CAMBRIDGE INTERNATIONAL AS & A LEVEL IT: TEACHER'S RESOURCE

8 Spreadsheets
Unit plan
Session
8.1 Creating a spreadsheet
8.2 Test a spreadsheet
8.3 Use a spreadsheet
8.4 Automatic operations
with a spreadsheet
8.5 Graphs and charts
Outline of lesson content
Understand the component
parts of a spreadsheet.
Be able to create a
spreadsheet for a purpose.
Understand the importance
of testing a spreadsheet.
Be able to test a
spreadsheet.
Be able to extract and sort
data, create pivot tables,
import and export data.
Be able to create macros.
Be able to create a graph or
chart for a spreadsheet.
Resources
Worksheet 8.1 Spreadsheet functions
Coursebook Practical Activity 8.01–8.27
Coursebook questions 1–4
Coursebook exam-style questions 1–5
Coursebook Review Practical Activity
parts 1–18
Workbook Tasks 2.1–2.7
Worksheet 8.2 Test plan
Coursebook Practical Activity 8.28–8.34
Coursebook questions 5–6
Coursebook Review Practical
Activity part 19
Workbook Tasks 2.6–2.7
Coursebook Practical Activity 8.35–8.40
Coursebook Review Practical Activity
parts 20, 21, 23, 24
Workbook Tasks 2.1–2.7
Coursebook Practical Activity 8.41–8.42
Coursebook Review Practical
Activity part 22
Workbook Task 2.6–2.7
Worksheet 8.3 Types of graph and chart
Coursebook Practical Activity 8.43–8.44
Coursebook questions 7, 8
Workbook Task 2.8

BACKGROUND KNOWLEDGE

• Learners should be familiar with the use of a spreadsheet. They should have experience of using
spreadsheets, as well as creating them. There should be familiarity with formatting cells, and
creating tables.
• Learners are also likely to have created a data model using a spreadsheet where they will have
had to enter simple formulae and functions. Learners should have encountered absolute and
relative cell referencing and be able to test a spreadsheet and use it as a model.

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8.1 Creating a spreadsheet

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the component parts of a • Create a spreadsheet by setting up

spreadsheet.
• Create a spreadsheet using multiple sheets,
formulae and functions.
• Understand the difference between absolute
and relative reference.
• Be able to format cells appropriately.
• Be able to implement validation rules.
appropriate interfaces.
• Add formulae and functions to a graph.
• Explain the difference between absolute and
relative referencing.
• Add formulae using absolute and relative
referencing.
• Format a spreadsheet to meet its
requirements.
• Create validation rules in a spreadsheet.

KEY WORDS

spreadsheet: software that can perform calculations on data organised in rows and columns of a grid
cell: a rectangle within a spreadsheet where data can be positioned
formula: a mathematical calculation using +, −, × or ÷
orientation: the direction of text, for example horizontal or vertical
alignment: positioning text so that it is in line, for example on the left, right or centre
function: a ready-made formula representing a complex calculation
range: a set of cells

Lesson starters
1 Name the parts of the spreadsheet (10 min)
Learning intention: To understand the structure of a spreadsheet.
Preparation: Create a screenshot of a spreadsheet with specific elements highlighted or circled, e.g. a row,
column, formula bar, sheet name, etc.
Description: Ask learners to identify all of the highlighted parts of the spreadsheet. Ask learners for the
answers and label them on the image.

2 Design a spreadsheet layout (10 min)

Learning intention: To be able to design a spreadsheet.
Preparation: Create a screenshot of a spreadsheet with specific elements highlighted or circled, e.g. a row,
column. A scenario for learners to create a spreadsheet for.
Description: Ask learners to work in pairs to identify the elements from the context that needs to be
included in the spreadsheet. Ask learners to either list what data is needed, or give them a print-out of a
blank spreadsheet to design it on.

