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Table
of Contents
Students
will have mastered the material in Chapter Two when they can:
l Enter formulas using the
keyboard and Point mode
l Apply the AVERAGE, MAX,
and MIN functions
l Verify a formula using
Range Finder
l Apply a theme to a
workbook
l Add conditional
formatting to cells
l Change column width and
row height
l Check the spelling of a
worksheet
l Set margins, headers and
footers in Page Layout View
l Preview and print versions
of a worksheet
l Use a Web query to get
real-time data from a Web site
l Rename sheets in a
workbook
l E-mail the active
workbook from within Excel
LECTURE
NOTES
·
Describe
a function
·
Discuss the new topics in Excel including:
o
Function
o
Formula and verification
o
Smart tags
and option buttons
o
Worksheet themes, formatting, and conditional
formatting
o
Spell checking
o
E-mailing from within an application
o
Printing options
o
Web queries with real time data
EX 82:
Project Worksheet with Formulas, Functions, and Web Queries
LECTURE
NOTES
·
Describe
the project to add formulas, functions, and queries to a worksheet using
Figures 2-1a and 2-1b
·
Review
a requirements document and sketch using Figures 2-2 and 2-3
·
Review
the steps to start Excel
·
For
figures that match those in the book, change screen resolution to 1024 x 768
·
Refer
students to Appendix F for XP steps
FIGURES
and TABLES: Figures 21a, 21b, 22, 2-3
BOXES:
1. BTW: Aesthetics versus Function. Differentiate
between function and visual look and that functional
considerations should come first, before visual aesthetics. The user wants to
know the information. Emphasize not to use graphics that interfere with the
purpose of the worksheet.
2. BTW: Starting Excel. Explain how to use a command-line switch to start Excel and control how
it starts. Explain the switch that starts Excel without opening a workbook.
TEACHER TIPS
A formula can be defined as an equation with
more than one variable that is used to solve practical problems. Students
probably have worked with formulas in mathematics, science, and business
classes. Perhaps surprisingly, however, formulas also are used in psychology,
anthropology, sports, art, music, the language arts, and other areas. Formulas
can ascertain abstract possibilities, such as an objects length as its speed
approaches the speed of light. Worksheets make formulas even more powerful.
CLASSROOM ACTIVITIES
1.
Group Activity: Divide the class into small groups. Ask each group to refer to
the requirements document and the sketch in Figures 2-2 and 2-3 on pages 84 and
85 and discuss the requirements and the sketch, making certain they understand
the needs, source of data, required calculations, and Web requirements for this
chapter.
2. Assign a Project: Ask the students to regroup
into the same groups they were with before. Ask them to list the aesthetics versus
the function of implementing the information in the requirements document. For
example, the aesthetics might be some of the graphics, charts, colors, or fonts
that would enhance the worksheet. The function might be ease-of-use in
understanding the data.
EX 85: Plan Ahead Box (Critical Thinking): General Project Decisions
LECTURE
NOTES
·
Review
decisions to determine appearance and characteristics of the finished worksheet
·
Discuss
how the sketch (Figure 2-3 on page EX 85) helps determine the worksheets
visual layout and design
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) Name at least 3 decisions to make before
determining the appearance and characteristics of the worksheet for this
chapter. (Answer: 1) Plan the layout of the worksheet, 2) Determine the
necessary formulas and functions needed, 3) Identify how to format various
elements of the worksheet, 4) Establish rules for conditional formatting, 5)
Specify how the printed worksheet should appear, 6) Gather information
regarding the needed Web query, and 7) Choose names for the worksheets.
2. Group Activity: Have
the class brainstorm about the circumstances
in which they would choose to have a cell stand out from similar cells and
determine in what way the cell will stand out. For example, placing a different
background color in cells that show losses could be an appropriate format for a
column.
EX 87: Entering the
Titles and Numbers into the Worksheet
LECTURE
NOTES
·
Using
the steps, discuss how to enter titles: worksheet title and subtitle, column
and row titles
·
Refer
to the steps and Table 2-1 to discuss how to enter portfolio summary data
·
Describe
how to format and change workbook properties using Figure 2-4
·
Using
the steps, illustrate how to change workbook properties and save the workbook
·
Refer
students to Appendix F for XP steps
FIGURES
and TABLES: Figure 2-4; Table 2-1
BOXES:
1.
