Grade Level:  9 - 12

Subject:  Mathematics

Duration:  2 class periods (double blocks)
Description:  This lesson is a mutli-part learning activity designed to introduce students to Microsoft Excel as a computer application software program.  In this activity, students will create multiplication tables in Microsoft Excel.  This exercise can be done in small groups to prevent students from getting frustrated with the new concepts.
Objectives: 
Students will be able to create a c=multiplication table using Microsoft Excel.

Students will be able to create an inverted multiplication table using Microsoft Excel.

Students will be able to explain the $ (anchor) function in Microsoft Excel.
Materials:

· Computers with Microsoft Excel and Access
· Multiplication Table Exercises
· Rubric
Vocabulary:
Formula - A series of characters that performs mathematical functions.  A feature of Microsoft Excel that allows reference between "cells" for calculation.
Spreadsheet - A tool used to assist in data entry, recording, and manipulating data/calculations.
Procedure:
Introduce students to the concept of spreadsheet by explaining why a spreadsheet looks different from a Work document.  Compare Excel to Word; the menus work in a similar manner.  Practice referring to various cells with the cursor: A3, B5, C8, etc.
In the first session, assign Exercise #1: Building a Multiplication Table.  The instructions provide the formulas, so this first activity will focus on transferring knowledge and experience students have from using word processing functions to applying similar functions in a spreadsheet environment.  As a debrief and review, explore the creation of formulas:
· What doe the "=" sign do?
· The multiplication symbol is "*" and the division symbol is "/"/
· Explore how the "$" becomes an anchor as we copy formulas to other cells in the spreadsheet.
In the second session, assign Exercise #2: Building Formulas (inverting the multiplication table by creating formulas).  Let students problem solve the "$" function; they will learn from each other as they experiment with accurate placement.  As a debrief and review, ask students how many formulas were required (only 3 for the second activity) and discuss what they learned about the use of the "$".
In the third session, assign Exercise #3: The Ultimate Challenge.  Students will apply the concepts previously learned, including setting the print area and using only eight formulas.  They will struggle to understand why they do not need more than eight formulas; again, guide them, but let them find the answer.

As a debrief, talk about the critical thinking aspects of this series of activities and how working smart will save time on school projects (and later the job).  Ask students how critical thinking, planning, and the use of technology (in this case, the formulas) can make them more efficient.