INTRODUCTION

TO CODING
GRADE VIII
Teacher Handbook

Version 1.0
INTRODUCTION
TO CODING
GRADE VIII
Teacher Handbook
 ACKNOWLEDGEMENT

Patrons
• Sh. Ramesh Pokhriyal 'Nishank', Minister of Human Resource Development,
Government of India
• Sh. Dhotre Sanjay Shamrao, Minister of State for Human Resource
Development, Government of India
• Ms. Anita Karwal, IAS, Secretary, Department of School Education and Literacy,
Ministry Human Resource Development, Government of India Advisory

Editorial and Creative Inputs

• Mr. Manuj Ahuja, IAS, Chairperson, Central Board of Secondary Education

Guidance and Support

• Dr. Biswajit Saha, Director (Skill Education & Training), Central Board of
Secondary Education
• Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary
Education
• Sh. Navtez Bal, Executive Director, Public Sector, Microsoft Corporation India
Pvt. Ltd.
• Sh. Omjiwan Gupta, Director Education, Microsoft Corporation India Pvt. Ltd.
• Dr. Vinnie Jauhari, Director Education Advocacy, Microsoft Corporation India
Pvt. Ltd.
• Ms. Navdeep Kaur Kular, Education Program Manager, Allegis Services India

Value adder, Curator and Co-Ordinator

• Sh. Ravinder Pal Singh, Joint Secretary, Department of Skill Education, Central
Board of Secondary Education
 ABOUT THE HANDBOOK

Coding is a creative activity that students from any discipline can engage in. It helps to
build computational thinking, develop problem solving skills, improve critical thinking
and exposure to real life situations to solve problems in various realms.

Therefore, CBSE is introducing ‘Coding’ as a skill module of 12 hours duration in classes

VI-VIII from the Session 2021-2022 onwards. The idea is also to simplify the coding
learning experience by nurturing design thinking, logical flow of ideas and apply this
across the disciplines. The foundations laid in the early years will help the students to
build the competencies in the area of AI, data sciences and other disciplines.

CBSE acknowledges the initiative by Microsoft India in developing this coding handbook
for class VIII teachers. This handbook uses block coding to explain advanced concepts
of coding using python in MakeCode platform. It uses gamified learning approach to
make learning experience more engaging. The book is intuitive with practical examples
of theoretical concepts and applied exercises. There are mini projects that students can
work on. Additionally, the handbook also focuses on creating exposure to ethics of
coding and application of coding in other subjects like mathematics.

The purpose of the book is to enable the future workforce to acquire coding skills early
in their educational phase and build a solid foundation to be industry ready.
 RESOURCES FOR STUDENTS

Minecraft education edition

Minecraft education edition is a game-based learning platform that promotes creativity,
collaboration, and problem-solving in an immersive digital environment. This platform
provides a fun way of learning coding and design thinking concepts.
Visit https://education.minecraft.net/ for more details.

MakeCode
Microsoft MakeCode is a free, open source platform for creating engaging computer
science learning experiences that support a progression path into real-world
programming. It brings programming to life for all students with fun projects, immediate
results, and includes both block and text editors for learners at different levels.
Visit https://www.microsoft.com/en-us/makecode for more details.

GitHub
GitHub is a storehouse where you can manage and collaborate on your code. It helps to
maintain different versions of the code easily. GitHub Student Developer Pack gives
students free access to the best developer, web development, gaming and many other
tools at no cost enabling practical learning.
Sign up for the GitHub Student developer pack here
https://education.github.com/discount_requests/student_application?utm_source=2
021-06-11-cbse
 TABLE OF CONTENTS
Table of Contents ........................................................................................... I
Ethical practices in coding ...............................................................................1
CONDITIONALS IN DETAILS ............................................................................2
1.1 Lesson Structure ................................................................................2
1.2 Lesson Plan .......................................................................................2
1.2.1 Teacher’s Notes .............................................................................2
1.3 What will you learn in this chapter? .......................................................2
1.4 Types of Control Structures ..................................................................3
1.5 Understanding IF-ELSE and ELSE-IF statements......................................3
1.6 Logical Operators ................................................................................4
1.7 Precedence of Logical Operators.............................................................6
1.8 Activity: Display if a number is odd or even..............................................7
1.9 Nested Conditional statement .............................................................. 12
1.10 Activity: The nested division problem ................................................. 13
1.11 Quiz time ...................................................................................... 14
1.12 What you have learned in this chapter ............................................... 16
GET CREATIVE WITH LOOPS......................................................................... 17
2.1 Lesson Structure .............................................................................. 17
2.2 Lesson Plan ..................................................................................... 17
2.2.1 Teacher’s Notes ........................................................................... 17
2.3 What will you learn in this chapter? ..................................................... 17
2.4 What are Loops? ............................................................................... 18
2.5 Exit Criteria ..................................................................................... 19
2.6 Activity: Cat Rain .............................................................................. 20
2.7 Activity: Create a staircase using for loop .............................................. 22
2.8 Activity: Create a staircase using while loop ........................................... 24
2.9 Activity: Raining pigs and pandas......................................................... 26
2.10 Quiz time ...................................................................................... 29
2.11 What have you learnt in this chapter? ................................................ 30
FUNCTIONS IN DEPTH ................................................................................. 31

