Hello World Kids

Teacher Guide and

Instructions for Book 8
Table of Contents

Introduction 3

Unit 1 ICT Fundamentals 5

1.1 Introduction to Networks 5
1.2 The Applications of ICT 6
1.3 Emerging Technologies 9
End of Unit Questions 12

Unit 2 Digital Skills 15

2.1 Working with Spreadsheet 15
End of Unit Questions 19

Unit 3 Algorithmic Thinking and Problem-Solving 21

3.1 Simple Vs. Complex Problems 21

3.2 Designing Algorithms 24

3.3 Problems Computers Cannot Solve 26

3.4 Important Concepts in Algorithms Design 28

End of Unit Questions 30

Unit 4 Programming 34
4.1 Programming Constructs Using Scratch 34
4.2 Visual Programming Vs. Textual Programming 38
End of Unit Questions 39

Unit 5 Digital Citizenship 42

5.1 Computer Security Threats 42
5.2 Antivirus 43

5.3 Cyber Crimes: Consequence and Laws 45

End of Unit Questions 48

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Unit 6 Entrepreneurship in the Digital Age 51
6.1 Marketing and Digital Marketing 51
6.2 Business Plan 53
6.3 Payment and Transaction 55
6.4 How E-Commerce Helps Entrepreneurs Increase Revenues? 56
End of Unit Questions 58

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Introduction
This curriculum is created to help students acquire digital literacy and positive
attitudes towards using technology as a way of learning. Students are expected
to obtain ICT skills and develop ICT concepts and principles to reason and solve
problems in real-life situations. Computer education nowadays has become a
necessity that requires a shift in teaching and learning priorities. This can only
be accomplished by providing students with opportunities to investigate the
context of ICT and its uses, as well as to build a knowledge of how ICT, other
subjects, society, and the environment are all interconnected.

Book 8 will focus on the following features:

● Promote project-based and student-centric education
● Emphasize understanding and application, not content coverage
● Promote skill-based learning via tools that are useful and relevant
● Develop problem-solving and critical thinking skills
● Promote interdisciplinary learning
● Promote ethical and moral development of the students

Book 8 aims to:

● Enhance students’ capability to construct, explore, prototype, evaluate,
foster logical thinking, solve problems, and collaborate using Information
and Communications Technology (ICT) tools
● Encourage students to develop a sense of wonder and curiosity about
technological endeavors
● Enable students to use technology to acquire new knowledge and skills to
solve problems
● Prepare students to critically address social, economic, ethical, security,
and environmental issues related to technology
● Provide students with a foundation in ICT that creates opportunities for
them to pursue higher levels of study, prepare them for ICT related
occupations, and engage them in technology-related activities
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 appropriate to their interests, abilities, and environment
● Assist students to use digital knowledge and skills to make decisions about
the usefulness and worth of ideas
● Nurture digital talent to ensure a future digital community

Tips, Notes, and Do You Know

Snippets are used to provide interesting facts, useful knowledge, questions to
recall, think, and apply what students have learned as well to reinforce the
learning of key concepts and principles.

Hands-on activities, Discussions, and Think

To encourage students to make their own inquiries as well to provoke students’
thinking, creativity, and investigation skills.

Assessment:
Assessment and evaluation are the key pillars of a curriculum as the results of
this feedback into the teaching and learning process. The curriculum, however,
is meant to place a greater emphasis on learning rather than evaluations,
exams, and their outcomes. Rather than defining learning, assessments and
exams should be used to promote it.

Suggested assessment tools:

● Rubric
● Checklist
● Observation
● Peer assessment
● Self-assessment
● Short quizzes
● Discussions

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Unit 1: ICT Fundamentals
1.1 Introduction to Networks

Objectives

● Understand and analyze a network.

● Identify core networking components and their roles.

Terms and Keywords

Network Message Sender Receiver Transmission medium Protocols

PAN LAN MAN WAN Private network VPN Server Client Twisted
pair Coaxial Fiber optic Bluetooth Infrared Cellular Satellite

Preparation

Papers, labels, cards, colors for designing posters purposes.

Prepare examples of network terminologies.
Prepare Google Map application.

Introduction

Start the class by reminding students what a network is and how it was
developed, and the history behind it.

Explanation

Start demonstrating the purposes of a network and why they are needed.
Explain what a data communication system is and how data is transmitted
through it. Demonstrate each part of the communication system.

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 Activity: Components of the computer network
Allow students to create posters that show the components of a network
and have them label each component.

Explain the network terminologies listed in the table and demonstrate

what each of them means. Provide examples for each term. Give
examples for each type of network.

Move on to types of communication media (physical/ guided and

wireless/ unguided) and demonstrate each type of them. Provide
examples and pictures for those types.

Activity: Advantages and disadvantages of UTP and STP

UTP are less expensive and are the fastest copper-based medium. They
are more prone to radio frequency and electromagnetic interference. STP
are less likely to be interfered since shielding reduces crosstalk; they are
more expensive and harder to install because of the shielding, however.

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 1: ICT Fundamentals

1.2 The Applications of ICT

Objectives

● Identify the advantages and applications of ICT devices.

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Terms and Keywords

Expert systems Recognition systems GPS Computer-Assisted

Translation Distributed systems

Preparation

Prepare examples of different ICT applications.

Introduction

Start the class by reminding students that ICT is meant to enhance the
quality of life and it is applied in different life sectors to upgrade that
field or sector as much as possible.

Explanation

Explain what expert systems are and how they are designed to provide
capabilities similar to those of human experts when performing a task.
Demonstrate each of the mentioned expert systems and provide
examples.

Explain how ICT is applied in recognition systems and demonstrate each

application of them. Show examples of each application.

Search Challenge: where is OMR technology used

Allow students to look up where OMR technology is used. Possible results
include:
● Tests
● Surveys
● Elections

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 ● Questionnaire
● Course evaluation

Activity: Mobile applications that the OCR technology

Allow students to look up for mobile applications that use the OCR
technology. Possible results include:
● Google Keep
● Text Fairy
● CamScanner
● OCR Quickly - Text Scanner
● Smart Lens

Search Challenge: RFID vs. Barcode readers

Allow students to look up for differences between RFID and barcode
reader technologies. Possible results include:
● The barcode readers scan each code individually while RFID
scanners can read multiple codes at once. Although RFID scanners
are more efficient for scanning a large quantity of items; it is more
expensive and requires more setup than barcode readers.

