Lesson Notes For IC GS4

Lesson Notes for IC3 GS4
Lesson 3: Microsoft Excel 2010

Exercise Data Files:
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10 Lesson Objectives Review the objectives with students so they know what will be 5
9 covered in the lesson.
10 Understanding Basic 3. Take a few moments to review the screen and especially the 15-30
9 Terminology 1 worksheet window. Ensure students recognize how to identify a cell
address as well as the other terms shown here.
Review what a spreadsheet program is and the purpose of same.
Provide examples of typical types of reports found in an office
environment to show the power of Excel for manipulating data.
11 Managing Workbooks 1. As users become more comfortable with Excel and begin creating Create a new blank 5-10
0 – Creating a New Blank 1 their own documents, they will likely start with a blank workbook. workbook and save as
Workbook Discuss how this can be helpful when you want a workbook that Personal Budget –
tracks information that is specialized to your company or school, Student.
when you want to create personal documents such as a very simple Add data into the report.
bank reconciliation, etc.
Create new workbook
Remind students that CTRL+N is the standard keyboard shortcut for using budget template
most application programs when you want to create a new blank item and save as Personal
quickly. budget from template –
11 – Creating a New Check to see which templates exist on the computers in the class. If Student. 15-20
0 Workbook from a an earlier version of Office was uninstalled from the systems, Create another new blank
Template templates created from previous classes may exist on the systems workbook.
and there will be more than what is shown here.
Switch between open
Take a few moments to walk the students through the different workbooks, and then
categories of templates available, and how there is a variety for close each open
personal as well as business or academic purposes. workbook.
11 – Entering Data in the Entering Text or Labels Open Personal Budget – 15-30
1 Worksheet Begin to describe the different types of data that can be entered into Student, Personal budget
a worksheet. Start with a very simple demo so students can see how from template – Student,
data is entered, where the cursor moves based on which key is Tour Prices, and Eco
pressed, and how the data aligns based on the type of data it is. Cruises. Then close all
Continue the discussion of labels, giving them an example of how open files.
labels are used to describe what is being shown in the report. Without
the text to identify the data, the values have no relevance and any
patterns or trends that may be seen in the report have no
importance.
Discuss how a long label will be truncated when there is data in the
next cell. This demo will alleviate the concerns of some users who
may have tried this with a worksheet and then panicked thinking the
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text label was deleted when the data in the next column was entered.
Enter Numbers or Dates
Provide a discussion on how to enter numbers and dates. Remind
students that the format for dates can be changed in the Region and
Language settings in Control Panel.
11 – Moving Around the Take a few moments to show students how to navigate using the 5-10
3 Worksheet keyboard options. When they become more comfortable working with
a workbook, they may find it is easier to use the keyboard to move
around than taking their hands off the keyboard to click the mouse to
move a short distance from where the data is being entered.
11 – Saving Workbooks Emphasize the importance of saving your work, even if you don’t 10-15
3 think you may need the file again. It is much easier and faster to
delete a file than it is to recreate one.
While the process is the same to save a file the first time or with a
different name, it is important students understand the difference and
when they may use one or the other. If they are very new to
computers and still feel uncomfortable using the Save versus Save As
command, focus on the Save As command. It may take longer to save
a file but it will give them the opportunity to become comfortable with
how to save and then gradually use the other options to directly save
a file.
11 – Opening Workbooks Review the different methods to open a file including the Recent list. 5-10
3 Briefly discuss the Protected View as this will occur whenever they try
to open an attachment sent via email and may potentially contain a
virus or other threat. Attachments should always be saved and
scanned prior to opening them in the application program.
11 – Closing Workbooks As with other application programs, when you no longer need a 5
4 particular file, close it to protect any changes being made to it
inadvertently. Some people may leave a file open just in case they
need to work on it later. This is a personal choice although others
may recommend it is closed completely, partly to free up resources
for other files and programs running. Opening the file can be very
quick if it is in the Recent list.
11 Manipulating the Contents 1.1 Making changes to the cell contents is no different than typing the Open Personal Movie 5-10
6 1.3 text in the first place; however, there is an Edit mode available that Inventory List and save
may make editing much faster if you only need to make a small or as Personal Movie
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quick change to the contents. Inventory List – Student.
