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Look at the
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Activity box
1 The children are creating a dance routine. What programme
could you use to record it?
2 What would the algorithm for the dance look
like? 3 Can you write out the algorithm for each dancer to get to
their starting spot on
 Cambridge Primary

Computing
Learner’s
Boo 2 Roland Birbal
Carissa Gookool
k Miche le Koon
Koon Nazreen
Mohammed
Michele Taylor
Series editor:
Roland Birbal
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 Contents

How to use this 4

book

Term1
Unit 1 Be a game developer 8
Unit 2 Be a data analyst 24
Unit 3 Computers and their 40
functions 54
Unit 4 Be an animator

Term 2
Unit 5 Devices and 66
networks Unit 6 Be a 80
designer Unit 7 Be a 92
data scientist 106
Unit 8 Be an artist

Term 3
Unit 9 Connected and sharing 1 22
Unit 10 Be a storyte ler 1 34
Unit 11 Computers and 1 49
robots
Glossary 1 64
 How to use this book

Get started! Talk Get started!

about the new Look at the fo lowing instructions. They are for the game ‘Simon says’.
1 Which instructions are clear?
topic with a 2 What is missing in the instructio n s?
partner or sma l Simon says, “Move 4
➊
group. steps forward”

❷ Simon says, “Move”

➌ Simon says, “Run”

❹ Simon says, “Clap

your hands two
times”
You will learn: A ❺ Simon says, “Run to
the tree”
list of things you
wi l learn in the
unit. You will learn:
• that an algorithmis a precise
In this unit,
you wi l learn
set of instructions about
• that programs te l algorithms and
computers what to do programs.
• how to write programs
from algorithms.

Warm up
You wi l need a sheet of paper. Fo low the instructions below.
1 Draw a rectangle.
2 Draw a triangle over the rectangle.
3 In the rectangle, draw three sma l squares.
• Show your drawing to your classmates. Warm up:An
• Do your pictures look different? The
instructions are to draw an object. Your teacher wi l show you. offline activity to
Talk in groups. Why are some people’s drawings different? start your learning.

Do you remember?
Before starting this unit, check that you:
• know what an algorithmis
• can fo low an algorithm
• know that the order of instructions is important Do you
• know that algorithms are used to write code.
remember? A list
In this unit, you wi l use ScratchJr. There is of things you
an online chapter a l about ScratchJr.
should know before
you start the unit.
4
 How to use this book

Learn
Computer devices look different. However, they are a l made from
hardware and
software. Hardware
Hardware are the physical objects that make up a computing device.
Here are some examples of hardware:
This processor is hardware. It is hidden inside a l computing
devices. You cannot see it, but a computing device cannot work
without it.
Learn:Learn new
computing ski ls
Mia uses a keyboard to write a letter to her friend on the with your teacher.
computer. The keyboard is hardware.
Look at the
instructions to
help you.
Zhu can use headphones to listen to music on her smartphone.
Headphones are hardware.

Practise
For these questions, use the website your teacher gives you.
1 Use data fromthe table to make a bar graph.
Name Favourite fruit

Zara Banana

Viti Banana

David Orange

Jack Orange
Practise:Answer Annay Orange
questions to Sara Banana
learn more and Liam Apple
practice your new
ski ls. Favourite fruit Number of people

Banana 3
Hint: First, count the Orange
data. Put it in a
table or ta ly chart, Apple
like this:

5
How to use this book

Go further
1 Liamis getting dressed for school. What is the error
in the algorithm?
Step ➊ Put on T-shirt

Go further: Step ❷ Put on trousers

Activities to Step ➌ Put on shoes

make you think Step ➍ Put on socks

Computational thinking
carefu ly about What are some additional steps to get dressed if it
?

computing. is winter time? Write a new algorithmto get

dressed during winter.

2 Here is an algorithmfor a Seahorse character.

Step Instruction A

➊ Start on Green Flag

❷ Move up 4
B
➌ Move up 4
❹ Shrink by 2
❺ Shrink by 2
C
❻ Shrink by 2
➐ Stop program
Which program does the same thing as this algorithm?

