CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
I. GENERALITIES:
Name of the School: Adventist School of Quezaltepeque Name of the teacher: Yara Maritza Aguilar Grade: Ninth.
Subject: Computer Science Unit No.: 1 Unit Title: The Computer.
Content name: Types of Software.
Objectives: Know the different computer programs.
Specific Objective: Understand how different types of software work and the use of each of them.
Competence:
 Knowledge of computer systems.
 Know the basic elements of the computer and its functions.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL
The word software in
Types of Software. computing means
intangible, something
that cannot be
touched, but we know
how it works, so with
our wonderful God, we
do not see him, but
through prayer he can
help us if we ask him
with faith, we will
receive the answer,
either yes, no or wait.
 III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and motivation: Greeting.

Reflection.

Content development.

Contextualized teaching
The term software ( soft or soft parts in Spanish ) refers to the sum of those rules, programs, data, documentation and
work:
instructions that allow the execution of multiple tasks on a computer. It is its logical and intangible part and acts as a link
between the user and the hardware (hard parts), that is, the tangible part of the computer.
There are three types of software:

Application Software: this includes all those programs that allow the user to perform one or more specific tasks. Here are those
programs that individuals use on a daily basis such as: word processors, spreadsheets, editors, telecommunications, numerical
and symbolic calculation software, video games, among others. They are the programs that allow us to perform specific tasks
on our system. Unlike system software, application software is focused on a specific area for use. Most of the programs that we
use daily belong to this type of software, since they allow us to perform various types of tasks on our system.
Examples:
Text processors. (Memo pad)
Editors. (Photoshop for Graphic Design)
Spreadsheets. (MS Excel)
Database management systems. (MySQL)
Communications programs. (MSN Messenger)
Integrated packages. (Office automation: Word, Excel, PowerPoint…)
Computer-aided design programs. (AutoCAD)

We classify them into:

Industrial automation and control system applications
Office automation applications
Educational software
medical software
Numerical Calculation Software
Aided Design Software (CAD)
Numerical Control Software (CAM)

Programming Software : are those tools that a programmer uses to develop computer programs. For this, the programmer
uses different programming languages. As examples, compilers, computer-aided design programs, integrated packages, text
editors , linkers, debuggers, interpreters, among others, can be taken. Programming Software: It is a set of applications that
allow a programmer to develop their own computer programs using their logical knowledge and programming languages.
Some examples:
Text editors
Compilers
Interpreters
Linkers
Debuggers
Integrated Development Environments (IDE)

System Software: is software that allows users to interact with the operating system as well as control it. This system is made
up of a series of programs that aim to manage hardware resources and, at the same time, provide the user with an interface.
The operating system makes it easier for its users to use the computer since it is what gives them the possibility of assigning
and managing system resources. As an example of this type of software, we can mention Windows, Linux and Mac OS X,
among others. others. In addition to operating systems, system software includes diagnostic tools, servers, utilities, device
drivers, correction and optimization tools, etc. System software: It is the software that allows us to interact with our hardware,
that is, it is the operating system. Said system is a set of programs that manage hardware resources and provide an interface
to the user. It is the essential software for a computer, without it it could not function, as an example we have Windows, Linux,
Mac OS X.
It is classified in:
Operating systems
 Device drivers
Diagnostic tools
Correction and Optimization Tools
Servers
Utilities

Contextualized group or
individual work:

CLASS 2

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Practical lesson.
Contextualized teaching Practice in the computer center:
work:
1. Enter the internet.

2. Write information about the following types of software:

Operating systems
Device drivers
Diagnostic tools
Correction and Optimization Tools
Servers
Utilities

Contextualized group or
individual work:

IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation: Understand and know the types of software.

System software.
Key vocabulary:
Programming software.

App software.

Items for evaluation with a Write three application software.

competency approach: What is system software?

Write the three types of software.