I
 3.1 Lesson Structure .............................................................................. 31
3.2 Lesson Plan ..................................................................................... 31
3.2.1 Teacher’s Notes ........................................................................... 31
3.3 What will you learn in this chapter? ..................................................... 31
3.4 Recap of functions............................................................................. 31
3.5 Function Parameters ......................................................................... 32
3.6 Activity: Calculating Volume of Cuboid.................................................. 33
3.7 Returning value from a function .......................................................... 37
3.8 Quiz time......................................................................................... 38
3.9 What have you learnt in this chapter?................................................... 39
PROGRAMMING WITH ARRAYS ...................................................................... 40
4.1 What will you learn in this chapter? ..................................................... 40
4.2 What are Arrays? .............................................................................. 40
4.3 Activity: Playing with colors................................................................. 40
4.4 Sorting an Array ............................................................................... 41
4.5 Searching in an Array ........................................................................ 41
4.6 Using Python to arrange an array in ascending order using bubble sort in
MakeCode................................................................................................ 42
4.7 Activity: Fun in Minecraft using arrays.................................................. 47
4.8 Activity: Building stairs ...................................................................... 49
4.9 Quiz time......................................................................................... 52
4.10 What have you learnt in this chapter? ................................................ 57
ADVANCED SEQUENCING ............................................................................ 58
5.1 What will you learn in this chapter? ..................................................... 58
5.2 What is a Sequence? .......................................................................... 58
5.3 Sequencing with Loops and Conditions ................................................. 59
5.4 Activity: Print number divisible by 3 from 1 to 100 .................................. 59
5.5 Quiz time......................................................................................... 62
5.6 What have you learnt in this chapter?................................................... 63
References .................................................................................................. 64

II
ETHICAL PRACTICES IN CODING

As you build capabilities around coding, you will be equipped to build software on your
own which will have an impact on society in general. So, it is very important to adhere
to ethical practices while building your own code. Below are some practices you must
remember as you keep learning to code.

Respect other’s privacy

As you keep building software of your own you might need to access other’s personal
information. Make sure you do not misuse the data and you understand your rights and
responsibilities associated with that data
Honor Confidentiality

You might be given access to confidential information like trade secrets, client data,
financial information etc. Ensure you do not disclose this information without proper
authorizations.

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 CONDITIONALS IN DETAILS
The teacher should introduce nested
1.1 Lesson Structure conditional statements with examples.
They should make sure that the children
1. IF-ELSE and ELSE-IF statement are not confused with these terms and
2. Logical Statements explain the pseudo code to the students
3. Practice Challenges
to improve their conceptual
4. Nested Conditional Statements understanding.
5. Quiz Time
Activity: Place students in groups of
three or four and guide them through
1.2 Lesson Plan
the exercises
For the exercise section, the teacher
Subtopics Number Method should make sure that the children are
of
comfortable with the Make Code platform
Periods
and they have it working on their
IF-ELSE and 3 Theory
ELSE-IF computers. The practice challenges can
statement be solved in several ways and do not
Logical Theory have a definite answer.
Statements
Assignment: Allow students to
Practice Practical
perform at least one practice exercise
Challenges
Nested Theory on their own
Conditional The teacher should encourage students
Statements to come up with unique solutions to the
Quiz Time 2 Practical
challenges in order to test their creativity
and understanding of the subject.
1.2.1 Teacher’s Notes 1.3 What will you learn in this
Discuss: What are logical statements
in real life?
chapter?

The teacher should introduce logical In this chapter you will understand
statements to the students by using real- conditionals in detail and how to use
life examples like the ones mentioned in conditionals in your code.
the curriculum. They can also ask the
students to come up with such examples
to encourage critical thinking.
Discuss: What are nested conditional
statements?

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Here you will learn: Using this control structures,
programming has derived many types of
• Understanding IF ELSE and ELSE- control statements to suit different
IF statements needs. We will study them in upcoming
• Using logical operators topics.
• Using nested conditions
1.5 Understanding IF-ELSE and
ELSE-IF statements

1.4 Types of Control Every day, we take many decisions

Structures depending on our situation. For
example, we decide whether a number is
In programming, control structure is a
block of program that accepts and
analyses different variables and chooses
the direction in which to go based on the
given parameters. To put simply, it is a
basic decision-making process in
computing. It is like a prediction that
even or odd by dividing the number with
program makes by accessing the given
parameters. 2. If the remainder is 1, we can say the
number is odd.
There are three basic types of control
IF-ELSE Statement
structures in programming:
If we want to implement the logic in our
1. Sequential
program, we need to use if-else
2. Selection / Conditional
statement.
3. Iteration
The if-else statement requires three
Sequential - In a sequential control things.
structure, the statements in a program
are executed sequentially, i.e. step-by- 1. Evaluation statement: condition
step in an order that they are written. or expression that is being
checked
Selection / Conditional - A 2. Execution statement: the
selection(conditional) control structure operations that will be performed
is used to test a condition in a program. if the condition appears to be true
This control structure takes a decision 3. Else execution block: the
to execute one statement/operation over operation that will be performed
another statement/operation depending only if the evaluation statement is
false
on the condition.
If we need to determine if a number is
Iteration – This control structure
even or odd using a flowchart, it
executes a set of statements for a certain becomes like the following diagram.
number of times till the mentioned
condition is true. Loops are examples of
iterative statements.

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 assign a value to a variable. And “==” is
a relational(comparison) operator, i.e. it
is used to compare the value of two
variables.
ELSE-IF Statement

Let’s consider a situation where we need

to compare two numbers a, b and
determine if a is greater than b or they
are equal. To implement this one, we
need to perform checks at two steps. The
keyword we need to use is elif. The
keywork elif is used for checking another
If we implement the flowchart using statement in case previous statement is
coding syntax, it will be like the following false.

1.6 Logical Operators

Fig 1.1 Understanding if-else
Logical operators are fundamental
lines of code. blocks that can be used to build a
In above example a %2 == 0 is the decision-making capability in your code.
expression that we are using for When we need to make our decision
evaluation, and in the next line we are based on two or more checks, it is
using indentation to indicate the necessary to have a combination of
execution statement. In the next lines we logical operators.
are using else keyword to indicate what We can do things conditionally in our
statements will be executed in case the programs using if statements or if/else
expression used in false. The last line of statements combined with logical
code will be executed always because we operators. Logical operators work like
are back using the origin indentation. Boolean variables and return either
If we implement the scenario using TRUE or FALSE.
proper syntax it will look like the
The three most important logical
following lines of code.
operators are AND, OR and NOT.