BTW: Wrapping Text. Mention how to
wrap lengthy text within a cell and that Excel automatically increases the cell
height to accommodate the text.
2.
BTW: Two-Digit Years. Explain that
Excel has internal calculations to covert a two-digit year to the correct four-digit
year. Provide an example of a year from 19xx and a year from 20xx.
3.
BTW: Formatting a Worksheet. Explain
that Excel allows the user to increase vertical white space to improve the
appearance.
4.
BTW: Entering Numbers in a Range. Describe
how Excel automatically moves the active cell during entry of data in a
selected range.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) If a cell A3 contains a word that has 6
characters, such as Stocks and cell A8 contains 5 words causing the text to
wrap within the cell, what effect does this have on cell A3? (Answer: The
height of cell A3 would be increased due to the height that cell A8 required
for text.)
2) When the cursor is in a cell and you click
the right arrow, what happens to the cursor? (Answer: It moves to the next cell
to the right.)
LAB ACTIVITIES
1. Have students
research the Web for information about Excel tips for working with worksheets,
ranges of numbers, and using Excel for Web queries. Have them bring their most
interesting tip to share with the class.
LECTURE
NOTES
·
Explain
the functions and formulas (and operators) for the project and how to enter
them with different modes.
·
Using
Figures 2-5 and 2-6 illustrate how to enter a formula using the keyboard
·
Use
Table 2-2 to summarize arithmetic operations
·
Use
Table 2-3 to illustrate examples of Excel formulas
·
Use
Figures 2-7 through 2-10 to illustrate entering formulas using Point mode
·
Use
Figures 2-11 through 2-13 to illustrate how to copy formulas using the fill
handle
·
Introduce
smart tags and option buttons using Table 2-4
·
Describe
SUM functions, percent gains, and losses using Figure 2-14
·
Use
Figure 2-15 to determine the total percent gain/loss
FIGURES
and TABLES: Figures 2-5, 2-6, 2-7, 2-8, 2-9, 2-10, 2-11, 2-12, 2-13, 2-14,
2-15; Tables 2-2, 2-3
TEACHER TIPS
One common error is to create a formula with a
circular reference. This occurs when a cell reference in a formula refers to
the formulas result. For example, the formula = B1 + B2 + B3 in cell B3 is a
circular reference because the result of the formula in cell B3 depends on the
value in cell B3. Therefore, Excel is unable to determine the formulas result.
When a formula with a circular reference is entered, Excel immediately points
out the problem and offers Help.
BOXES:
1.
BTW: Troubling Formulas. Explain how
to work around and then resolve problems encountered due to the equals sign.
2.
BTW: Automatic Recalculation.
Indicate that Excel automatically recalculates all cells affected by number
entry in the active cell but this feature can be overridden to allow for manual
recalculation of those cells.
3.
BTW: Selecting a Range. Describe how
to use the keyboard to select a range and how to toggle between selecting and
turning off selection of the range.
4.
BTW: Entering Functions. Describe how
to hide or move the Function Arguments dialog box.
5.
Other Ways: Review the other ways of copying and pasting from source to
destination areas.
CLASSROOM ACTIVITIES
1. Critical Thinking: As students work through
this chapter, encourage them to recognize the symbiotic relationship between
formulas and worksheets.
2.
Class Discussion: Cell references are an integral part of a formula. When the value
in a cell changes, the result of the formula used with that cell automatically
changes. Therefore, specific numbers should be used in formulas only if they are constants (i.e., if
they will not change). What are some examples in which entering specific
numbers in formulas would be appropriate?
3.
Group Activity: Explore the effect of parentheses by presenting an expression,
such as 3 * 4 ^ 2 - 12 / 2 + 1, evaluating it using the order of operations
(43), then adding parentheses in one or more places, such as (3 * 4) ^ 2 - 12 /
(2 + 1), and reevaluating the expression (140), noting how the result has
changed.
Write the following expression on the board: 6 * 2 ^ 4 - 12 / 3 + 1
Have students determine all of the different values that can be derived from
this expression, depending on where pairs of parentheses are placed.
