CBSE_CS_G7_TM_AY24_Part1 by Uolo

About this teacher manual This Teacher Manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

Teacher Manual

‘ W E B S ’ Framework

W Warm-Up

Engage

Build

(Part - 1)

Sum-up

Special features • Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time. • Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills. • Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

About Uolo Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia, and the Middle East.

hello@uolo.com

7 Singapore

CS_CB_Coding_Grade7_Cover_TM.indd All Pages

Gurugram

Bengaluru

NEP 2020 based

Digital coding platform included

02/02/24 5:26 PM

Teacher Manual

COMPUTER SCIENCE

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Contents

Main Book: Avora Under Attack

Number Systems �� 1 

Introduction to Number Systems



Converting Numbers from One System to Another



Binary Addition and Binary Subtraction

Formulas and Functions �� 8 

Formulas and Functions-I



Formulas and Functions-II



Formulas and Functions-III



Formulas and Functions-IV

Python II Web Development II

Introduction to Python �� 21 

Basics of Python-I



Basics of Python-II



Strings in Python

Answer Key �� 27

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Avora Under Attack

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Number Systems Story Time

Story in a Nutshell… Mel, Conji and Eva are in the school playground when they hear an announcement from the Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But, it is too late, as Mel has lost her ability to use the rising charm, and Elder Robot too is feeling weak. The Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop the robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. The Elder Robot risks his life to find the solution. The trio works hard to create a magic chain to be able to re-distribute the magical ability to all the robots. To everyone’s surprise, Mel’s battery runs out and she collapses. Elder Wizard comes to her rescue. Using computational thinking, they can restore harmony in Avora. The Elder Robot’s server is still affected, and while he and Eva attempt to reprogramme things, Mel and Conji help him reorganise his office.

Story in This Chapter… ● ●

●

Mel, Conji, and Eva are playing on the school playground. They come to know from the Elder Wizard that Lord Ero has threatened the unique ability of robots to learn magic through binary digits. The Elder Wizard asks the three children to take backup of all the magic that the robots have learned so far before Lord Ero erases it all.

●

Conji does not know what binary digits are.

●

Mel tells Conji and Eva about binary digits on the way to the control room to take the backup.

This chapter is divided into the following classroom sessions 1. Introduction to Number Systems 2. Converting Numbers from One System to Another 3. Binary Addition and Binary Subtraction

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1. Introduction to Number Systems Learning Outcomes At the end of the session, the students will be able to: ● ●

describe what a number system is.

explain the types of number systems.

Keywords ●

Number System: It is a way of representing and expressing numbers using a set of symbols or digits.

●

Base: The base of a number system is the total number of digits the system uses.

WEBS at a Glance Engage

Warm Up Ask the students what measuring quantity they use for length and weight.

Explain the number systems and its types.

5 mins

15 mins

Build Think and Tell

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan Warm Up

5 mins

●

Ask the students about various measuring quantities.

●

Set the context of the chapter so that we use numbers to measure and express these quantities.

●

Also tell them that numbers are made of digits—0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. These ten digits together form our number system.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a number system is.

Tell the students that a number system is a way of representing and expressing numbers using a set of symbols or digits, as given on page 4.

Explain the types of number systems.

Explain the types of number systems—decimal, binary, octal, and hexadecimal number systems, as given on pages 4 to 7.

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1A section and encourage students to solve them. Instruct them to write the answers in the book. Correct Responses: 1.

a. Binary number system

b. Octal number system c. Decimal number system d. Hexadecimal number system Build ●

7 mins

Ask the students to give the answer to the question “Is the value of 0 and 1 the same in different number systems?” in the Think and Tell section given on page 7. Possible Responses: Yes/No Correct Response: Yes. The values of 0 and 1 are conceptually the same across different number systems, but the way they are represented and their positional values can vary. Sum Up

●

3 mins

Conclude the session by summarising that we use numbers to measure and express quantities. Similarly, a number system is used to represent a set of symbols or digits. Also summarise the different types of number systems—decimal number system (a base 10 number system that we use every day), binary number system (a base 2 number system), octal (a base 8 number system), and hexadecimal number system (a base 16 number system). Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1, 2, 3, and 4 B. Tick the Correct Option: Questions 1, 2, 3, and 4 C. Who Am I?: Questions 1, 2, 3, 4, and 5 D. Write T for True and F for False: Questions 1, 2, 3, and 5 E. Answer the Following: Questions 1, 2, and 3

Chapter 1 • Number Systems

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2. Converting Numbers from One System to Another Learning Outcomes At the end of the session, the students will be able to: ●

convert decimal to binary, octal, and hexadecimal.

●

convert any other base into a decimal.

●

convert binary to octal and hexadecimal.

●

convert hexadecimal and octal into binary.

●

convert hexadecimal numbers into octal numbers, and vice versa.

WEBS at a Glance Engage

Warm Up

Build

Ask the students if the decimal number system can be represented in the binary number system or not.

Demonstrate to the students how to convert numbers from one system to another by doing step-by-step calculations.

Think and Tell

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan 5 mins

Warm Up

Ask students if the decimal number system can be represented in the binary number system or not. Recall concepts from the previous session to see binary representations for their corresponding decimal representations, octal representations for their corresponding decimal representations, etc., given in the tabular format in the first session. Tell the students that we can convert numbers from one system to another.