Point to note over here is that “=” is an

assignment operator, i.e. it is used to

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AND Operator Greater >= x >= y x is either
than or greater
The AND operator is used to see if two or equal to than or
more conditions are true. If all the equal to y
conditions are true, the AND operator Less <= x <= y x is either
returns TRUE. If any one of the than or less than
conditions fail, the AND operator returns equal to or equal to
FALSE. In python AND operator is y
Not != x! = y x not equal
denoted by and keyword. Some other
equal to to y
programming languages use “&&” as
AND operator.
Point to note over here is that “=” is an
assignment operator, i.e. it is used to
OR Operator assign a value to a variable. And “==” is
The OR operator is used to see if either a relational(comparison) operator, i.e. it
one of two or more conditions is TRUE. is used to compare the value of two
If any of the condition is true, the OR variables.
operator returns TRUE. If all the
conditions fail, the OR operator simply Activity: Can you create a triangle?
returns FALSE. In python syntax OR
operator is denoted by or keyword. Some Take this example of following figure of
other programming languages use “||” triangle with sides A, B and C. We know
as OR operator. the sum of two sides must be greater
than remaining side.
NOT Operator
We use the NOT operator to reverse or
negate a condition. If the condition is
true, NOT will return false and vice-
versa.
In python programming, not keyword is
used to denote not operator. Some other
programming languages use “!” as NOT
operator.
Relational operators Fig 1.2 Can you create a triangle.

Let us now look at the full list of

relational operators.
Operator Symbol Example Meaning

Greater > x>y x greater

than than y Unless all sides are compared, we
Equal to == x == y x is equal
cannot say values for A, B and C are
to y
Less < x<y x is less valid or not. Therefore, we need to
than than y combine all three logical expressions to

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say whether they can truly make a Now, if we want to solve the problem of
triangle. triangle in python coding, it becomes as
following.

Fig 1.3 Conditions to create a triangle.

In the above example, A1, A2, A3 and A4
stand for the relational expressions.
1.7 Precedence of Logical They have a mix of “&&”, “||” and “!”
Operators operators. The expression in the first
column can be interpreted by
Just like arithmetic operators, logical parentheses as shown in the third
operators also have precedence that column.
determines how the operations are
grouped in the absence of parentheses. It is a common practice to use
Parentheses can be used to group the parenthesis to group operands together
operands with their correct operator, rather than relying on logical operator
just like how we do it in arithmetic. precedence rule.

In an expression, the operator with

highest precedence is grouped with its
operands first, then the next highest
operator will be grouped with its
operands, and so on. In a situation
where there are many logical operators
of the same precedence, they will always
be examined from left to the right.

Have a look at the below table to check

the precedence of logical operators:

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1.8 Activity: Display if a number is odd or even

Let us now run through a practice exercise to understand logical operations. You should
try this exercise on the Minecraft Education Edition. You may set up the Minecraft
education edition from https://education.minecraft.net/get-started
Note: Minecraft is just one of the platforms for coding. You can use many similar
platforms available online to achieve similar results like – Scratch
(https://scratch.mit.edu/) and Code.org (https://code.org/)
At the end of this activity, you can expect following output on screen:

Let us now follow below steps to replicate this output on screen:

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Page | 8
Page | 9
Page | 10
Now we will implement the example of odd-even to display some messages on the screen.

The program that you have written assigns 34 to a variable named as a. Then, in the
next lines of code, it checks whether variable a is now divisible by 2. If it is divisible, we
are displaying a message on the screen. At line 3, 5 and 6 the statement player.say is
used for displaying the message in the screen.
When you are done with typing the necessary lines of code, click on the green Start
button to execute the program. You will see the below result displaying number is even.

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Activity 1.1
Create a program in Minecraft which
will check two numbers and display a
message saying if one is greater than
the other, or they are same.

1.9 Nested Conditional

statement

In some cases, for checking complex

scenarios we might find that using a
single if-else loop is not enough. We can
also use a combination of if, elseif
statement inside another if block.
Suppose we want to check if a number
is divisible by 4 or 5 or both 4 and 5. We
need to check in multiple steps. First, we
need to check if its divisible by 4, if this
condition is true, then we further need
to check if it is divisible by 5. In another
IF block we again need to check
divisibility by 5, and check if it is
divisible by 4.
Syntax of nested conditional statements
is like below

if condition 1:
if condition 2:
statement 1
else
statement 2
elif condition 3:
if condition 4:
statement 3
else
statement 4
else:
statement 3

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1.10 Activity: The nested division problem

We will now create the program to check if a number is divisible by 4 or 5 or both 4 and
5. To do that, open Minecraft Code Editor again. You can get the instructions from
previous sections for doing that.
Now that you have Minecraft Code Editor opened, type down the program as given below.
Make sure the indentations are correct.

After you are done with typing the code, click on the green Start button to execute the
program.
Result:

You will now see that message is displayed according to the logic we have written in our
program. It assigns 44 in a variable called number. Then it goes through our nested if-
elseif blocks to

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display the result. If you have typed the lines of code properly, clicking on Start button
will display a message like below.

Now press C key to go back in the code editor. You can change the value of the variable
and run it again. By doing that, you can verify if the program is behaving as you have
expected.

Activity 1.2
Create another program which assigns total marks of a student to variable, and
display grade using the logic below.
• Total marks > 70, then grade A
• Total marks >49 and Total marks <=70, then grade B
• Total marks <= 49, then grade C

1.11 Quiz time

Objective Type Questions

Question 1 Which one of the following options is not a logical operator?