Relevant notes:

V. RESOURCES : http://www.santillana.com.mx/libros/pdf/9789702911142.pdf
http://www.tiposde.org/informatica/12-tipos-de-software/

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
I. GENERALITIES:
Name of the School: Colegio Adventista de Quezaltepeque Name of the teacher: Yara Maritza Aguilar Grade: Ninth Subject: Computer Science
Unit No.: 1 Title of the Unit: The Computer.
Content name: Networks, servers and Internet.
Objectives: Know the elements of a computer and notice the stages of information processing and data processing.
Competence:
 Knowledge of computer systems.
  Know the basic elements of the computer and its functions.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL

III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and motivation: Greeting.

Reflection.

Content development.

Contextualized teaching A computer network, computer network or computer network, is a set of computers connected to each other sharing
work: information, resources such as CD-ROM, printers, DVD recorders and services such as e-mail, Chat, Internet connections,
games, etc.

We can classify any computer network according to the directionality of the data or by the types of transmission: Simplex
 unidirectional computer network, in which one computer transmits and another receives. Two-way half-duplex computer
network, in which only one computer transmits at a time. And the full-duplex computer network, a network in which both
computers can transmit and receive information at the same time.

For the transmission of information to occur on a computer network, it is necessary to use what is known as a network or
communication protocol. The network protocol is a set of rules responsible for managing the order of messages that occur
between the computers that make up the computer network.

Computer networks are also usually classified by their location, so if our computer network is a local area network we would
have a LAN (Local Area Network). If it were a metropolitan network area it would be a MAN (Metropolitan Area Network). A
wide area network WAN (Wide Area Network). Or if it were a personal network area PAN (Personal Area Network).

We can establish another classification of computer networks depending on the form they have. For example, Bus Network: it
is a computer network that allows one computer to transmit information and all the others receive that information. Star
Network: computer network that joins at a single point, such as a cable hub. Ring Network: computer network in which all
computers are linked to each other in a circle by a common cable. Token Ring Network: It is a ring-shaped network but it differs
from this previous one in that each computer within the ring controls the passage of information and transmits it to the
corresponding one. The information on this network is perfectly controlled and is only transmitted to the computer receiving that
information.

Contextualized group or
individual work:

CLASS 2

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Continuation.

.
In computing, the term server refers to a remote computer to which browsers request data from other computers. In addition,
Contextualized teaching servers can store information in the form of web pages in HTML format that they then send to users who request them through
work: the HTTP protocol. Some types of servers that exist are:
File servers: these servers are responsible for storing different types of files and then sending them to other clients on the
 network. Mail servers: they are the ones that do all the operations related to e-mails for network clients: sending, storing,
receiving, routing, etc.
Print server: these control one or more printers and are responsible for queuing printing what network clients request. Through
this server you can work with the printer as if it were directly connected to the computer. Database Server: These servers are
those that offer database services to computers or programs.
Web server: this server provides static content to browsers. It sends the files it uploads over the network to the user's browser.
Files can be images, scripts, HTML documents and any other web material. Fax Server: These servers perform all the activities
necessary for faxes to be transmitted, received and distributed. This includes shipping, storage and receiving tasks, among
others. Remote access server: these servers allow the administration of Internet access on a specific network. In this way,
access to certain websites can be denied. On the other hand, it offers security services and controls the modem lines of the
networks' communication channels so that requests are connected to networks whose location is remote.
Telnet server: these are those that allow the user to enter a host computer and do any type of activity as if they were working
directly on that computer. News Server: These servers work as feeds that distribute and deliver news to numerous news
groups.

Contextualized group or
individual work:

CLASS 3

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Continuation.
The Internet has revolutionized computing and communications like nothing else. The invention of the telegraph, telephone,
Contextualized teaching radio and computer laid the foundation for this unprecedented integration of functionality. The Internet is both a global
work:
broadcasting tool, a mechanism for disseminating information, and a medium for collaboration and interaction between people
and their computers, regardless of their geographic location. The Internet represents one of the most successful examples of
the benefits of continued investment and commitment in the field of information infrastructure research and development. Since
the first research in packet switching, the Government, Industry and Academia have been associated as architects of the
evolution and implementation of this exciting new technology.

