COMPUTER SCIENCE Teacher Manual
Foreword
Uolo’s Tekie program offers a coding-focused curriculum for grades 1 to 8, preparing students for the technology-driven world. We present a carefully crafted Teacher Manual to assist teachers in delivering effective and engaging lessons to students. Rather than prescribing teaching methods, the manual provides examples and demonstrates how and why teachers can apply these examples in their classes.
The Teacher Manual includes a suggested implementation plan to help teachers navigate the curriculum better throughout the academic year. Within the academic year, the Tekie program prescribes the following types of chapters and sessions:
Familiarisation: this period builds familiarity with the Tekie program and the digital platform.
Theory: these periods are dedicated to the Computer Science Theory chapters. These topics are mostly delivered in the classroom.
Tools: these periods are dedicated to the Computer Tools chapters. These topics involve almost equal numbers of classroom and computer labs sessions.
Coding: these periods are dedicated to the Coding chapters. These topics have more computer lab sessions.
Additional Hands-on Time: these are additional computer lab periods that teachers can use to revise topics or dedicate for completion of projects.
Revision: these are additional classroom periods that teachers can use to revise topics or cover syllabus backlogs.
Each chapter in this manual is structured to provide a comprehensive lesson plan. The chapters are divided into multiple sessions, each following the Warm up, Engage, Build, and Sum up (WEBS) strategy. The Warm up phase sets the stage for learning by connecting to prior knowledge and building curiosity. The Engage phase captures the students’ attention and motivates them to participate actively. In the Build phase, questions from various sections are discussed to build the understanding of the students. Finally, the Sum up phase reinforces learning through easy-to-recall activities and questions. Time duration for each section has been suggested based on the requirements of the students. Additionally, an answer key for every chapter is provided to assist teachers in assessing their students’ understanding and guiding their learning effectively.
Lastly, we understand that the Indian education landscape is quite diverse. To suit the needs of all types of schools, we have built-in extra higher-order chapters in the content books. These extra chapters are clearly marked in the table of contents of this manual. We suggest that the teacher completes the main chapters first and then move to higher-order optional chapters only if there is sufficient time left in the academic year and learners are ready for more challenging content.
We hope that this teacher manual will empower teachers to use the curriculum effectively, support the learning of all students thoroughly, create learning opportunities and design interactive learning environments that cater to the students’ needs and interests.
Contents
Avora Under Attack
Avora Under Attack
Introduction to Number Systems
Story Time
Story in a Nutshell…
Mel, Conji, and Eva live in a magical world where robots can use magic. One day, the Council of Elders warns them of Lord Ero, an evil wizard planning to erase robots’ magical knowledge with a dark virus. The Trio is tasked with backing up this knowledge, but things take a dark turn when Mel starts struggling with magic. They discover the virus has begun corrupting robots, including Elder Robot, disabling their magic. As the virus spreads, they uncover a shocking truth: Mel’s circuits were created by Lord Ero. Despite fears of turning evil, Elder Wizard reassures her she can choose her own path. When the virus turns robots, including Elder Robot, against them, the Trio seeks help from Joy in the magical fairy garden. Together, they temporarily disconnect infected robots from the main server and devise a plan to stop the virus. With Avora’s destruction looming, they realize only Mel, capable of blending magic and technology, can restore the system. They create an animated version of Mel using their skills in Canva, hoping to bring her back to her senses and save their world. Their adventure highlights the power of teamwork, courage, and innovation in overcoming even the darkest threats.
Story in This Chapter…
● Mel, Conji, and Eva are playing on the school playground.
● They come to know from Elder Wizard that Lord Ero has threatened the unique ability of robots to learn magic through binary digits.
● 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
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.
WEBS at a Glance
Warm Up
Engage Build Sum Up
Ask the students what measuring quantity they use for measuring length and weight. Explain the number systems and their types. Think and Tell Conclude the concepts
Assign homework
Action Plan
Warm Up
● 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.
● Base: The base of a number system is the total number of digits the system uses. 15 mins
Engage
Explain the following concepts:
Learning Outcomes
Describe what a number system is.
Explain the types of number systems.
Explanation
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—decimal, binary, octal, and hexadecimal number systems, as given on pages 4 to 7.
