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COURSE6207

Computer Skills & Applications

Spreadsheets – Advanced Functions and Charts

ESSENTIAL STANDARD Understand the use of advanced functions and graphs and charts.

ESSENTIAL QUESTIONS

• What advanced functions are commonly used in spreadsheets? Why?

• What results are produced by the advanced functions?

• What is the difference between a graph and a chart?

• What is the purpose of a chart?

• Which charts are used commonly in business and why?

• How is the type of chart determined?

UNPACKED CONTENTSpreadsheet – Advanced Functions and Charts

I. Advanced Functions are used in higher-level operations, such as in conditional and comparison equations to compute interest rates, due dates and payment terms, and financial projections. A. IF statements - conditional operators

1. Results are returned IF the data specified in an equation meets conditions set by the formula

2. IF statements can be written to carry out an action, such as: IF a value in a cell is greater than or equal to another value, insert the word “Pass” in a cell

B. Date functions - used to calculate a period of time 1. NOW - returns the current date2. Days360 - calculates difference in days between two dates

C. LookUp function - used to compare a cell value to an array of cells and return a value that matches the location of the value in the array. 1. Lookup - used for two column vectors 2. VLookUp - used when there are more than two columns in the array

(lookup table). D. List - used to assist in organizing spreadsheet information

1. Uses:a. Control the size or content of data entriesb. Filter for specific content within a list such as displaying only the

Southeast region vice presidents

Computer Skills and Applications Summer 2013 Spreadsheets – Advanced Functions and Charts

2. Types of Listsa. Validated - limits data entry to specific choices programmed into

the functionb. Non-validated - allows additional entries other than those

provided in the drop-down menuE. Count - used to return the number of cells in a range

1. Count - number of cells in a range that contain numbers2. CountA - number cells in a range that contain value or letter3. CountIf - cells that meet a condition set forth in the formula

II. Charts and Graphs used in BusinessA. Purpose of charts and graphs

1. Charts and graphs are used in business to communicate and clarify spreadsheet information

2. A graph is a pictorial representation of data. It includes the plot area, gridlines, and values. A graph is used in a chart. A chart is an enhancement of a graph that includes labels, legend information, titles, and color and adds meaning to the graph.

3. Whereas spreadsheet data is often filled with numbers, labels, and values that require time consuming analysis, a chart emphasizes and categorizes the spreadsheet information into a format that can be quickly and easily analyzed.

4. A chart is to a spreadsheet as a picture is to a thousand wordsB. Examples of charts used in business

1. Represent sales trends within different departments of a store2. Represent the contribution of individual employee sales to the total sales

for a company3. Represent the percent of each expense to total expenses4. Analyze stock prices and explain the fluctuations to stakeholders

III. Components of Graphs and ChartsA. Graph

1. The y-axis is the left vertical side of the graph. It contains the numerical data.

2. The x-axis is the bottom horizontal side of the graph. It contains the category information.

3. Data markers are used in a graph to indicate data values.4. A data series is a collection of related values, such as one row or

column from a spreadsheet.5. A gridline is a horizontal or vertical line that extends across the plot area

of the graph for the purpose of adding clarification to the data.6. The plot area is the background portion of a graph. It is the area bound

by the values (y) and categories (x) axes.7. A tick mark is used in a graph to clarify data categories or values.


B. Chart1. A legend is an object that explains the symbols, colors, or patterns used

to differentiate the data.2. A data label is a single value or text explanation used to explain the data

in a series.3. A chart title is the main heading, which describes the purpose and

content.4. The x-axis title describes the horizontal data.5. The y-axis title describes the vertical data.

C. Embedded and linked1. An embedded chart is one that appears on the same sheet as the

spreadsheet it represents; otherwise, it is referred to as a separate chart.2. A linked chart is one that will reflect changes made to the spreadsheet it

represents.IV. Common Charts Used in Business

A. A column chart is used to make comparisons and generalizations about groups of data, such as to compare the number of students from each class (Sophomores, Juniors, and Seniors) to their attendance at assemblies.

B. A stacked bar chart is used to represent the sum of more than one value and compare the contribution of individuals to the whole, such as the total sales for three components to the whole sales for a store.

C. A line chart is used to show trends or changes in data over time, such as growth in sales over several quarters.

D. An XY scatter chart is used to show the correlation of two or more data sets, such as the correlation between stress rates and wait time in a doctor’s office.

E. A pie chart is used to represent the contribution of each component of one series of data to the whole, such as the percentage of expenditures to the total budget.

F. An exploded pie chart is a pie chart in which the individual components are enhanced.


Instructional Activities Resources

1. Preparation: Prepare notes on advanced functions from the unpacked content.

Using a digital projector, view and discuss the Spreadsheet Advanced Functions PPT.

Describe and demonstrate advanced functions as students take notes using the Overview of Advanced Functions (p.12) activity sheet

Discuss possible business uses of each function

Overview of Advanced Functions student activity/notes page

.ppt file: Spreadsheet Advanced Functions PPT

2. Distribute Practice with IF Statements (p. 14) to students and review the instructions as follows:

In Part I, students work in pairs to write IF statements based on each condition described in the handout. The first item has been completed as an example.

Once all students have written their IF statements, review each item through class discussion

In Part II of the activity, students will enter pre-defined conditions on a spreadsheet in Column A and then test their IF statements by entering them in the appropriate cell locations (as directed in the activity) in Column C of the spreadsheet

Once students have completed the activity, ask them to review their work and rework any statements that return incorrect results

Go over the activity as a class. If needed, use additional problems and collaborative pairs to help students master their understanding of how to write IF statements

Practice with If Statements activity and key

3. Distribute the Guided Practice: Use IF Statements (p. 17) activity to students

Send the spreadsheet- GP Use IF Adv #3-for this activity to students electronically

Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

Upon completion of the activity, review the tasks learned and the “why” of each through facilitated discussion

Guided Practice: Use IF Statements activity and key

Spreadsheet Rubric

.xls files: GP Use IF Adv #3 and GP Use IF Adv #3 KEY


Instructional Activities Resources4. Distribute Independent Practice: Use IF Statements (p. 24)

to students and instruct them to complete the activity independently

If desired, the spreadsheetfor this activity-IP Use IF Adv #4- can be sent to students electronically

Monitor/provide assistance as needed Allow students to use trial and error with the IF statement logic

and talk them through the process of writing the statements

Independent Practice: Use IF Statements activity and key

.xls files: IP Use IF Adv #4 and IP Use IF Adv #4 KEY

5. Distribute the Guided Practice: The Date Function (p. 27) activity to students

If desired, the spreadsheet for this activity-GP Date Adv #5-can be sent to students electronically