Option 1 OR
Option 2 WHAT
Option 3 AND
Option 4 NOT
Answer: Option 2

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 Question 2 Which of the following can create conditional statements?

Option 1 IF
Option 2 IF-ELSE
Option 3 Nested IF-ELSE
Option 4 All the above
Answer: Option 4

Question 3 Which operator negates a condition?

Option 1 OR
Option 2 NOT
Option 3 AND
Option 4 None of the above
Answer: Option 2

Standard Questions

1. What are different types of control structures? Define each type.

2. What are the different types of relational operators?
3. What are logical operators? Name different types of logical operators.
4. What are the differences between “AND” and “OR” operators? Give examples.
5. What is a nested conditional statement and where is it used?

Higher Order Thinking Skills(HOTS)

1. Create a program in Minecraft which assigns a number to a variable. Then checks
if the number is divisible by 7 or 9 or both 7 and 9.
2. Create a program in Minecraft which assigns a number to a variable. Then display
if the number is even or odd.
3. Create a program in Minecraft which assigns a number to a variable. Find out if the
number is divisible by 3. If divisible by 3, multiply it by 10 and display the output.

Applied Project

Problem Statement: There are three children named Rohit, Priya and Pooja. Height of
Rohit, Priya and Pooja are 4.8 ft 5.2 ft and 5.1 ft respectively. Create a program in
Minecraft using block coding to find who is the tallest of three.
Sample solution:

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1.12 What you have learned in this chapter

• AND, OR NOT are the different logical operators

• We can combine multiple operators in a single expression
• IF-ELIF is used to write logical operators in python
• When we have an IF within another IF, we call it a nested conditional statement
• We learnt how to use operators in Minecraft code editor
• How to apply logical operators in python coding?

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 GET CREATIVE WITH LOOPS

Discuss: What are break and

2.1 Lesson Structure continue statements?
1. Loops
2. Break and Continue Loop The teacher should introduce Break and
3. Classroom Exercises Continue statements with examples.
4. Quiz Time They should make sure that the children
are not confused with these terms and
explain the pseudo code to the students
2.2 Lesson Plan
to improve their conceptual
Subtopics Number Method
understanding.
of Periods
Activity: Place students in groups of
Loops 4 Theory three or four and guide them through
Break and Theory the exercises
Continue Loop
For the exercise section, the teacher
Classroom Practical should make sure that the children are
Exercises comfortable with the Make Code platform
Quiz Time 2 Practical and they have it working on their
computers. The practice challenges can
be solved in several ways and do not
2.2.1 Teacher’s Notes have a definite answer.
Assignment: Allow students to
Discuss: What are loops in perform at least one practice
programming? exercise on their own

The teacher should introduce loops to the The teacher should encourage students
students by using real-life examples. to come up with unique solutions to the
They can also ask the students to come challenges in order to test their creativity
up with such examples to encourage and understanding of the subject.
critical thinking.
2.3 What will you learn in this
• What are the different types of chapter?
loops?
• Definition of different types of Now that we already understand logical
loops operators in coding, let us dive deeper
• Break and Continue loops into the details of how to solve a coding
• Get introduced to pseudocode problem. By the end of this chapter, you
will learn:

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2.4 What are Loops? Based on this we can write the below
pseudocode:
Everyday there are some tasks which
need to be done repeatedly.
Loops are programming elements which x=0
repeat a portion of the code for a set while x is not 10
number of times till the desired process x=x+1
is complete. Repetitive tasks are print(x)
common in programming and loops are
important to save time and minimize
errors.
The For Loop
For loop is needed for iterating over a
sequence.
For example – We need to calculate the
square of numbers present in a list.
Numbers= [1, 3, 5, 7, 13]

Loops make our code more manageable The pseudo code for this will look like
and organized. Let us now see what the
below:
different types of loops are:

1. While Loop
numbers = [1, 3, 5, 7, 13]
2. For Loop
sq = 0
3. Nested Loop
for x in numbers
The While Loop sq = x * x
print(sq)
The While loop can execute a set of
commands till the condition is true
While Loops are also called conditional
This is the result for the code
loops.
Once the condition is met then the loop
is finished
1
For example - Print from 1 to 10 9
25
Here, if we want to derive the loop from 49
this scenario, we have the following 169
conditions:
Condition: Write from 1 to 10
And the decision we are deriving is: The Nested Loop

Decision: Have we reached 10 Loop can be nested in Python. A loop

that occurs within another loop is called

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nested loop. Consider the below specific task. It is a set of conditions that
program. must exist before you can declare a
program to be complete. Exit criteria is
numbers = [1, 2, 3] one of the most important components
alphabets = [a, b, c]
while defining a loop. As without an exit
for num in numbers
criterion, the program tends to enter in
for alphabet in alphabets
an infinite loop. These criteria differ from
print(alphabet)
program to program as per the
requirement.

We have used two loops here. The outer For example, while creating a loop to
loop, iterates over the numbers array print numbers from 1 to 1000, exit
and the inner loop iterates over the criteria is that loop should exit the block
alphabet array. So each of the alphabets of code when the 1000th number is
get printed 3 times.Finally, we have 9 printed, else the program will enter an
items that are printed. infinite loop.

a
b
c Activity 2.1
a Write a pseudocode to print prime
b
c numbers from 1 to 100
a
b
c

2.5 Exit Criteria

Now that we have understood about

loops and its iterations, it is also
important to understand when and
where should one stop iterating through
these loops. As mentioned in the
previous topic, it is very important to
keep in mind while programming that
the looping condition should result false
at a certain point in time. Otherwise, the
block of code will enter an infinite loop.
To make sure that the loop does not
enter an infinite loop, it important to
define an exit criterion for the loop.
Exit criteria is defined as a condition
that must be met before completing a

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2.6 Activity: Cat Rain

You might have heard the phrase “raining cats and dogs”. In this exercise we will see
how you can rain cats from the sky. You should try this exercise on the Minecraft
education edition.
By now you should already have an idea of block coding. Below is how the exercise will
look when implemented with block coding with Minecraft

The final output of this exercise should look like as shown in the image below.