15 mins

Engage Explain the following concepts: Learning Outcomes Convert decimal to binary, octal, and hexadecimal.

Explanation Explain to the students the steps to convert a decimal number into binary, octal, and hexadecimal number systems by doing calculations using examples, as given on pages 7 and 8.

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Learning Outcomes

Explanation

Convert any other base into a decimal.

Explain to the students the steps to convert any other base into a decimal by doing calculations using examples, as given on pages 9 and 10.

Convert binary to octal and hexadecimal.

Explain to the students the steps to convert binary to octal and hexadecimal by doing calculations using examples, as given on pages 10 and 11.

Convert hexadecimal and Explain to the students the steps to convert hexadecimal and octal into octal into binary. binary by doing calculations using examples, as given on page 11. Convert hexadecimal numbers into octal numbers, and vice versa.

Explain to the students the steps to convert hexadecimal numbers into octal numbers, and vice versa, by doing calculations using examples, as given on page 12.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1B, Do It Yourself 1C, Do It Yourself 1D, Do It Yourself 1E, and Do It Yourself 1F sections and encourage students to solve them. Instruct them to write the answers in the book. Correct Responses:

Do It Yourself 1B 1. Binary: (110111010)2 Octal: (672)8 Hexadecimal: (1BA)16 Do It Yourself 1C 1. a. (10)10 b. (287)10 c. (2716)10

Do It Yourself 1D 1. Octal: (1111)8 Hexadecimal: (249)16 Do It Yourself 1E 1. a. 1111100 b. 101100010010 Do It Yourself 1F 1. a. (1F4)16 b. (1261)8

Build ●

7 mins

Ask the students to give the answer to the question “Why are we forming groups of 4?” in the Think and Tell section given on page 10. Correct Response:

When converting binary to hexadecimal, we form groups of 4 because: Base of binary = 2

Base of hexadecimal = 16 24 = 16

Sum Up ●

●

3 mins

Conclude the session by summarising the steps to convert one number system to another using various examples. Assign the following from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 5 B. Tick the Correct Option: Question 5 F. Apply Your Learning: Questions 1, 2, and 3

Chapter 1 • Number Systems

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3. Binary Addition and Binary Subtraction Learning Outcomes At the end of the session, the students will be able to: ●

perform binary addition.

●

perform binary subtraction.

WEBS at a Glance Engage

Warm Up Ask the students if they can perform addition and subtraction on the binary numbers or not.

Demonstrate to the students how to perform addition and subtraction for binary numbers.

5 mins

15 mins

Build Think and Tell

Sum Up Conclude the concepts Assign homework

7 mins

3 mins

Action Plan 5 mins

Warm Up ● ●

Ask students if they can perform addition and subtraction on the binary numbers or not.

Just as you can add and subtract decimal numbers, you can also add and subtract binary numbers.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Perform binary addition. Explain to the students the steps to perform binary addition with examples, as given on pages 12 and 13. Perform binary subtraction.

Explain to the students the steps to perform binary subtraction with an example, as given on page 13.

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Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 1G section and encourage students to solve them. Instruct them to write the answers in the book. Correct Responses: Add

Subtract

(1101100)2

(1110)2

(11000110)2

(101001)2

Build ●

7 mins

Ask the students to give the answer to the question “In a binary system, only 1 can be carried over. In the decimal system, what numbers can be carried over?” asked in the Think and Tell section given on page 12. Correct Response: In the decimal number system, while adding two decimal numbers, if the sum of the digits in a column is greater than 9, then 1 is carried over to the next column. Sum Up

●

3 mins

Conclude the session by summarising the steps to perform binary addition and binary subtraction through examples. Assign the following from the Chapter Checkup given at the end of the chapter as homework. D. Write T for True and F for False: Question 4 F. Apply Your Learning: Questions 4 and 5

Chapter 1 • Number Systems

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Formulas and Functions Story Time

Story in a Nutshell… Mel, Conji, and Eva are in the school playground when they hear an announcement from the Elder Wizard. On reaching the Council Room, the Elders inform them about Lord Ero’s attack on robot-kinds’ special ability to learn. The trio visits the control room to take the backup. But they were too late, as Mel had lost her ability to use the rising charm, and the Elder Robot too is feeling weak. The Elder Robot senses an attack on the main system. Lord Ero has created a dark spell to stop robots from using magic. While the trio is working hard to find the solution, Avora is under attack and loses its power backup. The Elder Robot risks his life to find the solution. The trio works hard to create a magic-chain to be able to re-distribute the magical ability to all robots. To everyone’s surprise, Mel’s battery runs out, and she collapses. The Elder Wizard comes to her rescue. Using computational thinking, they are able to restore harmony in Avora. Elder Robot’s server is still affected, and while he and Eva attempt to reprogramme things, Mel and Conji help him re-organise his office.

Story in This Chapter… ●

Mel takes a nap in her room to recharge her system.

●

Conji and Eva go to visit her. They ask her if she is feeling better now.

●

Mel tells them that her circuits are still weak. She does not know what the virus has done to her.

●

● ●

●

● ●

Eva then tells Mel that the Elder Robot can help her. Also, the Elder Wizard has called them to tell them something important. They then go to the Council Room to meet the Elder Wizard and the Elder Robot. The Elder Wizard tells them that he is proud of all of them for fighting off Lord Ero’s attack. But the attack made Mel and the Elder Robot weak. The Elder Wizard restored the Elder Robot’s circuits with magic. But still, the Elder Robot was feeling tired. Mel tells the Elder Robot that she is feeling tired too. The Elder Robot then runs a quick scan on Mel. The Elder Robot then says that the dark virus has messed up Mel’s internal circuits and that they need to reprogramme them.