Using a digital projector, demonstrate the activity as students take notes and follow along at their computers

Review the uses of the NOW and DAYS360 date functions and describe examples of business uses

Guided Practice: Date activity and key

.xls files: GP Date Adv #5and GP Date Adv #5 KEY

6. Distribute Independent Practice: The Date Function (p. 30)

along with the electronic file, IP Date Adv #6 to students and instruct them to complete the activity independently

Monitor students and provide assistance as needed Upon completion of the activity, review the three uses of the

date function that were used

Independent Practice: The Date Function activity and key

.xls file: IP Date Adv #6 and IP Date Adv #6 KEY

7. Distribute the Guided Practice: Understanding the LookUp Function (p.33) activity to students

Distribute GP Calories Adv #7 to students electronically Using a digital projector, demonstrate the activity as students

take notes and follow along at their computers Review the logic behind the VLOOKUP function and discuss the

difference between it and the LOOKUP function

Guided Practice: Understanding the LookUp Function activity and key

.xls file: GP Calories Adv #7 and GP Calories Adv #7 KEY


Instructional Activities Resources8. Distribute Independent Practice: Understanding the LookUp

Function (p. 36) to students and instruct them to complete the activity independently (uses completed GP Calories file from Item 7)

Go over the question as a class upon completion of the activity Monitor/provide assistance as needed Teacher Notes:

Vector example: In the formula =Lookup(F9, G7:G12, H7:H12), the software is instructed to “look up” the value of Cell F9 in the cell range G7:G12 and return the value that is horizontally adjacent to it and located in the cell range H7:H12

So, if F9=5, G7=3, G8=7, and G9=9, the first “hit” will be to the value of 3

Array example: In the formula =Lookup(F9, G7:I12), the software will return the value that is in the last column (Column I) that matches the lookup value

Independent Practice: Understanding the LookUp Function activity and key.xls file: student completed file from GP Calories Adv #7

9. Distribute Guided Practice: Create a List (p. 38) to students and instruct them to take notes as the purpose of the create-a-list function described and demonstrated

Distribute GP List Adv #9 -Students to students electronically Demonstrate the activity using a digital projector as students

take notes and follow along at their computers Upon completion of the activity, facilitate class discussion about

how the list function created a more user-friendly spreadsheet

Guided Practice: Create a List activity and key

.xls files: GP List Adv #9 and GP List Adv #9 KEY

10. Distribute Independent Practice: Create a List (p.43) Instruct students to complete independently Distribute IP List Adv #10 to students electronically Monitor/provide assistance Compare students’ results Facilitate discussion of examples how the create-a-list function

is used Have students seen them in forms on the Internet?

Independent Practice: Create a List activity and key

.xls files: IP List Adv #10 and IP List Adv #10 KEY


Instructional Activities Resources11. Distribute the Guided Practice: Use the Count Function (p.

46) to students Using a digital projector, demonstrate the activity as students

take notes and follow along at their computers Discuss uses of the count function in business

Guided Practice: Use the Count Function activity and key

12. Distribute the Independent Practice: Use the Count Function(p. 49) to students

Distribute IP Count Adv # 12 to students electronically Instruct students to complete the activity independently Monitor/provide assistance

Independent Practice: Use the Count Function activity

.xls files IP Count Adv #12 and IP Count Adv #12 KEY

13. Using a digital projector, view and discuss the Spreadsheet Chart Components PPT as students take notes using the Chart Components Notes (p. 52) Ask for student input concerning use of charts and graphs

in other classes Are charts used in Algebra? Why? Are charts used in Social Studies? Why? Are charts used in English class? Why?

.ppt file: Spreadsheet Chart Components PPT

Chart Components Notes

14. Using a digital projector, view and discuss the Types of Charts PPT as students take notes using the Types of Charts (p. 54) graphic organizer

As you view the PowerPoint, discuss with students the function of each chart with respect to the data it represents Why is one chart preferred over another? Which chart(s) will best communicate the data?

Types of Charts graphic organizer and key

.ppt file: Types of Charts PPT

15. Distribute the Name That Chart (p. 57-58) activity (Bars A Million spreadsheet and Scenarios) to students. Guide students through completion of the first item and instruct them to complete the remainder of the activity independently

Upon completion of the activity, go over the answers as a class and discuss the students’ reasons for selecting each response

Name That Chart activity and key


Instructional Activities Resources16. Preparation: Distribute the Bars a Million Adv #16

spreadsheet to students electronically Distribute Guided Practice: Creating a Column Chart (p. 60)

to students Using a digital projector and the Bars a Million spreadsheet,

demonstrate how to create a column chart to represent the data described in Item 1 of the Name that Chart (p. 58) activity as students take notes and follow along at their computers

Once students have successfully completed the chart for Item 1, instruct them to independently create a chart using the same spreadsheet to represent the data in Item 2 of the Name that Chart (p. 57) activity

Monitor/provide assistance as needed Upon completion of the activity, ask students why a column

chart is the best choice to represent the data in Items 1-2

Guided Practice: Creating a Column Chart activity and key

.xls file: Bars a Million Adv #16

17. Preparation: Students will need the Bars a Million spreadsheet #16 for this activity

Distribute Guided Practice: Creating a Stacked Bar Chart (p. 61) to students.

Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a stacked bar chart to represent the data described in Item 3 of the Name that Chart (p. 58)activity as students take notes and follow along at their computers

Monitor/provide assistance as needed Upon completion of the activity, ask students why a stacked bar

chart is the best choice for representing the data in Item 3

Guided Practice: Creating a Stacked Bar Chart activity and key


18. Preparation: Students will need the Bars a Million Adv #16 spreadsheet for this activity

Distribute Guided Practice: Creating a Line Chart (p. 64) to students

Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a line chart to represent the data described in Item 4 of the Name that Chart (p. 58) activity as students to take notes and follow along at their computers

Monitor/provide assistance as needed Upon completion of the activity, ask students why a line chart is

the best choice for representing the data in Item 4

Guided Practice: Creating a Line Chart activity and key



Instructional Activities Resources19. Preparation: Students will need the Bars a Million Adv #16

spreadsheet for this activity Distribute Guided Practice: Creating an XY Scatter Chart (p.

66) to students Using a digital projector and the Bars a Million spreadsheet,

demonstrate how to create an XY Scatter chart to represent the data described in Item 5 of the Name that Chart (p. 58) activity

Discuss and demonstrate plotting of the data using the x and y axes interchangeably to build student understanding of how and why data is plotted in each location

Instruct students to take notes during the demonstration and allow them to follow along with you at their computers

Monitor/provide assistance as needed Upon completion of the activity, ask students why an XY Scatter

chart is the best choice to represent the data in Item 5

Guided Practice: Creating an XY Scatter Chart activity and key



Distribute Guided Practice: Creating a Pie Chart (p.68) to students.