EX 90: Plan Ahead Box (Critical Thinking):
Determine the Necessary Formulas and Functions Needed
LECTURE NOTES
·
Review
the formulas that are used in this chapter and that are noted in the
requirements document
CLASSROOM ACTIVITIES
1. Group Activity: Ask
the students, in a group discussion, which formulas would produce a negative
value and why. For example, the current value minus the initial cost could
cause a negative value if an item cost more to purchase than it would be to
sell at current prices.
2. Project to Assign:
Have students spend 10-15 minutes to study the formulas that will be used and
compare them to how the formulas are used in Figures 2-5 and 2-6.
EX 98: Using the AVERAGE, MAX, and MIN Functions
LECTURE
NOTES
·
Introduce
functions and arguments
·
Examine
the functions AVERAGE, MAX, and MIN and their arguments
·
Use
Figures 2-16 through 2-18 to determine the average of a range of numbers using
the keyboard and mouse
·
Discuss
entry of functions into the worksheet and show examples
·
Use
Figures 2-19 through 2-21 to illustrate how to determine the highest number in
a range of numbers using the Insert Function box
·
Use
Figures 2-22 through 2-25 to determine the lowest number in a range of numbers
using the Sum menu
·
Demonstrate
the fill handle to copy a range to another range
·
Use
Figures 2-26 through 2-28 to copy a range of cells across columns to an
adjacent range using the fill handle
·
Review
the steps to save a workbook using the same file name
FIGURES
and TABLES: Figures 2-16, 2-17, 2-18, 2-19, 2-20, 2-21, 2-22, 2-23, 2-24,
2-25, 2-26, 2-27, 2-28
BOXES:
1.
BTW: Statistical Functions. Illustrate
how the statistical functions ignore blank (value 0) cells in calculations.
2.
Other Ways: Review the alternate ways to implement the AVERAGE function.
3.
Other Ways: Emphasize the alternative ways of using the MAX function.
4.
Other Ways: Review the other ways to use the MIN function.
5.
Other Ways: Review the other ways to move things to a destination area.
TEACHER TIPS
Arguments can be numbers, text, logical values
(such as TRUE or FALSE), constants, arrays (specially arranged groups of
constants or areas of cells), error values (such as #N/A), cell references,
formulas, or other functions. The argument designated must produce a valid
value for that function.
CLASSROOM ACTIVITIES
1.
Critical Thinking: Sometimes, it is just as easy simply 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?
2. Quick Quiz:
1) With
Excel, you can enter functions using any of five methods. What are they?
(Answer: 1) the keyboard or mouse, 2) the Insert Function box in the formula
bar, 3) the Sum menu, 4) the AutoSum command on the Formulas tab on the Ribbon,
and 5) the Name box area in the formula bar.)
LAB
ACTIVITIES
1.
Have the students work in small groups. Have each group select six stocks two
technology stocks, two retail stocks, and two bank stocks this can be done by
researching on the Web. Each student should submit the stock names, their
symbols, and a stock price of one year ago. Have each group create a sketch for
a worksheet that lists the stock names, symbols, price, and number of shares
for each stock (500 shares as the number of shares for all stocks). Have
students suggest ways to format the worksheet by listing formatting suggestions
directly on the sketch.
EX 106: Verifying Formulas Using Range Finder
LECTURE
NOTES
·
Explain
how the Range Finder works to verify formulas
·
Use
Figure 2-29 to illustrate how to verify a formula using Range Finder
FIGURES
and TABLES: Figure 2-19
CLASSROOM
ACTIVITIES
1.
Quick Quiz:
1) You
use Range Finder to verify that a formula
contains the intended cell references. Double-click the cell with the formula
you want to check. How does Excel respond? (Answer: Excel responds by highlighting
the cells referenced in the formula so you can check that the cell references are correct. Cells referenced
in the formula in the active cell are highlighted with corresponding colors; the
color of cell references corresponds to the color of the highlighted cells.)