Challenge yourself!
1 Start a new project. Add the correct
code fromthe Go further activity to
the Seahorse character.
2 Add a Fish character.
3 Create a programfor the Fish to
match this algorithm.
Step Instruction
Challenge yourself!
➊ Start on Green Flag Test your code to A harder activity to
❷ Say “Hi Seahorse”
see if you get the
correct results. test your new ski ls.
➌ Move right (6)

❹ Move left (2)

❺ Play Pop sound

❻ Repeat steps 3 to 5 two more times

Stop program
➐ the Starfish character to your project.
4 Add
5 Add the code below to the Starfish and run it. A l links to additional
resources can be found at:
6 Change the code for the Starfish so it uses the Repeat https://www.hoddereducation.
block. The new code should get the same results.
7 Run your final program.
co.uk/cambridgeextras

6
 How to use this book

My project
1 Look at the algorithmto get out of a maze. It has one
error. What is the error? How would you correct it?
My project: A
Algorithm longer activity at
Move right (2) the end of the unit
Move up (3)
Move right (4)
to test the ski ls you
Move up (1 ) have learnt so far.
2 Think about the things you do every night when you go to
bed. Write an algorithmfor going to bed. Include a l the
things you do in the correct order.
3 a Create a programfrom the algorithmbelow for the
Basketball character. Use the Repeat block. Did you know?
TCM-4
PLANNED PATH
Step Instruction The Mars Climate Orbiter was 226 TCM-4
ACTUAL PATH
Include the start a spaceship. km
➊ Start on Green Flag and end steps 57
A bug in the programcontro km
in your ling the spaceship caused an
❷ Jump (1)
algorithm. error. The mission could
➌ Move right (2) not be completed!

❹ Jump (1)
❺ Move right (2)
❻ Jump (1)
➐ Move right (2) Did you know? Learn
➑ Stop program about interesting
b Run your code and check that you get the correct results. facts and
information.

What can you do?

Good job! Now you
What can you Read and review what you can do. can create
algorithms and
Step
do? Find out how ✔ I can find and correct errors in
algorithms. programs that repeat
much you have ✔ I can identify the steps to
performtasks.
instructions.

learnt and what ✔ I can create programs that use the

repeat command.
you can do.
Computational thinking ?
Complete the algorithmin the table below with
Instructionthe steps to get the mouse to the cheese. Keywords
➊ Move right output:the results of
❷ Move an algorithm
input:the data that
➌ Move
is given to an
❹ Move (2) algorithm

Keywords:Understand new
Computational thinking: computing words. The
A task that tests your Glossary at the end of the
computational thinking ski book also lists a l of these
ls. words.
7
Unit 1 Be a game developer

Giving instructions
Get started!
Look at the fo lowing instructions. They are for the game ‘Simon says’.
1 Which instructions are clear?
2 What is missing in the instructions?

➊ Simon says, “Move

4 steps forward”

❷ Simon says, “Move”

➌ Simon says, “Run”

❹ Simon says, “Clap

your hands two
times”
❺ Simon says, “Run to
the tree”

You will learn: In this unit,

• that an algorithmis a precise you wi l learn
set of instructions about
• that programs te l algorithms and
computers what to do programs.
• how to write programs
from algorithms.

8
 Unit 1:Be a game developer

Warm up
You wi l need a sheet of paper. Fo low the instructions below.
1 Draw a rectangle.
2 Draw a triangle over the rectangle.
3 In the rectangle, draw three sma l squares.
• Show your drawing to your classmates.
• Do your pictures look different? The
instructions are to draw an object. Your teacher wi l show you.
Talk in groups. Why are some people’s drawings different?

Do you remember?
Before starting this unit, check that you:
• know what an algorithm is
• can fo low an algorithm
• know that the order of instructions is important
• know that algorithms are used to write code.

In this unit, you wi l use ScratchJr. There is

an online chapter a l about ScratchJr.

9
Unit 1:Be a game developer

Algorithms
Be precise
Learn
An algorithmis a precise set of instructions. The instructions need
to be in the correct order. An algorithmthat is not precise can
lead to the wrong result.
In the Warm up, you were asked to draw a house.
However, the instructions were not precise.
Here are two algorithms for making a chocolate milkshake.
Algorithm 1
Step Instruction
➊ Pour milk
❷ Add chocolate powder
➌ Stir
Algorithm 2
Step Instruction
➊ Pour milk in glass
❷ Add 1 spoon of chocolate powder
➌ Stir for 1 minute
Which algorithmis more precise?