Using a digital projector and the Bars a Million spreadsheet, demonstrate how to create a pie chart to represent the data described in Item 6 of the Name that Chart (p. 58) activity as students to take notes and follow along at their computers

Monitor/provide assistance as needed Upon completion of the activity, ask students why a pie chart is

the best choice for representing the data in Item 6

Guided Practice: Creating a Pie Chart activity and key



Distribute Guided Practice: Creating an Exploded Pie Chart(p. 70) to students

Using a digital projector and the Bars a Million Adv #16 spreadsheet, demonstrate how to create an exploded pie chart to represent the data described in Item 7 of the Name that Chart (p. 58) activity as students take notes and follow along at their computers

Monitor/provide assistance as needed Upon completion of the activity, ask students why an exploded

pie chart is the best choice to represent the data in Item 7

Guided Practice: Creating an Exploded Pie Chart activity and key



Instructional Activities Resources22. Distribute Independent Practice: Creating Charts (p. 72) to

students and review the instructions with them For this activity, students are required to create a spreadsheet

for each scenario and then use each spreadsheet to create an appropriate chart.

Explain procedures for completing the first item Instruct students to complete the activity independently Monitor/provide assistance as necessary Upon completion of the activity, review and display the students’

work Ask students to explain why they used each chart to represent

the data

Independent Practice: Creating Charts activity

.xls files: IP Create Charts Adv #22 Sales KEY, IP Create Charts Adv #22 ABC KEY, IP Create Charts Adv #22 WILD KEY, and IP Create Charts #22 PULSE KEY

23. Distribute the Graph and Chart Terminology (p. 79) crossword puzzle to students as a fun and basic closure activity

Upon completion of the activity, ask students to describe each chart, its purpose, and provide an example of its use in business

OR Play a review game presenting examples of business needs for

charts and asking students to guess which chart is most appropriate based on their knowledge

Graph and Chart Terminology crossword puzzle and key


Instructional ActivitiesOverview of Advanced Functions.........................................................................................................12Practice with IF Statements..................................................................................................................14Practice with IF Statements Key...........................................................................................................16Guided Practice: Use IF statements....................................................................................................17Guided Practice: Use IF statements Key.............................................................................................23Independent Practice: Use IF Statements...........................................................................................24Independent Practice: Use IF Statements Key....................................................................................26Guided Practice: The Date Function....................................................................................................27Guided Practice: The Date Function Key.............................................................................................29Independent Practice: The Date Function...........................................................................................30Independent Practice: The Date Function Key....................................................................................32Guided Practice: Understanding the LookUp Function........................................................................33Guided Practice: Understanding the LookUp Function Key.................................................................35Independent Practice: Understanding the LookUp Function...............................................................36Independent Practice: Understanding the LookUp Function Key........................................................37Guided Practice: Create a List.............................................................................................................38Guided Practice: Create a List Key......................................................................................................41Independent Practice: Create a List.....................................................................................................43Independent Practice: Create a List Key.............................................................................................45Guided Practice: Use the Count Function............................................................................................46Guided Practice: Use the Count Function Key....................................................................................48Independent Practice: Use the Count Function...................................................................................49Chart Components Notes......................................................................................................................52Types of Charts.....................................................................................................................................54Types of Charts Key..............................................................................................................................56Name that Chart....................................................................................................................................57Name That Chart Scenarios..................................................................................................................58Name That Chart Scenarios Key..........................................................................................................59Guided Practice: Creating a Column Chart..........................................................................................60Guided Practice: Creating a Column Chart Key..................................................................................61Guided Practice: Creating a Stacked Bar Chart..................................................................................61Guided Practice: Creating a Stacked Bar Chart Key...........................................................................63Guided Practice: Creating a Line Chart...............................................................................................64Guided Practice: Creating a Line Chart Key........................................................................................65Guided Practice: Creating an XY Scatter Chart...................................................................................66Guided Practice: Creating an XY Scatter Chart Key............................................................................67Guided Practice: Creating a Pie Chart.................................................................................................68Guided Practice: Creating a Pie Chart Key..........................................................................................69Guided Practice: Creating an Exploded Pie Chart...............................................................................70Guided Practice: Creating an Exploded Pie chart Key........................................................................71Independent Practice: Creating Charts................................................................................................72Independent Practice: Creating Charts Key.........................................................................................76Graph and Chart Terminology...............................................................................................................79Graph and Chart Terminology Crossword Key.....................................................................................81


OVERVIEW OF ADVANCED FUNCTIONSDirections: Record notes about each function in the cells below

Function Use Example

IF

DATE

NOW

DAYS360

LOOKUP

VLOOKUP


Function Use Example

COUNT

COUNTA

COUNTIF

LIST

Validated

Non-validated


Practice with IF Statements Part I Directions: Write an IF statement for each condition. The first has been completed for you. For number 10, write your own condition and IF Statement.

Condition IF Statement

1. IF A2 is equal to “Feline”, write “Cat” in B2, otherwise, write “Amphibian”

=IF(A2=”Feline”,”Cat”,”Amphibian”)

2. IF A5 is equal to “Carrot”, write “Vegetable” in B5, otherwise, write “Mineral”

3. IF A8 is equal to “Explorer”, write “SUV”, otherwise, write “Sedan”

4. IF A11 is equal to “Deli”, copy the contents of A11, otherwise, enter 0

5. IF A14 is greater that 0, multiply A14 by 8, otherwise, enter 0

6. IF A17 is equal to 1, enter “True”, otherwise, enter “False”

7. IF A20 is equal to 0, enter “Off”, otherwise, enter “On”

8. IF A23 is greater than 0, multiply A23 by 15, otherwise, enter 0

9. IF A26 is equal to “Adult”, multiply B26 by 8.50, otherwise, multiply B26 by 5

10.


Practice with IF Statements Part II Directions:

1. Open a new spreadsheet and key the data in the exact locations as shown in the spreadsheet example on the right

2. In Cell C2, enter the IF statement you wrote for Condition 1 in Part I of this activity

3. Copy the IF statement in Cell C2 to Cell C3

4. In Cell C5, enter the IF statement you wrote for Condition 2 in Part I of this activity

5. Copy the IF statement in Cell C5 to Cell C6

6. Continue entering the IF statements you wrote in the appropriate cell locations for all of the remaining conditions in Part I

7. Think about the answers that appear and rework any statements that do not return accurate results

8. To view the spreadsheet in formula view, hold down the control key and press the tilde (~)


Practice with IF Statements KeySpreadsheet – Practice w IF


GUIDED PRACTICE: USE IF STATEMENTS

In this exercise, you will follow along with your teacher to perform simple calculations, use the IF statement and fill a series. • Record the notes and steps necessary to complete each task in the spaces provided

as your teacher demonstrates.