Activity: Find locations and distances

Allow students to use the Google Map application to find the school
location as well as the distance between the schools and students home
addresses.

Activity: CAT tools

Let students search for CAT tools and share what they found. Possible
responses are:
 Translation Memory Software
 Language Search-Engine Software
 Terminology Management Software
 Interactive Machine Translation

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 Activity: Pakistani ISPs
Accept any of the following answers:
 PTCL
 Stormfiber
 Nayatel
 Wi-tribe
 Fiberlink
 Worldcall
 Wateen telecom
 Qubee
 COMSATS Internet Service

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 1: ICT Fundamentals

1.3 Emerging Technologies

Objectives

● Analyze the use of emerging technologies in various walks of life.

Terms and Keywords

Cloud computing Internet of Things (IoT) Embedded systems Edge

computing Data analytics Blockchain Cryptocurrency

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Preparation

Prepare Examples of emerging technologies.

Prepare the online videos:
1. “Top 10 Internet of Things (IoT) Trends”
https://www.youtube.com/watch?v=crDyC6XeqsE
2. “7 amazing technologies we'll see by 2030”
https://www.youtube.com/watch?v=AuVHftBiDVw
3. “Computer Basics: What is the Cloud?”
https://www.youtube.com/watch?v=4OO77HFcCUs
and have them ready to watch with students.

Introduction

Begin the lesson by emphasizing that the technological transformation we

are witnessing is occurring at a rapid speed and with that revolution new
technologies are being developed everyday. Remind students of what
emerging technology is and say new technologies will be discussed in this
class.

Explanation

Explain what each of the mentioned emerging technologies is and what

are some of the applications of that technology. Provide an example for
technology and watch the suggested video for each technology with the
students.

Activity: The effects of smart home on energy conservation

Allow students to explore the effects of smart home energy conservation
and have them discuss what they find. Some results may include:

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 ● Smart thermostats: Smart thermostats offer the ability to control,
monitor and adjust temperature, even when the house owner is
away, making them a smart option to save energy within the house.
● Smart lighting: Smart lighting consumes less power than traditional
ones. They also turn off automatically when no is around.
● Smart appliances: Smart appliances save energy by being smart
when they function, meaning that they will turn on/ off based on
the environment around them (according to the reading from the
attached sensors).

Think: Privacy and security concerns regarding edge computing

Let students talk and discuss privacy and security concerns regarding
edge computing. Some concerns may include:
● Eavesdropping
● Denial of service
● Data Tempering
● Exploiting weak credentials

Discussion: Well-known cryptocurrencies

Let students discuss and talk about cryptocurrencies they know. Some
well-know cryptocurrencies include:
● Bitcoin
● XRP
● USD coin
● Ethereum
● Tether

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

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Unit 1: ICT Fundamentals
End of Unit Questions
● Question 1: Explain how data is transmitted over a network using
your own words.
A message is sent from the sender device to the receiver device
through a transmission medium following some protocols that govern
the communication between those devices.

● Question 2: Demonstrate three applications of IoT that can be

applied in a smart home and how they can be connected together to
work simultaneously.
Watch the video “Life Simplified with Connected Devices”
https://www.youtube.com/watch?v=NjYTzvAVozo and accept any
related or similar answers.

● Question 3: Write the name of the network type that applies for each
example:

Network Example

PAN The connection between the remote control and

a car in a toy
MAN The connection between two buildings in
different streets within a city
WAN Internet

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● Question 4: Describe the advantages of using the following
technologies:

Technology Advantages Disadvantages

a. MICR Accurate, quick, and Limited character
low error amount. recognition and more
expensive than the
traditional way.
b. RFID Secure, convenient, Power shortage
and diverse. issues and more
expensive to set up.
c. Biometrics-based Secure, not easily Expensive,
recognition forged, and non- inaccurate readings
systems transferable. and data tracking.

● Question 5: You are the CEO of X firm, and you would like to build a
private link to communicate between multiple locations in different
cities. Describe how you will accomplish this by utilizing private
networks and virtual private networks (VPNs).
Use a private network that enables authorized employees to access the
network. This private network may consist of internal email system,
message board service, and websites and databases. The VPN is used
then to create connections between different networks from different
locations that have access to the network’s resources.

● Question 6: Define the following terms:

a. Cryptocurrency: Digital or virtual currency within a digital

payment system that does not rely on banks to verify
transactions.

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 b. Computer-assisted translation: Tools that help improve creating
content and translating work used across other programs to
translate the content within.

c. Server: Computer that is responsible for managing the resources

of the network such as hardware, storage and files.

● Question 7: Write (✓) next to the correct sentence and (X) next to
the wrong one. Correct the wrong.
o X. The receiver is the destination device where the sent message has
arrived.
o ✓
o X. A coaxial cable is a network cable that contains an inner
conductor surrounded by an insulating layer surrounded by
conductive shielding.
o ✓
o ✓
o X. Optical Character Recognition is the process of converting
scanned text and characters from documents and images into a
machine-readable form.

● Question 8: Fill in the blanks:

o Shielded & Unshielded Twisted Pair
o LAN
o the edge of the network
o satellite orbiting the earth
o 5G

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Unit 2: Digital Skills
2.1 Working with Spreadsheet

Objectives

● Understand the purpose of the spreadsheet software.

● List different spreadsheet software e.g. Excel, Google Sheets and
OpenOffice.
● Understand the user interface of spreadsheet software.
● Create, save and open a workbook.
● Organize data in worksheets within a workbook.
● Sort and filter data in a worksheet.
● Use simple built-in functions (e.g. sum, average, minimum,
maximum, count, if, etc.)
● Create simple formulae (arithmetic operations).
● Create appropriate charts for data presentation.
● Use different print options.