The Internet, as we know it today, is a widespread information infrastructure, the initial prototype of what is often called the
National (or Global, or Galactic) Information Infrastructure. Its history is complex and involves many aspects: technological,
organizational and community. And its influence reaches not only the technical fields of computer communications, but also
 society as a whole, as we move toward greater use of online tools for electronic commerce, information gathering, and
community operations.
The Internet is a network that connects other networks and devices.
Its purpose is to serve as a highway where information or resources are shared. It does this through pages, sites or software.
Its popularity has grown increasingly due to its ability to store, in the same place, information of all kinds and for different
audiences. On the Internet we can find information about music, art, culture, medicine, literature, engineering and much more.
Through text, audio, video, music, and images, the Internet allows us to inform ourselves, learn, and have fun.
What can we do on the Internet?
Search for information to do tasks. Investigate and learn more: you can access libraries, museums and books easily and for
free through the Internet. Communicate and stay in touch with friends and family who live far away through chats, video calls or
social networks. Use blogs, pages and social networks to leave our opinions. Share our tastes and interests with other people.
Have fun, learn and play. Listen to music, watch videos and movies. Inform us about what is happening in the country and the
world.

Contextualized group or
individual work:

CLASS 4

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Practical lesson.

Contextualized teaching Practice in the computer center:

work:
1. Enter the internet.

2. Find the images of the types of networks and draw one of them in your notebook.

3. Find the images of the types of servers and draw one of them.

Contextualized group or Practice this class at home.

individual work:
 IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation: Know the types of networks and servers, learn about the history of the Internet.

Key vocabulary: Networks.

Servers.

Internet.

Items for evaluation with a What are computer networks?

competency approach:
Write the types of networks.

Write the types of servers.

Relevant notes:
 V. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911142.pdf
http://www.internetsociety.org/es/%C2%BFqu%C3%A9-es-internet

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
I. GENERALITIES:
Name of the School: Colegio Adventista de Quezaltepeque Name of the teacher: Yara Maritza Aguilar Grade: Ninth Subject: Computer Science
Unit No.: 1 Title of the Unit: The Computer.
Content name: Unit 1 review
Objectives: Recognize networks, servers and the Internet.
Competence:
 Knowledge of computer systems.
 Know the basic elements of the computer and its functions.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL
Unit 1 Review

III. DIDACTIC PROCESS: (Develop activities for conceptual, mental and attitudinal procedural contents).

CLASS 1

Introduction and Greeting.

motivation:
Reflection.

Review of content.

Contextualized teaching
work: Unit 1 Feedback

Participatory questions about types of networks, servers

The importance of the internet.

Contextualized group or
individual work:

IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation: Understand and differentiate networks and servers.

Understand the types of expansion cards.

Key vocabulary:

Items for evaluation with a Review of the questions asked in the unit.
competency approach:
Relevant notes:

V. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911142.pdf
http://www.informaticamoderna.com/Tarje_exp.htm

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
I. GENERALITIES:
Name of the School: Adventist School of Quezaltepeque Name of the teacher: Yara Maritza Aguilar Grade: Ninth. Subject: Computer Science
Unit No.: 2 Unit Title: Microsoft Word 2010
Content name: Indexes.
Objectives : Recognize the different Windows applications and their functions.

Competence:
 Knowledge of computer systems.
 Know the basic elements of the computer and its functions.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:
 CONTENTS ACHIEVEMENT IFEA ACTIVITIES
INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL

Indices.

III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and motivation: Greeting.

Reflection.

Content development.

Contextualized teaching Create and update an index

work:

An index lists the terms and topics covered in a document, as well as the pages on which they appear.