1. Open the spreadsheet GP-IF-Student that was sent to you electronically by your teacher and save it to your files.

2. Use the Fill Series tool to input employee numbers in Column A


3. Insert a new column in front of Hours Worked and label it Overtime Rate. Format the heading in bold font and centered, with wrap text

4. In Cell E4, enter a formula to calculate the Overtime Rate (Hourly Rate x 1.5)

5. Copy the formula to the remaining cells in the column

6. Insert a column before Regular Pay and label it Overtime Hours and format appropriately

7. Insert a column before Overtime Hours and label it Regular Hours and format appropriately

8. In Column F, Hours Worked, change all occurrences of 40 to 45

9. In G4, (Regular Hours) enter an IF statement that will calculate the amount of regular hours worked and copy the formula to the remaining cells in the column.

=IF(Hours Worked<=40,Hours Worked,40)


10. In H4, (Overtime Hours) enter an IF statement that will calculate the amount of overtime hours worked and copy the formula to the remaining cells in the column.

=IF(Hours Worked>40,Hours Worked-40,0)

11. In I4, calculate the Regular Pay (Hourly Rate * Regular Hours) for each employee and format the data as currency.

12. In J3, key the heading Overtime Pay in initial caps and bold font.

13. In J4, enter a formula to calculate the overtime pay (Overtime Rate * Overtime Hours) and copy the formula to the remaining cells in the column and format the data as currency.

14. In K3, enter the label Gross Pay and format it appropriately

15. Calculate Gross Pay by adding the Regular Pay and Overtime Pay in Column K

16. Check the spreadsheet to make sure all cells are formatted consistently. For example, the data in Columns I and J should have gridlines.

17. Sort the spreadsheet in descending order by Overtime Pay

18. Who are the top three overtime pay earners?


19. Sort the spreadsheet in descending order by Regular Pay

20. Who are the top three regular pay earners?

21. In A31, enter the label Total and format it appropriately

22. Using the AutoSum function, calculate the totals for regular pay, overtime pay, and gross pay. Adjust column widths if necessary

23. In A32, enter the label Averages

24. Using the average function, calculate the averages for hourly rate, overtime rate, hours worked, and gross pay. Format the cells with monetary figures as currency

25. What is the average gross pay?

26. What is the average number of hours worked? Format the cell for one decimal place.


27. What is the average hourly rate?

28. What is the average overtime rate?

29. What is the total amount for regular pay?

30. What is the total amount for overtime pay?

31. What is the total amount for gross pay?

32. In Cell K3, enter the label FICA

33. In Cell K4, enter a formula to calculate the amount of FICA tax. It is calculated by multiplying the gross pay by 7.25% (.0725). Copy the formula to all remaining cells in the column

34. In L3, enter the label Net Pay

35. In L4, enter a formula to calculate the Net Pay. It is calculated by subtracting the FICA tax from gross pay. Copy the formula to all remaining cells in the column and adjust column widths if necessary


36. Sort the spreadsheet alphabetically by Employee

37. Check the overall appearance of your spreadsheet for the following:

Is the title centered across the entire selection?

Are all column headings keyed in bold, centered, and is wrap text used where needed?

Are Columns I-M set for currency?

Are Columns D-E set for two decimal points?

Are Columns F-H set for one decimal point?

Did you set gridlines over the entire spreadsheet except for the average and total lines?

38. Save and submit according to teacher directions


GUIDED PRACTICE: USE IF STATEMENTS KEY

Spreadsheet – GP Use IF Key

Please refer to the 4.01 Spreadsheet Activities folder to view the formula page


INDEPENDENT PRACTICE: USE IF STATEMENTS

In this activity you will work independently to create a spreadsheet, perform simple calculations, fill a series, and use IF statements.

1. Open the IP-IF Statements spreadsheet sent to you electronically by your teacher and save the spreadsheet to your files.

2. Enter a formula in Cell I4 to calculate the Value on Hand (Cost*Quantity on Hand) of the beverages in stock. Copy the formula to the remaining cells in the column and format the data as currency

3. Use the AutoSum Feature to find the Total for Value On Hand of all the beverages in stock

4. Enter an IF statement in Cell G4 so that the word “Reorder” appears if the Cases on Hand is less than or equal to the Reorder Point. If the Cases on Hand has not reached the Reorder Point, the formula should return a value of “No”.

5. Copy the formula to the remaining cells in the column and center the text


6. Enter an IF statement in Cell H4 that will restore the Cases on Hand to 100 (100-Cases on Hand) if the reorder point has been reached. If the reorder point has not been reached, the formula should return a value of “n/a”.

7. Copy the formula to the remaining cells in the column.

8. Sort the spreadsheet in ascending order by Vendor Name

9. Name the spreadsheet tab Beverages10. Save and print according to teacher directions


INDEPENDENT PRACTICE: USE IF STATEMENTS KEYSpreadsheet – IP Use If Statements Key


Guided Practice: The Date Function

In this exercise, you will follow along with your teacher to use the date function

• Record the notes and steps necessary to complete each task in the spaces provided as your teacher demonstrates.

• Upon completion of the activity, save and submit according to teacher directions

1. Open the GP Date Student spreadsheet sent to you electronically by your teacher and save it to your files.

2. Use the NOW date function to insert the current date in Cell A1

3. To calculate the 30 Day Payment Date, enter a formula in Cell F3 to add 30 to the value in Cell D3. Copy the formula to the remaining cells in the column

Describe the results:

Why did the results appear in the date format?

4. Verify the accuracy of your formula by spot checking a few of the values in the column. Each entry should be 30 days later than the date of service


5. Determine the total outstanding balance in Column H by subtracting the Payment Received from the Amount of Bill

6. Write a formula in Column I to indicate the 90 days past due date (add 60 to the value in Column F)

7. Copy the formula to the remaining cells in the column

8. Calculate the number of days that have elapsed since the last payment was received (30 Day Payment Date) by using the Days360 function

9. Determine which cell reference in the formula above must not change and format it as an absolute reference before copying the formula to the remaining cells in the column.

10. Determine the average number of days for Column H

11. Save and submit your work according to teacher directions


Guided Practice: The Date Function Key

Spreadsheet – GP Date Key


Independent Practice: The Date Function

In this exercise, you will work independently to use the date function and absolute references.