Terms and Keywords

Spreadsheet Cell Chart Excel function Formula Workbook

Worksheet

Preparation

Have Microsoft Office Excel installed on your and students’ devices (The
one used in this manual is Excel 2016).
Prepare images of different spreadsheet software icons.
Prepare different spreadsheets using MS Excel to show as examples to
students.
Prepare assessment tools such as a rubric with criteria that fit the
activities and the skills covered.

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Introduction

Start the class by reminding students that spreadsheet software is a

productivity application that aims to enhance productivity and quality of
work. Define what spreadsheet software is, elaborate where it is used,
and give examples of different spreadsheet applications.

Explanation

Demonstrate the steps of opening the program in front of students. Show

them how to create a new workbook and then show the main screen of
the program. Explain that the program has different tabs and commands
in the ribbon that have different uses. Demonstrate each part of the main
screen.

Show the steps of creating, saving, and opening a saved workbook to

students.

Activity: “Housing Budget” workbook

Let students create and save a workbook under the name “Housing
Budget” in an appropriate location, then open it afterward.
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

Explain that data entered to an excel file is divided into three types;
explain those types and how they differ.

Apply formatting commands to the text in your workbook in front of

students. Let students apply different text formatting commands to their
workbooks afterward.

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Activity: Format “Housing Budget” worksheet
Let students apply what they have learned in creating the required
worksheet.
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

Explain what sorting and filtering data is and that data can be sorted in
two orders then demonstrate the steps of using the sort and filter tools to
students.

Activity: Sort and filter the “Housing Budget: worksheet

Let students apply the sort and filter tool to deliver the requested data
from the worksheet.
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

Move on to Excel functions and state that a function in Excel is a preset

formula that performs a specific calculation. Explain what each function
in Excel is used for (sum, average, max, min, count, and counta).
Demonstrate the steps of using those functions in Excel and show how
each function has its reserved name then show the outcome when each
function is applied.

Think: Using cell references in functions and formulas

Let students think, share their thoughts and explore why it is
recommended to use cell references instead of cell values in functions
and formulas then clarify that using cell references is recommended
because a function or a formula uses the value of the cell(s) to calculate
the result. Any update on the cell value will automatically update the
function or formula’s result; whereas when using actual values in
functions or formulas will have the same effect. Another reason for using

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cell references is the ability to copy a function or a formula to a cell
range.

Show students the AutoSum button and explain that pressing this button
applies the function automatically. Demonstrate that this can also be
applied to other functions and not only the sum function then illustrate
how to use the button.

Activity: “Housing Budget” functions

Let students use the appropriate functions to deliver the desired
outcome.
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

Explain the IF function and it uses a logical test to return a specific value
based on the logical test result. Demonstrate the structure of it and
apply it in front of students. Let students use the IF function in their
sheets afterwards.

After students have learned what functions are, explain that a formula is
a mathematical phrase that calculates values. The user creates formulas
according to their needs and what outcomes they want. Show students
how to write and use formulas in Excel sheets.

Activity: Excel formulae

Let students apply what they have learned about formulae to write the
required ones. Discuss students that using functions and formulas produce
accurate numbers and results that decision makers lean on in planning
and making decisions as well as drawing future predictions.
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

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 Demonstrate that charts are visual representations of data and that they
are used to give a quick look so the reader can get an overview look to
what the data is about. Show different types of charts and explain when
each type of those charts should be used then illustrate the steps of
inserting charts to the worksheet.

Activity: Excel charts

Let students insert line charts to their worksheets.
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

Show students the print preview screen and how to use different print
options to print workbooks, worksheets, and charts. Allow students to
apply the print steps afterwards if possible.

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 2: System Software

End of Unit Questions
● Question 1: Define the following terms:

a. Chart: Tools that provide a visual representation of data.

b. Workbook: A file of the spreadsheet extension.

c. Formula: A mathematical phrase that calculates the value of a single

cell or a range of cells using mathematical processes.

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● Question 2: Choose the correct answer:
o a
o c
o a
o b
o a

● Question 3: Fill in the blanks:

o true, false
o name box
o Labels
o AutoSum button
o MAX

● Question 4: Describe how spreadsheet software improves productivity

in the workplace.
The use of electronic spreadsheet software enhances productivity by
lowering the time spent on routine accounting procedures. Formulas
calculate various totals at the same time as you type data into the
spreadsheet. Using a spreadsheet costs range from free to hundreds of
dollars. The spreadsheet software is flexible and editing worksheets is
easy.

● Question 5: You are the owner of XYZ company, and you must
compute your company's profit and loss on a quarterly basis. Prepare
a profit-and-loss statement for your imaginary firm using MS Excel.
Let students apply what they have learned about working with worksheets
to create the profit-and-loss statement.

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Unit 3: Algorithmic Thinking and Problem-Solving
3.1 Simple Vs. Complex Problems

Objectives

● Define simple and complex problems.

● Apply the concepts of computational thinking and problem solving
strategies to solve problems.

Terms and Keywords

Simple problem Complex problem Solution

Preparation

Prepare pictures for the following items: Farmer, Fox, Chicken, Grain,
Boat.

Introduction

Start the class with telling the student the following classic puzzle:
“A farmer is on his way back from the market; with him he has a fox, a
chicken, and some grain. When he reaches a river crossing, he must use a
small boat only big enough for him and one other item. Unfortunately, if
the fox is left alone with the chicken it will eat it, as will the chicken eat
the grain? Explain how the farmer can cross the river.'
"Crossing a river in a boat with some grain, a chicken and a fox, 2022"

Illustrate the puzzle by posting the characters pictures on the whiteboard

so the students can interact with.

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Ask the students to analyze the puzzle to find a solution by specifying the
steps they are going through to find the solution.

Puzzle solution:
Analyze the problem as follows:
The reason: Crossing the river using a small boat only big enough for the
farmer and one other item.
The consequence: If he left the fox alone with the chicken it will eat it,
as will the chicken will eat the grain.
The solution:
1. The farmer and the chicken cross the river.
2. The farmer leaves the chicken on the other side and goes back across.
3. The farmer then takes the fox across the river.
4. The farmer brings the chicken back.
5. The farmer leaves the chicken, takes the grain across, and leaves it
with the fox.
6. The farmer returns to pick up the chicken and heads across the river
one last time.