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Main activities
1 Using formulae (60+ min)
Learning intention: To understand the use of formulae in spreadsheets.
What this activity is good for: Practical implementation of theory.
Preparation: Provide example spreadsheets in context for each different formulae, at least three for each
type of formula (two to show, and one for learners to use).
Description: Introduce each new formula with a blank spreadsheet, i.e. out of context. Ask learners to
implement the formula on their own spreadsheet. Then show them how it is used in a number of different
contexts. Give learners a copy of a spreadsheet in context and ask learners to work out where and how
to use the formulae that have just been introduced in that spreadsheet. Learners could work in pairs to
work out where it is used, and then implement it themselves. Once learners are comfortable with functions,
demonstrate the use of relative and absolute cell referencing and ask learners to implement these in
appropriate positions in the spreadsheet.
Differentiation ideas: To support learners, allow them to work with a confident learner to identify where
the formula should be used, but make sure they implement it themselves.
To challenge confident learners, ask them to create a spreadsheet that makes use of the formulae.

2 Scenario (60+ min)

Learning intention: To understand how to set up a spreadsheet to meet requirements.
What this activity is good for: Understanding the requirements of a problem, practical implementation
of theory.
Preparation: Select a scenario for a spreadsheet and provide some example data.
Description: Give learners a scenario for a spreadsheet that needs creating along with sample data and a
detailed list of requirements. Ask learners to work in pairs to identify parts of the spreadsheet that are
required. Ask learners to implement the spreadsheet and make use of appropriate feature to meet the
requirements.
Review the spreadsheets at key points, e.g. show a learner’s spreadsheet to the class and ask them for
feedback on what is good and what could be improved. Choose these carefully; for example, if there is one
area that several learners are struggling with, choose a learner who has found a solution.
Differentiation ideas: To support learners, regularly review the spreadsheets being created, refer learners
back to spreadsheets where they have done similar actions, or provide hints as to the formulae required.
To challenge confident learners, critique their spreadsheets and ask them to consider improvements such as
further validation, locking cells, etc. Ask learners to consider where they have inefficient methods and what
improvements could be made.

Plenary ideas
1 Functions (10 min)
Resources: Worksheet 8.1 Spreadsheet functions.
Description: At the end of each lesson where new functions are learnt, ask learners to complete Worksheet
8.1 Spreadsheet functions by adding the new functions to it.

2 Peer assess (10 min)

Description: Ask learners to swap computers with another learner and peer assess their spreadsheet, looking
at the layout and features. Ask them to identify one positive point for every possible improvement they give.

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Homework idea
Ask learners to get a copy of a spreadsheet that someone they know (e.g. family member) use, but with
anonymised data, for example, where it has been deleted or replaced with made-up data. If this is not possible,
ask them to search the Internet for an example spreadsheet. Ask learners to analyse the spreadsheet to work out
the formulae used.

Assessment ideas
Assess the spreadsheet that learners develop independently against the requirements.
Ask questions such as the names and purpose of specific functions and ask learners for descriptions of elements
such as validation, spreadsheet structures, etc.
Include practical questions where learners are given a scenario and have to create a spreadsheet from it.
These could start small to make learners familiar with the type of question, and then extend them into longer
practical tests.

8.2 Test a spreadsheet

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the importance of testing a • Explain the importance of testing a

spreadsheet. spreadsheet.
• Be able to test a spreadsheet. • Create a test plan for a given spreadsheet.
• Use test data to thoroughly test a
spreadsheet.
• Complete a test plan for a given spreadsheet.

Lesson starter
1 Why do we test? (10 min)
Learning intention: To understand the purpose of testing.
Description: Ask learners to think of as many reasons as they could as to why a spreadsheet should be
tested. Ask learners for their answers and create a list of reasons for testing.

Main activities
1 Complete the test plan (20 min)
Learning intention: To understand how a test plan works.
What this activity is good for: Practically testing a spreadsheet.
Description: Give learners a spreadsheet and a test plan that includes a range of data to test including
validation rules with the data column completed. Ask learners to use the test plan to test the spreadsheet
and fill in the results in the test table.

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Differentiation ideas: To challenge confident learners, ask them to identify further tests that should be
carried out on the spreadsheet.

2 Identifying test data (30+ min)

Learning intention: To understand how to test a spreadsheet.
What this activity is good for: Practical implementation of theory.
Description: Show learners a small spreadsheet (e.g. 2–4 formulae) and show learners how to determine
normal, extreme and invalid data for each formula. Show learners a second spreadsheet that is similar and
ask them to work in pairs to identify appropriate normal, extreme and invalid data. Increase the complexity
of the spreadsheet and ask learners to identify appropriate tests in pairs.
Differentiation ideas: To support learners, provide them with a test plan to complete and hints for the types
of data, e.g. formula in A1 normal data.
To challenge confident learners, ask them to consider how the results from one formula can affect another
and how they can take this into account.