To create an index, you mark the index entries by specifying the name of the parent entry and the cross-reference in the
document, and then build the index.
index entries
You can create an index entry:

 For a word, phrase or symbol

 For a topic that spans a range of pages
 That references another entry, for example, "Transportation. See Bicycles."

When you select text and mark it as an index entry, Microsoft Word adds a special field XE (index entry) that includes the
marked primary entry and any cross-reference information that you want to include.

Once all index entries are marked, choose an index layout and generate the finished index. Word then gathers the index
entries, sorts them alphabetically, creates references to their page numbers, finds and removes duplicate entries on the
same page, and displays the document's index.

Mark index entries and create an index

To create an index, check the entries, select a layout, and then build the index.

Step 1: Mark the index entries

Follow one of the following procedures to mark index entries:

 Mark words or phrases

 Mark index entries for text that spans a range of pages

Mark words or phrases

1. To use existing text as an index entry, select the text. To enter your own text as an index entry, click where you want to
insert the index entry.

2. In the Index group of the References tab, click Mark Entry.

 3. To create the main index entry that uses your own text, type or modify the text in the Entry box.

4. If you want, you can customize the entry by creating a subentry , a third-level entry, or a cross-reference to another entry:

 To create a subentry, type text in the Subentry box.

 To include a third-level entry, type the subentry text followed by a colon (:), and then type the third-level entry text.

 To create a cross reference to another entry, click Cross Reference in Options, and then type the text of the other entry in
the box.

5. To format the page numbers that will appear in the index, select the Bold or Italic check box under Page Number
Formatting.

If you want to format the index text, select the text in the Entry or Subentry box and click Font. Next, select the formatting
options you want to use.

6. To mark the index entry, click Mark. To mark all occurrences of the text in the document, click Mark all.
7. To mark additional index entries, select the text, click in the Mark Index Entry dialog box, and then repeat steps 3 through 6.

Contextualized group or Investigate the importance of Windows Explorer.

individual work:
CLASS 2

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Continuation.

Contextualized teaching Mark words or phrases for text that spans a range of pages
work:
1. Select the range of text that you want the index entry to reference.

2. In the Links group on the Insert tab, click Bookmark.

3. Type a name in the Bookmark Name box and click Add.

In the document, click at the end of the text marked with a marker.

4. In the Index group of the References tab, click Mark Entry.

5. In the Entry box, type the index entry corresponding to the marked text.

6. To format the page numbers that will appear in the index, select the Bold or Italic check box under Page Number
Formatting.

If you want to format the index text, select the text in the Entry or Subentry box and click Font. Next, select the formatting
options you want to use.

7. Under Options, click Page Range.

8. In the Bookmark box, type or select the name of the bookmark entered in step 3, and then click Bookmark.
Step 2: Create the index

After marking your entries, you are ready to select an index layout and insert the index into the document.

1. Click where you want to add the index.

2. In the Indexes group on the References tab, click Insert Index.

3. Follow one of these procedures:

 Click a layout in the Formats box to use one of the available index layouts.

 Create a custom index layout:

1. In the Formats box, click Personal Style, and then click Modify.

2. In the Style dialog box, click the index style you want to change, and then click Modify.

3. Under Format, select the options you want.

4. To add the style changes to your template , click All documents based on template.

5. Click OK twice.

4. Select any other index option you want.

GRADES

 To refresh the index, click it and press F9. Or, click Update Index in the Index group on the References tab.

 If you find an error in the index, find the index entry you want to change, make the change, and update the index.
 If you create an index on a master document , expand the subdocuments before inserting or updating the index.

Modify or format an index entry and update the index

1. If you don't see the XE fields, click Show or Hide in the Paragraph group on the Home tab.
2. Find the XE field of the entry you want to change, such as {XE "Calisto" \t "Vea Lunas" }.

3. To modify or format an index entry, change the text enclosed in quotes.

4. To refresh the index, click it and press F9. Or, click Update Index in the Index group on the References tab.

GRADES

 If you find an error in the index, find the index entry you want to change, make the change, and update the index.
 To quickly find the next XE field, press CTRL+B, click Special, and then click Field. If the Special button does not appear,
click More.

