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The Cambridge Primary Computing series consists of a Learner’s Book, Boost eBook and Teacher’s Guide with Boost Subscription for each Cambridge Primary stage.

Learner’s BookBoost eBookTeacher’s Guide with Boost Subscription

Stage 1 (ages 5–6)

Stage 2 (ages 6–7)

Stage 3 (ages 7–8)

Stage 4 (ages 8–9)

Stage 5 (ages 9–10)

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To explore the entire series, visit www.hoddereducation.com/cambridge-primary-computing

Look at the picture on the cover. Work in pairs and answer the questions.

Activity box

1 Annay and Elok are looking at a secret code. Can you write the word ‘LEG’ by drawing three pieces of fruit?

2 Maris and Jin are looking at another secret code. Can you write the word ‘BAG’ by drawing three animals?

3 What other pictures could you use for a secret code? Draw and colour in your ideas.

Cambridge Primary

Computing

Computing

Roland Birbal

Carissa Gookool

Michelle Koon Koon

Nazreen Mohammed

Michele Taylor

Series editor: Roland Birbal

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Any example answers to questions taken from past question papers, practice questions, accompanying marks and mark schemes included in this resource have been written by the authors and are for guidance only. They do not replicate examination papers. In examinations the way marks are awarded may be different. Any references to assessment and/or assessment preparation are the publisher’s interpretation of the curriculum framework requirements. Examiners will not use endorsed resources as a source of material for any assessment set by Cambridge International.

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© Roland Birbal, Carissa Gookool, Michelle Koon Koon, Nazreen Mohammed, Michele Taylor 2023

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Printed in Slovenia

A catalogue record for this title is available from the British Library.

ISBN 9781398368583

How to use this book

Get started! Talk about the new topic with a partner or small group.

You will learn: A list of things you will learn in the unit.

Warm up

Work in pairs.

The girl below needs to get to her friends. She has to hop, hop, hop, jump, jump, walk, walk.

We can use this algorithm: Algorithm

StepInstruction

❶ Start

❷ Hop forward

❸ Hop forward

❹ Hop forward

❺ Jump forward

❻ Jump forward

❼ Walk forward

❽ Walk forward

❾ Stop

Is there an easier way to give the instructions?

A computer can run more than one program at the same time. For example, a web browser and a word processing program.

Just like a computer, humans can also do more than one thing at the same time. For example, eating a sandwich while watching the television. What other tasks do you perform at the same time? With your partner, discuss some other examples from everyday life.

You will learn:

• that efficient algorithms are concise

• to identify steps that are repeated in tasks

• to create programs running more than one algorithm

• to develop programs that reset objects. In this unit, you will create programs with multiple algorithms in Scratch.

Do you remember?

Before starting this unit, check that you:

• can follow and understand algorithms

• can correct an algorithm with an error

• know how to write precise instructions

Hint: Look at the steps that are repeated. See how they can be combined and given as one instruction.

For example, “hop forward” occurs three times. We can replace steps 2 to 4 with the instruction “hop forward 3 times”.

• can create algorithms as programs. In this unit, you will use Scratch. There is an online chapter all about Scratch.

Warm up: An offline activity to start your learning.

Do you remember? A list of things you should know before you start the unit.

Get started!

Learn

Here are some more differences between software and hardware. Hardware Software

The physical or parts that make up a computer.

The instructions that tell a computer what to do.

Can be dropped or damaged.Cannot be dropped or damaged. Can be affected by bugs (errors in the code).

David has used his computer for a long time. The B, T and J keys on the keyboard have stopped working. He also dropped his mouse and it broke. He will need to replace the keyboard and the mouse.

Sanchia bought a computer game. However, the game keeps crashing – that means that it stops working. Sanchia is told that the game has a bug

Can be replaced with a new part if the part is not working. Must be reinstalled if it is not working.

Can be touched.

Cannot be touched.

Works once software is installed. Must be installed onto hardware to run.

How

Learn:

1 State whether a keyboard or pointing device would be best suited to enter the following data:

Practise: Answer questions to learn more and practice your new skills.

are you bringing?

2 What type of data is collected in A, B and C in question 1 – discrete or categorical?

3 What keys on the keyboard are used to enter discrete data on an electronic form?

A Alphabet keys

B Number keys

C Symbol keys

4 Select the devices that are best suited for recording categorical data on electronic forms with checkboxes.

5 Fill in the blanks with the correct words to complete the sentence. You do not have to use all the given words. pointing keyboard mouse

A touchpad, touchscreen and are known as devices.