Explanation

Explain to the students that these types of puzzles demonstrate problems

that need solutions. Let students come up with their own definition of
the problem.
Remind the students that the first step for solving any problem is to
recognize what the problem is, and then apply the algorithm to get to
the solution.

Explain to the students the types of problems, the simple ones that need
straightforward solutions, and complex problems that need a deep
understanding of the problem by presenting examples of the two types.

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Example: Billiards ball
Explain to the students that this problem needs a deep understanding to
solve it, since they should select three balls to get a sum of 30.
The reason: There are no three balls that can produce the sum of 30.
The consequence: The sum of 30 is not produced.
The solution: The green ball is upside down and that is why it was read 9
not 6.

Activity: Rejecting business proposal.

The reason: Not meeting the submission deadline.
The consequence: Rejecting the business proposal.
The solution: Submitting the proposal on time.

Activity: Burj Khalifa height

To know how many coins we need to measure the height of Burj Khalifa
we should analyze the problem as follows:
The reason: Finding how many coins we need to measure the height of
Burj Khalifa.
The consequence: Knowing the number of coins needed to find the height
of Burj Khalifa.
The solution: It needs one coin to drop from the top of Burj Khalifa to
measure the time needed to reach the ground which is given (time=13
seconds), and since it’s a free fall the only force acting on the coin is the
acceleration due to gravity (g=9.8).
To find the distance we will use the formula of Newton's laws of motion:
Distance = ut+(1/2) at2
Use the link below as a reference to the solution:
https://www.youtube.com/watch?v=SrqzNdkn74Q

23
 Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 3: Algorithmic Thinking and Problem-Solving

3.2 Designing Algorithms
Objectives
● Create algorithms/solutions to simple and complex problems.
● Represent algorithms using pseudocode.
● Identify the most efficient algorithm to solve a problem.

Terms and Keywords

Pseudocode Pascal’s triangle While loop For loop

Preparation
Prepare different daily life examples that we can use algorithms to
demonstrate.
Prepare Graph paper.
Prepare the online video “The mathematical secrets of Pascal’s triangle”
https://www.youtube.com/watch?v=XMriWTvPXHI and have it ready to
watch with students.

Introduction
Start the class by applying the following activity.

24
Provide a set of instructions or pseudocode. Using graph paper, follow
the instructions and draw the output on a grid. Start from a point on the
top left corner, initially facing East and the distance between two points
on the graph paper is 50 steps
The list of instructions/pseudocode is:
 Move forward by 100 steps.
 Turn right by 90 degrees.
 Move forward by 100 steps.
 Turn right by 90 degrees.
 Move forward by 100 steps.
 Turn right by 90 degrees.
 Move forward by 100 steps.
 Turn right by 90 degrees.

Note that if the students did the activity correctly, they should be facing
in the same direction as when they started the activity, and they should
have drawn a square.

Explanation
Introduce Pascal's triangle to students by displaying the “The
mathematical secrets of Pascal’s triangle” video.
Illustrate the Pascal’s triangle on the board, and explain to the students
the steps they need to follow using the graph to figure out the value of
each cell.

Remind the students of the concept of an algorithm and mention that we

used flowcharts previously to illustrate an algorithm. Inform the students
that they will learn how to represent an algorithm using pseudocode.
Explain to the students what pseudocode is and how to use the basic
principles listed below to illustrate the algorithm using pseudocode:
 Declare variables to assign values.
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  Use “If-else” statement to select between two activities.
 Use “While loop” or “For loop” to execute a set of statements
iteratively for a specified number of times.
 Define and use functions to perform single task.

Explain the two pseudocode approaches used to illustrate Pascal's

triangle and that there are criteria to favor one approach over the other
(time, space, and number of operations performed.)

Assessment
Based on students’ performance and participation, use your assessment
tools to assess students.

Unit 3: Algorithmic Thinking and Problem-Solving

3.3 Problems Computers Cannot Solve
Objectives
● Recognize the problems that computers cannot solve.

Terms and Keywords

Turing’s halting Wang tiles Factoring numbers

Preparation
Prepare 4x4 Sudoku online puzzle:
https://www.sudokuonline.io/kids/numbers-4-4
Sudoku puzzles tutorial:
https://www.youtube.com/watch?v=5EMrrpBIBJY&t=371s

26
Introduction
Start the class by playing the 4x4 Sudoku online puzzle, clarify to the
students the 4x4 Sudoku puzzle rules as follow:
1. The numbers 1, 2, 3, and 4 must occur only once in each column.
2. The numbers 1, 2, 3, and 4 must occur only once in each row.
3. The clues allocated at the beginning of the puzzle cannot be changed
or moved.
4. Fill the grid using only logic; no guessing is allowed!
Note: Deactivate Ads while playing the online 4x4 Sudoku.

Explanation
Discuss with the students the possibility of having problems that
computers can’t solve, then introduce and explain to them the examples
that the computers cannot solve such as:
 Turing’s halting problem.
 Wang tiles.
 Factoring large numbers in a short time.

Activity: Problems computers cannot solve

Allow students to explore the problems that computers cannot solve, let
them share it with their colleagues’ next class.
Search for possible problems that computer cannot solve.

Assessment
Based on students’ performance and participation, use your assessment
tools to assess students.

27
Unit 3: Algorithmic Thinking and Problem-Solving
3.4 Important Concepts in Algorithms Design
Objectives
● Recognize the nesting term.
● Apply the concept of nesting in algorithmic design thinking.

Terms and Keywords

Programming constructs Nesting Logical operator 2D matrix

Preparation
Prepare papers to play Origami games.
Origami tutorials:
https://www.origamiway.com/easy-origami.shtml
Prepare examples of how to combine conditional statements using logical
operators.

Introduction
Start the class by doing the Origami activity.
Origami activity:
Instruct the students to create different objects by using Origami (use
the Origami tutorials to explore different Origami objects).
Ask the students to apply the algorithmic thinking by writing steps they
follow to create the Origami object.
Ask the students to identify whether the Origami activity is a
sequencing/loop/condition problem or a combination of all.