1. Open the IP Date Adv spreadsheet that was sent to you electronically by your teacher and save it to your files.

2. Use the AutoSum feature to calculate the Total Sales for Years 1 and 2

3. Use the NOW date function to enter the date in Row 3

4. In E5, use the absolute reference of Cell D13 to calculate the Percent of Total Sales for Year 2. You will write a formula that divides the Year 2 value for each product by the constant value of Total Sales for Year 2

5. Format the data in Column E as percent

6. Sort the data in descending order by percent

7. Add Date Ordered as the column heading in Column F

8. Add Date Received as the column heading in Column G

9. Add Time Elapsed as the column heading in Column H

10. Format the column headings for F, G, and H so that they are consistent with the other column headings.


11. Enter the following dates in Columns F and G

Date Ordered

Date Received

5/17/2007 5/18/2007

6/18/2007 6/19/2007

5/31/2007 8/17/2007

6/12/2007 7/13/2007

9/18/2007

10/19/2007

8/14/2007 8/17/2007

6/15/2007 9/30/2007

12. Calculate the days that elapsed between the date ordered and the date received for each item

13. Add the heading Next Order Date in Cell I4 and calculate the next order date for each item by adding 30 days to the date received

14. Re-center the data in Rows 1-3



Independent Practice: The Date Function KeySpreadsheet – IP Date Key


Guided Practice: Understanding the LookUp Function

Directions: For this activity, you will follow along with your teacher to learn about and compare the uses of the VLookUp and LookUp functions. You will need the GP Calories spreadsheet.

1. Open the GP Calories spreadsheet that has been sent to you electronically by your teacher

2. Select items for your daily food intake in the My Diet section of the spreadsheet

Beginning in Cell A23 (under My Diet), select an item from the drop down list that is similar to a food you would typically eat in one day

If the foods you eat are not on the list, pick the next closest food. For example, if you would never eat French fries, select potato chips or fruit.

Select at least 8 items so that your list continues to Cell A30.

3. What is the cell address of the first food item under My Diet?

4. What is the cell range of the Foods List? (beginning at the top of the page)

5. Which column is labeled Calories (look in the Foods List) Record the column number (Column A = 1, Column B=2)

6. Put it all together in a formula with the VLookUp function:

In Cell D23, key =VLOOKUP(cell address of your first food, cell range of foods list, column number for calories)

For example: =VLOOKUP(A23,A1:L20,3)

7. Before copying the formula to the remaining cells in Column B, make the cell range for the foods list (A1:L20) absolute

8. Check for accuracy. Verify that the food you selected in Cell A23 has the correct amount of calories listed.

9. Next, we will use the LookUp function. Beginning in Cell A33 (below Calories Burned) select an activity that you participate in on a typical day.

Continue selecting activities, if desired, for Cells A34-A37

The LookUp function will find the value in the column adjacent to (next to) the value you entered in Cell A 33. Since we are only looking up a value in a two column array (arrangement of cells), we can use the LookUp function. The data for this array is located in the cell range A46:B62 with the heading Calories Burned.

10. What is the cell address of your first activity?

11. What is the cell range for the Calories Burned data?

12. Put it all together in a formula with the LookUp function:

In Cell D33, enter the formula =LookUp(cell address of your first activity, cell range of Calories Burned data)


What formula did you enter?

Summary:In this activity, two functions were used.

1. Name and describe the first function:

2. Name and describe the second function:

3. What is the difference between the two functions?

4. What is an array?

Save and submit your work according to teacher directions.


GUIDED PRACTICE: UNDERSTANDING THE LOOKUP FUNCTION KEYSpreadsheet – GP Calories Key


INDEPENDENT PRACTICE: UNDERSTANDING THE LOOKUP FUNCTIONDirections: In this activity, you will work independently to use the LookUp Function

1. Calculate the nutritional value of the foods you consumed:a. Retrieve the GP Calories spreadsheet from the previous activity

b. You will write a formula using the VLookUp function that will locate the amounts of cholesterol, sodium, and fat consumed in the foods you selected under My Diet.

c. In Cell E23, key a formula that will look up the calcium value of the food you selected in Cell A23 from the Foods List

d. Remember to make the address of the array absolute before copying the formula to the remaining cells in the column.

e. Follow the same procedures to look up the amounts of sodium and fat consumed (in Columns F and G) for each of the foods selected under My Diet.

2. Compare your diet to the Recommended Daily Allowancesa. Find the totals for Calcium, Sodium, and Fat

b. Write a LookUp formula in Cell E32 to determine if the amount of calcium consumed was within the recommended daily allowances guidelines. The spreadsheet address for the calcium guidelines is I46:J48

c. What formula did you enter in Cell E32?

d. Write a LookUp formula in Cell F32 to determine if the amount of sodium consumed was within the recommended daily allowances guidelines. The spreadsheet address for the sodium guidelines is G46:H48.

e. What formula did you enter in Cell F32?

f. Write a LookUp formula in Cell G32 to determine if the amount of fat consumed was within the recommended daily allowances guidelines. The spreadsheet address for the fat guidelines is E46:F50

g. What formula did you enter in Cell G32?

3. Compare VLookUp and LookUp.

4. Save and submit according to teacher directions.


INDEPENDENT PRACTICE: UNDERSTANDING THE LOOKUP FUNCTION KEYSpreadsheet – IP Calories Key


GUIDED PRACTICE: CREATE A LIST In this activity, you will follow along with your teacher to create a list.

• Upon completion of the activity, save and submit according to teacher directions

1. The purpose of the list function in spreadsheet operations is:

2. Examples of how lists are used in spreadsheets:

3. What is a validated list and why is it used?

4. Open the GP List Adv #9 spreadsheet that has been sent to you electronically by your teacher

5. Use the fill option to enter employee identification numbers beginning with 001 in Column A (review)

6. Calculate the days employed and format the data for zero decimal places. If the days employed is calculated by subtracting the current date (in Cell H3) from the date of hire, what formula will you use? (review)

7. Before copying the formula to the remaining cells in the column, an absolute cell reference must be applied to which cell?


8. To calculate the months employed in Column E, write a formula that will divide the total number of days employed by the number of days in a month (31or 30) (review)

9. Create a list in Cell G5 using the data from Cells B33:B46

10. Select the departments for each employee according to the list below and adjust column widths after all items have been entered

Department EmployeeAccessories Feathers, Dino

Lowder, MikeAppliances Dixon, Allen

Lewis, SteadmanBoys Wear Barefoot, Glen

McCloud, JamesBrown, Mac

Children's Wear Ogden, JaneHatch, BillSumney, Ted

Cosmetics Floyd, LauraLox, BenMartin, Lacy

Furniture Tate, AllenSeymore, Jacob

Housewares Hayes, ClaudiaJames, Anne

Infants Summers, RossFunderburk, Lois

Jewelry Martini, JackBlack, Adrian

Men's Wear Buchanan, SandraChaps, Brenda

Shoes Hart, DorisTechnology Headroom, MaxWomen's Wear Houseman, Leonard


11. In Column H, use the LookUp function to calculate the commission rate based on the number of months employed. The data for the lookup information is located in the Commission/Bonus table (D32:F39).

