a self check before turning in their work

§ Guided Practice: Spreadsheet Operations activity

 

10.          

§  Distribute Independent Practice: Spreadsheet Operations to students and instruct them to complete the activity independently

§  Monitor students and provide assistance as needed

§  Instruct students to use their rubric as a self check before turning in their work

§  Upon completion of the activity, review the tasks learned with the class

§ Independent Practice: Spreadsheet Operations activity and key

 

11.          

§  Using a digital projector, describe and demonstrate object linking and embedding as students take notes and follow along on their computers using Guided Practice: Linking and Embedding

§  Review the difference between linking and embedding and how to identify the target and the source documents

§  Discuss examples of common business uses of embedded and linked documents

§ Guided Practice: Linking and Embedding activity and key

 

12.          

§  Distribute Independent Practice: Linking and Embedding to students and instruct them to complete the activity independently

§  Instruct students to follow the directions to edit the spreadsheet and letter from the previous activity to view the effect of linking

§  After making the initial edits, instruct students to follow directions to break the link in the word processing document before editing the spreadsheet again

§  Provide help on breaking the link

§  Once students have completed the activity, review the difference between linking and embedding, target and source with the class

§ Independent Practice: Linking and Embedding activity and key

 

13.          

§  Preparation: Prepare notes on advanced functions from the unpacked content,

§  Describe and demonstrate advanced functions as students take notes using the Overview of Advanced Functions activity sheet

§  Discuss possible business uses of each function

§ Unpacked content

§ Overview of Advanced Functions student activity/notes page

14.          

§  Distribute Practice with IF Statements to students and review the instructions as follows:

§  In Part I, students work in pairs to write IF statements based on each condition described in the handout. The first item has been completed as an example.

§  Once all students have written their IF statements, review each item through class discussion

§  In Part II of the activity, students will enter pre-defined conditions on a spreadsheet in Column A and then test their IF statements by entering them in the appropriate cell locations (as directed in the activity) in Column C of the spreadsheet

§  (Optional) Send the spreadsheet with the pre-defined conditions to students electronically

§  Once students have completed the activity, ask them to review their work and rework any statements that return incorrect results

§  Go over the activity as a class. If needed, use additional problems and collaborative pairs to help students master their understanding of how to write IF statements

§ Practice with If Statements activity and key

 

15.          

§  Distribute the Guided Practice: Use IF Statements activity to students

§  Send the spreadsheet for this activity to students electronically

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Upon completion of the activity, review the tasks learned and the “why” of each through facilitated discussion

§ Guided Practice: Use IF Statements activity and key

§ Spreadsheet Rubric

 

16.          

§  Distribute Independent Practice: Use IF Statements to students and instruct them to complete the activity independently

§  If desired, the spreadsheet for this activity can be sent to students electronically

§  Monitor/provide assistance as needed

§  Allow students to use trial and error with the IF statement logic and talk them through the process of writing the statements

§ Independent Practice: Use IF Statements activity and key

 

17.          

§  Distribute the Guided Practice: The Date Function activity to students

§  If desired, the spreadsheet for this activity can be sent to students electronically

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Review the uses of the NOW and DAYS360 date functions and describe examples of business uses

§ Guided Practice: Date activity and key (p 81-83)

 

18.          

§  Distribute Independent Practice: The Date Function along with the electronic file, IP Date-Student to students and instruct them to complete the activity independently

§  Monitor students and provide assistance as needed

§  Upon completion of the activity, review the three uses of the date function that were used

§ Independent Practice: The Date Function activity and key

 

19.          

§  Distribute the Guided Practice: Understanding the LookUp Function activity to students

§  Distribute 4.01/ GP Calories-Student to students electronically

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Review the logic behind the VLOOKUP function and discuss the difference between it and the LOOKUP function

§ Guided Practice: Understanding the LookUp Function activity and key

 

20.          

§  Distribute Independent Practice: Understanding the LookUp Function to students and instruct them to complete the activity independently and answer the question that follows

§  Go over the question as a class upon completion of the activity

§  Monitor/provide assistance as needed

§  Teacher Notes:

§  Vector example: In the formula =Lookup(F9, G7:G12, H7:H12), the software is instructed to “look up” the value of Cell F9 in the cell range G7:G12 and return the value that is horizontally adjacent to it and located in the cell range H7:H12

§  So, if F9=5, G7=3, G8=7, and G9=9, the first “hit” will be to the value of 3

§  Array example: In the formula =Lookup(F9, G7:I12), the software will return the value that is in the last column (Column I) that matches the lookup value

§ Independent Practice: Understanding the LookUp Function activity and key

 

21.          