28
Explanation
Explain to the students the concept of nesting and its features.

Apply the following algorithm and let the students predict the value of
variables:
Pizza=10, Soda=2
IF the cost of soda>6 then
Change cost of pizza by +10
IF the cost of soda<4 then
Change cost of pizza by +3
IF the cost of soda>8 then
Change cost of pizza by +4
What are the values of soda, and pizza?

Explain to students the several types of nesting and their features, as

well as how the "if-else" statement represents the selection and the "for"
loop indicates iteration.

Explain to the students, when employing selection, that you can extend
the number of alternative paths at a decision point by nesting one
selection inside another.
Use flowcharts to visually represent each algorithm to make it simpler for
the students to understand.
Explain to the students how to use a nesting loop to deal with a 2D
matrix, followed by an explanation of the infinite loop and the benefits
of using it in specific applications.

Activity: Rainy days at school

Allow students to write an algorithm to represent the rainy days’
scenario using if-then-else statement. Possible results include:
if((day is rainy) OR (temperature less than 15⁰)) then
29
 Output (“Wear your jacket”)
else
Output (“Wear your shirt”)
endif
Suggestion: You can create a rubric to assess students on this activity.
The criteria can cover all skills they have learned.

Activity:
Ask the students to build a scenario that includes various conditional
statements using logical operators and then create a flowchart to
demonstrate their nested loop approach.

Assessment
Based on students’ performance and participation, use your assessment
tools to assess students.

Unit 3: Digital Skills

End of Unit questions
● Question 1: Define the following terms:

a. Complex problem: A problem that has multiple reasons and data;

some of these reasons can be easy to identify, while others may
be hidden or hard to identify.

b. Pseudocode: An informal way of writing programs in which the

sequence of instructions is represented in a way that humans can
easily understand.

c. Nesting: When one programming construct occurs within another.

30
● Question 2: Design an algorithm for finding all the positive integer
factors. For example, in the case of the integer 12, your algorithm
should report the values 1, 2, 3, 4, 6 and 12.
Accept any correct steps for designing the algorithm for finding the
positive integer factor:
Suggested algorithm using division method:
1. Declare the dividend variable
2. Input the number, i.e., 12.
3. Declare the divisor variable.
4. Assign one as the initial value of divisor.
5. Divide dividend by divisor.
6. If the remainder is zero then, divisor is a positive factor of
dividend.
7. Increase the divisor value by one.
8. If the divisor is greater than dividend go to step nine.
9. Go to step five.
10. Stop.

● Question 3: Determine which of these values can be declared as

variables and which ones are declared as constants:

Value Variable/ Constant

The area of the pyramid variable

The distance between Pakistan and Jordan constant

A boy’s name variable

Loop counter variable
Temperature variable

31
● Question 4: Consider the following cases to determine whether the
problem is complex or simple:
a. Complex.
b. Simple.
c. Simple.

● Question 5: Rewrite the following situations using if then else

structure:
a. If (she is training hard) then
she is in a good condition for the race
b. If (number mod 2 == 0) then
output(“even”)
else
output(“odd”)

● Question 6: Using a 4x4 matrix, explain how nested loops work.

To deal with 4x4 matrix:
a. Define two counters: one for the columns and the other for the
rows.
b. Use an outer loop for the rows
for row 0 to 4
endfor
c. Inside the outer loop, use an inner loop for the columns
for row 0 to 4
for column 0 to 4
output column number
endfor
endfor
For each outer loop iteration, the inner loop is iterated from
begging to end.

32
● Question 7: Convert the following statements to pseudocode:

Age equal to 77 Age 77

μ = .000001 μ .000001
If the battery is less than 20% or If ((battery less 20%) or (TV is
the TV was on for more than 5 on more than 5 hours)) then
hours, turn off the device. TV off
endif
Play the national anthem While (true)
forever Play national anthem

● Question 8: Write (✓) next to the correct sentence and (X) next to the
wrong one. Correct the wrong.
o X. The less numbers of operations performed, the more efficient an
algorithm is.
o ✓
o ✓
o X. The restocking will take place if both conditions are true.
o ✓

33
Unit 4: Programming
4.1 Programming Constructs Using Scratch

Objectives

● Apply intermediate-level programming constructs.

● Create mini-game.

Terms and Keywords

Block code Functions Methods Object-Oriented programming

Parameters Body Outcome Built-in function Cloning

Preparation

Prepare these online videos:

1. “Introduction to the Scratch Working Environment”:
https://www.youtube.com/watch?v=NqMd44Oi2l4
2. “Getting Started with Scratch”:
https://www.youtube.com/watch?v=ssoRNCtmhVM
and have it ready to watch with students.

Introduction

Start the class by playing the Scratch video to refresh the students'
memories of Scratch and the benefits of utilizing this block-based
programming language.

34
Explanation

Explain to the students the looping process, the several types of blocks
that are used to represent repetitions, and the scenarios that each kind is
needed in.
Use Scratch to demonstrate the (repeat, repeat until, forever) blocks
using either the book's examples or new ones you come up with.

Discuss with the students the "Nesting" term they have previously learnt
and how to employ it in Scratch.

Remind the students of the concept of "conditions," then go over the

blocks that Scratch used to represent conditions and how you could use
"nested if" when needed.

Activity: Guessing Game

Give the students the task of developing a guessing game that has the
user predict a number at random between 1 and 10, and if the guess is
correct, a sprite will say, "Great job, You did it!" The sprite will
otherwise say, "I'm sorry, try again!"
Use the link below as a reference to the solution:
https://www.youtube.com/watch?v=nMRvFeOBkd0

Go on to the fundamentals of object-oriented programming and explain

the functions and their parts. Also, define the built-in functions and the
input parameter.
Show the students how to use and modify the input parameter value of
the built-in function "move () steps" using Scratch.

Explain to the students the cloning concept, its main functionality, and
the block that is used to implement it in Scratch.
Instruct the students to create a program that performs the following:
 Start the program by using the “When green flag clicked” block.

35
  Create a clone.
 When the clone is created, make it change color and move to the
right.
 Delete the clone.

Activity: Without Nesting

Allow students to rewrite the example that used nested if, without
nesting.