Hint: Which
instructions are Keyword
clearer? precise: exact,
clear and
correct

10
 Unit 1:Be a game developer

Practise
1 Choose a l the words that describe an algorithm.
exact unclear wrong clear correct
2 Here are two algorithms to prepare a bowl of cereal with milk.
Choose the algorithmthat is more precise.
Algorithm 1 Algorithm2
Step Instruction Step Instruction
➊ Get cereal ➊ Get bowl, cereal and milk
❷ Pour cereal ❷ Pour cereal in bowl
➌ Pour milk ➌ Pour milk in bowl
3 Help Kai get home. Complete this algorithm. Two instructions are
missing. Add the most precise instructions.
Move up Go to the right 11 steps Walk
Step Instruction right
➊ Start
Move up 6 steps
❷
➌
❹ Stop

11
Unit 1:Be a game developer

Programs and algorithms

Giving instructions
Learn
An algorithmis a precise set of
instructions to complete a task.
A program is a set of
instructions that a computer
understands.
An algorithmmust be turned into a
programfor a computer to run it.
A computer carries out a task by
fo lowing programinstructions.
A programis created when each step
in an algorithmis changed into code.
The algorithmbelow moves an object
1 2 steps right.
Algorithm

Step Instruction

➊ Start on Green Flag

❷ Move right (1 2) 12

➌ Stop

12
 Unit 1:Be a game developer

The instructions in a programmust be precise. This

is because computers are machines. They fo low instructions.

Start on
Green Stop
Flag

Move right 1 2 steps

We can use the

algorithmto create a
programin ScratchJr.

Did you know?

Keywords
Computer program: a set of instructions
games are for a computer
examples of code: the instructions in a
programs! program

13
Unit 1:Be a game developer

Practise
1 Say if the sentences are true or false.
Sentences True/False
a Computers can think on their own.
b Instructions for a computer must be unclear.
c Computer games are examples of programs.
d A computer fo lows a programto do a
task.
2 Which ONE of the two options can a computer carry out?
A B
Step Instruction
➊ Start on Tap
❷ Move right (11 )
➌ Move up (6)
❹ Stop program

3 Look at the algorithmand code below.

Algorithm Code
Step Instruction
➊ Start on Green Flag
❷ Move right (11)
➌ Jump (2)
❹ Stop program
a Does the code match the Yes No
algorithm?
b Give a reason for your answer.
14
 Unit 1:Be a game developer

Coding
Algorithms to programs
Learn
To produce a program, we must write an algorithm.
Each step in the algorithmis changed to code.
Let us look at this task. We
want the Whale to spin around. We want it to do a fu l
right spin.
There are FOUR steps to create the program.

Step 1:Break the task into smaller tasks.

• Add a Background.
• Add one character: the Whale.
• Add one main action – the Whale spins
around. Look at the algorithmfor the Whale in
Step 2.

It is good to write
an algorithm
before writing
code.

15
Unit 1:Be a game developer

Step 2: Write an algorithmfor the task This

is an algorithmfor the Whale to do a fu l right spin.
The Whale spins when tapped.

Step Instruction

➊ Start on Tap

❷ Spin right (1 2) 12
➌ Stop program

Step 3: Match a block of code to each

instruction in the
algorithm Here is the programfor the Whale to
make a fu l spin.

Step Instruction

➊ Start on Tap

❷ Spin right (1 2) 12

➌ Stop program

Remember the blocks

must be joined.

Step 4: Run the program

Tap on the Whale to see if it does a fu l right spin.

16
 Unit 1:Be a game developer

Practise
We wi l create a programfor the Whale to do a fu l left spin.
1 Look at the algorithmfor the Whale character.
Whale algorithm
Step Instruction
➊ Start on Green Flag
❷ Spin left (12) 12
➌ Stop program
a Open ScratchJr.
b Add a Background like this.
c Add the Whale character.
d Choose the correct blocks of code
to match the algorithm.

