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Solution Manual For Illustrated Microsoft Office 365 and Excel 2016 Intermediate 1st Edition Reding Wermers 1305878094 9781305878099
Solution Manual For Illustrated Microsoft Office 365 and Excel 2016 Intermediate 1st Edition Reding Wermers 1305878094 9781305878099
Solution Manual For Illustrated Microsoft Office 365 and Excel 2016 Intermediate 1st Edition Reding Wermers 1305878094 9781305878099
Solution Manual:
https://testbankpack.com/p/solution-manual-for-illustrated-microsoft-office-365-and-
excel-2016-intermediate-1st-edition-reding-wermers-1305878094-9781305878099/
This document is organized chronologically, using the same heading in blue that you see in the textbook.
Under each heading you will find (in order): Lecture Notes that summarize the section, Teacher Tips,
Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared
towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation
within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources Site also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
Table of Contents
Module Objectives 2
Excel 26: Create a Complex Formula 2
Excel 28: Insert a Function 3
Excel 30: Type a Function 5
© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Excel 2016 Instructor’s Manual Page 2 of 9
Module Objectives
Students will have mastered the material in Excel Module 2 when they can:
Create a complex formula Understand relative and absolute cell
Copy and move cell entries Copy formulas with absolute cell references
Round a value with a function
TEACHER TIP
The concept of percentages can be difficult for some students to grasp. Remind students that 20% can
be expressed as 0.2 or .2, but is not the same as 20. To illustrate this, draw a circle on the board and
divide it into fifths. Point out that one fifth is 20% and is what you get if you multiply 1 by 20% or .2.
Draw 20 circles to show what the answer would be if 1 was multiplied by 20.
TEACHER TIP
Point out that to increase a number by a specific percent that number needs to be multiplied by the
percent value, which is then added to the original number. To demonstrate this, take 100 and multiply it
by 20% and then add the resulting value (20) to 100 to get 120. Note that 120 is the result when 100 is
increased by 20%.
CLASSROOM ACTIVITIES
© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Excel 2016 Instructor’s Manual Page 3 of 9
2. Quick Quiz:
1. True or False: You can change the order of precedence in a formula by using brackets. (Answer:
False)
2. In the formula 218-44/815*9, which operation will be performed first? (Answer: Division)
LECTURE NOTES •
Define functions.
• Point out that you can use the Insert Function button on the formula bar to choose a function from
a dialog box.
• Discuss how you can click the Sum button list arrow to enter some frequently used functions, such
as AVERAGE.
• Mention that you can insert a function on its own, or as part of another formula. Point out that
when using a function alone, it always begins with the formula prefix = (the equal sign).
• Demonstrate how to use the AVERAGE function.
• Use FIGURES 2-3 and 2-4 to point out the different parts of the Insert Function dialog box and the
Function Arguments dialog box, respectively.
• Demonstrate how to use the Fill button to copy a formula to other cells.
TEACHER TIP
Remind students that the range of cells to average does not include the total in cell B12. Point out that
an incorrect value would be calculated by the Average function in cell B15 if the total was included.
TEACHER TIP
While the range B15:E15 is selected, direct the students’ attention to Average, Count, and Sum data on
the status bar. Discuss how this feature allows users to quickly see those values without adding them to
the spreadsheet.
TEACHER TIP
Using the Collapse and Expand buttons of the Insert Function dialog box can seem confusing to students
who have never used this dialog box. Make sure to demonstrate how to use these buttons using a
number of examples, and also explain how these buttons make it much easier to enter the arguments of
a function.
© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Excel 2016 Instructor’s Manual Page 4 of 9
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students why some functions are available from the Sum list arrow on the
Home tab and how they might use those functions.