Activity: Average
Allow students to create a method that calculates the average test score
for a student’s following scores: English: 92, Math: 93, ICT: 96, Science:
90.

36
Activity: Tic-Tac-Toe
Allow students to employ all the concepts of programming they have
learned by creating Tic-Tac-Toe game using Scratch.
Use the link below as a reference to the solution:
https://scratch.mit.edu/projects/11696907/

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

37
Unit 4: Programming
4.2 Visual Programming Vs. Textual Programming

Objectives

 Understand and apply fundamental programming constructs using

visual and textual programming tools.

Terms and Keywords

Text-based programming Visual-based programming

Preparation

Prepare Java online complier:

https://www.onlinegdb.com/online_java_compiler

Introduction

Start the class by asking the students to inspect the Google webpage to
explore how this website has been created.
To inspect Google webpage, do the following:
 Open Google website.
 Right-click on any empty space on the webpage.
 Select "Inspect" from the drop-down menu.
 A new window will open and display the source code for this
website.
Explain to the students how this code generates the "Google" website.

38
 Explanation

Introduce the idea of "Textual Programming" to the students using the

Java online compiler.
To compare the two concepts, use the straightforward Java compiler
program "Hello World" and the "say Hello World" block in Scratch.
Ask the student to write one of the Scratch programs using Java
language.

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 4: Programming
End of Unit questions
 Question 1: Write a program that calculates 3 by 2, stores the value
in a variable, and displays that variable.

 Question 2: Determine which kind of loops is suitable for each state:

State Loop Type

A moving sprite stops when “repeat until”

reaching a specific point.

39
 As long as the program is running, “forever”
the music is played.
If the sprite touches the edge, it “repeat”
should make sounds 4 times.
Rotate the mouse 8 times. “repeat”

 Question 3: Define the following terms:

a. Visual programming: a programming language that allows users to

develop programs by manipulating program parts graphically.

b. Nesting: When one programming construct occurs within another.

c. Function: A block of instructions used to perform a single task.

 Question 4: Choose the correct answer:

o b
o c
o b. Make a Block (Method)
o c.

 Question 5: Write (✓) next to the correct sentence and (X) next to the
wrong one. Correct the wrong.
o X. The “else path” is executed when the answer to the logical test is
false.

o ✓
o X. A comment line in a programming language is not executable.
o ✓
o X. A user-defined function is one that is defined and created by the
user.

● Question 6: Create a mini-game called “asteroid belt” by creating a

player ‘sprite’ that moves with right and left keys and an “asteroid”
40
sprite that clones itself every few seconds. The clone should start
moving down and deletes itself when it touches the end of the screen.
The game ends when the asteroid touches the player.
Use the link below as a reference to the solution:
https://scratch.mit.edu/projects/621128947/

41
Unit 5: Digital Citizenship
5.1 Computer Security Threats

Objectives

● Understand the concept of computer security.

● Define malware and list its types (virus, worm, adware, etc.)
● Identify the causes of how a malware can spread.

Terms and Keywords

Computer security Malware Virus Worm Trojan horse Adware

Preparation

Prepare examples of different security threats.

Introduction

Introduce the concept of computer security to students and explain what

it means. Clarify that computer security aims to protect against digital
attacks and threats.

Explanation

Start demonstrating what malware is and that there are various types of
malware. Explain each type of the mentioned malware and what it
means. Provide an example of each malware.

42
 Think: Well-known computer viruses
Allow students to look up for some of the well-known computer viruses.
Results may include:
 Mydoom
 Sobig
 Klez
 ILOVEYOU
 WannaCry
 Zeus

Challenge: Worms Vs. Viruses

Allow students to look up for differences between worms and viruses.
Answers may include: The primary distinction between a virus and a
worm is that viruses must be activated by their host, whereas worms are
stand-alone malicious programs that may self-replicate and spread once
they have gained access to the system.

Explain that there are various ways for computer threats to spread and
demonstrate some of the ways malware can infect computers and other
devices.

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 5: Digital Citizenship

5.2 Antivirus
Objectives
● Understand the antivirus software.
● List some widely used antivirus software e.g. Avast, ESET,
Symantec, McAfee, AVG, Microsoft Security Essentials, etc.
43
Terms and Keywords
Antivirus software

Preparation
Prepare and have one of the antivirus software installed on the devices.
Prepare examples of different antivirus software.
Prepare the online video “Do you need an antivirus? Are they obsolete?”
https://www.youtube.com/watch?v=cT_uCi8hmv0 and have it ready to
watch with students.

Introduction
Start the class by recalling what digital attacks and computer threats
are. Demonstrate that there are ways to protect devices from such
attacks and threats.

Explanation
Explain what an antivirus software is and why it was created then
demonstrate that even though the name suggest protecting from viruses,
however, it also protects from other malware. Watch the “Do you need
an antivirus? Are they obsolete?” video with students and discuss it
afterwards.

Mention and show different examples of different antivirus software.

Activity: Scan drives using antivirus software

Perform the procedures of scanning drives using the available antivirus
software and allow students to do so afterwards.

44
 Assessment
Based on students’ performance and participation, use your assessment
tools to assess students.

Unit 5: Digital Citizenship

5.3 Cyber Crimes: Consequences and Laws

Objectives

 Recognize Pakistan's cybercrime laws.

 Identify inappropriate online behavior and its consequences.
 Identify the cybercrime situations that require assistance.

Terms and Keywords

Data Diddling Criminal Defamation Spamming Spoofing Cyber

Extortion Cyber Espionage

Preparation

Prepare the online video “CYBER SAFETY – ANIMATION ”

https://www.youtube.com/watch?v=q9NNMWBCPHM and have it ready to
watch with students.

Introduction

Start the class by having a conversation with the students about improper
behaviors that occur in real life, how to prevent them, and whether or
not there is legislation that addresses them.

45
Explanation

Watch the cybercrime video with the students then discuss the content
with them.

Inform the students about the various forms of cybercrimes, the laws that
govern them, and the appropriate punishments for those who commit
them. Discuss with the students the consequences of inappropriate online
behaviors.