11 – Selecting Cells Once data has been entered, it must be selected before you can Copy different pieces of 10-20
6 change anything about the cell. This holds true for spreadsheets even text and paste these
though the data sits within a cell. Be sure to include in your demo items from the Office
how you can select cells, rows, or columns, as well as select Clipboard.
characters while in Edit mode. Save and close workbook.
Have students try selecting different types of ranges, as well as how
to select multiple non-consecutive cells.
Briefly review how you can select different cells, rows, or columns in a
worksheet. Have students try this as they try selecting different
ranges.
11 – Using Undo or Repeat Undo and Repeat work the same way regardless of which Office 10-15
7 program is in use; there is a difference in how you can access the
Repeat option though. For instance, in Word you can also press F4 to
repeat an action but in Excel, this sets a row, column or cell in Edit
mode as an absolute reference. It is best to mention CTRL+Y instead
for Repeat.
11 – Copying and Moving This is another standard command that works the same regardless of 15-30
7 Data which Office program is in use; the difference comes in how the
selected items appear prior to activating the appropriate command.
Make sure students recognize the marquee during the demo and how
it can be turned off if the wrong items are selected.
Introduce the Clear command now even though formatting hasn’t
been discussed. This may be helpful if they are working with a
workbook and data keeps appearing in a specific format and there
doesn’t seem to be a way to remove the formatting. The Clear
command will do this instantly.
Using the Office Clipboard
The Office Clipboard works the same regardless of which Office
program is in use; we show only multiple Excel entries in the Office
Clipboard but any item that has been copied or cut from another
program will display in the Office Clipboard if active.
Be sure to quickly introduce the Options button as well as how to
delete a single item from the Clipboard versus clearing all items.
12 – Changing the Column Some people who have been trying Excel may find this answers a Open TEC Employee List 10-15
0 Widths question they have about the data and how to display it completely and save as TEC
on screen. The methods to change the column width appear so Employee List – Student.
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introduce that content can be adjusted by the column width, or if Change the column
preferred, wrapped in the cell (discussed later in the content). width, and insert a row to
Review the points shown here, giving examples of when one method enter a title.
may be faster than another. For example, if you know you want each Save workbook.
column that will have a dollar value to be 15 in width, use the Column
Width command. Otherwise, use the crosshair to determine how wide
each column should be.
12 – Adjusting the Row Be sure to have students try these methods as well so they become 10-15
1 Height accustomed to identifying visual clues for specific tasks. Again
provide examples of when you might want to use one method over
another. Blend this is with examples of when you might want to alter
the row height, e.g. add “space” between the title and the body of
the report, reduce the size of the blank row between sets of data, etc.
12 – Inserting or Deleting Inserting Rows, Columns or Cells 15-20
1 Rows, Columns or Go through each of these options, making sure students watch where
Cells the pointer is and what they have selected on the screen. This will
give them the opportunity to learn and practice where the cursor
should be before activating the command.
Deleting Rows, Columns or Cells
Review each of these methods as with how to insert rows, columns or
cells. Try to include a demo of how deleting a cell can change the
structure of the worksheet in a major way, e.g. all formulas change
cell references due to a deleted row, or display an error for the
formula based on a missing cell, etc.
12 – Managing Worksheets Discuss naming conventions that could be used to identify the Using TEC Employee List 10-15
4 worksheets within a workbook. Adding color to the worksheet tab is – Student, rename
not an exam objective for this content so you may want to introduce worksheets and change
it as an example of how Excel provides you with other tools to help the colors for worksheet
identify the contents of each worksheet. tabs.
Inserting or Deleting Worksheets Save and close workbook.
Discuss when you may have a need to insert more worksheets than
the default three, e.g. budget for each department, inventory listing
of asset types, monthly expenses, year of monthly timesheets, etc.
This is an example of when it becomes crucial to understand how the
Save As command can be handy to make a copy of an existing
workbook for archiving or for actions that cannot be undone. As with
inserting worksheets, provide examples of when you might want to
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delete a worksheet from a workbook.