Format the data for 2 decimal places.

Apply an absolute reference to the array

12. In I4, key the column heading Bonus and format it so that it is consistent with the other headings

13. In Column I, calculate the Bonus amount by multiplying the Sales by the Commission Rate and format the data as currency. Adjust column width if necessary.

14. Next, we will analyze the information. To do so, select the cell range A4: I30 and create a list of the data. (Note: In Office 2007, lists are called tables). You will be able to select data from drop down lists.

15. What was the total bonus for the Boy’s Wear Department?

16. What is the average for months of employment for all employees?

17. What is the highest commission rate for all employees?


Guided Practice: Create a List Key

Spreadsheet – GP List Key

1. The purpose of the list function in spreadsheet operations is to assist in organizing spreadsheet information. The Department data in Column B was used to create a validated list. Once created, the list was applied to Column G and thus users were required to select a department from the list and were not permitted to add a different department. The validated list also prevents misspelled words! A list can also be used to control the format of the information, such as date or time format. Lists are also very handy filters. When the data is selected as in the example above, the column headings turn into drop down menus to allow a user to select specific data for viewing. For example, the manager of the appliances department may want to view only the data for his/her department.

2. Examples of how lists are used in spreadsheets:

To filter for specific categories of information

To control how and what data is entered


To ensure accuracy

3. What is a validated list and why is it used?

A validated list is a control source for data entry. When created, a validated list provides a data entry format that allows only the entries that match the content of the list.

4. Open the GP List Adv #9 spreadsheet that has been sent to you electronically by your teacher

5. Use the fill option to enter employee identification numbers beginning with 001 in Column A (review)

6. Calculate the days employed and format the data for zero decimal places. If the days employed is calculated by subtracting the current date (in Cell H3) from the date of hire, what formula will you use? (review)

=DAYS360(C5:$H$3)

7. Before copying the formula to the remaining cells in the column, an absolute cell reference must be applied to which cell?

H3

8. To calculate the months employed in Column E, write a formula that will divide the total number of days employed by the number of days in a month (31or 30) (review)

=D5/30

9.-14. See student work and spreadsheet key

15.

16.

17.


INDEPENDENT PRACTICE: CREATE A LIST Directions: In this activity, you will work independently to format a spreadsheet and create a list.

1. Open the IP-List Adv #10 spreadsheet that has been sent to you electronically by your teacher.

2. Insert a column after Column B and key Division as the column heading in Cell C3

3. Beginning in Cell C35, key the following information:

DivisionAccounts PayableAdministrative ProfessionalsCustomer SupportEducationHuman ResourcesMaintenanceMarketingPayrollShipping

4. In Cell C4, use the list function to create a drop down list for the divisions and copy the list to all remaining cells in Column C that contain employee data

5. In Column C, select the division for each employee according to the list below:

Division EmployeeHuman Resources Adams, LeeCustomer Support Barnes, EddieMarketing Barnes, LoisMaintenance Cane, RebeccaMaintenance Cotton, DonnaAdministrative Professionals Crockett, JimMarketing Feree, EileenEducation Holt, BillAdministrative Professionals Jones, BarbaraCustomer Support Jones, BarryHuman Resources Kelly, LindaEducation Knots, EddieShipping Louis, May


Division EmployeeEducation Love, LeAnnPayroll Lowe, BrendaAccounts Payable Lowe, DonaldEducation McIntosh, AngieMarketing McKay, AmyMarketing Melton, DebraShipping Miller, KimEducation Osswold, TomMarketing Pendergrast, JanePayroll Scott, PatriceMarketing Stevens, NancyAdministrative Professionals Wayne, EllenAccounts Payable White, Lonnie

6. Create a list of all data in the range A3:M29 (in Word 2007, use insert table)

7. Sort the list in alphabetical order by Employee

8. Select the Marketing Division

9. Display the Averages for Hourly Rate, Overtime Rate, Hours Worked, Overtime Hours, Regular Pay, Gross Pay, and FICA

10. Display the total Net Pay (for Marketing)

11. Print the data for the Marketing Division



Independent Practice: Create a List Key

Spreadsheet – IP List Key


Guided Practice: Use the Count Function

Directions: In this activity, you will follow along with your teacher to use the count function

1. In Cell A2, key the column heading Student Name2. Beginning in Cell A3, key the names of 10 of your classmates with their last

name first

3. In Cell B2, key the column heading Graduation Year4. Beginning in Cell B3, key the expected graduation year for each classmate

5. In Cell C2, key the column heading Plans6. In Cell F2, key Work

7. In Cell F3, key Community College

8. In Cell F4, key 4-year college

9. In cell C3, create a validated list using the data just entered in F2:F4

10. Survey each classmate and record their after-graduation plans

11. Use the Count function

The Count function will only return the number of cells in a selected range that contain numbers

It will not count cells that contain text or are empty

Use the count function to count the total number of numeric entries in Column B

12. Use another version of the Count function. To further specify the number of diplomas by classifying them into categories, enter the formula =COUNTIF(C3:C12,”Work”) in Cell C14. The value returned by the formula should correspond with the number of students who plan to work after graduation.

13. Enter another CountIF formula in Cell C16 to determine the number of students who plan to attend a 4-year college


14. Select A2:C12 and create a list of the data

15. Select the information for one classmate.

16. The difference between the COUNT function and the COUNTA function is:



Guided Practice: Use the Count Function Key

Spreadsheet – GP Use Count Key

Make sure that students understand that the COUNT function counts cells that contain numeric values and the COUNTA function counts cells that contain any data.


Independent Practice: Use the Count Function

Directions: For this activity, you will work independently to use the count function. Upon completion of the activity, save and submit your work according to teacher directions.