●

But according to Conji, dark viruses only affect circuits created by dark magic.

●

The Elder Robot then tells them that Mel’s system was built by Lord Ero himself.

●

Mel then asks the Elder Robot to destroy her circuits quickly because she feels that she is a danger to everyone in Avora.

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●

The Elder Robot starts reprogramming Mel. He secures her system to prevent any virus attacks in the future. Eva then advises the Elder Robot to apply the same method to secure the Magic-chain from the dark magic.

●

The Elder Robot then says that he will give the same formula to the children.

●

Conji then asks how they will use the formulas since there must be so many steps.

●

The Elder Wizard then tells them that they shall use Google Sheets, which is one of their most powerful and efficient tools. Mel then explains the concept of Google Sheets.

This chapter is divided into the following classroom sessions: 1. Formulas and Functions-I 2. Formulas and Functions-II 3. Formulas and Functions-III 4. Formulas and Functions-IV

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1. Formulas and Functions-I Learning Outcomes At the end of the session, the students will be able to: ●

describe what a spreadsheet is.

●

create a spreadsheet.

●

identify the various elements of a spreadsheet.

●

refer to a cell using the cell names.

●

apply formulas in Google Sheets.

●

use functions in Google Sheets.

Keywords ●

preadsheet: A spreadsheet is a tool that helps you organise data in rows and columns and do S calculations.

●

Row: The horizontal set of boxes is called a row or record.

●

Column: The vertical set of boxes is called a column or field.

●

Cell: The intersection of a row and a column is called a cell.

●

Functions: Functions allow you to calculate more efficiently using the cell ranges instead of typing out the name of each cell.

WEBS at a Glance Warm Up

Engage

Build

Ask the students if they keep track of the money spent and the amount of money to save on a monthly basis.

Explain to the students what a Think and Tell spreadsheet is. Also tell them the steps to create a spreadsheet. Group Explain the different elements of Discussion a spreadsheet. Explain to them Ask the students what tools or software they use for doing how to refer to a cell using cell names. Also tell them the steps to calculations. apply formulas and functions in Google Sheets. 5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

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Action Plan

5 mins

Warm Up ●

● ●

Ask the students if they keep track of the money spent and the amount of money to save on a monthly basis. Ask the students what tools or software they use for doing calculations. Tell the students that they can do it with the help of a spreadsheet which is a tool that helps you organise data in rows and columns and do calculations. Spreadsheets also allow you to analyse and visualise data.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a spreadsheet Tell the students that a spreadsheet is a tool that helps you organise is. data in rows and columns and do calculations. Also tell them the various examples of spreadsheets, as given on page 83. Create a spreadsheet.

Explain the steps to create a spreadsheet using Google Sheets, as given on page 83.

Identify the various elements Tell the students that a spreadsheet consists of a grid-like structure. of a spreadsheet. Explain to them the various components of a spreadsheet, like a row, a column, and a cell, as given on page 84. Refer to a cell using the cell names.

Tell the students that a cell name is a combination of letters and numbers. Also, tell them the steps to enter the data in the sheet, as given on page 84.

Apply formulas in Google Sheets.

Tell students the steps to apply formulas in Google Sheets, as given on pages 84 to 86.

Use functions in Google Sheets.

Explain to the students that functions allow us to calculate efficiently using the cell ranges instead of typing out the name of each cell. Explain to them the various functions, such as the Sum(), Average(), and other commonly used functions. Tell the students the steps to apply functions in Google Sheets, as given on pages 86 and 87.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 6A and Do It Yourself 6B sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Chapter 2 • Formulas and Functions

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Correct Responses: Do It Yourself 6A

Cell

Cell Name E1 D2 C5 A3

2. =B1+C1+D1 Do It Yourself 6B 1.

a. Function name

b. cell range.

2. =SUM(B2:B8) = 40580

=AVERAGE(B2:B8) = 5797.143 Build

●

7 mins

Conduct a group discussion in the class among students based on the topic, “How are formulas and functions different?” provided in the Discuss section as mentioned on page 88. Correct Response: You can simplify your formulas by using the functions. Functions allow you to calculate more efficiently, as they are a built-in formula in Google Sheets.

●

Ask the students to give the answer to the question, “You are tracking the number of hours you study for different subjects in a Google Sheet. Which function would you use to find the subject that you have studied the longest? Hint: Refer to the table given above.” asked in the Think and Tell section given on page 88. Possible Responses: MAX/MIN/COUNT/IF Correct Response: MAX Sum Up

●

3 mins

Conclude the session by summarising that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. A spreadsheet consists of a grid-like structure. Google Sheets is one such example. There are various components of a spreadsheet, like a row, a column, and a cell. Also revise the steps to create a spreadsheet, enter data in Google Sheets, and how to apply formulas and functions in Google Sheets. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.

A. Fill in the Blanks: Questions 2, 4, and 5 B. Tick the Correct Option: Questions 1, 4, and 5 C. Who Am I?: Questions 1 and 2

D. Write T for True and F for False: Question 4 E. Answer the Following: Questions 1, 2, and 4 F. Apply your Learning: Questions 2, 3, and 4

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2. Formulas and Functions-II Learning Outcomes At the end of the session, the students will be able to: ●

describe what a spreadsheet is.