Delete an index entry and update the index

1. Select the entire index entry field, including curly braces ({}), and press DELETE.

If you don't see the XE fields, click Show or Hide in the Paragraph group on the Home tab.

2. To refresh the index, click it and press F9. Or, click Update Index in the Index group on the References tab.
Contextualized group or
individual work:

IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation: Learn to use Word indexes.

Key vocabulary: Index.

Microsoft Word.

References

Insert.

Items for evaluation with a What is the importance of the index?

competency approach:

Relevant notes:
 V. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911142.pdf
http://office.microsoft.com/es-es/word-help/crear-y-actualizar-un-indice-HP001226499.aspx

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
I. GENERALITIES:
Name of the School: Quezaltepeque Adventist School. Teacher's name: Yara Maritza Aguilar Grade: Ninth
Subject: Computer Science Unit No.: 2 Unit Title: Microsoft Word 2010
Content name: The equation editor.
Objectives: Learn about the Word equation editor.

Competence:
 Know the basic elements of the computer and its functions.
 Use of the operating system.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL
.
The equation editor.
 III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and motivation: Greeting.

Reflection.

Content development.

Microsoft Word 2010 includes built-in support for writing and modifying equations. Previous versions used the Microsoft
Contextualized teaching
Equation 3.0 plugin or the Math Type plugin. Equation 3.0 was included in previous versions of Word and is available in Word
work:
2010. Math Type was not included in previous versions of Word, but was available for purchase.

If an equation was written in an earlier version of Word and you want to modify it using Word 2010, you must use the add-in
that was used to write the equation. If you purchased Math Type, you need to have it installed.

Write an equation

When you type an equation, you can use Unicode character codes and Math AutoCorrect entries that replace text with symbols
When you type an equation, Word automatically converts the equation into a professionally formatted equation.

1. On the Insert tab, in the Symbols group, click the arrow next to Equation.

2. Click the equation you want or click Insert New Equation to enter an equation.
Insert a previously formatted or frequently used equation

 On the Insert tab, in the Symbols group, click the arrow next to Equation, and then click the equation you want.

Add an equation to the list of frequently used equations

1. In the document, select the equation you want to add.

2. Under Equation Tools on the Design tab, in the Tools group, click Equations, and then click Save Selection to Equation
Gallery.

3. In the Create New Building Block dialog box, type a new name for the equation.

4. In the Gallery list, click Equations.

5. Select any other options you want.

Insert a commonly used mathematical structure

1. On the Insert tab, in the Symbols group, click the arrow next to Equation, and then click the equation you want.
2. Under Equation Tools on the Design tab, in the Structures group, click the type of structure you want, for example, a
fraction or a radical, and then click the structure you want.

3. If the structure contains placeholders, click them and type the numbers or symbols you want. Placeholders are small,

dotted boxes that appear in the equation. .

Change an equation typed in Office Word 2007

1. Select the equation you want to modify.

2. Make the changes you want.

Modify an equation written in an earlier version of Word

To modify an equation written in a version of Word earlier than Word 2007, you must use the Equation 3.0 add-in or the Math
Type add-in that was used to write the equation.

When you open a document that contains an equation written in an earlier version of Word, you cannot use the built-in support
for writing and modifying equations.

Modify an equation written with Equation 3.0

1. Double-click the equation you want to modify.

2. Make the changes you want.

If you want help in the Equation Editor, click Equation Editor Help Topics on the Help menu.

Modify an equation written with Math Type

 To modify an equation written with Math Type, you must have Math Type installed.

1. Double-click the equation you want to modify.

2. In Math Type, modify the equation.

3. On the File menu, click Close and rename the document that contains the equation.

Contextualized group or Write an equation in your notebook

individual work:

CLASS 2

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Practical lesson.