2. Quick Quiz:
1. You can use the button on the formula bar to choose a function from a dialog box.
(Answer: Insert Function)
2. If you use a function alone, it always begins with the sign. (Answer: equal)
LAB ACTIVITIES
1. As mentioned in this lesson, there are many categories of functions, including Financial, Date &
Time, and Statistical. The Insert Function dialog box is useful not only for entering functions, but also for
finding out more about the various functions available in Excel. Ask students to choose one of these
categories and then to use the Insert Function dialog box to explore three functions within that
category. Ask students to write down the names of the three functions, their descriptions, and their
structures.
2. The AVERAGE function behaves differently depending on whether there is a blank in a cell range
or a zero. Have students use Help to answer the following questions: What is the maximum number of
cells that you can average? (Answer: 255). What does the AVERAGE function actually measure?
(Answer: central tendency). If there is a blank in a cell within the range being averaged, is it converted to
a zero?
(Answer: No, it is not included in the average).
TEACHER TIP
Again, remind students to select the correct range (B4:B11) to find the maximum and minimum values.
TEACHER TIP
Point out that the parenthesis does not need to be typed. After the function range is selected, pressing
the [Enter] key closes the parenthesis, enters the function, and moves the active cell down one row.
© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Excel 2016 Instructor’s Manual Page 5 of 9
CLASSROOM ACTIVITIES 1.
Quick Quiz:
1. When manually entering a function, you always begin with a(n) sign. (Answer: equal).
2. True or False: When manually entering a function, you must know the exact spelling of the
function. (Answer: False)
2. Class Discussion: Brainstorm situations in which it would be useful to use COUNT and COUNTA
functions.
3. Critical Thinking: Sometimes, it is just as easy to scan a list and pick out the highest value as it is to use
the MAX function. Consider various numerical lists, such as a list of the ages of family members,
a list of class grades, a list of stock prices, a list of the areas of states, a list of city populations, and so
on. When would it make more sense to use the MAX function than simply to scan the list to
determine the highest value? Why? Does the answer depend on the amount of data, the type of
data, or both? Why?
LECTURE NOTES
• Discuss the different methods for copying or moving cells and ranges (or the contents within them)
from one location to another: Cut, Copy, and Paste buttons; the fill handle in the lower-right corner
of the active cell; or the drag-and-drop feature.
• Define the Office Clipboard.
• Point out the Clipboard launcher and the Office Clipboard pane in FIGURE 2-9.
• Demonstrate how to copy the contents of a range from one location to another using the Copy and
Paste buttons.
• Demonstrate how to copy cell contents using the drag-and-drop method.
TEACHER TIP
Remind students of the importance of having the correct pointer. Refer students back to TABLE 1-3.
TEACHER TIP
Explain that another way to create a formula that increases a value by a certain percentage is to multiply
by the value one and the decimal equivalent of the percent. For example, in cell B21, to calculate a 30%
increase over the value in cell B12 using the formula =B12*1.3 is equivalent to =B12+B12*.3 and
=B12+B12*30%.
TEACHER TIP
© 2017 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
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random and unrelated content:
SCANDINAVIAN STATES:
Early history.
H. H. Howorth,
Early History of Sweden
(Royal Historical Society, Transactions, volume 9).
{2816}
SCANDINAVIAN STATES:
Their relationships in language and blood.
R. G. Latham,
The Nationalities of Europe,
volume 2, chapter 37.
See, also,
GOTHS, ORIGIN OF THE.
ALSO IN:
A. Lefèvre,
Race and Language,
page 236.
See NORMANS.—NORTHMEN.
"At the end of the 8th century, … within the two Scandinavian
peninsulas, the three Scandinavian nations were fast forming.
A number of kindred tribes were settling down into the
kingdoms of Denmark, Norway and Sweden, which, sometimes
separate, sometimes united, have existed ever since. Of these
three, Denmark, the only one which had a frontier towards the
Empire, was naturally the first to play a part in general
European history. In the course of the 10th century, under the
half-mythical Gorm, and his successors Harold and Sven, the
Danish kingdom itself, as distinguished from other lands held
in aftertimes by its kings, reached nearly its full historical
extent in the two peninsulas and the islands between them.