●

create a spreadsheet.

●

identify the various elements of a spreadsheet.

●

refer to a cell using the cell names.

●

apply formulas in Google Sheets.

●

use functions in Google Sheets.

Keywords ●

Spreadsheet: A spreadsheet is a tool that helps you organise data in rows and columns and do calculations.

●

Row: The horizontal set of boxes is called a row or record.

●

Column: The vertical set of boxes is called a column or field.

●

Cell: The intersection of a row and a column is called a cell.

●

Functions: Functions allow you to calculate more efficiently using the cell ranges instead of typing out the name of each cell.

WEBS at a Glance Engage

Warm Up

Build

Let the students watch the video or the learning slides related to the topic on the digital panel.

Explain to the students what a spreadsheet is. Demonstrate to them the steps to create a spreadsheet. Explain the different elements of a spreadsheet. Demonstrate them how to refer to a cell using cell names. Also demonstrate to them the steps to apply the formulas and functions in Google Sheets.

Attempt the activity on the Assignment page.

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan Warm Up ●

●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formulas and Functions-II. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

Chapter 2 • Formulas and Functions

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what a spreadsheet is.

Tell the students that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. Also tell them the various examples of spreadsheets, as given on page 83.

Create a spreadsheet.

Demonstrate to the students the steps to create a spreadsheet using Google Sheets, as given on page 83.

Identify the various elements of a spreadsheet.

Tell the students that a spreadsheet consists of a grid-like structure. Explain to them the various components of a spreadsheet, like a row, a column, and a cell, as given on page 84.

Refer to a cell using the Tell the students that a cell name is a combination of letters and numbers. cell names. Also demonstrate the steps to enter the data in the sheet, as given on page 84. Apply formulas in Google Sheets.

Demonstrate to the students the steps to apply formulas in Google Sheets, as given on pages 84 to 86.

Use functions in Google Explain to the students that functions allow them to calculate efficiently using Sheets. the cell ranges instead of typing out the name of each cell. Explain to them about the various functions, such as Sum(), Average(), and other commonly used functions. Demonstrate them the steps to apply functions in Google Sheets, as given on pages 86 and 87.

Check for Understanding ●

●

Instruct the students to click on the Practice button on the Assignment page to attempt the activity. Then, click on the Attempt button to open the activity page. Instruct the students to click on the Confirm button to submit their work when they are done with the activity.

Sum Up ●

●

7 mins

3 mins

Conclude the session by summarising that a spreadsheet is a tool that helps you organise data in rows and columns and do calculations. A spreadsheet consists of a grid-like structure. Google Sheets is one such example. There are various components of a spreadsheet, like a row, a column and a cell. Also revise the steps to create a spreadsheet, enter data in Google Sheets, and how to apply formulas and functions in Google Sheets. Assign the additional activity given on the panel to the students as homework.

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3. Formulas and Functions-III Learning Outcomes At the end of the session, the students will be able to: ●

sort data.

●

group data.

●

filter data.

●

create a chart.

●

add a new sheet tab and colour sheet tabs.

Keywords ● ●

Sorting: Sorting means arranging data in a particular sequence based on specific criteria. Filters: Filters are a useful feature used in Google sheets that enables you to display data according to specific criteria.

WEBS at a Glance Engage

Warm Up Ask the students that if they have a set of numbers that need to be analysed and understood. How will they simplify the process of analysing of this data? 5 mins

Build

Explain to the students how to Group discussion sort, group, and filter data and charts in Google Sheets. Tell them the steps to apply these features to Google Sheets. Also, tell them the steps to add a new sheet tab and colour sheet tabs. 15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan Warm Up ●

●

Ask the students if they have a set of numbers that need to be analysed and understood. How will they simplify the process of analysing this data? Tell the students that for this, they should arrange the data in a specific order, for example, descending or ascending order. The sorting feature of Google Sheets helps us arrange data in a specific order. They may also display data according to a specific criteria, for example, by displaying only those numbers that are greater than 100. For this, they may use the filter feature.

Chapter 2 • Formulas and Functions

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5 mins

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Sort data

Tell the students that sorting means arranging data in a particular sequence based on specific criteria. Tell them the steps to sort the data, as given on pages 88 and 89.

Group data

Tell the students that grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Also tell them the steps to group data, as given on pages 89 and 90.

Filter data

Tell the students that filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Also tell them the steps to filter data, as given on pages 90 and 91.

Create a chart

Tell the students that charts help us look at data in the form of pictures. This helps us to understand the data in a better way. Explain to them about different charts such as column chart, bar chart, pie chart, and line chart. Also tell them the steps to create a chart, as given on pages 91 to 93.

Add a new sheet tab and Tell the students the steps to add a new sheet tab and colour sheet tabs, as colour sheet tabs given on page 94.

Check for Understanding ●

Read aloud the questions provided in the Do It Yourself 6C section, question 1, part a and Do It Yourself 6D section, question 2, parts a and b. Encourage the students to solve the questions. Instruct the students to write the answers in their book. Correct Responses: Do It Yourself 6C 1.

b. Filtering

2. a. T b. F Do It Yourself 6D 1.

c. To help understand and analyse data more easily.