Plenary idea
1 Find the error (10 min)
Preparation: Create a spreadsheet with an error in a formula.
Description: Explain the purpose of a spreadsheet and ask learners to test a spreadsheet and work out
where the error is.

Homework idea
Ask learners to create a test plan for a spreadsheet they completed in a previous lesson by completing
Worksheet 8.2 Test plan, and adding any further rows as required.

Assessment ideas
Include questions to ask learners to complete a test plan for a spreadsheet.
Include practical spreadsheet work as well as spreadsheet theory in a practical assessment, asking learners to
identify tests to be used and to carry out the tests.

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8.3 Use a spreadsheet

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand how to extract data from a • Be able to extract data from a spreadsheet.
spreadsheet.
• Be able to apply a filter to a spreadsheet.
• Understand how to apply filters to a
spreadsheet. • Be able to interpret data in a spreadsheet.

• Understand how to summarise and display • Be able to import data into a spreadsheet,
data in a spreadsheet. and export data from a spreadsheet.

• Understand how to import and export data. • Interpret and create pivot tables and charts.

• Understand how to use pivot tables

and charts.

KEY WORDS

import: to bring in data from another application

export: to prepare data for use in another application

Lesson starters
1 Comparisons (10 min)
Learning intention: To understand how comparisons work when searching.
Preparation: Create learners a list of comparisons and filtering tools.
Description: Show learners the list of comparisons and ask them to determine which would return true and
which would return false. These can be individual statements or using filters on a list of data.

2 Import and export (10 min)

Learning intention: To understand the need to import and export data.
Description: Ask learners to list as many reasons as they can for why they may need to import data into a
spreadsheet, and export data to another piece of software. This could be given in a context, or in general.

Main activities
1 Find the answers (20 min)
Learning intention: To be able to use a spreadsheet to answer questions.
What this activity is good for: Practically using a spreadsheet and the required tools.
Preparation: Create an example spreadsheet, such as a list of books lent from a library, or the income for
a shop. A list of questions for learners to find the answers to, e.g. which book was lent the most, which item
was sold the least?

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Description: Ask learners to use the spreadsheets to find answers to the questions. These should include the
need to order data, enter data and see the results, etc. Ask learners for their answers and show learners how
to find the answer to each question.
Differentiation ideas: To support learners, provide them with hints alongside the questions as to which
tools they may need to use.
To challenge confident learners, give them more challenging questions that may require the changing of
data and use of different tools.

2 Challenge (30+ min)

Learning intention: To understand how to use a spreadsheet to find data.
What this activity is good for: Practical implementation of theory.
Description: Ask learners to develop a series of questions on one of the spreadsheets they have created
and tested in previous lessons. Get learners to swap computers and questions, and they have to answer the
questions from the other learner using their spreadsheet.
Differentiation ideas: To support learners, get them to swap with a learner who has a similar spreadsheet
and set of questions to allow them to use the same tools to begin with. This can be done in stages and
increase the complexity as to the range of tools for use.
To challenge confident learners, ask them to try and create a question that makes use of several tools.

3 Pivot tables and charts (30+ min)

Learning intention: To understand how to create pivot tables and pivot charts.
What this activity is good for: Practical implementation of theory.
Preparation: Prepare example spreadsheets for learners to use to create pivot tables and charts.
Description: Show learners how to create a pivot table. Discuss the need for pivot tables and how they can
be used. Ask learners to talk you through creating a pivot table for a second spreadsheet, correcting their
errors on the way. Split it down into a series of steps. Give learners a spreadsheet and ask them to create
a pivot table using the same series of steps. Ask learners to consider how these could be used in their own
spreadsheets and to implement them where possible.
Differentiation ideas: To support learners, write the series of steps on the board, or on paper, for learners
to follow step-by-step.

4 Importing data (30+ min)

Learning intention: To understand how to import and export data.
What this activity is good for: Practical implementation of theory.
Preparation: Provide some example lists of data in a format ready for importing.
Description: Show learners how to import data into a spreadsheet. Give learners a copy of the data and ask
them to import it into their spreadsheet. Ask learners to change the format of the data so it can be exported
for a different purpose, e.g. it may only require data about people with the title ‘Mr’ to be exported. Ask
learners to export the data in more than one way, e.g. as a table and as a graph.