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However, in this exercise, we will try to implement the same code using python.

Follow the below code block. We have used a for loop with range 100 – This means that
the loop will run 100 times.

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So, the line mobs.spawn(CAT, pos(0, 10, 0)) will be executed 100 times.

After you click on play 100 cats will rain from the sky.
Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

2.7 Activity: Create a staircase using for loop

In this example we will create a block of stairs using tube coral black material where
the for loop will run 10 times so the height of the stairs will be 10 blocks and the width
will be three blocks.
Below is how the code will look when implemented with block code using Minecraft
education edition.

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At the end of this exercise, the final output should look like shown in the below image.

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So, we see how the same action is performed using a for loop. The detailed explanation
of the previous code is given below:
Step 1: Teleporting the builder to the specified position
Step 2: Creating a for loop which will run 10 times
Step 3: Inside the for loop we will move the builder forward by 2 steps
Step 4: Move the builder up by 1
Step 5: Finally the builder traces the path travelled and puts a block on the position
Step 6: Click on play. You will see a flight of stairs of height 10 and having width of 3
blocks.

Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

2.8 Activity: Create a staircase using while loop

In one of the previous activities we used for loop to create a staircase. Now let us create
a staircase with while loop.
If we implement this with block coding, below is how the code will look

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At the end of this activity, the final output should look like shown in the image below.

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Below are the detailed steps:

Step 1: Set the value of size variable to 10

Step 2: Teleport the builder to a specified position

Step 3: Create a while loop of size greater than zero

Step 4: Inside while loop move the builder forward by 1 step

Step 5: Next, move the builder up by 1 step

Step 6: Update the size variable by size = size - 1

Step 7: Finally, the builder traces the path travelled and puts a block on the position

Step 8: Finally run the code by clicking on play then on the chat window type step 10

Results: You will see a stair of height 10 formed in your Minecraft world

2.9 Activity: Raining pigs and pandas

We have already gone through an exercise to rain cats using for loop. We will now try to
take it further by raining Pigs and Pandas using while loop.

Below is how the code looks like when done using block code in Minecraft.

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And when done with Python, the code will look like below.

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At the end of this activity, the final output on screen should look like shown in the image
below.

Below are the detailed steps:

Step 1: In the on start command, first set variable “animals” to 0.

Step 2: Now start a while loop which will run till the value of “animals” variable is less
than or equal to 100.

Step 3: Inside while loop, set spawn of pigs to specified position.

Step 4: Inside while loop, set spawn of pandas to specified position.

Step 5: Lastly, update the value of variable “animals” to “animals = animals + 1”.

Step 6: Finally run the code by clicking on play then on the chat window type rain 100

Result: After you run the code you will see 100 pigs and 100 pandas dropping from the
sky in your Minecraft Environment

Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

Page | 28
2.10 Quiz time

Objective Type Questions

Question 1 Which type of loop can be used till a condition is met?

Option 1 While loop

Option 2 For loop
Answer: Option 1

Question 2 Which type of loop can be used to iterate over a sequence?

Option 1 While loop

Option 2 For loop
Answer: Option 2

Question 3 Which statement is used to break the loop?

Option 1 Stop
Option 2 Break
Option 3 Exit
Answer: Option 2

Standard Questions
1. What are the different types of loops?
2. What is exit criteria?
3. What is exit criteria for While loop?
4. What is exit criteria for For loop?
5. What are nested loops?

Higher Order Thinking Skills(HOTS)

1. Make 50 horses and 50 cats rain from the sky using for loop
2. Make stone stairs of height 15 blocks and width of 1 block using while loop

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 Applied Project
Problem Statement: Write an algorithm to find the HCF of two numbers using prime
factorization method.

Tip: Prime factorization method is used to find the prime factors of a composite number.
HCF is determined by multiplying the common factors of the two numbers.
Answer:

2.11 What have you learnt in this chapter?

• By now you should have understanding about loops. Loops are used to repeat
a block of code
• Loops are also used to iterate through a sequence
• A loop within another loop is called nested loop
• Exit criteria is defined as condition which must be met before completing a
specific task.
• Break statement is used to exit from a loop
• Continue statement is used to skip some lines of code within a loop

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 FUNCTIONS IN DEPTH
The teacher should encourage students
3.1 Lesson Structure to come up with unique solutions to the
1. Function Parameters challenges in order to test their creativity
2. Return Values and understanding of the subject.
3. Quiz Time
Discuss: Function Return Types

3.2 Lesson Plan The teacher should help students

Subtopics Number Method understand the primary difference
of between functions that return a value
Periods and functions that do not return any
Function 3 Theory value. The teacher should encourage
Parameters students to come up with scenarios that
Return Values Theory highlight use cases of different types of
Quiz Time 1 Practical functions.

3.3 What will you learn in this

3.2.1 Teacher’s Notes chapter?

Discuss: Why using functions is • How using function helps us?

important? • How to create and use functions in
block coding
The teacher should try to make students
• Returning value from functions
understand importance of using
functions. They may take help of practical
examples that are inspired from real life 3.4 Recap of functions
situations.
Discuss: What are function
parameters in programming?

The teacher should introduce function

parameters to the students by using real-
life examples like the ones mentioned in
the curriculum. They can also ask the
students to come up with such examples
to encourage critical thinking.
Assignment: Allow students to
perform at least one practice A function is a block of code made up of
exercise on their own a set of steps that results in a single
specific action. The programmer will give
this action a simple name. Giving a

Page | 31
simple name to a function, increases the
chances that the set of steps can easily
talked about and reused again and again
in the program.