EX 107: Formatting the
Worksheet
LECTURE
NOTES
·
Introduce
theme as a predefined set of formatting elements using Figures 2-30a and 2-30b
·
Use
Figures 2-31 and 2-32 to illustrate changing workbook themes
·
Review
the steps to format the worksheet titles using Figure 2-33
·
Use
Figures 2-34 through 2-37 to illustrate changing the background color and
applying a box border to the worksheet title and subtitle
·
Use
Figure 2-38 to discuss cell styles and applying them to headings
·
Review
the steps for formatting numbers, centering data, and formatting dates using
Figures 2-39 and 2-40
·
Explain
the Accounting Number Format and Comma Style format
·
Use
Figures 2-41 through 2-43 to illustrate applying an Accounting Style Format and
Comma Style format using the Ribbon
·
Using
the steps and Figures 2-44 through 2-46, discuss Currency and formatting and
decimals
·
Use
Figure 2-47 to illustrate applying a Percent Style format and using the
Increase Decimal button
·
Use
Figures 2-48 through 2-52 to illustrate applying conditional formatting
·
Refer
to Table 2-5 to summarize conditional formatting relational operators
·
Using
Figures 2-53 through 2-57, discuss changing the widths of columns
·
Using
Figures 2-58 through 2-60, describe changing the heights of rows
FIGURES
and TABLES: Figures 2-30a, 2-30b, 2-31, 2-32, 2-33, 2-34, 2-35, 2-36, 2-37,
2-38, 2-39, 2-40, 2-41, 2-42, 2-43, 2-44, 2-45, 2-46, 2-47, 2-48, 2-49, 2-50,
2-51, 2-52, 2-53, 2-54, 2-55, 2-56, 2-57, 2-58, 2-59, 2-60; Table 2-5
BOXES:
1.
BTW: Colors. Discuss how colors have
different effects on peoples moods and feelings. Knowing this information can
help the students determine what colors to use in a worksheet.
2.
BTW: Background Colors. State again
how color affects mood and feelings.
3.
BTW: Rotating and Shrinking Entries in
Cells. Discuss the capability of manipulating the position and size of cell
entries.
4.
BTW: Conditional Formatting. Briefly
describe how this affects different levels of a workbook.
5.
BTW: Hidden Columns. Explain how to
display the hidden columns.
6
BTW: Hidden Rows. Describe how to
hide/unhide a range of rows.
7.
Other Ways: Describe three other ways to format worksheets.
8.
Other Ways: Describe two other ways to format on the tabs.
9.
Other Ways: Review the other ways to apply a Currency style format.
10.
Other Ways: Explain the three other ways to show percents.
11.
Other Ways: Describe two other ways to modify the width.
12.
Other Ways: Describe another way to hide a row.
TEACHER TIPS
In
many financial documents, such as this worksheet, dollar signs ($) are
displayed only in the first row where values appear and in the summary rows
(e.g., total, average, highest, and lowest).
CLASSROOM ACTIVITIES
1.
Group Activity: Hold up various color chips (from the paint store, for example)
or a color wheel, or point to a color in Excels Theme or Standard Colors
gallery). Ask the students to write down what mood this color puts them in, and
what is the first thing they think of when they see this color. Do about four or
five colors. Have the class share their results.
2.
Critical Thinking: Think about background colors for text. Do they interfere
with thinking? Do they really enhance a worksheet or detract from it? Think
about borders. Do they feel too confining or do they help to group some idea or
related group of data? Think about the position of text headings in a column.
Do they look better centered within the cell or better left-aligned? How would
their position affect the contents of the column they head? For example, would
a centered heading look good at the top of a column of right-aligned numbers?
Would a left-aligned heading look good over a right-aligned column of numbers?
3.
Group Activity: Ask each student to choose which of the following statements
best represents his or her opinion:
(1)
It
is better to change fonts before any data is entered.
(2)
It
is better to change fonts as you enter data.
(3)
It
is better to change fonts after all the data is entered.
Divide
the class into three groups based on their choice. Ask each group to prepare a
defense of their choice. Conduct an informal debate among the three groups.
EX 108: Plan Ahead Box
(Critical Thinking): Identify How to Format Various Elements of the Worksheet
LECTURE
NOTES
·
Use
Figure 2-3 of the sketch on page EX 85 to review the formatting elements in the
list as suggested by the sketch
CLASSROOM ACTIVITIES
1.