§  Distribute Guided Practice: Create a List to students and instruct them to take notes as the purpose of the create-a-list function described and demonstrated

§  Distribute 4.01/15 GP-Students to students electronically

§  Demonstrate the activity using a digital projector as students take notes and follow along at their computers

§  Upon completion of the activity, facilitate class discussion about how the list function created a more user-friendly spreadsheet

§ Guided Practice: Create a List activity and key

 

22.          

§  Distribute Independent Practice: Create a List

§  Instruct students to complete independently

§  Monitor/provide assistance

§  Compare students’ results

§  Facilitate discussion of examples how the create-a-list function is used  

§  Have students seen them in forms on the Internet?

§ Spreadsheet from Guided Practice: Use IF Functions

§ Independent Practice: Create a List activity

 

23.          

§  Distribute the Guided Practice: Use the Count Function to students

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Discuss uses of the count function in business

§ Guided Practice: Use the Count Function activity and key

 

24.          

§  Distribute the Independent Practice: Use the Count Function to students

§  Distribute IP Count-Student to students electronically

§  Instruct students to complete the activity independently

§  Monitor/provide assistance

§ Independent Practice: Use the Count Function activity

 

25.          

§  Distribute the Summary for students to use as a review of functions, formulas, and operations learned in this objective

§  Monitor students and provide assistance as needed

§  Go over the activity as a class upon completion

§ Summary and key


8th Grade: CSA3: Spreadsheets Weeks 10-15
Due Date: 11/1/2012
Subject: 6207_Grade 8_Computer Skills and Applications III

To supplement instruction, please click on the link below for classroom activities, study guides, and quizzes.  Additionally, at my teacher page choose Powerpoints for presentations used in instruction.

Module 3 – Spreadsheet Charts and Advanced Features

This module is designed to teach the creation, manipulation of charts, and using advanced features in spreadsheet software. Emphasis is on daily use of a computer system and appropriate software to provide integrated training through a learn/practice/sustain/assess plan of skill building.

8th Grade_1st Elective Quia Class Page Link

 

8th Grade_2nd Elective Quia Class Page Link

 


 

Instructional Activities

Resources

1.   

§  Preparation: Prepare notes on advanced functions from the unpacked content,

§  Describe and demonstrate advanced functions as students take notes using the Overview of Advanced Functions activity sheet

§  Discuss possible business uses of each function

§ Overview of Advanced Functions student activity/notes page

2.   

§  Distribute Practice with IF Statements to students and review the instructions as follows:

§  In Part I, students work in pairs to write IF statements based on each condition described in the handout. The first item has been completed as an example.

§  Once all students have written their IF statements, review each item through class discussion

§  In Part II of the activity, students will enter pre-defined conditions on a spreadsheet in Column A and then test their IF statements by entering them in the appropriate cell locations (as directed in the activity) in Column C of the spreadsheet

§  (Optional) Send the spreadsheet with the pre-defined conditions to students electronically

§  Once students have completed the activity, ask them to review their work and rework any statements that return incorrect results

§  Go over the activity as a class. If needed, use additional problems and collaborative pairs to help students master their understanding of how to write IF statements

§ Practice with If Statements activity and key

 

3.   

§  Distribute the Guided Practice: Use IF Statements activity to students

§  Send the spreadsheet for this activity to students electronically

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Upon completion of the activity, review the tasks learned and the “why” of each through facilitated discussion

§ Guided Practice: Use IF Statements activity and key

§ Spreadsheet Rubric

 

4.   

§  Distribute Independent Practice: Use IF Statements to students and instruct them to complete the activity independently

§  If desired, the spreadsheet for this activity can be sent to students electronically

§  Monitor/provide assistance as needed

§  Allow students to use trial and error with the IF statement logic and talk them through the process of writing the statements

§ Independent Practice: Use IF Statements activity and key

 

5.   

§  Distribute the Guided Practice: The Date Function activity to students

§  If desired, the spreadsheet for this activity can be sent to students electronically

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Review the uses of the NOW and DAYS360 date functions and describe examples of business uses

§ Guided Practice: Date activity and key (p 81-83)

 

6.   

§  Distribute Independent Practice: The Date Function along with the electronic file, IP Date-Student to students and instruct them to complete the activity independently

§  Monitor students and provide assistance as needed

§  Upon completion of the activity, review the three uses of the date function that were used

§ Independent Practice: The Date Function activity and key

 

7.   

§  Distribute the Guided Practice: Understanding the LookUp Function activity to students

§  Distribute 4.01/ GP Calories-Student to students electronically

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Review the logic behind the VLOOKUP function and discuss the difference between it and the LOOKUP function

§ Guided Practice: Understanding the LookUp Function activity and key

 

8.   