Practise

Challenge yourself!

1 The diagram below shows how plain text is converted to ciphertext and then converted back to plain text. Complete the diagram to show the process. Add the missing boxes and words.

1 Name the parts of the spreadsheet shown by each colour:

Blue

Green

Red 2 Help the bunny to find the carrots. Write the cell addresses of the carrots.

2 Using the simple letter-to-number code on page 142, complete the diagram below by filling in the answers for Box 1 and Box 2.

3 Look at the table below. The alphabet is split into two lines. Create a code that matches each letter in the first row with a letter in the second row.

a Tell your partner your code.

b Use the code to send the following message: the candy is on the top shelf

3 Copy the data from this table into a spreadsheet.

Beach itemsAmount soldDate soldCost

Beach bucket218/05/2022$20.00

Beach ball319/05/2022$10.00

Surfboard120/05/2022$50.00

Go further 19/05/2022 $10.00 20/05/2022 $50.00

4 What will be the format of the data under the following headings?

a Beach items b Amount sold

c Date sold d Cost

Use the answers to help you format the data in your spreadsheet.

b Try selecting the data in your spreadsheet.

Remember the formats are: Number, Date, Text, Currency.

5 a What cells need to be selected to find the total number of beach items sold? Discuss with your partner why you chose that data.

My project

1 Work in groups. This is an algorithm to plant seeds. It should match the series of pictures. Is the algorithm correct? Rewrite the algorithm with any changes.

2 Computational thinking Pattern recognition

Place pot in sunlight

Fill pot with soil

Throw seeds in soil

Water the pot

Stop

Judy is picking some flowers for her mother. Here is the algorithm for Judy to pick the flowers.

How to use this book

My project: A longer activity at the end of the unit to test the skills you have learnt so far.

Algorithm A

Instruction

Start

Pick rose

Pick rose

Pick lily

Pick sunflower

Pick sunflower

Pick sunflower

Stop

Did you know?

Are there any steps that can be combined to make Algorithm A shorter? Copy and complete Algorithm B so that it does the same as Algorithm A.

Pick sunflowers

The first time a computer ran software was in 1948 at the University of Manchester in the UK!

Hint: Look for steps that are the same and combine them.

What can you do? Find out how much you have learnt and what you can do.

Computational thinking

Reading a book

1 Think about the steps you take when reading a book from start to finish.

2 Write these steps in the correct order.

Did you know? Learn about interesting facts and information.

What can you do?

Read and review what you can do.

✔ I can follow, understand, edit and correct algorithms.

✔ I understand that efficient algorithms are concise.

Awesome job! Now you know how to edit and correct algorithms and make programs more concise.

✔ I can create programs that reset objects.

✔ I can edit programs to make them more concise.

Computational thinking: A task that

tests your computational thinking

3 Identify the steps that are repeated in this task. ?

Keywords efficient: getting a result using the least amount of time or steps concise: short

skills.

Keywords: Understand new computing words. The Glossary at the end of the book also lists all of these words.

Making programs clear Unit 1

Being efficient

Get started!

Look at the picture below. The duckling usually takes path 1 to get to the mother duck.

Discuss the following questions with your partner.

1 How many steps does the duckling take using path 1?

2 Is there a shorter path the duckling can take?

3 How many steps are in the shortest path?

4 Which is the best path to get to the mother duck? Why?

You will learn:

• to follow, understand, edit and correct algorithms

• to edit programs to make them simpler

• to create programs that reset objects.

In this unit, you will learn to edit and correct algorithms and make programs more concise.

Path 3

Path 2

Path 1

Warm up

Work in pairs.

The girl below needs to get to her friends. She has to hop, hop, hop, jump, jump, walk, walk.

We can use this algorithm:

Algorithm

StepInstruction

❶ Start

❷ Hop forward

❸ Hop forward

❹ Hop forward

❺ Jump forward

❻ Jump forward

❼ Walk forward

❽ Walk forward

❾ Stop

Do you remember?

Before starting this unit, check that you:

• can follow and understand algorithms

• can correct an algorithm with an error

• know how to write precise instructions

• can create algorithms as programs. Is there an easier way to give the instructions?

Hint: Look at the steps that are repeated. See how they can be combined and given as one instruction.

For example, “hop forward” occurs three times. We can replace steps 2 to 4 with the instruction “hop forward 3 times”.