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 their book.
Correct Responses:
1. a. Binary number system
b. Octal number system
c. Decimal number system
d. Hexadecimal number system
● Ask the students to answer 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.
● 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
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 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
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 Conclude the concepts
Assign homework 5 mins 15 mins 7 mins 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 the 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.
Engage
Explain the following concepts:
Learning Outcomes
Convert decimal to binary, octal, and hexadecimal.
15 mins
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.
Learning Outcomes Explanation
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.
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.
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.
Explain to the students the steps to convert hexadecimal and octal into binary by doing calculations using examples, as given on page 11.
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 their 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
● Ask the students to answer the question “Why are we forming groups of 4?”, asked 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
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.
Ask the students if they can perform addition and subtraction on the binary numbers or not.
WEBS at a Glance
Demonstrate to the students how to perform addition and subtraction for binary numbers. Think and Tell Conclude the concepts
Assign homework 5 mins 15 mins 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.
● Now tell them that just as they can add and subtract decimal numbers, they 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.
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 their answers in the book.
Correct Responses:
● Ask the students to answer 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
Calculations Using Spreadsheets
Story Time
Story in a Nutshell…
Mel, Conji, and Eva live in a magical world where robots can use magic. One day, the Council of Elders warns them of Lord Ero, an evil wizard planning to erase robots’ magical knowledge with a dark virus. The Trio is tasked with backing up this knowledge, but things take a dark turn when Mel starts struggling with magic. They discover the virus has begun corrupting robots, including Elder Robot, disabling their magic. As the virus spreads, they uncover a shocking truth: Mel’s circuits were created by Lord Ero. Despite fears of turning evil, Elder Wizard reassures her she can choose her own path. When the virus turns robots, including Elder Robot, against them, the Trio seeks help from Joy in the magical fairy garden. Together, they temporarily disconnect infected robots from the main server and devise a plan to stop the virus. With Avora’s destruction looming, they realize only Mel, capable of blending magic and technology, can restore the system. They create an animated version of Mel using their skills in Canva, hoping to bring her back to her senses and save their world. Their adventure highlights the power of teamwork, courage, and innovation in overcoming even the darkest threats.
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 mentions Elder Robot can help, and Elder Wizard has an important message.
● They meet Elder Wizard, who praises them for fighting off Lord Ero’s attack but explains it weakened Mel and Elder Robot.
● Elder Wizard magically restores the Elder Robot’s circuits, but he’s still tired.
● Elder Robot scans Mel, finding her internal circuits messed up by the dark virus, likely due to being built by Lord Ero.
● Mel asks to have her circuits destroyed, fearing she’s a danger.
● Elder Robot reprograms Mel, securing her system from future attacks.
● Eva suggests using the same method to secure the Magic-chain from dark magic.
● Elder Robot agrees and plans to teach the children using Google Sheets. Mel explains what Google Sheets is.
This chapter is divided into the following classroom and lab sessions
1. Calculations Using Spreadsheets 1 2. Calculations Using Spreadsheets 2
Calculations Using Spreadsheets 3 4. Calculations Using Spreadsheets 4
1. Calculations Using Spreadsheets 1
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.
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.
WEBS at a Glance
Ask the students if they keep track of the money spent and the amount of money to save monthly.
Ask the students what tools or software they use for doing calculations.
Explain to the students what a spreadsheet is. Also, tell them the steps to create a spreadsheet. Explain the different elements of a spreadsheet. Explain to them how to refer to a cell using cell names. Also, tell them the steps to apply formulas in Google Sheets.
Action Plan
● Ask the students if they keep track of the money spent and the amount of money to save monthly.
● 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.
Explain the following concepts:
Learning Outcomes
Describe what a spreadsheet is.
Explanation
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 54.
Create a spreadsheet. Explain the steps to create a spreadsheet using Google Sheets, as given on page 54.
Identify the various elements of a spreadsheet.
Refer to a cell using the cell names.
Apply formulas in Google Sheets.
Check for Understanding
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 55..
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 55.
Tell students the steps to apply formulas in Google Sheets, as given on pages 55 and 56.
● Read aloud the questions provided in the Do It Yourself 4A and encourage the students to solve the questions. Instruct the students to write the answers in their book.