2. c. Pie chart Build ●

7 mins

Conduct a group discussion in the class among students based on the topic,”How is filtering different from grouping?” provided in the Discuss section as mentioned on page 91. Correct Responses: Filtering helps display data according to specific criteria. Filters can help narrow down the options to what we want and hide the rest. On the other hand, grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster.

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Sum Up ●

●

3 mins

Conclude the session by summarising that sorting means arranging data in a particular sequence based on specific criteria. Grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Charts help us look at data in the form of pictures. Also revise the steps to apply these features in Google Sheets to add a new sheet tab and colour it. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1 and 3 B. Tick the Correct Option: Questions 2 and 3 C. Who Am I?: Questions 3, 4, and 5 D. Write T for True and F for False: Questions 1, 2, and 3 E. Answer the Following: Questions 3 and 5 F. Apply Your Learning: Question 1

Chapter 2 • Formulas and Functions

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4. Formulas and Functions-IV Learning Outcomes At the end of the session, the students will be able to: ●

sort data.

●

group data.

●

filter data.

●

create a chart.

●

add a new sheet tab and colour sheet tabs.

Keywords ● ●

WEBS at a Glance Warm Up Let the students watch the video or the learning slides related to the topic on the digital panel.

5 mins

Engage

Build

Explain to the students Attempt the activity on the features of sorting, the Assignment page. grouping, filtering data, and charts in Google Sheets. Demonstrate to them the steps to apply these features to Google Sheets. Also, demonstrate to them the steps to add a new sheet tab and colour sheet tabs. 15 mins

7 mins

Sum Up Conclude the concepts Assign homework

3 mins

Action Plan Warm Up ●

●

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Formulas and Functions-IV. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Sort data

Tell the students that sorting means arranging data in a particular sequence based on a specific criteria. Demonstrate the steps to sort the data, as given on pages 88 and 89.

Group data

Tell the students that grouping means putting similar things together. Grouping keeps things tidy and helps you find what you need faster. Also demonstrate the steps to group data, as given on pages 89 and 90.

Filter data

Tell the students that filters are a useful feature used in Google Sheets that enables you to display data according to specific criteria. Also demonstrate the steps to filter data, as given on pages 90 and 91.

Create a chart

Tell the students that charts help us look at data in the form of pictures. This helps us to understand the data in a better way. Explain to them about different charts such as column chart, bar chart, pie chart, and line chart. Also demonstrate the steps to create a chart, as given on pages 91 to 93.

Add a new sheet tab and colour sheet tabs

Tell the students the steps to add a new sheet tab and colour sheet tabs, as given on page 94.

Check for Understanding ●

●

3 mins

Chapter 2 • Formulas and Functions

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7 mins

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Python II Web Development II

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Introduction to Python

This chapter is divided into the following classroom and lab sessions 1. Basics of Python-I

2. Basics of Python-II

3. Strings in Python

1. Basics of Python-I Learning Outcomes At the end of the session, the students will be able to: ● ● ● ● ●

describe what programming is.

describe types of programming languages.

describe Python—its features, syntax, built-in functions, and execution of Python code. explain Python comments, its benefits, and types. describe data types.

Keywords ● ● ●

Programming: It is the process of giving instructions to a computer to do a task.

Python: Python is a high-level programming language that is easy to learn and simple to use. Data Types: The data type specifies the kind of information that will be kept in a variable.

WEBS at a Glance Warm Up

Engage

Build

Ask the students to define coding.

Explain to them what programming is. Tell them about the types of programming languages. Get them familiar with Python, comments, and data types.

Group Discussion

5 mins

15 mins

7 mins

Sum Up Conclude the concepts Assign homework 3 mins

Action Plan Warm Up ●

5 mins

Ask the students to define coding, then build the concept by introducing them to Python. 21

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15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe what programming is. Tell students that programming is the process of giving instructions to a computer to do a task, as given on page 1. Describe the types of programming languages.

Tell students that programming languages are classified into two main categories: Low-level Languages and High-level Languages, as given on pages 1 and 2.

Describe Python—its features, syntax, and built-in functions and execution of Python code.

Tell students that Python is a high-level programming language that is easy to learn and simple to use. Also explain its features, syntax, and built-in functions, as given on pages 2 and 3.

Explain Python comments, its benefits, and its types.

Tell students that we use comments to add documentation to a Python program. Also discuss its benefits and types, as given on page 4.

Describe data types.

Explain the various types of Python data types to students such as int, float, str, list, etc., as given on page 5.

Check for Understanding Ask the following questions to the students to check their understanding: ●

Name the two types of comments in Python. Correct Response: Single-line Comment and Multi-line Comment

●

What are mutable data types? Correct Response: Mutable data types are those whose values can be changed at any time. Build

●

7 mins

Conduct a group discussion in the class among students on the topic “Features of Python”. Possible Responses: portable, dynamic typing, scalable, etc. Sum Up

●

3 mins

Conclude the session by summarising that programming is the process of giving instructions to a computer to do a task. Explain that programming languages are classified into two main categories: Low-level Languages and High-level Languages. Python is a dynamic programming language that is high-level, interpreted, and focused on code readability. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. B. Tick the Correct Option: Questions 1 and 2 C. Who Am I?: Question 1 D. Write T for True and F for False: Question 1 E. Answer the Following: Questions 1 and 3

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2. Basics of Python-II Learning Outcomes At the end of the session, the students will be able to: ● ● ●

describe variables.

create a simple calculator.

describe the concept of dynamic typing.