In this unit, you will use Scratch. There is an online chapter all about Scratch.

Follow, understand, edit and correct algorithms

Learn

An algorithm is a set of instructions. The steps of the algorithm must be in the right order.

We must be able to follow and understand an algorithm. Only then can we tell if the algorithm works properly. If it does not work properly, we need to edit and correct it.

Following and understanding an algorithm

Look at this problem. The boy needs to get to his friend’s house.

Algorithm

❶ Move 3 blocks right

❷ Move 4 blocks forward

❸ Move 2 blocks left

❹ Move 1 block forward

Follow the steps in the algorithm. Which house does the algorithm lead to – the yellow house or the blue house?

Understanding an algorithm allows us to check that it gives the right results. In this case, the boy is able to reach the correct house.

Keyword edit: to change

Editing and correcting algorithms

Look at this problem. The boy needs to deliver a pizza to this house. He is given this algorithm:

Algorithm

❶ Move 3 blocks left

❷ Move 3 blocks forward

❸ Move 2 blocks right

❹ Move 2 blocks forward

❺ Move 2 blocks left

❻ Move 1 block forward

Follow the algorithm to see if he reaches the house.

We need to check each instruction. When we follow the instructions, the boy does not reach the house. Some instructions must be wrong. We need to see which steps are wrong and correct them.

Algorithm

❶ Move 3 blocks left

❷ Move 3 blocks forward

❸ Move 2 blocks right

❹ Move 2 blocks forward

❺ Move 2 blocks left

❻ Move 1 block forward

Two changes were made to the algorithm:

Algorithm

Move 3 blocks right

Move 3 blocks forward

Move 1 block right

Move 2 blocks forward

Move 2 blocks left

Move 1 block forward

1 The direction was changed from left to right in step 1.

2 The number of blocks was changed from 2 to 1 block in step 3.

Practise

Work in pairs to answer the questions.

1 What does this algorithm do?

Algorithm

❶ Wash lettuce, cucumbers, tomatoes

❷ Chop lettuce with knife

❸ Dice tomatoes with knife

❹ Dice cucumbers with knife

❺ Toss lettuce, tomatoes and cucumbers in bowl

2 What does this algorithm do?

Algorithm

❶ Write the number 10

❷ Write the number 15

❸ Subtract the first number from the second number

❹ Write the answer

3 Here is an algorithm to make a peanut butter and jelly sandwich.

Algorithm

❶ Get a piece of bread

❷ Spread butter on it

❸ Get another piece of bread

❹ Place a piece of cheese on it

❺ Put the two pieces of bread together

❻ Eat it

a Is the algorithm for making a peanut butter and jelly sandwich correct? Give a reason for your answer.

b Which step(s) in the algorithm do we need to edit?

c Rewrite the algorithm to show the new algorithm with the changes.

4 Here is an algorithm to spell the word n i c e.

a Is the algorithm correct?

b Which step(s) in the algorithm do we need to edit?

c Rewrite the algorithm with the changes.

Algorithm

Write n

Write 1

Write c

Write e

Concise programs

Learn

The best algorithms are efficient. This means they carry out a task using the least number of steps. Efficient algorithms are concise. Efficient algorithms make efficient programs. We can make a program concise by combining repeated code and removing code that is not needed.

Combining and removing commands

Program A is for a balloon to float up. As the balloon floats higher, it gets smaller.

Program A

Program B

The change y by 30 block is repeated twice in program A. In program B, these two blocks are replaced with the single block change y by 60. The change y by 40 block is also repeated twice. In program B, these two blocks are replaced with the single block change y by 80.

Program A has 8 blocks of code. By combining the same commands and removing unwanted ones, we now have 6 blocks of code. Program B solves the same problem as program A but is more concise.

Try creating programs A and B in Scratch.

1 Open Scratch to create a new project.

2 Select the Blue Sky backdrop.

3 Select the Balloon sprite.

4 Add the program A blocks of code to the Balloon sprite.

5 Run the program. Does the Balloon float up into the air and shrink as it goes higher?

6 Replace Program A’s blocks of code for steps 2 and 3 with Program B’s block of code for step 2.

7 Replace Program A’s blocks of code for steps 6 and 7 with Program B’s block of code for step 5.

8 Run the program. The Balloon should move just like it did before. Program A Program B

9

How is program B the same as program A?

10 How is program B different from program A?

11 Which program is more concise (shorter)?

There can be more than one solution to a problem, but one solution may be more concise than the other.