12 Creating Simple Formulas 3.2 Take a few moments to describe what a formula is in basic Open AM Personal Budget 15-30
5 mathematical terms, giving examples of different types of and save as AM Personal
calculations commonly found in financial reports, e.g. net income, % Budget – Student.
change from last year, what if prices were increased by 12%, etc. Enter simple formulas,
Then translate that into Excel terminology and how formulas can be then copy and paste this
made easy with a spreadsheet program as you need only to put in formula into other cells.
the cell addresses with the correct formula/calculation. Then no Save and close workbook.
matter what value is placed in that cell address, the formula performs
the calculation for you.
Have students try entering very simple formulas (the formula points
to the value in one cell, adding two cells together, etc.) and then
moving onto creating a formula using multiple cells.
Expand on the how to enter formulas by including the information
here to create or modify a formula. For example, in your demo
include a formula where they add two cells together and then
multiply by the value in a third cell (=B3+B5*C3). Then have them try
putting brackets around the last two cell addresses so they can see
the different result that appears in the latter formula.
Another benefit of using Excel to help with calculations is that if an
error is found, Excel will display messages to help you determine why
the formula doesn’t work, or doesn’t produce the results you are
expecting.
The other points here will not be as evident to students until they
begin working on the exercises and see how Excel adapts to changes
in the worksheet.
12 – Using Common Built- As you proceed with your demo on formulas, discuss how the Open Tour Prices and 15-30
7 in Functions advantage of a spreadsheet is its tools which can help to perform a save as Tour Prices –
specific function. In this case, Excel provides a number of calculation Student.
tools to quickly give you results without you needing to select the Change column widths,
items first. For example, if you had to add a column of 523 numbers, insert SUM formulas,
instead of pointing at the first cell and then dragging the selection copy and paste the
down to the 523rd one, you need only to enter the first cell address formula into specific
and then the last cell address. In fact, it can even be quicker than cells.
that if the range of cells to be calculated is adjacent to the cell
containing the formula. Set up a cell to be an
absolute formula and
The list contains the most commonly used functions that users will
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find they need for the reports. However, there are others which can then insert it. Copy the
be used for specific purposes. new formula and then
There are a total of 328 different functions that can be activated from modify it to make the cell
the Insert Function dialog box, classified by the type of calculation. In absolute when copied.
some ways using the Function Arguments dialog box is faster to Save and close workbook.
insert a function if you do not know the structure of the formula and
which cells should be entered for each field. See screen below:
12 – Using Absolute and Ensure students are comfortable with the idea of formulas and how 15-30
8 Relative Addresses they are structured before moving onto this topic. Having the built-in
functions should have helped them begin to see the power of having
a spreadsheet program to calculate large amounts of data. As well,
they were introduced to relative addresses when using the copy
command in the last exercise.
Now you will need to break it down so they understand how relative
addressing works before discussing what absolute addresses are. You
may want to hold off the discussion of mixed addresses until you are
confident the students understand how an absolute address works
and when to use it in a formula. We use a traditional example of
having the exchange rate as the constant, using the entire cell in the
example.
If you have other examples for reports that use absolute addresses,
be sure to provide these.
You don’t need to go into a lot of detail about mixed absolute
addresses; for this certification, ensure students understand which
portion of the cell is absolute with an example of when you might
want a row or column only to be absolute.
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13 What Does Formatting 1.2 Formatting should be familiar for students if you started with the Open Balance Sheet and 10-15
1 Mean? 3.1 Word lesson prior to this one. Point out how the concepts for save as Balance Sheet –
formatting remain the same; where the difference lies is primarily in Student.
what is available given the type of program in use. For example, you Apply various formatting
can allude to the point that Excel also has styles and while they do options for text and
not have the same flexibility as with Word, a change to a style makes number cell contents.
formatting easy as it changes all cells with that style applied. Apply cell styles to
Take a few moments to review the different methods to activate a various cell ranges.
format attribute. The upcoming topics display the full options Save and close workbook.
available in the Format Cells dialog box. Be sure to introduce the
commands on the ribbon so they are aware that the most common
formats can be accessed here. You may want to refer students to the
list of common keyboard shortcuts for formatting.
