Hello World Kids

The Teacher Guide and

Instructions for Book 4
Hello World Kids Lessons Plans Book 4

Contents
Unit 1 Hello MS Excel 3
Hello Worksheets 4
Hello Editing 7
Hello Rows and Columns 9
Hello Workbooks 11
Hello Formulas 13

Unit 2 Hello Programming 16

Little Programmers Over the World 17
Computer, Who Are You? 20
Programming Parties 23
Ordering My Computer 26
Sneak peek to the future... Smart House 28
Unit Exercises Solutions 30

Unit 3 Hello Spreadsheets 31

Hello Functions 1 32
Hello Functions 2 35
Hello Number Formats 37
Hello Charts 39
Hello Outputs 42

Unit 4 Challenges 44
Reddo’s Spreadsheet 45
The Smart Analyzer 45
The Animals Table 45
I am a problem solver 45
The “Codecracker” 46

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Unit 1
Hello MS Excel

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Unit 1 – Lesson 1
Hello Worksheets
Objectives
● Knowing what an Excel program is.
● Opening Excel program.
● Recognizing Excel’s interface.

Terms and Concepts

● Excel
● Spreadsheet
● Worksheet
● Column
● Row
● Cell
● Name box
● Formula bar

Introduction
● Engagement
Start the class by making students read the dialog between Reddo
and Greeno, then discuss the dialog with students (What was Reddo’s
problem and what did Greeno suggest?)

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Explanation

● After hearing from students, introduce the Excel program and its
use. Let students share where they think Excel is used, then show
some examples of using Excel in real life.

● Show students the steps of opening the Excel program and clarify
that an Excel file is called a spreadsheet.

● Demonstrate the program’s interface while pointing and explaining

each part of the interface:

- Columns are the vertical part of a table; columns’ headings are

alphabets letters.
- Rows are the horizontal part of a table; rows’ headings are
numbers.
- A worksheet is a single page in a spreadsheet; each tab
represents a worksheet.
- The ribbon is located at the top of the screen and consists of
tabs and groups; each group contains interrelated commands.
- A cell is the intersection between a row and a column. A cell
name comprises a column’s and a row’s names.
- The Name box shows the name of the activated cell.
- The formula bar shows the content of the active cell (that
content can be words, numbers, or functions and the formula’s
results).

● Select a cell, then select a range of cells in front of students and

demonstrate where the range starts and ends.

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Wrap-up
● Ask students what Excel is and why it is used.
● Ask students to give real-life examples of using Excel.
● Ask students what the name of each part of the Excel interface is.

Exercise Page 10
Exercise solution:
● Question 1: The names are listed from the left side to the right side of
the screen:
a. Name box
b. Row
c. Worksheet
d. Formula bar
e. Column
f. Cell

● Question 2:
O22

Exercise Page 11
Exercise solution:
● Question 3:
a. F
b. F
c. T

● Question 4:
a. cell
b. active cell
c. Excel

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Unit 1 – Lesson 2
Hello Editing

Objectives
● Entering & editing data into the spreadsheet
● Saving spreadsheets

Terms and Concepts

● Label
● Value
● Formatting tools
● Copy

Introduction
● Revision
Remind students that a spreadsheet program is a data-handling
program and have them point to the parts of the program's interface
that they have learned.
● Engagement
Tell students that they will start using the program and enter data
values into the program in this class.

Explanation
● Begin the class by giving students a table with their names and ages
(you can draw one on the board) and explaining that the
information in this table will be used in the Excel sheet we are
about to make. Explain that cells with text are referred to as labels,
and cells with numbers are referred to as values. Value cells are
used in calculations, and label cells clarify what the numbers in the
value cells mean.

● Follow the instructions on page 12 to demonstrate how data is

entered into the spreadsheet. Fill in the first row in front of them,
then have other students fill in the rest of the data in front of the
class.

● Tell them we want to format our data (i.e., different column

headings types) after the data has been entered. MS Excel allows us
to format our cells using the formatting tools.