Keywords ●

Variable: A variable is a reference name given to a location in the computer’s memory.

WEBS at a Glance Engage

Warm Up

Build

Let the students watch the video or the learning slides related to the topic on the digital panel.

Discuss the concept of variable. Demonstrate the steps to create a calculator and tell the students about dynamic typing.

Attempt the activity on the Assignment page.

5 mins

15 mins

7 mins

Action Plan Warm Up

Sum Up Conclude the concepts Assign homework 3 mins

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Basics of Python II. Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe variables.

Explain to the students that a variable is a reference name given to a location in the computer’s memory. Demonstrate how to create a variable, tell them the rules and case styles for naming a variable, and how to create a variable with user input, as given on pages 6 to 10.

Create simple calculator.

Demonstrate the tasks involved in creating a simple calculator, as given on pages 10 and 11.

Describe the concept of dynamic typing.

Tell students that dynamic typing is a feature of Python where the data type of a variable is not determined until runtime, as given on page 10.

Chapter 3 • Introduction to Python

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Check for Understanding ●

●

1. a. TypeError: can only concatenate str (not “int”) to str The corrected code is: score = 95 message = “Your score is: “ + str(score) b. There is a small error in the variable name. The type of the variable is assigned to data_type, but the variable name ‘number’ is used instead. The corrected code is: number = 42 data_type = type(number) print(“The data type is: “ + str(data_type)) 2. <class ‘int’> <class ‘float’> 10.0 <class ‘float’> 21.0 <class ‘float’> Build ●

●

● ●

7 mins

3 mins

Conclude the session by summarising that a variable is a reference name given to a location in the computer’s memory. Revise the steps with them to create a variable, tell them the rules and style of naming a variable, and how to create a variable with user input. Also, demonstrate to them the steps to create a simple calculator project. Tell them that dynamic typing is a feature of Python where the data type of a variable is not determined until runtime. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Questions 1, 2, 3, and 4 B. Tick the Correct Option: Question 4 C. Who Am I?: Question 2 D. Write T for True and F for False: Questions 3, 4, and 5 E. Answer the Following: Question 5 F. Apply Your learning: Question 2

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3. Strings in Python Learning Outcomes At the end of the session, the students will be able to: ●

describe the concept of Python strings.

●

describe type casting.

Keywords ●

String: A sequence of characters is called a String.

●

Type Casting: It is conversion of the data type of a value into another data type.

WEBS at a Glance Engage

Warm Up Let the students watch the video or the learning slides related to the topic on the digital panel.

Build

Explain Strings and Type casting in Python.

Attempt the activity on

15 mins

7 mins

5 mins

Sum Up Conclude the concepts

the Assignment page. Assign homework 3 mins

Action Plan

5 mins

Warm Up ●

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Strings in Python.

●

Show Learning slides one by one and discuss the concepts shown on the slides in the panel.

15 mins

Engage Explain the following concepts: Learning Outcomes

Explanation

Describe the concept of Tell students that string is a data type that represents a sequence of Python strings. characters. Also discuss the types of strings— single-line and multi-line strings as given on pages 12 and 13. Describe Type casting.

Tell the students that type casting is the conversion of the data type of a value into another data type, and we can type cast a data type using type casting functions. Also tell them about arithmetic operators, as given on pages 13 to 17.

Chapter 3 • Introduction to Python

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Check for Understanding ●

●

Ask the questions provided on the slides one by one to assess the students’ understanding. Discuss the answers to the questions with the students. If necessary, ask additional relevant questions. Read aloud the questions provided in the Do It Yourself 1B section and encourage students to solve them. Instruct them to write the answers in the book. Correct Responses: 1. 66, 28, 81, 10, 35.0 2. 2 In Python, True is equivalent to 1 and False is equivalent to 0 when used in numerical operations. Therefore, the expression True + False + True will be evaluated as 1 + 0 + 1, resulting in 2. Build

●

● ●

7 mins

3 mins

Conclude the session by summarising that the sequence of characters is called a string. Discuss the two types of strings—single-line and multi-line. Tell them that type casting is the conversion of the data type of a value into another data type, and we can type cast a data type using type casting functions. Assign the additional activity given on the panel to the students as homework. Assign the following questions from the Chapter Checkup given at the end of the chapter as homework. A. Fill in the Blanks: Question 5 B. Tick the Correct Option: Questions 3 and 5 C. Who Am I?: Questions 3, 4, and 5 D. Write T for True and F for False: Question 2 E. Answer the Following: Questions 2 and 4 F. Apply Your Learning: Questions 1, 3, 4, and 5

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Answer Key Chapter-1

Number Systems

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. 0 and 1 2. bit 3. 10 4. 8 and 16 5. 3 1. b. Binary 2. c. Base 10 3. c. 10 4. a. Binary 5. d. 4

C. Who Am I?

1. Binary number system 2. Decimal number system 3. Octal number system 4. Hexadecimal number system 5. Number 0

Write T for True and F for False.

Answer the Following.

1. F 2. F 3. T 4. F 5. F 1. A Number System is a way of representing and expressing numbers using a set of symbols or digits.