§  Distribute Independent Practice: Understanding the LookUp Function to students and instruct them to complete the activity independently and answer the question that follows

§  Go over the question as a class upon completion of the activity

§  Monitor/provide assistance as needed

§  Teacher Notes:

§  Vector example: In the formula =Lookup(F9, G7:G12, H7:H12), the software is instructed to “look up” the value of Cell F9 in the cell range G7:G12 and return the value that is horizontally adjacent to it and located in the cell range H7:H12

§  So, if F9=5, G7=3, G8=7, and G9=9, the first “hit” will be to the value of 3

§  Array example: In the formula =Lookup(F9, G7:I12), the software will return the value that is in the last column (Column I) that matches the lookup value

§ Independent Practice: Understanding the LookUp Function activity and key

 

9.   

§  Distribute Guided Practice: Create a List to students and instruct them to take notes as the purpose of the create-a-list function described and demonstrated

§  Distribute 4.01/15 GP-Students to students electronically

§  Demonstrate the activity using a digital projector as students take notes and follow along at their computers

§  Upon completion of the activity, facilitate class discussion about how the list function created a more user-friendly spreadsheet

§ Guided Practice: Create a List activity and key

 

10.          

§  Distribute Independent Practice: Create a List

§  Instruct students to complete independently

§  Monitor/provide assistance

§  Compare students’ results

§  Facilitate discussion of examples how the create-a-list function is used  

§  Have students seen them in forms on the Internet?

§ Spreadsheet from Guided Practice: Use IF Functions

§ Independent Practice: Create a List activity

 

11.          

§  Distribute the Guided Practice: Use the Count Function to students

§  Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

§  Discuss uses of the count function in business

§ Guided Practice: Use the Count Function activity and key

 

12.          

§  Distribute the Independent Practice: Use the Count Function to students

§  Distribute 4.01/16 IP Count-Student to students electronically

§  Instruct students to complete the activity independently

§  Monitor/provide assistance

§ Independent Practice: Use the Count Function activity

 

13.          

§  Using a digital projector, view and discuss the Chart Components PowerPoint as students take notes using the Chart Components Notes

§   Ask for student input concerning use of charts and graphs in other classes

§   Are charts used in Algebra? Why?

§   Are charts used in Social Studies? Why?

§   Are charts used in English class? Why?

§ Chart Components PowerPoint

§ Chart Components Notes

14.          

§  Using a digital projector, view and discuss the Types of Charts PowerPoint as students take notes using the Types of Charts graphic organizer

§  As you view the PowerPoint, discuss with students the function of each chart with respect to the data it represents

§   Why is one chart preferred over another?

§   Which chart(s) will best communicate the data?

§ Types of Charts PowerPoint

§ Types of Charts graphic organizer and key

15.          

§  Distribute the Name That Chart activity (Bars A Million spreadsheet and Scenarios) to students. Guide students through completion of the first item and instruct them to complete the remainder of the activity independently

§  Upon completion of the activity, go over the answers as a class and discuss the students’ reasons for selecting each response

§ Name That Chart activity and key

16.          

§  Preparation: Distribute the Bars a Million spreadsheet to students electronically

§  Distribute Guided Practice: Creating a Column Chart to students

§  Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a column chart to represent the data described in Item 1 of the Name that Chart activity as students take notes and follow along at their computers

§  Once students have successfully completed the chart for Item 1, instruct them to independently create a chart using the same spreadsheet to represent the data in Item 2 of the Name that Chart activity

§  Monitor/provide assistance as needed

§  Upon completion of the activity, ask students why a column chart is the best choice to represent the data in Items 1-2

§ Guided Practice: Creating a Column Chart activity and key

 

17.          

§  Preparation: Students will need the Bars a Million spreadsheet for this activity

§  Distribute Guided Practice: Creating a Stacked Bar Chart to students.

§  Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a stacked bar chart to represent the data described in Item 3 of the Name that Chart activity as students take notes and follow along at their computers

§  Monitor/provide assistance as needed

§  Upon completion of the activity, ask students why a stacked bar chart is the best choice for representing the data in Item 3

§ Guided Practice: Creating a Stacked Bar Chart activity and key

 

18.          

§  Preparation: Students will need the Bars a Million spreadsheet for this activity

§  Distribute Guided Practice: Creating a Line Chart to students

§  Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a line chart to represent the data described in Item 4 of the Name that Chart activity as students to take notes and follow along at their computers

§  Monitor/provide assistance as needed

§  Upon completion of the activity, ask students why a line chart is the best choice for representing the data in Item 4

§ Guided Practice: Creating a Line Chart activity and key

 

19.          