● Apply and demonstrate the function of each tool as explained in the

table on page 12.
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Explanation

● Activity (Page 13)

Allow students to make spreadsheets similar to the one in the
book (They can insert data values of their choosing) and show
how data can be modified once it has been entered into the cell
by clicking the cell where the modifications are needed and
typing the new values or texts.

● Demonstrate how to utilize the copy handle tool to copy data with
the same value or a pattern of data. Allow them to complete the
steps for using the copy-handle tool outlined in the book after you do
so in front of them.

● Demonstrate how to save a spreadsheet file in front of the class and

then allow them to save their own. Emphasize how important it is to
name spreadsheets with names that express the file's content and
how doing so makes it easier to identify and use that file again.

Wrap-up
Finish the class by asking students:
● What type of data do a label and a value cell contain?
● How can we format cell content?
● Why do we use the copy-handle tool?

Exercise Page 14
Exercise solution:
● Question 1:
- b
- b

● Question 2:
Students should be able to use the skills they have developed to
create and save a spreadsheet.

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Unit 1 – Lesson 3
Hello Rows and Columns

Objectives
● Inserting and deleting rows and columns

Terms and Concepts

● Insert
● Modify
● Delete

Introduction
● Revision
Rivise students on what rows and columns are in Excel and that
columns headings are letters and rows headings are numbers.
● Engagement
Ask students how we can work with rows and columns? What if we want
to add a new row between two existing rows? What if we want to
delete a column from our spreadsheet? Tell them that this class will
teach them how to work with rows and columns.

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Explanation
● Begin by demonstrating how to select a single row or column, then
ask, "What if I want to select more than one row or column?" Allow
them to think and try to figure it out for themselves, and then after
hearing from them, explain that to select adjacent rows or columns,
select the heading and then click and drag the cursor to select the
desired range of rows or columns.

● Additional Information: You can explain that if you want to

select non-adjacent rows and columns, you will click the first
heading, press and hold the CTRL key, and select the remaining
headings of rows and columns.

● Suggested Activity: Divide the class into groups and provide a

worksheet with colored rows and columns for each group. Allow
each group to color their worksheet similarly to the worksheet,
and the first group to complete it correctly wins.

● Open the “Names and Ages” worksheet from the previous lesson and
add a “Birthdate” column between the “Name” and “Age” columns,
following the steps of inserting a new column on page 15.
Demonstrate that new columns are inserted to the left of the
selected column, and new rows are inserted above the selected row.
Allow students to insert the “Birthdate” column into their
worksheets afterward.

● Now select the "Noor" row and delete it following the steps on page
16 for deleting rows and columns, then let them delete a row from
their worksheet.

Wrap-up
● Finish the class by telling students that rows and columns can be
selected and we can add or delete rows and columns of a worksheet
after selecting them.

Exercise Page 17
Exercise solution:
● Question 1:
Students should be able to use the skills they have developed to
create, insert, and delete rows and columns in a worksheet.

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Unit 1 – Lesson 4
Hello Workbooks
Objectives
● Differentiating between worksheets and workbooks
● Adding & deleting worksheets

Terms and Concepts

● Workbook

Introduction
● Revision
Remind students that an Excel file is called a spreadsheet and a
spreadsheet and that it is referred to as an Excel or spreadsheet file.
● Engagement
Ask students, can a spreadsheet contain more than one worksheet?

Explanation
● After hearing from students, tell them a spreadsheet file is also
called a workbook and a workbook contains one or more worksheets.

● Open the “Library” workbook and show students that it contains four
worksheets; each sheet can be opened by clicking the sheet tab
below.

● Ask students, How can I add a Sci-Fi worksheet to this workbook?

After you collect answers, Demonstrate that you can add a new
worksheet by clicking the + sign at the right of the last sheet. Let
students add worksheets to their workbooks.

● Show them how to edit the worksheet's name after it has been added
to the workbook by double-clicking the sheet's name and entering in
the new desired name. After that, allow students to rename their
worksheets.

● Move on to deleting a worksheet and show them how it is done

following the steps mentioned on page 18. Let them do so afterward.