It isn’t necessary to go through every option in the list for the
following categories. The focus here should be to introduce them to
what is available, and which ones are used most often in business
reports.
13 – Formatting Numbers This tab is likely used the most when it comes to formatting values, 15-20
1 and Decimal Digits especially if there are negative numbers displayed in the report. The
one other option that may be used a bit more is the date format.
Spend a bit more time on this tab than you might with the others.
Point out that the first three and the Percentage options are available
quickly from the ribbon, as well as the commands to set the number
of decimal places, as appropriate.
13 – Changing Cell This tab provides some variety in how to present data in the report, 10-15
2 Alignment especially for text such as column labels. For those who may tend to
use Excel for the majority of their reports, including those that might
traditionally be done with a word processing program, point out how
the alignment can be changed vertically, as well as the merge cells
and wrap text options.
Remind students that these options are available from the ribbon for
easy and quick application.
13 – Changing Fonts and This should be very familiar to most students even if they didn’t 5-10
4 Sizes complete the Word lesson earlier. Draw on the similarities between
the Office programs for the most common types of formatting
available (e.g. bold, color, etc.).
13 – Applying Cell Borders This is where it can become more interesting for students although 10-15
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5 you will need to remind them that applying borders can be distracting
in a report, especially if you keep the gridlines displayed (default
setting). At this point, you may also want to include a brief discussion
regarding how all the topics prior to this one looked at how to enter
the data for the report, and this topic onwards will help to create a
professional look for the report, especially if it will be distributed to
others for review.
Provide examples of when you might want to apply borders and then
when you might want to use the Border tab in the Format Cells dialog
box instead of just using the Borders button. An advantage of the
Borders button is the ability to draw borders (after selecting the style,
color and border side) in the report – this is often faster than selecting
the cells and activating the Format Cells: Border dialog box.
13 – Applying Colors and Just as borders can be distracting, so can adding colors or patterns 10-15
6 Patterns given that it can become difficult to see the data behind the fill
option. Remind students that while adding a fill option can help to
emphasize specific cells, it can also be a distractor if you are not able
to view the report in color or have combined colors that make it
difficult to see. Briefly discuss how the darker the text color, the
lighter the fill color should be (this can also be an introduction to
using color in a presentation program, as well as other document
types).
13 – Using Cell Styles Introduce the styles within Excel although a comparison with Word 10-15
6 isn’t necessary other than a reminder that these are two different
programs with two different purposes. Discuss how these styles can
be used to quickly apply similar formatting without having to use the
individual options, as well as Excel providing hints on when you might
want to use the noted style.
14 Using the Spell Checker 1.1 Remind students how important it is to perform a spell check on Open International 10-15
0 every document that will be distributed to try and catch as many Backyard Olympics and
spelling errors as possible before the report is sent out. However, with save as International
a spreadsheet program, it becomes more crucial for you to proofread Backyard Olympics –
your report as the spell checker only works on text labels – it cannot Student.
tell you if you entered the correct cells in your formula. While Excel Perform spell check.
will check that the formula is entered correctly, it cannot verify that
the cell addresses or data contents are correct. Save and close workbook.
14 Sorting or Filtering Data 3.2 Give examples of when you might want to sort data and then why it Open Inventory to Sort 10-15
1 – Sorting Data you may want to use multiple criteria, e.g. four people have the same and save as Inventory to
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last names so alphabetize the first names, sort by revenue then Sort – Student.
company then sales level, etc. This will set up an introduction to Perform sort with one
databases and how the data is similar although what you can do and criterion and then
how to manipulate the data may vary in method. multiple criteria.
When going through your demo, be sure to explain how the headers Save workbook.
option works and helps to identify which column you want to select in
the Sort dialog box. Mention that you can enter up to 64 different sort
criteria although the it would be unlikely that you would need that
many.
14 – Filtering Information Discuss how filtering differs from sorting and when you might want to Using Inventory to Sort – 15-20
4 use this option instead of sorting the data. For example, sorting puts Student, filter data by
all the data in a particular order whereas filtering displays only the different criteria.
information you want to see – it does not remove any data but Save and close workbook.
extracts the matches for the criteria set.