A B C D E

2 Add the blocks of code for the Whale in ScratchJr.

3 Run your code. Does the Whale spin left?

Run the program. The Whale

should do a fu l left spin.

17
Unit 1:Be a game developer

Go further
1 Here are two algorithms for a Crab. The Crab should:
• spin around 2 times
• say “I amdizzy!”

Which algorithmis more precise?

Crab algorithm1
Step Instruction
➊ Start
❷ Spin
➌ Talk
❹ Stop
Crab algorithm2
Step Instruction
➊ Start on Tap
❷ Spin right (24)
➌ Say “I amdizzy!”
❹ Stop program

18
 Unit 1:Be a game developer

2 Choose the correct blocks of code to match this algorithm.

One step is done for you.
Algorithm Program
Step Instruction Block of Code
➊ Start on Tap
❷ Spin right (24) 24
➌ Say “I
amdizzy!”
❹ Stop program A

A B C D E
3 Create the programin ScratchJr.

a Open ScratchJr.
b Add a Background as shown.
c Add the Crab character.
d Add the blocks of code you chose in question 2.
e Run the program.

19
Unit 1:Be a game developer

Challenge
yourself!
Algorithmic
thinking
1 Clara fo lows this path to her house.

Complete the algorithmfor Clara. Choose the correct

numbers to fi l in the blanks for Steps 4 and 5.
1 2 3
Algorithm
Step Instruction
➊ Start on Green Flag
❷ Move up (3) 3
➌ Move right (1) 1
❹ Move up ?
❺ Move right ?
❻ Stop
 Unit 1:Be a game developer

2 Here is an algorithmfor a girl to:

• jump
• do a fu l spin and
• say “I did it!”
Step Instruction Block of code
➊ Start on Green Flag
❷ Jump (3)
➌ Spin right (12)
❹ Say “I did it!”
❺ Stop program
Choose the correct blocks of code to match the algorithm.

it

A B C D E F G

3 Create a programin ScratchJr.

a Open ScratchJr.
b Add a Background as shown.
c Add a Child character.
d Add the blocks of code you
chose in question 2.
e Run the program.

21
 Unit 1:Be a game developer

My project
1 Work in groups. Which
algorithmis more precise, Algorithm1 or Algorithm 2?
Algorithm 1 Algorithm 2
Step Instruction Step Instruction
➊ Start on Tap ➊ Start
❷ Move up 5 steps ❷ Move up
➌ Spin right (1 2) ➌ Turn
❹ Spin left (12) ❹ Turn
❺ Move right (10) ❺ Move right
❻ Stop program ❻ Stop program
2 Which programmatches Algorithm1?

3 Create a programin ScratchJr.

a Open ScratchJr.
b Add a Background like this.
c Add the Pilot character.
d Add the blocks of code you chose
in question 2.
e Run the code.

22
 Unit 1:Be a game developer

4 Open the programthat was created in question 3. Add a

Chicken character like this.

The Chicken must do the fo lowing when tapped.

• Say “Help!” • Jump (2)
• Move right (1 3) • Stop
a Use the algorithmto select and join the correct blocks for
the program.
b Run the program.

Did you know?

Scratch and ScratchJr are named after a way
of making music ca led ‘scratching’.

What can you do?

Read and review what you Awesome job! Now

can do. you know more about
✔ I know an algorithm is a algorithms and
precise set of programs.
instructions.
✔ I know that programs te l compute rs
what to do.
✔ I can write a programin ScratchJr.

23
 Unit 2 Be a data analyst

Categorical data
Get started!
We can show data in pictures.
Favourite Number of
colour students 15

Red 10

Blue 0

Colours
Green

Ye low

Pink

Work with a partner. Hint: Which graph

has bars? Which
1 Point to the bar graph. chart has
2 Point to the pictogram. pictures?
3 What do the charts show?

You will learn: In this unit, you

• about storing data and wi l learn
information on computers about
• how to use a computing device grouping data.
to present data
• about co lecting data for a
reason.
24
 Unit 2:Be a data analyst

Warm up
1 Work in pairs. Put the animals in the correct boxes.
An animal can be in more than one box.
Water animals

Land
animals

Animals that fly

2 Can you think of any other ways to group the animals?

Do you remember?
Before starting this unit, check that you:
• know that computing devices can answer questions
• know that computing devices can sort and organise data
• know that computing devices can record data
• know about data tables.