2. The base of a number system is the total number of digits the system uses. It is important to understand how numbers are represented and manipulated in that number system. 3. ‘Hexa’ means 6 and ‘Decimal’ means 10. So, in a hexadecimal number system, total 16 digits are considered. It has digits from 0 to 9 and letters of the alphabet A to F, where A is 10, B is 11, and so on up to F as 15. 4. To process any number into the computer, we need to convert a decimal number into a binary. F.

Apply your Learning.

1. a. Decimal to Binary 2

(12)10 = (1100)2

Decimal to Octal 8

(12)10 = (14)8

Decimal to Hexadecimal 16

12 0

12 = C

(12)10 = (C)16

Answer Key

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b. Decimal to Binary

Decimal to Hexadecimal

361

(361)10 = (169)16

671

335

167

(89)10 = (1011001)2

Decimal to Octal

d. Decimal to Binary

(89)10 = (131)8

Decimal to Hexadecimal 16

(89)10 = (59)16

c. Decimal to Binary

(671)10 = (1010011111)2 Decimal to Octal 8

671

361

180

671

(671)10 = (29F)16

(671)10 = (1237)8

Decimal to Hexadecimal

(361)10 = (101101001)2 Decimal to Octal 8

361

(361)10 = (551)8

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e. Decimal to Binary 2

906

453

226

113

(906)10 = (1110001010)2 Decimal to Octal 8

906

113

(906)10 = (1612)8

Decimal to Hexadecimal 16

906

(906)10 = (38A)16

2. a. Binary to Decimal

(11)2 = (1 × 21) + (1 × 20) = 2 + 1 = (3)10

The decimal form of binary number (11)2 is (3)10 Binary to Octal

I. Forming groups of 3 starting from the right:

II. Converting binary into decimal:

11 = 3

The octal form of binary number (11)2 is (3)8

Answer Key

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Binary to Hexadecimal

I. Forming groups of 4 starting from the right:

II. Converting binary into decimal:

11 = 3

The hexadecimal form of binary number (0011)2 is (3)16

b. Binary to Decimal

(110)2 = (1 × 22) + (1 × 21) + (0 × 20) = 4 + 2 + 0 = (6)10

The decimal form of binary number (110)2 is (6)10 Binary to Octal

I. Forming groups of 3 starting from the right:

110

II. Converting binary into decimal:

110 = 6

The octal form of binary number (110)2 is (6)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right:

110

II. Converting binary into decimal:

110 = 6

The hexadecimal form of binary number (110)2 is (6)16

c. Binary to Decimal

(100011)2 = (1 × 25) + (0 × 24) + (0 × 23) + (0 × 22) + (1 × 21) + (1 × 20) = 32 + 0 + 0 + 0 + 2 + 1 = (35)10

The decimal form of binary number (100011)2 is (35)10 Binary to Octal

I. Forming groups of 3 starting from the right:

100 011

II. Converting binary into decimal:

100 = 4 011 = 3

III. Combining digits: 43

The octal form of binary number (100011)2 is (43)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right:

10 0011

II. Converting binary into decimal:

10 = 2 0011 = 3

III. Combining digits: 23

The hexadecimal form of binary number (100011)2 is (23)16

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d. Binary to Decimal

(111010)2 = (1 × 25) + (1 × 24) + (1 × 23) + (0 × 22) + (1 × 21) + (0 × 20) = 32 + 16 + 8 + 0 + 2 + 0 = (58)10

The decimal form of binary number (111010)2 is (58)10 Binary to Octal

I. Forming groups of 3 starting from the right:

111 010

II. Converting binary into decimal:

111 = 7 010 = 2

III. Combining digits: 72

The octal form of binary number (111010)2 is (72)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right:

11 1010

II. Converting binary into decimal:

11 = 3 1010 = 10

III. Combining digits: 3A

Because, in hexadecimal 10 = A

The hexadecimal form of binary number (111010)2 is (3A)16

e. Binary to Decimal

(10001001)2 = (1 × 27) + (0 × 26) + (0 × 25) + (0 × 24) + (1 × 23) + (0 × 22) + (0 × 21) + (1 × 20) = 128 + 0 + 0 + 0 + 8 + 0 + 0 + 1 = (137)10

The decimal form of binary number (10001001)2 is (137)10 Binary to Octal

I. Forming groups of 3 starting from the right: 10 001 001 II. Converting binary into decimal:

10 = 2 001 = 1 001 = 1

III. Combining digits: 211

The octal form of binary number (10001001)2 is (211)8

Binary to Hexadecimal

I. Forming groups of 4 starting from the right: 1000 1001 II. Converting binary into decimal:

1000 = 8 1001 = 9

III. Combining digits: 89

The hexadecimal form of binary number (10001001)2 is (89)16

Answer Key

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3. a. Hexadecimal to Decimal

(1B)16 = (1 × 161) + (11 × 160) = 16 + 11 = (27)10

Hexadecimal to Binary

I. Take each digit of the number separately. 1 B=11 II. Convert each digit into its binary form. 1 1011 III. Write each derived binary number in groups of 4. 0001 1011 IV. Join the binary numbers. 00011011

The binary form of (1B)16 number is (00011011)2

b. Octal to Decimal

(561)8 = (5 × 82) + (6 × 81) + (1 × 80) = (5 × 64) + (6 × 8) + (1 × 1) = 320 + 48 + 1 = (369)10

