Excel for Accounting Basics

Overview

Students learn and apply basic Excel functions used in accounting: entering data neatly, using formulas, copying with fill, and using simple functions (SUM/AVERAGE) to analyse financial information. This builds students’ skills in interpreting and analysing data and information to address business and financial issues.

Learning intentions

• WALT use basic Excel functions and formulas to calculate totals and averages from accounting-style data.
• WALT interpret results and explain cause-and-effect relationships between formula inputs and outputs.
• WALT draw logical conclusions from calculated data to support a basic accounting decision.
• WALT use a reliable process to check and correct errors in data and formulas.

Success criteria

• I can enter accounting data in a clear table (headers, numbers formatted consistently).
• I can build simple formulas (e.g., addition, SUM, AVERAGE) and use cell references correctly.
• I can copy/drag formulas and explain why the result changes or stays the same.
• I can check my work and justify my conclusion using the numbers.

Curriculum links

• Interpreting and analysing data and information to address economic, business, work or financial issues through trends and cause-and-effect relationships.
• Locating, selecting, organising and analysing relevant information and data from sources.
• Drawing logical conclusions based on data and information from verified sources.
• Evaluating and concluding using criteria/cost-benefit thinking when making a basic decision.

Lesson structure (60 minutes)

1. 0–10 min · Prior knowledge check (Quickfire). Teacher displays 3 short prompts on the board: “What is a formula?”, “Why do spreadsheets use cell references?”, “Name one accounting calculation you’d need (e.g., total costs).” Students complete a one-minute think, then pair-share; teacher records key ideas (formula, reference, error-checking).

2. 10–15 min · Mini diagnostic (Hands-up). Teacher shows a partially completed sheet: a column of expenses and one wrong total. Students vote: “What likely caused the wrong total?” (wrong cell range, missing row, typing error, no reference).

3. 15–35 min · Explicit teaching (video + worked examples). Teacher plays a short, screen-recorded video demonstrating:

• creating a simple ledger table (columns for Date/Description/Amount)
• writing a formula using cell references (e.g., total uses the expense cells)
• using SUM and AVERAGE After each video segment, teacher pauses for discussion and models thinking: “If I change one expense value, what should happen to the total and average, and why?” Students follow along on their devices or a teacher-provided worksheet, completing a “Checkpoint” row by row.

4. 35–40 min · Whole-class discussion (cause-and-effect). Teacher asks: “When a formula shows the wrong number, what checks should you do?” Students suggest checks; teacher summarises a 3-step process: confirm cell range, confirm signs/decimal places, confirm formula copied correctly.

5. 40–57 min · Activity (video task + Excel practice). Teacher plays a second short video of a student completing a small accounting scenario (e.g., “Week 1 café expenses”): total expenses, average daily expenses, and a simple decision such as “Which week is higher cost?” Students complete the scenario on a provided spreadsheet template:

• enter given amounts into the table
• calculate Total Expenses using SUM
• calculate Average Expenses using AVERAGE
• copy formulas down for multiple days/weeks
• answer 2 justification questions: “What changed the result?” and “What conclusion can we support from the data?”

6. 57–60 min · Exit ticket (5 questions). Students submit:

• One formula they used (written correctly)
• The function name for total
• One reason their result changed when a cell changed
• One check step for errors
• A one-sentence conclusion from the calculated numbers

Resources

• Laptops/tablets with Excel (or Excel Online)
• Printed template (dyslexia-friendly option: larger font, high contrast, fewer words per line)
• Sample accounting data set (expenses/income amounts) preformatted with currency/number style
• Video clips (screen-recorded teacher-made or school-approved) for: SUM, AVERAGE, copying formulas, error checking
• Teacher slide with “3-step error check” poster (range, sign/format, copy correctness)
• Timer for activity segments
• Exit ticket slips or digital form

Assessment

• Formative during prior knowledge prompts (teacher observes misconceptions: typing totals vs using references).
• Checkpoints in the explicit teaching segment (teacher uses quick scan of a few students’ cells/formulas).
• Activity marking using a short rubric checklist: correct function use, correct cell references, correct copied formulas, clear justification sentence.
• Exit ticket to confirm understanding of cause-and-effect and error-checking.

Differentiation

• Support:
• Provide sentence starters for justification: “My total changed because…”, “I checked… to fix the error.”
• Offer a “formula scaffold” sheet listing examples: =SUM(range) and =AVERAGE(range).
• Allow use of a colour-coded template where reference cells are highlighted.
• For students who need reduced load:
• Provide fewer rows to calculate (e.g., only 5 days instead of 7).
• Provide pre-filled headers and preformatted cells; students only enter amounts and formulas.
• Extension (advanced learners):
• Add a third function task: calculate MAX (highest day cost) or MIN (lowest).
• Ask for an extra “decision” question: “Which week should the business review first based on the data and your chosen criteria?”
• Dyslexia-friendly reading options:
• Use large font (at least 14–16pt), high contrast, and short instructions.
• Provide an audio-reading option for the scenario brief (teacher reads aloud once; students can replay via device audio if available).
• Use icons to label steps: Enter → Calculate → Check → Decide.

Extension (optional)

• Not included (teacher may use the Extension differentiation task above during the activity).