3.5 Function Parameters

By now, you already had a brief idea of

what functions are and how it works.
Function parameters are variables
which are taken as inputs to the
function to do a task when the function
is called. An argument is the value
passed to a function which is received by
the function as parameter.

For example, if we need to calculate the

volume of a cube, we need three
variables length, breadth and height.
The formula to calculate the volume of a
cube is

where V is the volume of the cube, L is

the length, B is the breadth and H is the
height of the cube. We can make a

V=L*B*H

function named VolumeOfCuboid

which takes parameters L, B and H. Now
the function would look like

VolumeOfCuboid (L, B, H)
{
return L * B * H
}

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3.6 Activity: Calculating Volume of Cuboid

Let us now see how we can calculate the volume of a cube in Minecraft using the above
steps. You should try this exercise on Minecraft using the Make Code editor for
Minecraft which can be found here https://minecraft.makecode.com/

At the end of this exercise, the final output should look like shown in the screen below:

Let us now try to replicate this output on our screen by following the steps below:

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Page | 34
Page | 35
Page | 36
Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

3.7 Returning value from a

function

We have already used functions that any value. When the program executes,
takes arguments as inputs and does the volume of cube gets calculated and
some operation with the arguments. assigned to the variable “volume”.
However, it becomes useless if the
However, a function can also give an
function doesn’t return the variable
output or return a value. That makes a “volume” to be used to assign the
function more useful.
calculated volume. It’s like in a
If we take the example of calculating the restaurant, the waiter takes the order,
volume of a cuboid that we were working goes into the kitchen and the food gets
on, the VolumeOfCuboid did not return cooked but he/she never comes back

Page | 37
with the food to the table. Returning a on the “Functions” button in the left
value is like the waiter coming back with panel and drag the “return” block to the
the cooked food to serve to the table. function VolumeOfCuboid as shown
below
Let us continue with the example we
have been working on in Minecraft. Click

Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

3.8 Quiz time

Objective Type Questions

Question 1 How does the use of functions help in programming?

Option1 Reduces the repetition of the same set of statements many times.
Option2 Makes finding error in the code easier.
Option3 Enhances the logical transparency of the program
Option4 All the above

Question 2 Functions cannot return a value

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 Option1 True
Option2 False

Standard Questions
1. What are functions in programming?
2. What are the benefits of using functions?
3. Is it possible to return a value from function? If yes, how?
4. What are function parameters?

Higher Order Thinking Skills(HOTS)

1. Define a function to calculate the cube of a number. The function should take a
number as argument and return the cube of that number.
2. Define a function to calculate volume of a sphere. The function should take radius
of the sphere as argument. Use the function for calculating cube of a number to
calculate the volume of the sphere. The function should return the calculated
volume. Call the function to get the volume of a sphere.
3. Define a function to calculate the simple interest of an amount. The function should
take the amount, the rate of interest and the time duration as arguments. The
function should return the calculated simple interest.

Applied Project
1. Problem Statement: A branch manager of a reputed bank wants you to develop a
software to calculate the simple interest. Create a program on Minecraft to calculate
the simple interest using functions.
Let the Principle amount = 100000
Time =2 years
Rate =5 %

3.9 What have you learnt in this chapter?

• Functions help us in increasing code-reusability

• Inputs to a function are called function parameters
• Functions can return value

Page | 39
 PROGRAMMING WITH ARRAYS

4.1 What will you learn in this ▪ The variables in an Array are
chapter? always ordered sequentially with
index starting with 0

• What are Arrays? Consider an Array with variables of

• What is sorting of an Array? Integer Data Type stored in it. Below is
• What is searching in an Array? the diagram that displays how data and
• Apply the concept of Arrays in indexes are structured in such an Array:
block coding and python using
some fun examples

4.2 What are Arrays?

Arrays are collection of similar data type

variables. Arrays do not support
different data types in same collection.
For example, you can make an Array of
Integers as well as another Array of 4.3 Activity: Playing with
Strings. However, you cannot make an colors
Array having Integer and Strings in
same Collection. Consider you have a list of items (a list
of colors, for example), storing them in
In real world, you can consider books in
individual variables could look like this:
a library to be the example of arrays
where all the shelves have a common
data type (read – book) in it.

Arrays improve readability of code by

using a single variable for a large set of We will now see how to use a single
data. However, there are following variable to store all the colors
limitations that we need to note while
using Arrays.

▪ You can only store variables with The above code snippet that we see is an
homogenous data types in an example of array.
Array
▪ Arrays are always static and Arrays are special type of variables
which can store a collection of values.
fixed in length and size
The values of an array can be accessed
by referring to an index number.

Page | 40
For example, to get the first item in an As you can see the items are not
array you will write your code like below arranged in any order. Sorting is the
process of ordering items in a collection.
Above array when sorted in ascending
order will look like below.
To modify the value of the first item in
the array you will write:
Python has inbuilt sort function to order
an array. The sort() method sorts the list
ascending by default.
Question: How to create an array of a
sequence of integers between 0 and 11. Example:

Answer: Create an empty array. Begin a

loop from 0 to 11. Append every item to
the array.

Result:

append() method is used to add an 4.5 Searching in an Array

element to an array.
Python uses indexing as a method to
To remove an element of an array, use search for an element in an array.
the pop() method.

If you run the above code, you would get

3 as output.
remove() method can also be used to The index method works on numeric
remove an element from the array. arrays too:
However, remove() only removes the first
occurrence of a specified value.

4.4 Sorting an Array

If you run the above code, you would get
Consider the following array: 4 as output.

Page | 41
4.6 Using Python to arrange an array in ascending order using
bubble sort in MakeCode

Before we start this activity let us first understand what bubble sort is:

Bubble sort is a method of sorting that works by repeatedly swapping adjacent elements
if they are in incorrect order. In this problem, you need to sort a given set of numbers
in ascending order using bubble sort.
Let us consider a set of numbers 1, 5, 4, 3, 2; that needs to be sorted in ascending order.
If the number on the left is greater than the number on the right, it swaps the two
numbers. This is done until the numbers are sorted in ascending order.