25
Unit 2:Be a data analyst

Computer data storage

Advantages
Learn
Computers can store data and information. This is a good
idea because:

1 Computers can store lots of data.

2 Searching for data is quick and easy.

3 The data can be presented in different

ways such as graphs and charts.

4 Data can be shared across computers.

5 Data can be added or changed

using a computer.

6 It is easy to copy data. This means data

can be replaced if it is lost. A copy of s
data i ca led a backup.

Keyword
backup:a copy of data that is stored in a safe place

26
 Unit 2:Be a data analyst

Practise
1 Say if the statements are true or false.
Statement True or false?
a Making changes to data on a
computer is hard.
b Data can be shared across
computers.
c It is hard to copy
data on computers.
2 Circle the picture that shows a faster way to find a book
at the library.

A B
3 Circle the picture that shows the best way to store lots of data.

A B
4 Circle the picture that shows the easier way to get
graphs and charts.

A B

27
 Unit 2:Be a data analyst

Data
Presenting data in groups
Learn
Some data can be put into groups. For
example, data about eye colour can be put into four groups:
amber, green, blue, brown.
Software is used to present data in different ways.
Data can be shown as a bar graph or pictogram.

pictogram

bar graph
We can present the data
Name Favourite colour in this table as a bar
graph or a pictogram.
Zara red
Viti red
David blue
Jack green
Annay green
Sara green Keyword
Liam green present: to show

28
 Unit 2:Be a data analyst

Step 1: Count the number of people that like each colour.

Draw a data table like this one.
Favourite colour Number of people
red 2
blue 1
green 4
Step 2:Use an online chart creator. Your teacher wi l help you.
Once you are on the website, choose the Bar option at the top.

Type the text below. (The data and labels are fromthe table in
Step 1.)
X: Colours Y: Number of people

Title: Favourite

colours Values: 2, 1 ,

4 Labels: red, blue,

green

29
Unit 2:Be a data analyst

To change the colour of the bars/columns:

• Click on the column/bar.
• Click on the drop-down arrow.
• Choose the colour you want.

Wow, you
created your first
chart!

30
 Unit 2:Be a data analyst

Practise
For these questions, use the website your teacher gives you.
1 Use data fromthe table to make a bar graph.

Name Favourite fruit

Zara Banana

Viti Banana

David Orange

Jack Orange

Annay Orange

Sara Banana

Liam Apple

Favourite fruit Number of people

Hint: First, count the data. Put it Banana 3

in a table or ta ly chart, like this:
Orange

Apple

31
Unit 2:Be a data analyst

Computing devices
Collecting categorical data
Keyword
Learn category:group
We can co lect data and put it into groups or categories.
Computing devices co lect categorical data every day for
different reasons. Data can be co lected in different ways. Let
us look at some of the ways to co lect and use data.
Electronic forms
One way to co lect data is by using an electronic form. People
can complete electronic forms on devices such as laptops,
desktops, smartphones and tablets. For example, schools may co
lect data on students’ activities and likes. They can ask students
to complete and submit a form. The answer to each question
can be put into different
. categories
1
Question 1 has
two categories:
Yes, No.

Question 2 has 2
five categories:
Chess, Robotics,
Book, Math,
Other.

Question 3 has
three categories:
1 , 2, 3 – where 3
1 is the lowest
rating and 3 is
the highest
rating.

32
 Unit 2:Be a data analyst

Three types of questions that can be included

on a formto co lect categorical data are:
Yes/No, Checkboxes and Rating Scale.

Traffic systems
Traffic systems count the traffic on roads.

They can group different types of traffic, such as:

cars
lorries

bicycles pedestrians
Once co lected, the results can be shown as graphs or charts.

33
Unit 2:Be a data analyst

Supermarkets At
a supermarket, each itemhas a Keyword
barcode. The barcode contains data barcode:black lines
about the itemsuch as what type that contain
of food it is and its price. information about an
item
At the check-out, a computerised ti l can read the
barcode. It co lects data about how many items were sold
each day. Items can then be grouped into categories,
such as:

dairy meat vegetables

This data shows how much meat was sold on one day, or which
vegetable was the most popular in June.