Halland and Skane or Scania, it must always be remembered, are
from the beginning at least as Danish as Zealand and Jutland.
The Eider remained the frontier towards the Empire, save
during part of the 10th and 11th centuries, when the Danish
frontier withdrew to the Dannewerk, and the laud between the
two boundaries formed the Danish March of the Empire. Under
Cnut the old frontier was restored. The name of Northmen,
which the Franks used in a laxer way for the Scandinavian
nations generally, was confined to the people of Norway. These
were formed into a single kingdom under Harold Harfraga late
in the 9th century. The Norwegian realm of that day stretched
far beyond the bounds of the later Norway, having an
indefinite extension over tributary Finnish tribes as far as
the White Sea. The central part of the eastern side of the
northern peninsula, between Denmark to the south and the
Finnish nations to the north, was held by two Scandinavian
settlements which grew into the Swedish kingdom. These were
those of the Swedes strictly so called, and of the Geatas or
Gauts. This last name has naturally been confounded with that
of the Goths, and has given the title of 'King of the Goths'
to the princes of Sweden. Gothland, east and west, lay on each
side of Lake Wettern. Swithiod or Svealand, Sweden proper, lay
on both sides of the great arm of the sea whose entrance is
guarded by the modern capital. The union of Svealand and
Gothland made up the kingdom of Sweden. Its early boundaries
towards both Denmark and Norway were fluctuating. Wermeland,
immediately to the north of Lake Wenern, and Jamteland farther
to the north, were long a debatable land. At the beginning of
the 12th century Wermeland passed finally to Sweden, and
Jamteland for several ages to Norway. Bleking again, at the
southeast corner of the Peninsula, was a debatable land
between Sweden and Denmark which passed to Denmark. For a land
thus bounded the natural course of extension by land lay to
the north, along the west coast of the Gulf of Bothnia. In the
course of the 11th century at the latest, Sweden began to
spread itself in that direction over Helsingland. Sweden had
thus a better opportunity than Denmark and Norway for
extension of her own borders by land. Meanwhile Denmark and
Norway, looking to the west, had their great time of Oceanic
conquest and colonization in the 9th and 10th centuries."
E. A. Freeman,
Historical Geography of Europe,
chapter 11, section 1.
{2817}
T. Carlyle,
The Early Kings of Norway,
chapter 1.
C. F. Johnstone,
Historical Abstracts,
chapter 1.
ALSO IN:
E. G. Geijer,
History of the Swedes,
volume 1, chapters 3-5.
T. H. Dyer,
History of Modern Europe,
book 4, chapter 4 (volume 2).
ALSO IN:
P. B. Watson,
The Swedish Revolution under Gustavus Vasa.
A. Alberg,
Gustavus Vasa and his Stirring Times.
{2820}
SCANDINAVIAN STATES:
(Denmark and Norway): A. D. 1523.
Accession of Frederick I.
(Sweden): A. D. 1523-1604.
The reigns of Gustavus Vasa and his sons.
Wars with Russia and Denmark.
The Baltic question.
Prince Sigismund elected king of Poland and
his consequent loss of the Swedish crown,
Resulting hostilities.
C. R. L. Fletcher,
Gustavus Adolphus,
introduction.
ALSO IN:
E. G. Geijer,
History of the Swedes,
volume 1, chapters 9-14.
J. L. Stevens,
History of Gustavus Adolphus,
chapters 3 and 7.
ALSO IN:
B. Chapman,
History of Gustavus Adolphus,
chapters 2-4.
E. C. Otté,
Scandinavian History,
chapter 21.
ALSO IN:
H. Tuttle,
History of Prussia to 1740,
chapter 5.
T. H. Dyer,
History of Modern Europe,
book 5, chapters 2 and 4 (volume 3).
G. B. Malleson,
Battle-Fields of Germany,
chapter 8.