Octal to Binary

I. Take each digit of the number separately. 5 6 1 II. Convert each digit into its binary form. 101

110

III. Write each derived binary number in groups of 3. 101 110 001 IV. Join the binary numbers. 101110001

The binary form of (561)8 number is (101110001)2

c. Octal to Decimal

(717)8 = (7 × 82) + (1 × 81) + (7 × 80) = (7 × 64) + (1 × 8) + (7 × 1) = 448 + 8 + 7 = (463)10

Octal to Binary

I. Take each digit of the number separately. 7 1 7 II. Convert each digit into its binary form. 111 1 111 III. Write each derived binary number in groups of 3. 111 001 111 IV. Join the binary numbers. 111001111 The binary form of (717)8 number is (111001111)2

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d. Hexadecimal to Decimal (B28)16 = (11 × 162) + (2 × 161) + (8 × 160) = (11 × 256) + (2 × 16) + (8 × 1) = 2816 + 32 + 8 = (2856)10

Hexadecimal to Binary

I. Take each digit of the number separately. B 2 8 II. Convert each digit into its binary form.

B = 11 = 1011 2 = 10 8 = 1000

III. Write each derived binary number in groups of 4. 1011 0010 1000 IV. Join the binary numbers. 101100101000

The binary form of (B28)16 number is (101100101000)2

e. Hexadecimal to Decimal

(D4E)16 = (13 × 162) + (4 × 161) + (14 × 160)

= (13 × 256) + (4 × 16) + (14 × 1) = 3328 + 64 + 14 = (3406)10

Hexadecimal to Binary

I. Take each digit of the number separately. D 4 E II. Convert each digit into its binary form.

D = 13 = 1101 4 = 100 E = 14 = 1110

III. Write each derived binary number in groups of 4. 1101 0100 1110 IV. Join the binary numbers. 110101001110 4. (a)

(b)

The binary form of (D4E)16 number is (110101001110)2

(c)

Answer Key

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Carry

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5. (a)

–

(b)

Borrow

–

(c)

–

Chapter-2

Borrow

Formulas and Functions

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. length 2. average 3. visual 4. letters, numbers 5. A1:A5 1. c. MAX

2. c. Combining related rows or columns together 3. b. Show data visually and help understand it 4. c. They do specific tasks with data

5. b. Performing calculations and handling data C. Who Am I?

1. Function 2. COUNT() 3. Column chart 4. Sorting 5. ‘+’ symbol

Write T for True or F for False.

Answer the Following.

1. T 2. F 3. T 4. F

1. The basic element of a spreadsheet is called a "cell". It holds different types of data, like numbers, text, and formulas.

2. =B1*B2*B3*B4*B5*B6*B7

3. We can arrange the data in ascending or descending order.

4. Functions are pre-built formulas that you can use to perform various calculations or operations on your data. INT(), SQRT(), POWER(), MOD(), and PRODUCT() are some basic functions. 5. Bar chart or a column chart F.

Apply Your Learning.

1. Ishita should use sorting to arrange a list of words in dictionary order.

2. a. =SUM()

b. B8

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3. UPPER() Column 1

Column 2

Result

=5 * 3

=7 + 4

=(10 + 6)/2

Chapter-3

Formula

Introduction to Python

Chapter Checkup A.

Fill in the Blanks.

Tick the Correct Option.

1. variable 2. letter, underscore 3. syntax errors 4. dynamic typing 5. eval() 1. c. # 2. c. List 3. d. All of the above 4. b. TypeError: unsupported operand type 5. a. 5Hello

C. Who Am I?

1. Mutable 2. Snake Case 3. Type casting 4. PEMDAS 5. float()

Write T for True and F for False.

Answer the Following.

1. F 2. T 3. T 4. F 5.T 1. There are two categories of data types in Python: Immutable and Mutable.

2. a. 5 b. 15

3. Immutable data types are those whose values cannot be changed once declared. Whereas, mutable data types are those whose values can be changed anytime. 4. Hello WorldHello WorldHello World

5. The input() function returns a string value. F.

Apply Your Learning.

1. num1 = float(input("Enter the first number: "))

num2 = float(input("Enter the second number: ")) average = (num1 + num2) / 2

print("The average is:", average)

2. user_name = input("Enter your name: ")

expense_category = input("Enter expense category: ")

expense_amount = float(input("Enter the amount spent: "))

print(user_name, "spent $", expense_amount ,"on", expense_category)

3. radius = float(input("Enter the radius of the circle: ")) PI = 3.14

# Calculate the area of the circle using the formula: area = PI * r^2 area = PI * radius**2

print("The area of the circle is:", area)

4. Pen = 25

Pencil = 8

Notebook = 45 Colours = 88

total = Pen + Pencil + Notebook + Colours

print("Total amount of all the stationery you purchased is:", total)

5. fahrenheit_temp = float(input("Enter temperature in Fahrenheit: ")) celsius_temp = (fahrenheit_temp - 32) * 5/9 print("Temperature in degrees Celsius is:", celsius_temp)

Answer Key

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About the Book This teacher manual has been designed to implement Tekie, the storytelling-based Coding and Computer Science program. The manual consists of lesson plans within each chapter that teachers transact within classrooms and computer labs. Each lesson is based on a research-based ‘WEBS’ framework that simplifies pedagogical practices for teachers and enables them to deliver effectively.

Teacher Manual

‘ W E B S ’ Framework

W Warm Up

Engage

Build

(Part - 1)

Sum Up

Special Features • Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time. • Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills. • Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

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Bengaluru

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Digital coding platform included

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