● Activity (Page 19)

You can add new worksheets by clicking the Insert command in
the Cells group in the Home tab.

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Wrap-up
● Finish the class by outlining that workbooks are spreadsheet files made
up of one or more worksheets and that worksheets in a workbook can
be added, edited, and deleted.

Exercise Page 19
Exercise solution:
● Question 1, 2, and 3:
Students should be able to use the skills they have developed to
create, insert, edit, and delete worksheets in a workbook.

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Unit 1 – Lesson 5
Hello Formulas
Objectives
● Opening an existing worksheet.
● Knowing what the formula is.
● Writing a formula

Terms and Concepts

● Formula

Introduction
● Revision
Revise students that cells containing numbers are called values and
mathematical operations can be applied to those values. Remind them
that the content of the active cell is shown in the formula bar.
● Engagement
Show students the milk bottles worksheet and ask them what formula
can be used to find the number of bottles sold on Sunday and Monday?
Or what formula is used to find the difference in bottles sold between
Friday and Thursday?

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Explanation
● After you hear from students explain that formulas are mathematical
expressions that calculate values and find results and demonstrate
that Excel allows making those mathematical calculations using
formulas.

● Show the steps of opening a saved file to students, then let them
open theirs.

● Tell them that it's time to put some formulas to work and that we
are looking for the number of bottles sold on Sunday and Monday.
Then follow the steps on page 20 to demonstrate how to use a
formula in Excel. It's important to remember that all formulas begin
with the (=) sign. After that, allow students to put their formulae-
using skills into practice.

● Activity (Page 21)

=B8-B7

● Demonstrate how the copy-handle is used to copy formulae by

selecting the first cell with the formula and dragging the cursor from
the bottom right corner until all the needed cells are filled with the
formula. Make it clear to students that in Excel, the multiplication
sign is *.

● Activity (Page 21)

Calculate the selling percentage for Sunday as the following:
=D3/235, then use the copy-handle to apply the formula to the
remaining days.

Wrap-up
● Finish the class by outlining formulas are mathematical expressions
used to calculate values and find results, and the copy-handle can be
used to copy formulae.

Exercise Page 22
Exercise solution:
● Question 1:
Division /
Addition +
Multiplication *
Subtraction -

● Question 2:
By clicking the required cell to be calculated in the formula or typing it.

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● Question 3:
a. =B9-B7
b. =B4+B6+B9

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Unit 2
Hello Programming

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Unit 2 – Lesson 1
Little Programmers Over the World

Objectives
● Defining the term "entrepreneurship"
● Listing the characteristics of entrepreneurs

Terms and Concepts

● Entrepreneurship
● Entrepreneur

Introduction
● Engagement
Play the Hangman game with students (The word they have to guess
is Entrepreneur.)

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Explanation

● Start discussing with students who is an entrepreneur? And what

is entrepreneurship?

● Display the “entrepreneur” word on the screen, and spell it for

the students.

● Divide the class into 3 groups and ask each group to spell and
pronounce “entrepreneur” together loudly; when all the groups spell
and pronounce it correctly, ask the whole class to do so together.

● Display the fish image on the screen, then ask students what the
fish took to jump from the small bowl to the bigger one? They
may mention courage, bravery…etc.; listen to all students'
answers

● After you discuss the fish example, tell them that the fish is an
example of an entrepreneur because it was brave and took a high
risk to jump to a bigger bowl (although it could die.)

● Define the “entrepreneur” term.

● Display entrepreneur characteristics on the screen, and discuss

that the entrepreneur should be brave and a risk taker but doesn’t
quit and give up easily .

● Discuss the Thomas Edison quote with students and ask if anyone
knows his story. If yes, let the one who knows tell the story. If not,
tell them Thomas’ story.

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Resources:
https://www.biography.com/people/thomas-edison-9284349
https://www.youtube.com/watch?v=FB3dCGSSkQw
https://www.youtube.com/watch?v=XWWgDn0C6DA

● Discuss with students why Thomas is an entrepreneur (he tried many

times, didn’t give up or quit, then he succeeded.)