Suggested Activity: How to protect ourselves against cybercrimes

Ask the students to give you some suggestions to protect themselves from
cybercrimes, and discuss each point with them.

Describe the situations in which victims of cybercrime need assistance

and which agencies are authorized to provide it.

Suggested Activity: Protect your identity

Allow students to work in groups to create a presentation that will teach
parents how to protect their online identity and computer.
Students can choose the tool they want to use to create their
presentations, such as:
 Record a skit with a video camera.
 Create an interactive lesson with Office Mix.
 Create a sway using Microsoft Sway.
 Design a brochure using Word templates.

Discussion: Consequences of cheating on students futures

Discuss with the students the consequences of cheating on their futures.
Possible results could include:
o Students who lack independence and are overly dependent on
resources run the risk of failing to contribute to their workplaces in
the future. Additionally, it might result in being fired.
46
 o Cheating will not make any progress to the students because they
are not learning the skills that will build them in the future.

Activity: Cyber scout program “Cybercrime Wing FIA”

Allow students to register as cyber scouts by visiting their website
(www.fia.gov.pk) using a valid e-mail address.

Activity: The National Response Center for Cyber Crime

Allow the students to visit:
o The National Response Center for Cyber Crime.
http://www.nr3c.gov.pk/services.html
o Cybercrime Wing.
https://fia.gov.pk/ccw

Activity: Cybercrimes in Pakistan

Discuss with the students the recent cases of cybercrime that took place
in Pakistan. Possible results could include:
o Financial fraud and forgery.
o The offense of extortion and blackmailing.
o Rape.
o Cyber terrorism.
o Hate speech.
o Child pornography.

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

47
Unit 5: Digital Citizenship
End of Unit questions
● Question 1: Describe how cybercrimes impact people?
Cybercrimes cause physiological, emotional, and physical injuries
and stressors, which can have life-threatening consequences.

● Question 2: Fill the table below with the suitable penalty.

Crime Penalty
Cyberstalking o Imprisonment, up to three
or five years.
o Fine up to one to ten
million rupees.
o Both imprisonment and
fine up.
Spoofing o Up to 3 years in jail.
o Fine up to 500,00 rupees.
o Both imprisonment and
fine up.
Unauthorized Access to o Imprisonment up to three
Critical Infrastructure years.
Information System or Data o Fine, that may extend to
one million rupees.
o Both imprisonment and
fine up.

● Question 3: List two ways in which malware spreads and explain how
to protect against those spreads.
1. Infected external memory drives:
Scan external memory drives before using them.
Disable the autorun feature on the computer.

48
 2. Email attachments:
Check the file types attached.
Check the identity of the sender.
3. Insecure websites:
Not trusting suspicious websites that ask for lots of
information.
4. Pirated software:
Don’t use pirated software.

● Question 4: How can people reduce the risk of negative online

behavior? Think of other points that were not mentioned.
1. Know the risks of using cloud services.
2. Read the fine print of how a company could use your
information while signing up for online services.
3. Bypass phishing attacks by sending emails that look like
legitimate companies in the hopes of tricking you into clicking
on links and providing them your password, social security
number and more.

● Question 5: Mention two situations where help is needed concerning

cybercrime.
1. Identity Fraud (where personal information is stolen and
used).
2. Theft of financial or card payment data.
3. Cyber Extortion (demanding money to prevent a threatened
attack).
4. Cyber Espionage (where hackers access government or
company data).

● Question 6: Define the following terms:

a. Cybersecurity: The practice of protecting computer systems

and networks from digital attacks such as harm, theft,
information disclosure, damage, or unauthorized use of
49
 hardware, software, and data.

b. Trojan Horse: A computer software that deceives users that,

when activated or triggered, can harm the computer system.

c. Greed: The irrational desire to obtain anything, particularly

material things like wealth, power, or position.

● Question 7: Write (✓) next to the correct sentence and (X) next to the
wrong one. Correct the wrong.
o X. Antivirus software protects from viruses, worms and Trojans.
o X. Cyber Extortion is demanding money to prevent a threatened
attack.
o X. There is infringement in copying and transmitting data owned by
someone, even if it was on a public website.
o X. A worm is a software that replicates itself while moving across
computers, usually through a network, spreading like an infection
and leaving a copy of itself in the memory of each computer it
passes by along the way.
o X. The punishment for unauthorized access to information or data in
the Pakistani cybercrime law is imprisonment for a term, which may
extend to three months, or with a fine, which may extend to 50,000
rupees or both.

50
Unit 6: Entrepreneurship in the Digital Age
6.1 Marketing and Digital Marketing

Objectives

 Develop an understanding of the basics of digital marketing

platforms and social media marketing
 Recognize the concept of promotion, value proposition, and quality
assurance.
 Apply the techniques used for digital marketing.

Terms and Keywords

Marketing Digital marketing Promotion Value proposition Quality

assurance Social media Search engine

Preparation

Prepare products (watch, cup, paint, etc.)

Prepare the online video “What is Social Media Marketing in 2 minutes”:
https://www.youtube.com/watch?v=9m45nVsvvEY and have it ready to
watch with students.

Introduction

Start the class by bringing any product you have at home (watch, cup,
paint, etc.) and introduce it to the students, telling them about its
features, benefits, pricing, and how to obtain it.
Ask if any of the students are interested in purchasing the same item.

51
Make it clear to the students that the practice of informing consumers
about a product and persuading them to purchase it, called marketing.

Suggested Activity:
With your students, discuss the various ways they may utilize to market
things.

Explanation

Explain to the students what marketing and digital marketing is.

Explain the concepts associated with marketing, as well as the

characteristics of each, and provide an example for each.
Demonstrate to students the techniques and tools used for digital
marketing, along with the key features of each:
 Social Media Marketing.
 Search Engine Optimization.
 Email Marketing.
 Content Marketing.
 Web Advertising.

Suggested Activity: “What is Social Media Marketing in 2 minutes”

Share with the students the “What is Social Media Marketing in 2
minutes” video to introduce the social media marketing technique.