Correct Responses: Do It Yourself 4A
● Conduct a group discussion in the class among students based on the topic, “How are rows and columns different?”
Correct response: The horizontal set of boxes is called a row or record. Whereas, the vertical set of boxes is called a column or field.
● 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 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 1 and 2
D. Write T for True and F for False: Question 1
E. Answer the Following: Questions 2 and 5
2. Calculations Using Spreadsheets 2
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.
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.
WEBS at a Glance
Warm Up
Let the students watch the video or the learning slides related to the topic on the digital panel.
Engage Build Sum Up
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 to them how to refer to a cell using cell names. Also demonstrate to them the steps to apply the formulas in Google Sheets.
Action Plan
Attempt the activity on the Assignment page.
Conclude the concepts
Assign homework
Warm Up
● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Calculations Using Spreadsheets 2.
● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.
Explain the following concepts:
Learning Outcomes
Describe what a spreadsheet is.
Explanation
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 54.
Create a spreadsheet. Demonstrate to the students the steps to create a spreadsheet using Google Sheets, as given on page 54.
Identify the various elements of a spreadsheet.
Refer to a cell using the cell names.
Apply formulas in Google Sheets.
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 55.
Tell the students that a cell name is a combination of letters and numbers. Also demonstrate the steps to enter the data in the sheet, as given on page 55.
Demonstrate to the students the steps to apply formulas in Google Sheets, as given on pages 55 to 56.
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.
7 mins
Build
● Instruct the students to attempt the assignment by clicking on the Assignment tab.
● Explain the activity to the students.
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 in Google Sheets.
● Assign the additional activity given on the panel to the students as homework.
3. Calculations Using Spreadsheets 3
Learning Outcomes
At the end of the session, the students will be able to:
● use functions in Google Sheets.
● apply more functions used in Google Sheets.
Keyword
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask the students what tools or software they use for doing calculations.
● Functions: Functions allow you to calculate more efficiently using cell ranges instead of typing out the name of each cell. 5 mins
Warm Up
Explain to the students what functions are and how they can apply functions in Google Sheets.
Think and Tell Group discussion
Conclude the concepts
Assign homework
Action Plan
● Ask the students what tools or software they use for doing calculations.
● Tell the students that they can do it with the help of functions used in spreadsheets.
Engage
Explain the following concepts:
Learning Outcomes
15 mins
Explanation
Use functions in Google Sheets. Explain to the students that functions allow us to calculate efficiently using cell ranges instead of typing out the name of each cell. Explain to them the various functions, such as Sum(), Average(), Max(), Min(), and Count(), as given on pages 57 to 59.
Learning Outcomes Explanation
Apply more functions used in Google Sheets.
Explain to them about some more categories of functions such as mathematical functions, text functions, and data & time functions. Tell the students the steps to apply these functions in Google Sheets, as given on pages 60 to 62.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 4B and Do It Yourself 4C sections and encourage the students to solve the questions. Instruct them to write the answers in their book.
Correct responses:
Do It Yourself 4B
1. =SUM(B2:B8) = 40580 =AVERAGE(B2:B8) = 5797.143
Do It Yourself 4C
1. a. Function name b. Cell range
2. a. 87 b. MyRules c. 23 d. 400
Build
7 mins
● 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 on page 61.
Possible responses: MAX/MIN/COUNT/IF
Correct response: MAX
● Conduct a group discussion in the class on the topic, “How are formulas and functions different?” provided in the Discuss section on page 62.
Correct response: You can simplify your formulas by using the functions. Functions allow you to calculate more efficiently, as they are built-in formulas in Google Sheets.
3 mins
Sum Up
● Conclude the session by summarising that functions are built-in formulas in Google Sheets. Also, revise the steps to apply different 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 3, 4, and 5
B. Tick the Correct Option: Questions 1, 2, 3, 4, and 5
C. Who Am I?: Questions 1, 2, 3, 4, and 5
D. Write T for True and F for False: Question 2, 3, 4, and 5
E. Answer the Following Questions: Questions 1, 3, and 4
F. Apply Your Learning: Questions 1, 2, 3, 4, and 5
4. Calculations Using Spreadsheets 4
Learning Outcomes
At the end of the session, the students will be able to:
● use functions in Google Sheets.