Plenary idea
1 Find the error (10 min)
Preparation: Provide an example spreadsheet and a list of required filters and answers.
Description: Ask learners to work through the required filters and answers for the spreadsheet and work out
which one has an incorrect answer.

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Homework idea
Ask learners to identify times when they filter or search for data over the course of a week, e.g. what they search
for on the internet.

Assessment idea
In practical assessments give learners a spreadsheet that they need to apply filters to, and/or ask them to apply
them to their own spreadsheet.

8.4 Automatic operations with a spreadsheet

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the purpose of macros. • Identify the purpose of a macro.

• Be able to create a macro. • Create a macro using a spreadsheet.

KEY WORDS

macro: a set of instructions that can be completed all at once

Lesson starter
1 What should be automated (10 min)
Learning intention: To understand the purpose of macros.
Description: Ask learners to come up with as many different tasks that could be automated in a spreadsheet.
If needed give them an example, such as saving.

Main activity
1 Creating macros (30+ min)
Learning intention: To understand how to create a macro.
What this activity is good for: Learning new skills.
Preparation: Prepare a spreadsheet for learners to add macros to.
Description: Show learners how to record a macro in your spreadsheet software. Repeat this with different
functions. Ask a learner to demonstrate how to create a macro and ask the rest of the class to help them if
they get stuck. Give learners a spreadsheet with a list of macros to create and assign to buttons.
Differentiation ideas: To support learners, give them a list of instructions to follow to create a macro.
To challenge confident learners, ask them to consider what other macros should be added to the spreadsheet
and create them.

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Plenary idea
1 What is a macro? (10 min)
Description: Ask learners to write a list of instructions from memory for how to create a macro in your
chosen spreadsheet software.

Homework idea
Ask learners to add macros to a spreadsheet they have created previously. Ask them to consider what macros are
necessary, and to only add those that are appropriate.

Assessment idea
In a practical test, give learners questions that require them to create a macro, and test it; e.g. to delete all data in
a spreadsheet.

8.5 Graphs and charts

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the use of graphs and charts.
• Be able to create a graph or chart for a
specific purpose.
• Be able to format a chart.
• Identify an appropriate graph for a scenario.
• Create a graph or chart in a spreadsheet.
• Format a graph appropriately for its context.

Lesson starter
1 Interpret the graph (10 min)
Learning intention: To understand the purpose of a graph.
Preparation: Find a range of different graphs for learners to interpret.
Description: Show learners a series of graphs and give them a set of questions to answer that involve
interpreting the graphs. Discuss the answers and the different types of graph that were used.

Main activities
1 Types of graph (20 min)
Learning intention: To understand the differences between types of graph or chart.
What this activity is good for: Justifying choices.
Resources: Worksheet 8.3 Types of graph and chart.
Description: Give learners a copy of Worksheet 8.3 Types of graph and chart, and ask them to complete it
with examples of each type of graph.

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2 Selecting a graph (20 min)

Learning intention: To understand how to select an appropriate graph.
What this activity is good for: Applying theory to a context.
Preparation: Provide a list of data or contexts that require creating a graph.
Description: Discuss the different types of graph with learners. Ask learners to work in pairs to select the
most appropriate type of graph for each scenario and to justify their choice. Ask learners to share their
answers for each.

3 Create a graph (30+ min)

Learning intention: To be able to create a graph.
What this activity is good for: Learning how to create a graph.
Preparation: Spreadsheet(s) to create graphs.
Description: Show learners how to create the different types of graph in your chosen spreadsheet software.
Ask a learner to repeat the process and ask the other learners to help them if they get stuck. Give learners a
spreadsheet and ask them to create one or more graphs as appropriate.
Differentiation ideas: To support learners, give them a list of instructions to follow to create a graph.
To challenge confident learners, ask them to justify their choice.

Plenary idea
1 Peer assess (10 min)
Description: Ask learners to work in pairs to assess each other’s graphs that they have created in the lesson,
and suggest improvements, e.g. titles, axis labels.

Homework idea
Ask learners to bring in graphs that they encounter and evaluate the appropriateness of the graph in its context.

Assessment idea
In practical tests, include the requirement for a graph. The questions could begin by instructing learners as to
the graph to create and then gradually removing the assistance.

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