• Following is the list of numbers to be sorted in ascending order:

• We compare the first two numbers and find out which one is greater.
• We start with 1 and 5. Since 5 is already greater than 1, no change is made

1 5 4 3 2
• Then we compare the numbers 5 and 4
• Since 5 is greater than 4, we will swap these two numbers.

1 5 4 3 2
• Next, we compare 5 and 3
• Since 5 is greater than 3, we will swap the two numbers.

1 4 5 3 2
• Lastly, we compare 5 and 2
• Since 5 is greater than 2, we will swap these two numbers

Page | 42
 1 4 3 5 2
• The list of the numbers is rearranged as follows:
• Notice 5 is the largest number in this list and arranged at the last position.

1 4 3 2 5

• We again start from the beginning and compare 1 with 4. Since 4 is greater
than 1, no change is made.

1 4 3 2 5

• Then we compare the numbers 4 and 3

• Since 4 is greater than 3, we will swap these two numbers.

1 4 3 2 5

• Next, we compare 4 and 2

• Since 4 is greater than 2, we will swap the two numbers.

Page | 43
 1 3 4 2 5
• Lastly, we compare 4 and 5. Since, 5 is greater than 4, no change is made.

1 3 2 4 5
• We again start from the beginning and compare 1 with 3. Since 3 is greater
than 1, no change is made.

1 3 2 4 5

• Then we compare the numbers 3 and 2

• Since 3 is greater than 2, we will swap these two numbers.

1 3 2 4 5
• Next, we compare the numbers 3 and 4. Since 4 is greater than 3, no change is
made.

Page | 44
 1 2 3 4 5

• We again start from the beginning and compare 1 with 2. Since 2 is greater
than 1, no change is made.

1 2 3 4 5

• The numbers are now all sorted in ascending order.

1 2 3 4 5

• The exercise of sorting is done until no more numbers need to be swapped.

• If we have 5 numbers, then the maximum time taken to sort the list will be 25
iterations.

Let us now write a python program to sort an array in MakeCode

Page | 45
Output for the code:
When you click on play the array will be sorted in ascending order.

Page | 46
4.7 Activity: Fun in Minecraft using arrays

Let us now do some activity to understand Arrays.

At the end of this exercise, the final output on the screen should look like as shown in
the below screenshot.

You should try this exercise on the Minecraft education edition.

Page | 47
In this activity we will create an array of flowers and calculate the length of the array to
create a flight of stairs.

Here are the detailed steps:

Step 1: Teleport the builder to the entered position

Step 2: Make an array named flower

Step 3: Create a variable called length which is the length of the array flower

Step 4: Start a for loop which will run as many times as the length of the array

Step 5: Move the builder forward by 1 step and then up by 1 step

Step 6: Finally, the builder traces the path travelled and puts a block on the position

Step 7: When you hit play you will that there is a golden stair created.

Performing the activity using block codes:

Page | 48
Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

4.8 Activity: Building stairs

Now we are going to build a flight of stairs using the material present in the 1 st position
of the array.

At the end of this activity, the final output should look like shown in the image below:

Page | 49
Using Python:

Page | 50
Here are the detailed steps:
Step 1: Teleporting the builder to the entered position
Step 2: Make an array named material

Step 3: Creating a variable length which is the length of the array

Step 4: Starting a for loop which will run as many times as the length of the array

Step 5: Moving the builder forward by 1 step and then up by 1 step

Step 6: Finally, the builder traces the path travelled and puts a block of material present
on the 1st position (Chiseled Sandstone) in the array material on the traced path
Step 7: When you hit play you will that there is a Sandstone stair created.

Using Block code:

Page | 51
Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

4.9 Quiz time

Objective Type Questions

Question 1 Which statement from below best describes Arrays?

Option 1 A data structure that shows a hierarchical behavior
Option 2 Container of objects of similar data types
Option 3 Array is not a data structure
Answer: Option 2

Question 2 Which of the following are advantages of arrays?

Option 1 Easier to store elements of similar data type

Option 2 Elements stored in an array cannot be sorted
Answer: Option 1

Question 3 Which of the following are disadvantages of arrays?

Option 1 There are chances of wastage of memory space if elements inserted
in an array are lesser than the allocated size
Option 2 Index value of an array can be negative
Option 3 Elements are sequentially accessed
Answer: Option 1

Standard Questions
1. What are arrays in programming?
2. Explain how arrays are indexed in programming.
3. Explain how you can sort an array {67, 23, 98, 19} using Python?
4. How do you search a particular value from an array in Python?

Higher Order Thinking Skills(HOTS)

1. Make an array of animals (10 animals in the array) and use for loop which runs
as many times as the length of the array to drop horses from the sky.
2. Make an array of animals (10 animals in the array) and use for loop which runs
as many times as the length of the array to drop animal present on the 4 th
position (Tip: The 4 th position will be indexed as 3) from the sky

Page | 52
 Applied Project
Problem Statement: There is a robot which can read the numbers written on the
cards only when kept close to its eyes. It can pick only one card containing numbers
in its left hand and another in its right hand. Can you help it to arrange the cards in
ascending order using bubble sort? Let’s try it on the numbers 1, 5, 4, 3, 2.

Tip: Arranging data in ordered sequence either in ascending or descending is called

sorting. Using bubble sort each element is compared with its adjacent element until
the desired result is reached.

Explanation:

Let’s take the numbers 1,5,4,3,2.

In the first move, the first two numbers 1 and 5 are compared. Since 1 < 5 therefore the
numbers are not swapped.