● apply more functions used in Google Sheets.
Keyword
● Functions: Functions allow you to calculate more efficiently using cell ranges instead of typing out the name of each cell.
WEBS at a Glance
Warm Up
Let the students watch the video or the learning slides related to the topic on the digital panel.
Engage Build Sum Up
Explain to the students what functions are and how they can apply functions in Google Sheets. Attempt the activity on the Assignment page.
Conclude the concepts
Assign homework
Action Plan
Warm Up
5 mins
● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Calculations Using Spreadsheets 4.
● Show the Learning slides one by one and discuss the concepts shown on the slides in the panel.
Engage
Explain the following concepts:
Learning Outcomes
15 mins
Explanation
Use functions in Google Sheets. Explain to the students that functions allow us to calculate efficiently using cell ranges instead of typing out the name of each cell. Demonstrate to them the various functions, such as Sum(), Average(), Max(), Min(), and Count(), as given on pages 57 to 59.
Learning Outcomes Explanation
Apply more functions used in Google Sheets. Explain to them about some more categories of functions such as mathematical functions, text functions, and data & time functions. Tell the students the steps to apply these functions in Google Sheets, as given on pages 60 to 62.
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.
7 mins
● 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.
● Encourage the students to attempt the activity and assist them in case of any doubts.
● Instruct the students to click on the Confirm button to submit their work when they are done with the activity.
3 mins
● Conclude the session by summarising that functions are built-in formulas in Google Sheets. Also, revise the steps to apply different functions in Google Sheets.
● Assign the additional activity given on the panel to the students as homework.
Python II Web Development II
Basics of Python 3
This chapter is divided into the following lab sessions
1. Basics of Python 1 2. Basics of Python 2 3. Basics of Python 3
1. Basics of Python 1
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.
● 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
Let the students watch the video or the learning slides related to the topic on the digital panel.
Explain to them what programming is. Tell them about the types of programming languages. Get them familiar with Python and data types. Attempt the activity on the Assignment page. Conclude the concepts Assign homework
Action Plan
● Instruct the students to go to Tekie’s Digital platform and open a Lab session on Basics of Python 1.
● Show the learning slides one by one and discuss the concepts shown on the slides in the panel.
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.
Describe Python—its features, syntax, and built-in functions and execution of Python code.
Check for Understanding
Tell students that programming languages are classified into two main categories: Low-level Languages and High-level Languages, as given on page 1.
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.
Describe data types. Explain the various types of Python data types to students such as int, float, str, list, etc., as given on pages 3 and 4.
● 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.
● Instruct the students to attempt the assignment by clicking on the Assignment tab.
● Explain the activity to the students.
● 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.
A. Fill in the Blanks: Question 5
C. Who Am I?: Question 1
E. Answer the Following: Questions 1 and 3 5
B. Tick the Correct Option: Questions 1 and 2
2. Basics of Python 2
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.
Keyword
● Variable: A variable is a reference name given to a location in the computer’s memory.
WEBS at a Glance
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.
Action Plan
Attempt the activity on the Assignment page. Conclude the concepts Assign homework
3 mins
Warm Up
Instruct the students to go to Tekie’s Digital platform and open a Lab session on Basics of Python 2. Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 15
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 4 to 8.
Create simple calculator.
Describe the concept of dynamic typing.
Demonstrate the tasks involved in creating a simple calculator, as given on page 8.
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 pages 8 and 9.
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 1A section and encourage students to solve them. Instruct them to write the answers in the book.
Correct Responses:
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
● Instruct the students to attempt the assignment by clicking on the Assignment tab.
● Explain the activity to the students. Sum
7 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: Question 3
E. Answer the Following: Question 5
F. Apply Your learning: Question 2
3. Basics of Python 3
Learning Outcomes
At the end of the session, the students will be able to:
● describe type casting and operators.
Keywords
Let the students watch the video or the learning slides related to the topic on the digital panel.
● Type casting: It is conversion of the data type of a value into another data type. 5 mins
Warm Up
WEBS at a Glance
Explain Type casting in Python and operators. Attempt the activity on the Assignment page. Conclude the concepts Assign homework
Action Plan
● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Basics of Python 3.