Contextualized teaching
Practice in the computer center.
work:

1. Enter Microsoft Word 2010

2. Indication to enter the equation option.

3. Review the steps to create an equation.

Contextualized group or Practice at home.

individual work:

IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation: Review the equation function.

Key vocabulary: Equation.

Equation editor.

Items for evaluation with a What is the function of the equation editor?
competency approach:
Write the steps to activate the equation editor.
Relevant notes:

V. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911111.pdf
http://office.microsoft.com/es-es/word-help/results.aspx?qu=El+editor+de+ecuaciones+2010&ex=1&origin=EC079000070

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
I. GENERALITIES:
Name of the School: Quezaltepeque Adventist School. Teacher's name: Yara Maritza Aguilar Grade: Ninth Subject: Computer Science
Unit No.: 3 Unit Title: Microsoft PowerPoint 2010
Content name : Diagrams in PowerPoint.
Objectives: Know the functionality of a program for making presentations.
Competence:
 Knowledge of computer systems.
 Learn about the special functions of PowerPoint.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL

Diagrams in PowerPoint.
.

III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Content development.
A flowchart shows the sequence of steps in a task or process. There are many different SmartArt layouts that you can use to
Contextualized teaching illustrate the steps of a process, including layouts that can include images.
work:
A Featured Image Process Layout, one of several process layouts, that you can use to display images related to the
sequence of steps in a task or process. For example, you can use a Featured Image Process design to show the process of
turning food scraps into garden compost.
This article explains how to create a flowchart that includes images. You can use the methods described in the article to create
or modify virtually any SmartArt graphic element. Try different designs to achieve the results you want.

1. On the Insert tab, in the Illustrations group, click SmartArt .

 2. In the Choose a SmartArt graphic gallery, click Process , and then double-click Featured Image Process .
3. To add an image, in the box where you want to add it, click the image icon , select the image you want to display in
the chart, and then click Insert .
4. To enter the text, do one of the following:
 Click [Text] in the text panel, and then enter text.
 Copy text from another location or another program, click [Text] in the text panel, and then paste the text.
 Click a box in the SmartArt graphic, and then type text.

Contextualized group or Bring a diagram and create it in PowerPoint.

individual work:

CLASS 2

Introduction and motivation: Greeting.

Reflection.

Verbal review of the content.

Practical lesson.

Contextualized teaching 1. Create the diagram that you brought as a sample.

work:
2. Apply the steps to create it.

3. Format the text.

4. Save it for evaluated review.

Contextualized group or
individual work:

IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation:

Key vocabulary: Diagram.

SmartArt.

Insert.

Illustrations.

Process.

Items for evaluation with a 1. What is a diagram?

competency approach:
2. Write the steps to insert a diagram:
 3. Create a diagram in your notebook

4. Write the name of three types of diagram:

Relevant notes:

V. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911111.pdf
http://office.microsoft.com/es-es/word-help/crear-un-diagrama-de-flow-HA010338012.aspx?CTT=1#BM2

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
YO. GENERALITIES:
Name of the School: Quezaltepeque Adventist School. Teacher's name: Yara Maritza Aguilar Grade: Ninth Subject: Computer Science
Unit No.: 4 Unit Title: Microsoft Excel 2010
Content Name : Excel Logical Functions.
Objectives: Know the functionality of a spreadsheet program.
Competence:
 Knowledge of computer systems.
 Know the special functions of a spreadsheet.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL
Excel logical functions.

III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and Greeting.

motivation:
Reflection.

Review of the previous class.

Content development.
Excel uses the logical functions in Excel to evaluate whether a result is true or false. In total there are seven functions under this
Contextualized category and they are very useful for making decisions based on the result they return.
teaching work: Logical functions in Excel are used in decision making. Based on the result of a function we will decide whether or not to execute a
certain required action.
Find the details and examples of each function by clicking on its name.
FUNCTION ENGLISH DESCRIPTION

FAKE FALSE Returns the logical value FALSE.