1. Open the IP Count Adv #12 spreadsheet sent to you electronically by your teacher

2. Beginning in Cell A23, select 10 foods that you typically eat in a day from the drop down list in each cell

3. Using the VLOOKUP function, write a formula (in I23) that will find the amount of fruit contained in each item.

a. The first food item is located in Cell A23

b. The array is the cell range $A$1:$Q$21

c. The column number of Fruit is 13

Write the formula:

d. Copy the formula to the remaining cells in the column

4. Use the VLOOKUP function to calculate the amount of Grains, Meat & Beans, Milk, and Vegetables for each food item. Record the formula you wrote for each below:

a. Grains (Cell J23)

b. Meat & Beans (Cell K23)

c. Milk (Cell L23)

d. Vegetable (Cell M23)

5. Calculate the totals for each in Row 33, I23:M23

6. Write a formula to determine if the total amount of fruit is within the USDA recommended dietary guidelines.

a. The total for fruit is located in Cell I33

b. The array is the cell range K54:L56

Write the formula:


7. Write a formula to determine if the total amount of grains is within the USDA Recommended Dietary Guidelines

8. Write a formula to determine if the total amount of meat and beans is within the USDA Recommended Dietary Guidelines

9. Write a formula to determine if the total amount of milk is within the USDA Recommended Dietary Guidelines

10. Write a formula to determine if the total amount of vegetables is within the USDA Recommended Dietary Guidelines

11. How did you do with meeting the dietary guidelines? If you’d like more information or would like to tailor the spreadsheet to your specific gender, age, height, and weight, visit the USDA My Pyramid website at http://www.mypyramidtracker.gov/default.htm.

12. Use the CountIf function to determine the number of food groups you were able to consume.

a. In Cell I35, enter the formula =COUNTIF(I23:I32,”>0”).

b. Repeat the process and enter the formulas in Cells J35-M35

13. Are your formulas correct? How do you know?

14. In Cell A65, use the Count function in a formula to calculate the total number of Activities in the Calories Burned portion of the spreadsheet

a. Record the formula you entered in Cell A65 here:

b. What was the result of your formula?

c. Why?


http://www.mypyramidtracker.gov/default.htm

15. In Cell B65, use the CountA function in a formula to count the total number of activities in the Calories Burned portion of the spreadsheet

a. Record the formula you entered in Cell B65 here:

b. What was the result of your formula?

c. Why?



CHART COMPONENTS NOTES

Directions: Take notes as you view the Chart Components PowerPoint

1. What does a chart do that a spreadsheet does not?

2. What is the difference between a chart and a graph?

3. List examples of charts used in business.

Components of Graphs and Charts

1. Y- axis

2. X-axis

3. Data marker

4. Data series

5. Gridline

6. Plot area

7. Tick mark

8. Legend

9. Data label


10. Chart title

11. Axis titles

Label the Chart Parts

What is an embedded chart?

What is a linked chart?


10.

9

2

3

8

5

6

1

4

7

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Types of Charts

Directions: Complete the table below as you view the Types of Charts PowerPoint. The first item has been completed for you as an example.

Chart Name Description Best Used For:

1.

Column ChartSeries of vertical columns that represent each data series.

Making comparisons and generalizations about groups of data, such as the attendance of each group of upperclassmen at assemblies

2.

3.



4.

5.

6.


Types of Charts Key

Directions: Complete the table below as you view the Types of Charts PowerPoint. The first item has been completed for you as an example.


1.

Column Chart

Series of vertical columns each representative of a data series

Making comparisons and generalizations about groups of data, such as the attendance of each group of upperclassmen at assemblies

2.

Stacked Bar

Series of horizontal or vertical bars that are each divided into two or more parts. Each bar represents the contributions of one data group to the whole

Comparing the contribution of individual items to the whole, such as the contribution of each department’s sales to the total sales for a quarter

3.

Line Chart

Series of data points connected by horizontal lines, each representing a series of data

Comparing trends, such as the trends in sales of three departments in a store over a period of time

4.

XY Scatter

Series of data points connected by horizontal lines, each representing a series of data

Analyzing statistical or scientific data, such as to determine a correlation between stressors and pulse rate; the effect of one on the other

5.

Pie Chart Represents only one data series

Indicating the relationship of one component or data element to the whole, such as the percentage of sales contributions of printers, PDAs, and desktops to the total sales

6. Exploded Pie

An enhanced version of the pie chart

Emphasizing one or more portions of data


Name that Chart

Directions: The spreadsheet for the Bars a Million Company is below. Use the spreadsheet and knowledge of the types of charts to decide which chart will best communicate the information described in the scenarios on the next page


NAME THAT CHART SCENARIOSChoices: Column Chart, Stacked Bar, Line Chart, XY Scatter, Pie Chart, Exploded Pie

What type of Chart? Scenario

1. Compare the contribution of each individual employee to total sales for Region 1 in January – February, with emphasis on the months.


2. Compare the total sales for each region for January – March.

3. Compare the contribution of each individual employee to total sales for Region 1 in January – February, with emphasis on the employee.

4. To compare the Region 3 sales trends of each sales associate over the 3 month period.

5. Determine the correlation between absences and sales for Karl, Leslie, and Martin in Region 3 over the period of January – March.

6. Display the percent contribution of all Region 2 Sales Associates to the total sales for the month of January.

7. Display the percent contribution of all Region 5 Sales Associates to the total sales for the month for March and enhance each associate’s contribution.


Name That Chart Scenarios Key

Choices: Column Chart, Stacked Bar, Line Chart, XY Scatter, Pie Chart, Exploded Pie

What type of Chart?

Scenario

1. Column Chart Compare the contribution of each individual employee to total sales for Region 1 in January – February, with emphasis on the months.

2. Column Chart Compare the total sales for each region for January - March.

3. Stacked Bar Compare the contribution of each individual employee to total sales for Region 1 in January – February, with emphasis on the employee.

4. Line Chart To compare the Region 3 sales trends of each sales associate over the 3 month period.

5. XY Scatter Determine the correlation between absences and sales for Karl, Leslie, and Martin in Region 3 over the period of January – March.

6. Pie Chart Display the percent contribution of all Region 2 Sales Associates to the total sales for the month of January.

7. Exploded Pie Display the percent contribution of all Region 5 Sales Associates to the total sales for the month for March and enhance each associate’s contribution.


GUIDED PRACTICE: CREATING A COLUMN CHART

Directions: For this activity, you will follow along with your teacher to take notes and create the charts that represent the data in Items 1 and 2 of the Name that Chart activity

Notes for Creating a Column Chart


Guided Practice: Creating a Column Chart Key

In Example 1, sales totals for each region are compared on a monthly basis from February – March. In Example 2, the total sales for each region over a three month period are compared.


1.

GUIDED PRACTICE: CREATING A STACKED BAR CHART

Directions: For this activity, you will follow along with your teacher to take notes and create the chart that represents the data in Item 3 of the Name that Chart activity.

Notes for Creating a Stacked Bar Chart


GUIDED PRACTICE: CREATING A STACKED BAR CHART KEY

In this example, the monthly contribution of each employee to total sales is represented. Notice how easily the employees’ sales contributions are compared.


3.