Quick Quiz:
1) What is the measurement unit for the row
heights?(Answer: points)
2) What is the measurement unit for the column
widths? (Answer: characters)
2.
Critical Thinking: Does the light red background suggested for negative
percentages help the reader differentiate from the positive numbers more
easily? What would happen if the reader wants to print the spreadsheet on a
black and white printer? Would the negative percentages show up as clearly as
the spreadsheet specialist had in mind?
LECTURE
NOTES
·
Introduce
the spell checker and how to use it
·
Use
Figures 2-61 and 2-62 to illustrate checking spelling on the worksheet
·
Review
the spell checker considerations
FIGURES
and TABLES: Figures 2-61, 2-62
BOXES:
1.
BTW: Spell Checking. Emphasize that
students should always proofread their work because the automatic spell
checking is not foolproof.
2.
BTW: Error Checking. Discuss the
Error Checking button and its use for validating formulas.
3.
Other Ways: Describe the f7 keys
function.
CLASSROOM ACTIVITIES
1.
Group Activity: Discuss that when spell checkers first became available, they
did not recognize first names and suggested some very unusual alternatives such
as Dive for the name Dave and Start for Stewart. Brainstorm with the
class about types of spelling errors that could easily be undetected by a spell
checker. Also think of funny spelling suggestions that the students have seen
offered by Microsoft Excel or other spell check programs.
Quick Quiz:
1) What are some of the functions in the
Spelling dialog box? (Answer: Ignore Once, Ignore All, Add to Dictionary,
Change (instance), Change All, AutoCorrect, Language selection, more Options)
EX 129: Preparing to
Print the Worksheet
LECTURE
NOTES
·
Introduce
the terms Page Layout View and Normal View, portrait orientation, and landscape
orientation
·
Use
Figures 2-63 through 2-67 to illustrate changing the worksheets margins,
header, and orientation in Page Layout View
FIGURES
and TABLES: Figures 2-63, 2-64, 2-65, 2-66, 2-67
BOXES:
1.
BTW: Certification. For more
information on the MCAS program see Appendix G or visit the Excel 2007
Certification Web page.
2.
Other Ways: Describe the other way to adjust layout settings.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) What is the difference
between Page Layout View and Normal View? (Answer: Page Layout View allows you to create or modify a worksheet while viewing how
it will look in printed format. The default view that you have worked in up
until this point in the book is called Normal View.)
2) What is the difference
between landscape orientation and portrait orientation? (Answer: Portrait
orientation means the printout is printed across the width of the page. Landscape
orientation means the printout is printed across the length of the page.)
2. Assignment: Visit the Excel 2007 Certification Web page
(scsite.com/ex2007/cert). Print out or list the requirements for becoming
certified.)
EX 129: Plan Ahead Box (Critical Thinking):
Specify How the Printed Worksheet Should Appear
LECTURE NOTES
·
Discuss
some of the limitations and aspects of printing:
o
Describe
that the paper is only a fixed size so planning the worksheet should account
for size
o
Define
portrait and landscape orientation
CLASSROOM ACTIVITIES
1. Group Activity: Brainstorm about situations for which
portrait orientation would be an acceptable presentation format for a
worksheet.
2. Quick Quiz:
3) What happens to a
worksheet if more data is added to the page than fits on the page? (Answer:
Excel extends it to multiple pages)
EX 132: Previewing and Printing the Worksheet
LECTURE
NOTES
·
Discuss
print preview and options
·
Use
Figures 2-68 through 2-71 to illustrate previewing and printing a worksheet
·
Use
Figures 2-72 and 2-73 to describe how to print sections of a worksheet
FIGURES
and TABLES: Figures 2-68, 2-69, 2-70, 2-71, 2-72, 2-73
BOXES:
1.
Other Ways: Describe another way to modify the print options.
2.
Other Ways: Describe another way to print an area of the worksheet.
CLASSROOM
ACTIVITIES
1. Class Discussion: Discuss
the other ways to change the print options.
2.
