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Lesson plan: Adding up with formulas

Subject: Introduction to spreadsheets
Teacher: Hannah Doyle
Group: Adult beginners, 14 learners
Date: 12 October 2027
Length: 90 minutes

What learners already know

How to open a file and type in a cell.

Learning aims

By the end of the lesson, learners can:

Write a formula that adds a column of numbers
Copy a formula down a column
Fix a formula that shows an error

Materials and equipment

Laptops with the spreadsheet app
Practice file 'Shop sales'
Projector
Printed step sheet

Activities

0 to 10 min: Warm-up. Learners name where they see totals in daily life.
10 to 30 min: Demonstrate adding with the SUM formula, then learners try with the practice file.
30 to 40 min: Break.
40 to 65 min: Pairs build the total for each shop and copy the formula.
65 to 80 min: Find and fix three formula errors.
80 to 90 min: Recap and exit question.

Checking learning

Walk round and look at screens. Exit question: 'What does the equals sign start in a cell?'

Support and stretch

Learners who need support get the step sheet and work with a partner. Quick finishers add a percentage column.

Follow-up

Practise with the household budget file. Bring one question next week.

Notes for next time

Timer ran short; move the pair task earlier next time.

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A lesson plan with learning aims, timed activities, materials, checks for understanding, differentiation and homework. Fill it in online, then Word or PDF.

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What you fill in

The form asks for 14 details. The document fills itself in as you type.

  • Subject or course

    For example: Introduction to spreadsheets

  • Lesson title

    For example: Adding up with formulas

  • Teacher or trainer

    For example: Hannah Doyle

  • Group and level

    For example: Adult beginners, 14 learners

  • Date

    For example: 12 October 2027

  • Length of the lesson

    For example: 90 minutes

  • What learners already knowoptional

    For example: How to open a file and type in a cell.

  • Learning aims (by the end, learners can...)

    Three or fewer aims, each something you can observe.

    For example: Write a formula that adds a column of numbers Copy a formula down a column Fix a formula that shows an error

  • Materials and equipment

    One per line.

    For example: Laptops with the spreadsheet app Practice file 'Shop sales' Projector Printed step sheet

  • Activities with timings

    One stage per line: time, what the teacher does and what learners do.

    For example: 0 to 10 min: Warm-up. Learners name where they see totals in daily life. 10 to 30 min: Demonstrate adding with the SUM formula, then learners try with the practice file. 30 to 40 min: Break. 40 to 65 min: Pairs build the total for each shop and copy the formula. 65 to 80 min: Find and fix three formula errors. 80 to 90 min: Recap and exit question.

  • How you will check learning

    For example: Walk round and look at screens. Exit question: 'What does the equals sign start in a cell?'

  • Support and stretchoptional

    Plan for different needs, including access needs.

    For example: Learners who need support get the step sheet and work with a partner. Quick finishers add a percentage column.

  • Follow-up or homeworkoptional

    For example: Practise with the household budget file. Bring one question next week.

  • Notes for next timeoptional

    Written after the lesson: what worked and what to change.

    For example: Timer ran short; move the pair task earlier next time.

Plans and reports

What is inside

The parts of this document, in order.

  1. 1What learners already know
  2. 2Learning aims
  3. 3Materials and equipment
  4. 4Activities
  5. 5Checking learning
  6. 6Support and stretch
  7. 7Follow-up
  8. 8Notes for next time

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