● Show Learning slides one by one and discuss the concepts shown on the slides in the panel.
Explain the following concepts:
Learning Outcomes
Explanation
Describe Type casting and operators. 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 9 to 13.
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.
● Instruct the students to attempt the assignment by clicking on the Assignment tab.
● Explain the activity to the students.
Sum Up
7 mins
3 mins
● Conclude the session by summarising 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.
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: Questions 1, 2, 4, and 5
E. Answer the Following: Questions 2 and 4
F. Apply Your Learning: Questions 1, 3, 4, and 5
Answer Key
Chapter-1 Introduction to Number Systems
Chapter Checkup
A. Fill in the Blanks.
1. 0 and 1 2. bit 3. 10 4. 8 and 16 5. 3
B. Tick () the Correct Option.
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
D. Write T for True and F for False.
1. F 2. F 3. T 4. F 5. F
E. Answer the Following.
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
c.
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: 11
II. Converting binary into decimal: 11 = 3
The octal form of binary number (11)2 is (3)8
Binary to Hexadecimal
I. Forming groups of 4 starting from the right: 11
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
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
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 1
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
4.
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
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
The binary form of (D4E)16 number is (110101001110)2
Chapter-2 Calculations Using Spreadsheets
Chapter Checkup
A. Fill in the Blanks.
1. cell 2. numbers 3. Max 4. Average 5. Now
B. Tick () the Correct Option.
1. b. MIN 2. b. A1:A4 3. b. CONCATENATE 4. b. TODAY() 5. a. 4
C. Who Am I?
1. Max() 2. Count() 3. Sum() 4. Lower() 5. Now()
D. Write T for True or F for False.
1. F 2. F 3. T 4. T 5. F
E. Answer the Following Questions.
1. Len function counts the number of characters in a cell, including letters, numbers, spaces, and punctuation.
2. To move to the next cell in a row after entering data, you can Press the Tab key.
3. A cell range is a group of cells selected together.
4. SQRT function returns the square root of a number.
5. To find the total expense using the SUM function, follow the given steps:
1. Click on the cell where you want the sum to appear.
2. Type an equal to symbol ‘=’ and then the function name SUM
3. Type the opening parentheses ‘(‘ after the function name.
4. Inside the brackets, add the cell range for which you want to calculate the total.
5. Press Enter to complete.
F. Apply Your Learning.
1. To calculate the total amount spent on monthly groceries using the SUM function, you can use the following formula: =SUM(C3:C10)
2. To find the average temperature for the week recorded in cells D5 to D15, Sunny can use the following formula: =AVERAGE(D5:D15)
3. Smriti can use the UPPER function to convert the name in cell E2 to uppercase. The formula is: =UPPER(E2)
4. Raima can use the MOD function to find out how many apples are left after dividing 20 apples equally among people, with each taking 3 apples. The formula is: =MOD(20, 3)
5. Seema can use the TODAY function to add the current date to her report. The formula is: =TODAY()
Python II
Chapter-3 Basics of Python
Chapter Checkup
A. Fill in the Blanks.
1. variable 2. letter, underscore 3. syntax errors 4. dynamic typing 5. built-in
B. Tick () the Correct Options.
1. c. Portable 2. c. List 3. b. Assignment 4. a. Hello_Name 5. b. input()
C. Who Am I?
1. Mutable 2. Snake Case 3. Type casting 4. PEDMAS 5. float()
D. Write T for True and F for False.
1. F 2. F 3. T 4. F 5. T
E. Answer the Following.
1. There are two categories of data types in Python: Immutable and Mutable.
2. 5
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. Python follows the PEDMAS rule, which stands for:
1. Parentheses (P)
2. Exponents (E)
3. Division (D)
4. Multiplication (M)
5. Addition (A)
6. Subtraction (S)
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
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 expenditure on the stationery you purchased is:”, total)
5. fahrenheit_temp = float(input(“Enter temperature in Fahrenheit: “))
celsius_temp = (fahrenheit_temp - 32) * 5/9
print(“Temprature in degrees Celsius is:”, celsius_temp)
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.
‘WEBS’ Framework
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.
About Uolo
Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia, and the Middle East.
• Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning. hello@uolo.com
ISBN 978-81-978912-5-0