The filter option discussed here is the AutoFilter method. If students
are interested in more filtering options, promote your next level
courses for Excel where they can learn about setting up ranges to
filter information for specific purposes.
Ensure your demo includes how to filter using one column and then
with multiple columns. This will introduce to students again how
powerful Excel can be to help you find specific data.
14 Working with Charts 3.2 Most people will know what a chart is even if they haven’t created Open Eco Cruises and 30-45
6 one previously. Discuss how charts are often the best way to display save as Eco Cruises –
data for others to see a distinct pattern or trend in the data that you Student.
want to emphasize. Include in your discussion how there are many Create simple column
features you can add to a chart as needed. chart from data, resize
Someone might ask you if this feature is the same as the Insert:Chart the chart, switch the data
command in other Office programs and the short answer would be around, add title, and
“yes”. Where it differs is that Excel is designed to manage large change chart type.
amounts of data that can then be manipulated into a chart layout as Save and close workbook.
needed; the other programs offer the same feature but are designed
primarily for you to insert a simple chart for the report. When using
Excel, the focus here is on the data for the report and you can
manipulate the chart, or create more charts in separate worksheets,
as needed to emphasize specific data.
You may want to set up a demo that has the students create a chart
from existing data, and walk through all the different things that can
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be added or manipulated on the chart, including adding more
features such as a data table or data labels so they can see how it
can be both helpful and distracting. Then have them try the exercise
so they can do it on their own.
15 Getting Ready to Print 1.1 Review the different views available so students can see how each Open Stock Prices and 10-15
1 1.3 display can be useful, although you may have had them use some of save as Stock Prices –
these tools prior to being introduced here, e.g. change the zoom Student.
percentage. Change layout for report
Introduce how they can view multiple worksheets along with an and insert page breaks.
example of when or why you may want to arrange them on the Change view to
screen. Some students will want to know why they would bother if the customize report.
window is so small so ensure each worksheet window has some data, Print the report, save and
even if it’s the same worksheet so they can see how they can then close the workbook.
view different parts of the data. Alternatively, make one of the
windows the chart so they can see how they can manipulate the data
in one window while viewing the changes to the chart in the other.
It isn’t necessary to demonstrate all of the options in the View tab
although make sure you include freezing, viewing side by side, and
synchronous scrolling so they can see how helpful these tools are.
15 – Customizing the Draw students’ attention back to the formatting topic when you 15-30
2 Printing alluded to how after entering the data, focus then shifts to how to
present the information in an easy-to-read manner with a professional
look to it if it will be distributed. Discuss how you can now use tools to
review or change the report to best suit your requirements.
Indicate how all options are not used all the time with every report;
many of the decisions in using these options will come down to how
you want to present the information, and some will be necessary such
as page breaks or scaling the report to fit one page.
It isn’t necessary to demonstrate every command in every tab; focus
on the options most commonly used for reports such as scaling,
turning off the gridlines if borders are used, using one of the default
footers, etc. As an introduction to the next topic, demonstrate how
the margins and other options can be changed in Backstage.
15 – Printing the Take a few moments in Backstage to remind the students how this 10-15
7 Worksheet screen works similar in all Office programs by providing print options
when the Print command is activated. Options will vary with the
program type but the last option will enable the student to activate
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the Page Setup option to make other changes as needed to the layout
of the report.
16 Lesson Summary Review the objectives with students so they know what was covered 5-10
1 in the lesson. Provide a short summary of the features and give
students a chance to complete exercises if they did not complete
them earlier.
At this point, you can refer them to the microsite for additional
exercises, or proceed to the Review Questions and then encourage
students to complete the additional exercises and reviews from the
CCI IC3 GS4 microsite at http://7314.ccilearning.com.
16 Review Questions There are a number of ways you can have students complete the 10-20
1 review questions to ensure students comprehend the concepts and
are comfortable with the topics in this lesson:
As a group for open discussion and participation by all students
In smaller groups for discussion between the members of those
groups
Students can answer the review questions on their own and exchange
papers so they can mark each other’s papers
Students can answer the review questions on their own and check the
answers from a printed copy of the Answers (available from the
Instructor Resources).
Total (Hours) 6.5-
11.0

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Lesson 3: Microsoft Excel 2010

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