The table shows what the blocks mean.

The change y by block moves a sprite up or down. Positive numbers move the sprite up and negative numbers move the sprite down.

This block causes the sprite to wait or pause for a number of seconds.

This block changes the size of the sprite. A number with a minus sign makes the sprite smaller. A positive number makes the sprite larger.

Keywords efficient: getting a result using the least amount of time or steps concise: short

Practise

1 Create a new project in Scratch. Ripley sprite should fall to the ground and get larger as he falls.

When the Green flag is clicked, Ripley:

• moves 40 positions down twice

• pauses for 1 second

• grows by 10

• moves 50 positions down twice

• then grows by 15.

a Select the Blue Sky backdrop.

b Select the Ripley sprite and position it as seen in the picture.

c Use the blocks shown to help you create your program. Run the program. Does Ripley fall to the ground and increase in size as he falls?

2 Look at the program you created in question 1.

a Can you combine any blocks of code?

b Create a more concise program by combining and removing any blocks.

c Run the new program. Does Ripley fall to the ground and increase in size, just like the first program?

The program that used fewer blocks of code and was faster to create is the more concise program.

Resetting objects

Learn

Have you ever played a video game where a character returns to its starting position?

We can do this in Scratch by including a block of code to reset the object or character.

Reset position

Look at this code for the Cat sprite to walk across the screen.

The Cat will move 400 steps forward when the Green flag is clicked. However, if we click the Green flag again, the Cat will walk off the edge of the screen.

We must add another block of code to reset the Cat’s starting position.

We can add the Go To x: −200 y: 0 block of code. This block is placed after the When Green flag is clicked block. The new code will look like this. It resets the position of the Cat each time the Green flag is clicked.

Make sure you include the minus sign if there is one. Otherwise the sprite will be in the wrong place.

Reset size

We also added the Wait block before the Move block. If we do not do this, the sprite will appear not to move at all.

Look at the code for the Cat sprite to grow when the Green flag is clicked. The sprite grows by 10 three times. However, if we run this code over and over again, the Cat keeps growing until it is too big.

We need to add a block of code to reset the sprite. The Set the size to ( ) block can be used to reset the sprite to its original size. The block is set at 100% because the original size of the sprite was 100, as seen in Image 3.

Image 3

The new code will look like this.

When any sprite is added in a program, the size is 100. However, this number can be increased if we want a larger sprite or decreased if we want a smaller sprite.

Try creating and running the programs in the examples. The Cat sprite should return to its original state each time the Green flag is clicked. Your teacher can help you with this exercise.

Keyword reset: to return to the original state

Practise

Work in groups to create the following programs.

You can go back to the programs in the Learn panel if you need help.

Resetting the size and position of the Bus sprite

1 Add the backdrop Colorful City.

3 Create the program as shown.

2 Add the Bus sprite. Position the Bus as seen in the red box: x is −167, y is −87.

4 What does the Change size by −20 cause the Bus sprite to do?

5 Which of these blocks of code return the Bus sprite to its original size and position?

6 Add the blocks of code you chose in question 5 to the program that you created in question 3.

Now run the program. Does the Bus return to its original size and position each time the Green flag is clicked?

Go further

Work in groups.

1 There are two paths that lead from the one tree to the other.

a Which path does the algorithm represent, path 1 or path 2?

Step Instruction

❶ Start

❷ Turn left

❸ Move 2 steps forward

❹ Turn right

❺ Move 6 steps forward

❻ Stop

2 This is an algorithm to stack the rings in the order shown in the photograph.

a Is the algorithm correct?

b Edit the algorithm to solve the problem. Rewrite the corrected algorithm.

Step Instruction

❶ Start

❷ Stack green ring

❸ Stack red ring

❹ Stack blue ring

❺ Stop

3 The program on the rightis for the Monkey to walk to the Bananas. When he gets to the bananas, he grows in size.

a Open Scratch to create a new project.

b Select the backdrop and the Monkey and Bananas sprites as seen.

c Position the Monkey as seen: x is −44, y is −46.

d Add these blocks of code to create your program.

Run the program to see if the Monkey grows when he reaches the Bananas.

e How many blocks of code are in this program?

f Which blocks of code can be combined?

g How many blocks of code will we end up with when the blocks of code are combined?

4 a Choose the correct blocks of code below to create a more concise program for the Monkey.

b Add these blocks and remove the blocks that are no longer needed. Run the program. Does the Monkey grow when he reaches the Bananas in this program?