Quick Quiz:
1)
Which
option button in the Print what area of the Print dialog box instructs Excel to
print the worksheet currently on the screen? (Answer: The Active sheet(s)
option button)
2)
Which
option button in the Print what area of the Print dialog box instructs Excel to
print all of the worksheets in the workbook? (Answer: The Entire workbook
option button)
EX 135: Displaying and
Printing the Formulas Version of the Worksheet
LECTURE
NOTES
·
Differentiate
between printing a values version and formulas version worksheet
·
Introduce
the term debugging
·
Use
Figures 2-74 and 2-75 to illustrate displaying the formulas in the worksheet
and fit the printout on one page
·
Review
the steps to change the Print Scaling option back to 100%
FIGURES
and TABLES: Figures 2-74, 2-75
BOXES:
1.
BTW: Values versus Formulas. Explain
that the formulas version prints the formulas rather than values of the cells.
2.
Other Ways: Encourage other ways to display the formulas.
TEACHER TIPS
The term debugging is said to have originated
with famed computer programmer Grace Hopper (inventor of COBOL), who traced a
computer malfunction to a bug (a moth) in the machine.
CLASSROOM
ACTIVITIES
1. Group Activity: Have the class look at Figure 2-74,
which shows the formulas version of the worksheet. Ask the students how
displaying the worksheet in this version might make it easier to find and
correct errors?
2. Quick Quiz:
1)
What
is displayed in the formulas version of the worksheet? (Answer: Formulas
instead of values)
2)
How
do you toggle between the values version and the formulas version of a
worksheet? (Answer: Press ctrl+`
(ctrl+accent mark))
3)
How
does Excel make a worksheet fit on one page when you choose the Fit to option?
(Answer: Excel automatically changes to the percentage required to fit the
printout on one page.)
EX 137: Importing
External Data from a Web Source Using a Web Query
LECTURE
NOTES
·
Introduce
the term Web query
·
Use
Table 2-6 to discuss the three Web queries available when Excel is installed
·
Use
Figures 2-76 through 2-79 to illustrate importing data from a Web source using
a Web query
·
Explain
how to import real time data from a Web site and show examples.
FIGURES
and TABLES: Figures 2-76, 2-77, 2-78, 2-79; Table 2-6
BOXES:
1.
BTW: Web Queries. Explain the
relationship of the Web query and feeding data to another worksheet.
2.
Other Ways: Describe another way to get the source data.
TEACHER TIPS
In addition to obtaining real-time stock quotes,
major indices, and currency rates, Web queries can be used for many other
purposes. For example, Web queries can be used to acquire the latest sales
information from an e-commerce Web site. Web queries are suitable for almost any
content that involves dynamic lists of data or tables of information.
CLASSROOM ACTIVITIES
1. Group Activity: Ask for a show of hands who has heard of or used Web queries
before with other programs? Ask students to name any.
2. Quick Quiz:
1)
What
types of external data can be returned by the built-in Web queries in Excel?
(Answer: Currency rates, major stock indices, and stocks)
LAB
ACTIVITIES
1.
Encourage students to use a Web query to obtain up-to-date information on a
topic of interest. Using a search engine and appropriate keywords, they should
locate a Web site that has the required information readily available. Ideally,
the site should have validity, reliability, and longevity. (Government or
professional organization sites often offer a good source of useful
information.) After locating a site, they should record the URL. Then, they
should open a new Excel workbook and use the Import Data dialog box in Figure
2-77 to import the data. Have students print and turn in the worksheet that
results, including the URL they used to obtain their information.
EX 137: Plan Ahead Box
(Critical Thinking): Gather Information Regarding the Needed Web Query
LECTURE
NOTES
·
Use
Table 2-6 to discuss the plan for importing data from a Web source with a Web
query.
EX 140: Changing the
Worksheet Names
LECTURE NOTES
·
Discuss
the methods for renaming worksheets
·
Use
Figures 2-80 and 2-81 to illustrate changing worksheet names
FIGURES and TABLES:
Figures 2-80, 2-81
TEACHER TIPS
Tab scrolling buttons do indeed allow you
to move to different worksheets. If the number of worksheets in a workbook
exceeds the ease of scrolling convenience, however, you can right-click on a
worksheet tab to bring up a list of worksheet names. Then, to access the
worksheet, simply select its name from the list.