Guided Practice: Creating a Line Chart

Directions: For this activity, you will follow along with your teacher to take notes and create the chart that represents the data in Item 4 of the Name that Chart activity

Notes for Creating a Line Chart


Region 3 Sales Trends

-

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

January

February

March

Month

Sale

s (in

Tho

usan

ds)

King, KarlLemmons, LeslieMurdoch, MartinNeil, NellyOrmond, Oprah

GUIDED PRACTICE: CREATING A LINE CHART KEY

In this example, the category information (January-March) is represented on the x axis and sales are represented on the y axis. This chart clearly emphasizes the sales trends over the three-month period. The regional manager can use this information to learn more about each employee as well as to analyze the market. Notice how the March sales declined for three sales reps and rose for two. He might ask the top sales rep to share pointers with the other reps. He also may decide to reassign the reps to determine if the trends are due to the economic status of the companies or the marketing abilities of the reps.


4.

Guided Practice: Creating an XY Scatter Chart


Notes for Creating an XY Scatter Chart


Guided Practice: Creating an XY Scatter Chart Key

Which chart makes more sense? The chart on the top because it is progressing in a positive, left to right direction. When making the determination of which series should appear on each axis, ask the question, “What is the effect of the x on the y?” In this example, the question is, “What is the effect of absences (x) on sales (y)?”


The Effect of Region 3 Absences on Sales

-

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

0.0 2.0 4.0 6.0 8.0

Absences

Sale

s (in

Tho

usan

ds)

King, Karl

Lemmons, Leslie

Murdoch, Martin

The Effect of Region 3 Absences on Sales

0.0

1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

- 20,000 40,000 60,000 80,000 100,000

Sales

Abs

ence

s

Murdoch, MartinKing, KarlLemmons, Leslie

5.

Guided Practice: Creating a Pie Chart


Notes for Creating a Pie Chart


GUIDED PRACTICE: CREATING A PIE CHART KEY

In this example, we know that Jake Jackson and Ian Ingram achieved the highest sales percentages for Region 2 in January


6.

Guided Practice: Creating an Exploded Pie Chart


Notes for Creating an Exploded Pie Chart

GUIDED PRACTICE: CREATING AN EXPLODED PIE CHART KEY


The exploded pie in this example puts a slightly different spin on the data by emphasizing the individual sales representatives


Region 5 Sales Contributions for March

Varner, Vince25%

Webb, Wyat14%

Unger, Ulyses11%Zimmerman, Zack

25%

Younts, Yolanda25%

7

INDEPENDENT PRACTICE: CREATING CHARTS

Directions: For this activity, you will work independently to create several charts to represent the data in the spreadsheets

1. Create the spreadsheet using the following data and save the spreadsheet as Sales unless otherwise directed by your teacher

A. What type of chart will best represent the trends in sales by department for a period of four quarters? Why?

B. Create the chart and save according to teacher directions


2. Create the spreadsheet using the following data and save the spreadsheet as ABC unless otherwise directed by your teacher

A. What type of chart will best represent the quarterly contributions of each department to the total sales for a quarter for the ABC Computer? The chart should contain four quarters. Why?


3.


4. Create the spreadsheet using the following data and save it as Wild unless otherwise instructed by your teacher

A. What type of chart will best represent the percent of each employee’s gross pay for the Wild River Expeditions Company? Why?


5. Still using the Wild River Expeditions spreadsheet, what kind of chart will best represent and compare the net pay of each employee? Why?

A. Create the chart and save according to teacher instructions


6. Create the spreadsheet using the following data and save it as Pulse unless otherwise instructed by your teacher

A. What type of chart will best analyze the correlation between pulse rates and wait times for a doctor’s office and a principal’s office? Why?

B. Create the chart and save according to teacher instructions


INDEPENDENT PRACTICE: CREATING CHARTS KEY


Sales Trends by Department

0

10,000

20,000

30,000

40,000

50,000

60,000

1stQuarter

2ndQuarter

3rdQuarter

4thQuarter

Period

Sale

s (in

Tho

usan

ds)

MusicShoesClothing

1

5,000

8,000

7,000

8,000

10,500

12,575

25,000

15,755

3,300

3,500

3,500

2,500

0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000

1st Quarter

2nd Quarter

3rd Quarter

4th Quarter

Perio

d

Sales (in Thousands)

PrintersComputersMonitors

ABC ComputersQuarterly

Sales Analysis 2009

Stacked Bar2


Wild River ExpeditionsGross Pay

Feree, Eileen13%

Miller, Kim11%

Stevens, Nancy10%Pendergrast, Jane

10%

Scott, Patrice8%

McKay, Amy7%

Love, LeAnn9%

Cotton, Donna8%

Melton, Debra8% Jones, Barry

16%

3

Wild River Expeditions Net Pay per Employee

$100.00

$200.00

$300.00

$400.00

$500.00

$600.00

$700.00

$800.00

$900.00

$1,000.00

$1,100.00

Jones

, Barr

y

Feree

, Eile

en

Miller, K

im

Steven

s, Nan

cy

Penderg

rast, J

ane

Scott,

Patrice

McKay

, Amy

Love

, LeA

nn

Cotton, D

onna

Melton, D

ebra

Employee

Pay

(in H

undr

eds)

4


Stress Analysis

0204060

80100120140

0 5 10 15Wait Time (in Minutes)

Puls

e R

ate

Principal'sOfficeDoctor's Office

5.


GRAPH AND CHART TERMINOLOGY

Down Across1. Horizontal or vertical line that extends

across the plot area on the chart6. The object that explains the symbols,

colors, or patterns used to differentiate the series in a chart.

2. Chart that appears on the same sheet as the worksheet data

7. The value axis that shows the range of values of the chart

3. The rectangular area bound by the category and values axes

9. Chart that shows a trend in data over a period of time

4. Chart that shows only one data series and is used to compare sizes of each part to the whole

10.

Chart used to show the relationship of two values

5. Chart that shows how values change over a period of time.

11.

Single value or piece of data from the data series.

8. A collection of related values from a worksheet

14.

Small line or maker on the X axis and Y axis to help in reading the values

12. Visual display of data in a spreadsheet

15.

Object that represents the individual values

13. Category axis that describes what is shown in a chart.

Computer Skills and Applications Summer 2011

Spreadsheet – Charts and Advanced Functions

GRAPH AND CHART TERMINOLOGY CROSSWORD KEY1. G

R

I

DL

2. E

3. P I

4. P

5. C M

6. L E G E N D

7. Y A X I S O B

8. D O E

E

9. L I N E C H A R T

10. X Y C H A R T U D T A

H M D A R11. D A T A P O I N T E S E

R C D E A12. C T H C R

H

13. X A H

14. T I C K M A R K

15. D A T A M A R K E R A E

R X T R S

T I T

S

Computer Skills and Applications Summer 2011

Spreadsheet – Charts and Advanced Functions

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