Explain to the students the importance of making your website valuable

to visitors to rank high on Google and other search engine results pages.

Activity: Design an Advertisement

Ask the students to create any digital marketing content by applying
techniques and the tools they have learned, and if possible, publish it on
any social media platform.
52
 Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

Unit 6: Entrepreneurship in the Digital Age

6.2 Business Plan

Objectives

 Understand the concept of the business plan.

 Identify the business plan components.
 Design a business plan.

Terms and Keywords

Business plan

Preparation

Prepare the online video “How to Write a Business Plan Step by Step in
2022” https://www.youtube.com/watch?v=n6ecdYd8T6o and have it
ready to watch with students.
Prepare a template for a business plan.

53
Introduction

Start the class by watching the “How to Write a Business Plan Step by
Step in 2022” video with the students and ask the students the following
questions afterwards:
 What are the key components of the business plan?
 What are the benefits of a business plan?
 What would happen if you did not use a business plan?

Explanation

Explain to the students what a business plan is, why it is important, and
how it may help a company make its marketing, financial, and
operational perspectives clear.

Move on to the business plan components, describe each element, and

then use the example of a plastic toy company to illustrate each
element.

Inform the students that they must comprehend media literacy and
project management abilities to use it as a tool for business planning.

Activity: Designing a business plan

Allow the student to come up with a business idea and create a business
plan for it. Accept any correct answers from students.

Assessment

Based on students’ performance and participation, use your assessment

tools to assess students.

54
Unit 6: Entrepreneurship in the Digital Age
6.3 Payment and Transaction
Objectives

 Differentiate between payment and transaction.

 Select safe transaction methods.

Terms and Keywords

Payment Transaction

Preparation
Prepare the online video “Business Transaction”:
https://www.youtube.com/watch?v=8vyt5Wt4jpo and have it ready to
watch with students.

Introduction
Start the class by watching the “Business Transaction” video with the
students.

Explanation
Explain the difference between payment and transaction by defining
each term and emphasizing to students that payment can be made by
exchanging one product or service for another through money or any
other payment method, whereas transaction has an impact on financial
statements and should be recorded as an entry in accounting records.

55
 To help students understand the transaction, present the following
examples:
 Paying a supplier for products or services received.
 Purchasing a property that a seller previously owned by paying the
seller with cash and a note.
 Paying an employee for hours worked.
 Receiving money from a client in exchange for providing goods or
services.
Describe the steps required to carry out a secure online transaction.

Assessment
Based on students’ performance and participation, use your assessment
tools to assess students.

Unit 6: Entrepreneurship in the Digital Age

6.4 How E-Commerce Helps Entrepreneurs Increase Revenues?
Objectives

 Analyze how technology is an enabler in entrepreneurship.

Terms and Keywords

Entrepreneur E-Commerce

Preparation
Prepare famous e-commerce platforms, such as SHEIN and Amazon.

56
Introduction
Start the class by presenting popular e-commerce websites. Next, ask the
students if they have ever used these platforms, what they used them
for, and what advantages they have experienced.

Explanation
Explain to the students what e-commerce means and the benefits of
using e-commerce.
Clarify how e-commerce helped businesses expand their reach into global
markets and expanding their customer base.
Think: Benefits and drawbacks of e-commerce.
Allow the students to think about the benefits and drawbacks of e-
commerce. Possible results could include:
Benefits:

 Lower overhead expenses.

 24/7 selling opportunities.
 Increased consumer base and ability to scale business.
 Customer data collection and target marketing capabilities.
 Preferred method of shopping.
 Easy price comparison and matching.

Drawbacks:

 No customer in-store experience.

 Delivery.
 Technology and security.

57
 Assessment
Based on students’ performance and participation, use your assessment
tools to assess students.

Unit 6: Entrepreneurship in the Digital Age

End of Unit questions
● Question 1: Define the following terms:
a. Business plan: A written document that outlines the company’s
objectives, strategies for achieving those objectives, and the time
required to accomplish those objectives.

b. Value proposition: A promise made by a corporation to provide value

to customers if they choose to acquire their products.

c. Digital marketing: The promotion of products and services to

customers using digital communications.

● Question 2: Fill the following table with what must be included in

each part of the business plan

Part What to Include

Financial plan  Financial statements.

 Balance sheets.
 Cash flow projections.
Competitive analysis  Competitors' strengths and
weaknesses.
Executive summary  General company information.
 Mission statement.

● Question 3: Mention three digital marketing tools.

58
 1. Social Media Marketing.
2. Search Engine Optimization.
3. Email Marketing.
4. Content Marketing.
5. Web Advertising.

● Question 4: Write (✓) next to the correct sentence and (X) next to
the wrong one. Correct the wrong.
o X. Organizations require a new business plan if they want to change
their objectives and goals.
o ✓
o X. A value proposition is a promise made by a corporation to provide
value to customers if they choose to acquire their products.
o X. Free services and discounts are examples of sales promotions.
o ✓

● Question 5: Fill in the blanks:

o Content Marketing
o pricing, production
o transaction
o reduce expenses such as rent, manpower, and licensing.
o Quality assurance
o Email marketing

● Question 6: Talk about a product you have seen advertised on the

web, describe the ad, and how it convinces people to purchase it.
Allow students to describe any advertisement for a product they select
and accept any correct answer.

● Question 7: You are the owner of a cleaning products company, and

you recently added a new wiping mop to your production line.
Knowing the following features of your product:
o Plastic auto fold handle.
59
o Microfiber cleaning technology: durable, improved absorption of
water, non-abrasive.
o 15-inch diameter head with 360-degree rotation to guarantee heavy-
duty cleaning.
o Oval bucket with drainage and wheels as well as an extendable
handle.

Write the following parts of the business plan:

a. Products and services: The wiping mop has a plastic auto-fold
handle and cleans with Microfiber cleaning technology to
promote water absorption. Its head has a 15-inch diameter and
rotates 360 degrees to provide heavy-duty cleaning. It also has
an oval bucket with wheels and a handle that can be extended.

b. Competitive analysis: Get a gift when purchasing the wiping

mop with the multifunctional cleaning. Free delivery when you
buy five or more products.

60