In the second move, the second and third numbers 5 and 4 are compared. Since 5 > 4
therefore the numbers are swapped.

Page | 53
In the third move, the third and fourth numbers 5 and 3 are compared. Since 5 > 3
therefore the numbers are swapped.

In the fourth move, the fourth and fifth numbers 5 and 2 are compared. Since 5 > 2
therefore the numbers are swapped.

Page | 54
In the fifth move, the first and second numbers 1 and 4 are compared. Since 1 < 4
therefore the numbers are not swapped.
Note that the number 5 is sorted. Let us repeat the same steps for numbers 1 ,4,3 and
2.

In the sixth move, the second and third numbers 4 and 3 are compared. Since 4 > 3
therefore the numbers are swapped.

In the seventh move, the third and fourth numbers 4 and 2 are compared. Since 4 > 2
therefore the numbers are swapped.

Note: The number 4 is sorted. Let us repeat the same steps for numbers 1 3 and 2.
In the eighth move, the first and second numbers 1 and 3 are compared. Since 1 < 3
therefore the numbers are not swapped.

Page | 55
In the ninth move, the second and third numbers 3 and 3 are compared. Since 3 > 2
therefore the numbers are swapped.

Note: The number 3 is sorted. Let us now try for 1 and 2

In the tenth move, the first and second numbers 1 and 2 are compared. Since 1 < 2
therefore the numbers are not swapped.

Page | 56
After tenth moves we can sort the numbers in ascending order. This process of arranging
numbers is called bubble sort.

4.10 What have you learnt in this chapter?

• We have understood the concept of arrays

• We have also learnt how to search a value in an array and how to sort an array
• We have also applied the concepts of arrays in block coding and python using
some fun examples

Page | 57
 ADVANCED SEQUENCING

5.1 What will you learn in this Sequencing in algorithms is arranging

chapter? the steps of an algorithm in a correct
sequence so that we get the correct
outcome. Sequencing is important in
• What is a sequence? algorithms. If the steps of an algorithm
• Why is sequencing important in are not in correct sequence, we will not
programming? get the required result.
• Sequencing with Loops and
For example, if we make a simple
Conditions
• Using sequencing in Minecraft to algorithm of calculating the sum of two
do some fun activities numbers, the steps would look like as
the following in a flowchart.
5.2 What is a Sequence?

A series of actions performed in a

specific order is called sequence. For
example, our daily routine. Our daily
routine is a series of actions that we do
every day as follows.
1. Wake up.
2. Have breakfast.
3. Take a shower.
4. Go to school.
5. Attend classes.
6. Have lunch.
7. Attend classes.
8. Get back home.
9. Do homework.
10. Watch TV.
11. Have dinner.
12. Go to sleep.
However, this routine might vary from
person to person but for a specific
If we swap 2 steps and add Num1 and
person this might be the routine.
Num2 before taking Num1 as input, the
An algorithm is a set of steps to solve a program will not give the required result
problem. A program is written based on or give an error. This is called a bug.
an algorithm to get the required result.

Page | 58
5.3 Sequencing with Loops and
Conditions

Most programs consist of 3 main

components – Sequence, Selections
(Conditions) and Loops.

Let’s write a program to get all the

numbers divisible by 3 between 0 and
100. The flowchart for the algorithm
would be as follows.
In this example, we see that this
program has a sequence of conditions
and loops.

5.4 Activity: Print number divisible by 3 from 1 to 100

Let’s try this activity in Minecraft using block code.

At the end of this activity the final output should look like shown in the image below:

Page | 59
Let us start to replicate this activity to Iterate a loop from 0 to 100 as shown below

Page | 60
Page | 61
Note: Minecraft is just one of the platforms to achieve this output. You can use many
similar platforms available online to achieve similar output like – Scratch
(https://scratch.mit.edu/) and Code.org

5.5 Quiz time

Objective Type Questions

Question 1 Step by step process of solving a problem is called?

Option 1 Algorithm
Option 2 Sequencing
Option 3 Loops
Option 4 None of the above
Answer: Option 1

Question 1 A series of actions done in a specific order is called sequencing

Option 1 True
Option 2 False
Answer: Option 1

Standard Questions
1. Explain what is a sequence in programming?
2. Draw a flowchart to demonstrate sequence of activities that you do while getting
ready for school.
3. Write a pseudocode to explain sequence of activities that you perform while giving
an exam.

Higher Order Thinking Skills(HOTS)

1. Write a program in block code to print all the prime numbers between 0 and 50
2. Write a program in block code to print all the multiples of 7 from 0 to 100

Applied Project
1. Problem Statement: Write a flow chart for the algorithm to determine if a number
is perfect square.
Tip: A perfect square is a number which can be expressed as the square of a given
number. 25 is a perfect square as 25 can be expressed as 5*5 or 5 2 .

Answer:

Page | 62
5.6 What have you learnt in this chapter?

• We have understood the concept of advanced sequencing

• Significance of sequencing in programming
• We have also learnt sequencing in block coding through some fun examples

Page | 63
 REFERENCES

Microsoft. 2021. Microsoft MakeCode Arcade. [Online]. [25 February 2021].

Available from: https://arcade.makecode.com
Microsoft. 2021. Microsoft MakeCode Arcade for Minecraft. [Online]. [25 February
2021]. Available from: https://arcade.makecode.com
Microsoft. 2021. Computer Science Subject Kit | Minecraft: Education Edition.
[Online]. [25 February 2021]. Available from:
https://education.minecraft.net/class-resources/computer-science-subject-kit

Microsoft. 2021. Minecraft MakeCode | Rain cats and dogs. [Online]. [25 February
2021]. Available from: https://minecraft.makecode.com/examples/cats-vs-dogs
Code of Ethics. 2021. Code of Ethics. [ONLINE] Available at:
https://www.acm.org/code-of-ethics

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