NO NOT Change FALSE to TRUE and TRUE to FALSE.

 Checks if any of the arguments are TRUE and returns TRUE or FALSE. Returns FALSE if all arguments are
EITHER OR FALSE.

Checks whether a condition is met and returns one value if it evaluates to TRUE and another value if it
YEAH I.F. evaluates to FALSE.

YES.ERROR IFERROR Returns one value if the expression is an error and another value if it is not.

TRUE TRUE Returns the logical value TRUE.

Checks if all arguments are TRUE and returns TRUE or FALSE. Returns FALSE if any of the arguments are
AND AND FALSE.
The logical functions in Excel will be of great help to evaluate expressions and make appropriate decisions based on these results.

Contextualized
group or individual
work:

IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation:

Key vocabulary: Logic functions.

Items for evaluation with a 1. What are logical functions used for in Excel:
competency approach:
2. Write three types of functions in English.

Relevant notes:
 v. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911111.pdf

http://exceltotal.com/funciones/logicas/

CENTRAL ADVENTIST MISSION

EDUCATION DEPARMENT
CLASS GUIDE
YO. GENERALITIES:
Name of the School: Quezaltepeque Adventist School. Teacher's name: Yara Maritza Aguilar Grade: Ninth Subject: Computer Science
Unit No.: 4 Unit Title: Microsoft Excel 2010
Content name : Operations with dates.
Objectives: Know the functionality of a spreadsheet program.
Competence:
 Knowledge of computer systems.
 Know the special functions of a spreadsheet.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL

Operations with dates.

 III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).

CLASS 1

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Content development.
You can easily perform time calculations in Excel because dates are actually integers used by Excel to represent data. In this
Contextualized teaching way, when adding or subtracting a date we are working with whole numbers.
work: Dates as whole numbers
But let's do a test to verify what I just mentioned. In a cell enter the number 1 and leave said cell selected. Now from the Home
tab select the Short Date option from the list of available formats.
As a result we will obtain the date “01/01/1900”:

Now that we have verified that the number 1 corresponds to the date January 1, 1900, it will be easy to understand that for
each subsequent day said number will increase. That way, dates in Excel are the number of days since January 1, 1900.
Hours as decimal numbers
The hours in Excel are not integers but are decimal numbers and to check this we will do a test similar to the previous one. In a
cell place the decimal number 0.1 and from the list of formats on the Home tab select the Time option.
We will obtain as a result the time 02:24:00 am

Add and subtract dates

As a first example of making time calculations in Excel, we will add the date “01/01/1900” and the date “01/02/1900”. As we
have already seen, the first date is assigned the number 1, and since the second date is just one day later it will be assigned
the number 2 and we will check it below:

You can see that when we add both cells we obtain the number 3 as a result, which indicates that Excel is indeed working with
integers. If we format cell C1 as a date, we will have the corresponding date for January 3, 1900:
Another example that we can do is obtain the difference between two dates by performing a subtraction between the values.
For example, to obtain the difference in days between the first day of 2012 and September 1 of the same year we can do the
following operation:

With the formula in cell C1 we can easily know that the difference in days is 244. Actually, Excel subtracted numbers like this:
41153 – 40909 = 244.
The only condition we have when subtracting dates is that the subtraction does not take us to a day before January 1, 1900,
otherwise Excel will show an error. In the following example you can see the error when trying to subtract the date January 15,
1900 from the date January 1, 1900:

Excel cannot interpret negative dates, that is, those dates that have a value less than zero. Curiously, if we subtract the date
01/01/1900 from itself we will obtain a non-existent date that corresponds to the value zero:

Add and subtract hours

The sum of hours works in a similar way to that of dates. In the following image you can see a sum of two hours:
 In the same way we can subtract hours and in the following image you can see the subtraction between cell B1 and A1:

As with dates, Excel cannot interpret negative values so if we make a subtraction that takes us to a negative number we will
get an error:

Contextualized group or
individual work:
IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation:

Key vocabulary: Operations with dates.