5 a Add the three blocks of code on the right to the program you created in question 4.

b Which block of code resets the Monkey to its original position?

c Which block of code resets the Monkey to its original size?

d Run the program several times to see if the Monkey returns to its original size and position each time the Green flag is clicked.

Challenge yourself!

Work in groups to answer all the questions.

1 Tell a classmate what it means to have a concise program.

2 a Here is an algorithm. What does this algorithm do?

Step Instruction

❶ Start

❷ Draw red square

❸ Draw blue triangle

❹ Draw yellow circle

❺ Stop

b Here is an algorithm to draw shapes in the order shown. Is the algorithm correct? Give a reason for your answer. Rewrite the algorithm to show the corrections.

Step Instruction

❶ Start

❷ Draw square

❸ Draw circle

❹ Draw circle

❺ Draw square

❻ Stop

3 Create a new program in Scratch for the Sun to rise. It must move up and get smaller as it goes higher.

a Open Scratch to create a new project.

b Select a backdrop and the Sun sprite.

c Position the Sun as seen in the image on the next page: x is −2, y is 12.

4

d Set the size of the Sun to 80.

e Add the blocks of code to create your program.

f Run the program to see if it works.

a Create a more concise program by combining the repeated blocks of code in question 3. Run the program to see if it works. The Sun should rise and get smaller just like the program in question 3.

b How many blocks of code did you use?

c Did both programs do the same thing?

5 We want the Sun to return to its original size and position when the Green flag is clicked.

You can go back to question 3c and 3d to get the Sun’s original size and coordinates. Three blocks of code must be added

• Set Size to • Go To x, y • Wait

Add these blocks of code to the program in question 4 to reset the Sun to its original size and position when the Green flag is clicked. Run the program a few times. Does the Sun return to its original size and position each time the Green flag is clicked?

My project

1 Work in groups. This is an algorithm to plant seeds. It should match the series of pictures. Is the algorithm correct? Rewrite the algorithm with any changes.

2 Computational thinking

Pattern recognition

Algorithm

Step Instruction ❶ Start

❷ Place pot in sunlight

❸ Fill pot with soil

❹ Throw seeds in soil ❺ Stop

Judy is picking some flowers for her mother. Here is the algorithm for Judy to pick the flowers.

Algorithm A

Step Instruction

❶ Start

❷ Pick rose

❸ Pick rose

❹ Pick lily

❺ Pick sunflower

❻ Pick sunflower

❼ Pick sunflower

❽ Stop

Algorithm B

Step Instruction ❶ Start

Pick roses

Pick lily

Are there any steps that can be combined to make Algorithm A shorter? Copy and complete Algorithm B so that it does the same as Algorithm A.

Pick sunflowers

Stop

Hint: Look for steps that are the same and combine them.

3 This is the code for a tree to grow in the forest.

a Which blocks of code are repeated?

b What block of code will replace the first two Change size by 10 blocks in the program?

c What block of code will replace the last two Change size by 20 blocks in the program?

4 a Use the blocks of code chosen in question 3b and 3c to create a new program in Scratch. The blocks of code that are chosen will replace the blocks of code shown in red on the right.

b How many blocks of code are in the new program?

c Is your new program more concise than the program in question 2? Why?

5 We need to reset the size of the Tree sprite each time the Green flag is clicked. The original size of the Tree sprite is 100. Two blocks of code are to be added to the program:

• a block to reset the size of the Tree and

• a block to wait 1 second.

a Choose the correct blocks of code to add to the program you created in question 3.

b Run the program several times with the added blocks of code. Does the Tree return to its original size each time the Green flag is clicked?

Did you know?

You can help to save the planet by writing concise code. Computers use less power and generate less heat when using efficient programs.

What can you do? programs

Read and review what you can do.

✔ I can follow, understand, edit and correct algorithms.

✔ I understand that efficient algorithms are concise.

Awesome job! Now you know how to edit and correct algorithms and make programs more concise.

✔ I can edit programs to make them more concise.

✔ I can create programs that reset objects.

Hardware and software work together Unit 2

Computer hardware and software

Get started!

Discuss the following with your partner:

• What is software?

• Can a computer still work without software?

• Another name for software is ‘app’. Can you name three apps for a smartphone?

You will learn:

• about hardware and software

• about a range of manual and automatic input devices.

In this unit, you will learn how hardware and software work together.