CLASSROOM
ACTIVITIES:
1. Quick Quiz:
1) What is the maximum
number of characters for a worksheet name? (Answer: 31 characters, including
spaces)
2) Where are the tab
scrolling buttons located? (Answer: To the left of the sheet tabs)
2. Group Activity:
Divide the students into groups. Ask them to brainstorm in their groups about
types of projects they can think of that would have multiple worksheets. Ask
them to list the types of projects and the specific worksheet names they would
use.
EX 140: Plan Ahead Box (Critical Thinking):
Choose Names for the Worksheets
LECTURE NOTES
·
Discuss
the naming guidelines for reflecting the worksheet contents
EX 142: E-Mailing a Workbook from within Excel
LECTURE
NOTES
·
Use
Figures 2-82 and 2-83 to explain how to e-mail a workbook directly from Excel
FIGURES
and TABLES: Figures 2-82, 2-83
BOXES:
1.
BTW: Obtaining an E-Mail Account. Discuss
the free e-mail account sites.
2.
BTW: Quick Reference. Point out the
location for the Quick Reference Summary and the Excel 2007 Quick Reference Web
page.
TEACHER TIPS
Students will be able to complete e-mailing an
activity only if they have an e-mail address with Outlook, Outlook Express,
Microsoft Exchange Client, or another 32-bit e-mail program compatible with
Messaging Application Interface.
CLASSROOM ACTIVITIES
1. Assign a Project: Explain to students that if
they currently do not have an e-mail address, they can obtain a free one.
Encourage students to use a search engine to find sources for free e-mail
addresses, and follow the instructions to sign up.
2.
Quick Quiz:
1)
What
is the difference between the way sending a workbook through e-mail used to
work and the way it works in Excel 2007? (Answer: In the past, if you wanted to
e-mail a workbook, you saved the workbook, closed the file, started your e-mail
program, and then attached the workbook to the e-mail message before sending
it. With Excel, you have the capability of e-mailing a worksheet or workbook
directly from within Excel.)
§
Learn
It Online is a series of online student exercises that test your knowledge of
chapter content and key terms.
§
Apply
Your Knowledge is a student assignment that helps you to reinforce the skills
and apply the concepts you learned in this chapter.
§
Extend
Your Knowledge is a student assignment that challenges you to extend the skills
you learned in this chapter and to experiment with new skills. You may need to
use Help to complete the assignment.
§
Make
It Right is a student assignment that requires you to analyze a presentation
and correct all errors and/or improve the design.
§
§
In
the Lab (Lab): In the Lab is a series of student assignments that ask you to
design and/or create a presentation using the guidelines, concepts, and skills
presented in this chapter. The assignments are listed in order of increasing
difficulty.
§
§
Cases
and Places is a series of student assignments where you apply your creative
thinking and problem solving skills to design and implement a solution.
·
Accounting
Number Format (EX 114)
·
arguments
(EX 98)
·
asterisk
(EX 91)
·
AVERAGE
function (EX 99)
·
best
fit (EX 122)
·
blank
cell (EX 98)
·
Comma
style format (EX 114)
·
condition
(EX 118)
·
conditional
formatting (EX 118)
·
debugging
(EX 135)
·
e-mail
(EX 142)
·
equal
sign (EX 91)fixed dollar sign (EX 114)
·
floating
dollar sign (EX 114)
·
formula
(EX 90)
·
formulas
version (EX 135)
·
function
(EX 82, EX 98)
·
hiding
cells (EX 122)
·
landscape
orientation (EX 129)
·
·
MIN
function (EX 102)
·
Normal
View (EX 129)
·
order
of operations (EX 92)
·
Page
Layout View (EX 129)
·
pixel
(EX 122)
·
Point
mode (EX 93)
·
portrait
orientation (EX 129)
·
previewing
the worksheet (EX 132)
·
Range
Finder (EX 106)
·
relative
cell references (EX 96)
·
smart
tag indicator (EX 96)
·
smart
tags (EX 96)
·
spell
checker (EX 127)
·
theme
(EX 107)
·
values
version (EX 135)
·
Web
query (EX 137)