Did you know?

Online shopping sites use data to
help you find what you are looking
for.

34
 Unit 2:Be a data analyst

Practise
1 Circle the computing devices that can be used to
complete an electronic form.

2 Draw a line to match the questions to the question types.

A Yes/No

B Rating
scale

C Checkbox

3 Tick (✔) the device a supermarket uses to co lect data.

A Camera

B Barcode reader

C Monitor

35
Unit 2:Be a data analyst

Go further
1 Say if these statement are true or false.
a A computer can only present data in bar graphs.

b Lost data can be replaced with backup copies.

c It is very difficult to share data and information on

a computer.

d It is hard to search for data on a computer.

2 Match the descriptions on the left with the computing

devices or technologies on the right.
A Can group different
types of vehicles Computerised ti l

B Can co lect data

on students’ likes Traffic system

C Scans barcodes on items Electronic form

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 Unit 2:Be a data analyst

Challenge yourself!
1 Fi l in the correct answers. Choose from the words in
the word bank.
pictogram bar graph backup
a A copy of data is a ca led a .

b Data can be presented as a .

c Data can be presented as a .

2 Give TWO advantages of storing data on a computer.

3 Use the data table to produce a bar graph. Fo low the
steps fromthe Learn panel – Presenting categorical data.
Use this website to create the charts:
www.mathsisfun.com/data/data-graph.php
Favourite candy Number of people

Chocolate 9

Gummies 7

5
lipops
Lo
Toffees 2

37
Unit 2:Be a data analyst

My project
1 Work in groups.
a Ask seven students what their favourite candy is. They
must choose fromthe four candies in the table.
b Complete the table with the data you co lect.
Favourite candy Number of people

Chocolate

Gummies

Lo lipops

Toffees

c Fo low the steps in the Learn panel on pages 29–30.

Create a chart fromthe data you co lect. Use this website
to create the chart:
www.mathsisfun.com/data/data-
g ra p h . p h p
2 Jasmine wants to know the eye colours in her class.
a What can she use to co lect data fromher classmates?
b State TWO computing devices that her classmates can
use to enter the data.
c What type of question is best for co lecting data on eye colour?
A Yes/No
B Checkbox
C Rating scale

38
 Unit 2:Be a data analyst

What can you do?

Read and review what you can do.

✔ I know why data and information are stored on computers.
✔ I know how to use a computing device to present data.
✔ I know that computing devices co lect data for a reason.
Awesome job! You now know about
storing data and how computing devices
co lect and present data!

39
Unit 3 Computers and their
functions
Computers consist of hardware and software
Get started!
Discuss with your partner: What
do you use computers for?

Playing games Watching movies

Sending messages

Video ca ling friends Listening to music

You will learn: In this unit,

• about hardware and software you wi l learn
• that some features make about
digital devices easy to use hardware and
software.
• about the difference
between input and output
devices.

40
 Unit 3:Computers and their functions

Warm up
Work in pairs.
• Point to pictures of computing devices.
• Point to pictures of software.

Do you remember?
Before starting this unit, check that you:
• know that computers can do different things
• know that computers can run many different programs.

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Unit 3:Computers and their functions

Functions of hardware and software

Learn
Computer devices look different. However, they are a l made from
hardware and software.
Hardware Hardware
are the physical objects that make up a computing device. Here
are some examples of hardware:
This processor is hardware. It is hidden inside a l computing
devices. You cannot see it, but a computing device cannot
work without it.

Mia uses a keyboard to write a letter to her friend on the

computer. The keyboard is hardware.

Zhu can use headphones to listen to music on her smartphone.

Headphones are hardware.

42
 Unit 3:Computers and their functions

A hard drive stores data and

information for later use. Most Keywords
hard drives are hidden in hardware:physical
computers. objects that make up a
Hard drives are hardware. computer
software:a set of
instructions for a computer
app: a programthat
performs a task

Software
Software is another name for a computer program. Software is
a set of instructions. Software te ls hardware what to do.
Without software, hardware cannot do anything.
• Some software controls the computing device.
• Other software does a task. This kind of software is ca
led an app.
Here are some examples of software:
File software lets users open, close, save and delete files.

43