§  Preparation: Students will need the Bars a Million spreadsheet for this activity

§  Distribute Guided Practice: Creating an XY Scatter Chart to students

§  Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create an XY Scatter chart to represent the data described in Item 5 of the Name that Chart activity

§  Discuss and demonstrate plotting of the data using the x and y axes interchangeably to build student understanding of how and why data is plotted in each location

§  Instruct students to take notes during the demonstration and allow them to follow along with you at their computers

§  Monitor/provide assistance as needed

§  Upon completion of the activity, ask students why an XY Scatter chart is the best choice to represent the data in Item 5

§ Guided Practice: Creating an XY Scatter Chart activity and key

 

20.          

§  Preparation: Students will need the Bars a Million spreadsheet for this activity

§  Distribute Guided Practice: Creating a Pie Chart to students.

§  Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a pie chart to represent the data described in Item 6 of the Name that Chart activity as students to take notes and follow along at their computers

§  Monitor/provide assistance as needed

§  Upon completion of the activity, ask students why a pie chart is the best choice for representing the data in Item 6

§ Guided Practice: Creating a Pie Chart activity and key

 

21.          

§  Preparation: Students will need the Bars a Million spreadsheet for this activity

§  Distribute Guided Practice: Creating an Exploded Pie Chart to students

§  Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create an exploded pie chart to represent the data described in Item 7 of the Name that Chart activity as students take notes and follow along at their computers

§  Monitor/provide assistance as needed

§  Upon completion of the activity, ask students why an exploded pie chart is the best choice to represent the data in Item 7

§ Guided Practice: Creating an Exploded Pie Chart activity and key

 

22.          

§  Distribute Independent Practice: Creating Charts to students and review the instructions with them

§  For this activity, students are required to create a spreadsheet for each scenario and then use each spreadsheet to create an appropriate chart.

§  Explain procedures for completing the first item

§  Instruct students to complete the activity independently

§  Monitor/provide assistance as necessary

§  Upon completion of the activity, review and display the students’ work

§  Ask students to explain why they used each chart to represent the data

§ Independent Practice: Creating Charts activity

 

23.          

§  Distribute the Graph and Chart Terminology crossword puzzle to students as a fun and basic closure activity

§  Upon completion of the activity, ask students to describe each chart, its purpose, and provide an example of its use in business

OR

§  Play a review game presenting examples of business needs for charts and asking students to guess which chart is most appropriate based on their knowledge

§ Graph and Chart Terminology crossword puzzle and key


8th Grade_CSA3: Module 2_Week 7
Due Date: 10/12/2012
Subject: 6207_Grade 8_Computer Skills and Applications III

Welcome to week 7.  This week we will be working on Module 3.  To supplement instruction, please click on the link below for classroom activities, study guides, and quizzes.  Additionally, at my teacher page choose Powerpoints for presentations used in instruction.

Module 2 – Word Processing Advanced Business Documents

This module is designed to teach the advanced skills in word processing and document formatting for advanced business documents such as: agendas, minutes, research reports and resumes. Emphasis is on daily use of a computer system and appropriate software to provide integrated training through a learn/practice/sustain/assess plan of skill building.

8th Grade_1st Elective Quia Class Page Link

8th Grade_2nd Elective Quia Class Page Link

 

 


6th Grade_CSA1: Module 2_Week 9-12
Due Date: 10/12/2012
Subject: 6207_Grade 6_Computer Skills and Applications I

To supplement instruction, please click on the link below for classroom activities, study guides, and quizzes.  Additionally, at my teacher page choose Powerpoints for presentations used in instruction.  In the classroom, we will be utilizing Microtype software for keying lessons.

Keyboarding Module 2 – Number/Symbol and Numeric Keypad

This module is designed to teach basic keying skills, consisting of fluent manipulation of all numeric keys as well as the symbols and the numeric keypad. Emphasis is on daily use of a computer system and appropriate software to provide integrated training through a learn/practice/sustain/assess plan of skill building.

 

 


7th Grade_CSA2: Module 2_Week 7
Due Date: 10/12/2012
Subject: 6207_Grade 7_Computer Skills and Applications II

Welcome to week 7.  This week we will be working on Module 3.  To supplement instruction, please click on the link below for classroom activities, study guides, and quizzes.  Additionally, at my teacher page choose Powerpoints for presentations used in instruction.

Module 3 – Databases Basics

This module is designed to teach the basic skills in database creation, using tables, and the manipulation of information in the form of queries. Emphasis is on daily use of a computer system and appropriate software to provide integrated training through a learn/practice/sustain/assess plan of skill building.

 

7th Grade_1st Elective Quia Class Page Link

 

7th Grade_2nd Elective Quia Class Page Link