Items for evaluation with a 1. What are date operations used for in Excel?
competency approach:
2. Write three date formats

Relevant notes:

v. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911111.pdf

http://exceltotal.com/calculos-de-tiempo-en-excel-2010/
 CENTRAL ADVENTIST MISSION
EDUCATION DEPARMENT
CLASS GUIDE
YO. GENERALITIES:
Name of the School: Quezaltepeque Adventist School. Teacher's name: Yara Maritza Aguilar Grade: Ninth Subject: Computer Science
Unit No.: 4 Unit Title: Microsoft Excel 2010
Content name : Unit conversion in Excel.
Objectives: Know the functionality of a spreadsheet program.
Competence:
 Knowledge of computer systems.
 Know the special functions of a spreadsheet.
Probable Time: 2 Hours class/ 2 hours practice Start date: ________________________ End date:______________
II. KNOWLEDGE STANDARD:

CONTENTS ACHIEVEMENT IFEA ACTIVITIES

INDICATORS
CONCEPTUAL PROCEDURAL ATTITUDINAL

Unit conversion in Excel.

III. DIDACTIC PROCESS: (Develop activities for conceptual, procedural and attitudinal contents).
CLASS 1

Introduction and motivation: Greeting.

Reflection.

Review of the previous class.

Content development.
Microsoft Excel has a very powerful tool which allows us to specify the value to convert as well as the source and destination
Contextualized teaching
work:

units. This function is called CONVERT:

Excel's CONVERT function will request three required parameters:
The Value that you want to Convert (in the example in the previous figure you want to convert a foot, in units of the English
system, to meters, International System).
 The Unit of the Value that you want to convert . (“ft” in the example in the figure)

 The Unit to which the supplied Value will be converted (“m” in the figure).

Although the function is quite simple, the only peculiarity of Unit Conversion using Excel's CONVERT function is the need
to know the abbreviations for the source and destination units. This abbreviation, as we see in the previous figure, is a text
(because it is enclosed in quotes “”). And, even though the Excel help provides them, we transcribe some of them here:
Abbreviation to use with the Excel
Unit CONVERT function
Meter “m”
Foot “ft”
Inch “in”
Land Mile "my"
Nautical Mile “Nmi”
Abbreviation to use with the Excel
Unit CONVERT function
Grams “gr”
Pound “lbm”
Ounce “ozm”
slug “sg”
Abbreviation to use with the Excel
Unit CONVERT function
Atmosphere “atm”
mm of Mercury “mmHg”
Pascal “Da”
Abbreviation to use with the Excel
Unit CONVERT function
Newton “N”
Dyne “dyn”
Pound-Strength “lbf”
In general, and as we see in the previous tables, abbreviations are relatively easy to associate with their respective unit, but
you still have the option of selecting the abbreviation from a drop-down list, from the Microsoft Excel editing box:
Even though it may seem impossible at best, by mistake rather than ignorance, we might want to convert Liters to meters, for
which the CONVERT Function would be written as follows:
 The Result in this case will be an Error, represented by the text #N/A , which implies that Excel is telling us that the result is not
available.

The text #N/A will also appear if we misspell the abbreviation text. Even writing “L” instead of “l” will mean an error, so you must
respect the upper and lower case when entering the text in Excel.

Contextualized group or
individual work:
IV. EVALUATION OF LEARNING (at the end of each topic):

Contextualized evaluation:

Key vocabulary: Unit conversion.

Items for evaluation with a

competency approach:
1. What is unit conversion used for in Excel?

2. Write three types of conversion:

3. What are the three required parameters requested by the Convert function?

4. Make three examples of conversions:

Relevant notes:

v. RESOURCES: http://www.santillana.com.mx/libros/pdf/9789702911111.pdf

http://ingenieriacivil.tutorialesaldia.com/conversion-de-unidades-con-microsoft-excel/