● Class Discussion (Page 27)

Ask the students to think of people around the world who they
see as entrepreneurs, then ask them to mention why they think
that those people are entrepreneurs. Ask the students if they
consider themselves an entrepreneur and why.

● Note: Students might think that entrepreneurs are necessarily

rich people who run businesses; explain to students that
entrepreneurs are people with the mentioned characteristics in
any environment or role.

Wrap-up
● Ask the student to spell and pronounce “entrepreneur” loudly together.
● Define the term “entrepreneur.”
● Mention entrepreneur characteristics.

Exercise Page 27
Exercise solution:
1. Brave
2. Risk-taker
3. Don’t quit
4. Don’t give up

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Unit 2 – Lesson 2
Computer, Who Are You?

Objectives
● Summarizing the properties and characteristics of computers
● Listing examples of electronics that have computers

Terms and Concepts

● Accuracy

Introduction
● Revision
Display the fish image from the previous lesson on the screen, then
ask the student to
1. Define “entrepreneur.”
2. Mention the entrepreneur’s characteristics.

● Engagement
Display an image of a computer on the screen, then:
1. Ask students if they use the computer?
2. Ask students what a computer is?
3. Ask students what they think a computer can do.
4. Ask students if computers can do anything without
electricity? Listen to all students' answers.

Explanation
● Mention that the computer is an electronic device that stores,
retrieves, and processes information. (While mentioning that,
add the following on the screen beside the computer image:
1. Electronic device.
2. Store, retrieve, and process information.

● Ask students which characteristics make the computer one of

the greatest inventions? Listen and discuss students’ answers.

● Start displaying the following characteristic on screen

3. Speed

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After displaying this characteristic, mention that no human is faster

than the computer.

4. Accuracy
After displaying this characteristic, mention that the computer is
always accurate no matter how complex the calculation is.

● Activity:
Ask students to answer the following calculations:
1. 4+5.
2. 22-10.
3. 75+89-10.
They will answer the first two calculations fast, but the last one
will need more time. Open the computer calculator and do the
last calculation in front of the students, then tell them that the
computer is faster and more accurate

5. Store mass storage

After displaying this characteristic, mention that the computer can
store a huge amount of data

6. Doesn’t get tired

After displaying this characteristic, mention that the computer
doesn’t get tired after doing many calculations or working for a
long time.

● Class Discussion (Page 28)

Ask students if they can think of other characteristics of the
computer?

● Class Discussion (Page 29)

Ask students where they can find computers? Display images of
the examples (machines) on the screen and tell them that almost
every electronic device has a computer, but each one is for a
specific purpose.

● Note: Students usually think that computers are only

desktops/laptops, explain that computers – as mentioned
before- can be found on many devices.

Wrap-up
● Display an image of the computer on the screen and mention
that it is an electronic machine that stores, retrieves, and
processes information.
● Mention computer characteristics.
● Ask students to mention where they can find computers.

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Exercise Page 29
● Question 1:
Check students’ answers, as they may mention new machines not
mentioned in the book

● Question 2:
1. Speed
2. Store mass storage
3. Accuracy
4. Doesn’t get tired

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Unit 2 – Lesson 3
Programming Parties

Objectives
● Defining the programming process
● Listing different programming languages

Terms and Concepts

● Programmer
● End-user
● Programming language

Introduction
● Revision
Write the following phrases on cards:
- The Computer is fast.
- The Computer has small storage.
- The Computer is slow.
- The Computer cannot perform huge calculations.
- The Computer can store mass storage.
Then start displaying the cards to students, asking them to say true or
false for each card.

Write the following objects on sheets:

- Notebook.
- Mobile.
- Washing machine.
- Desk.
- TV.
And give the sheets to students, then ask them to circle which
objects have computers.

● Engagement
Open an online game on the screen.
Suggested game: PacMan on google, “Play PAC-MAN Doodle”
Then ask the students the following questions:
1. Have you ever thought about how this game was made?
2. Have you wondered how you can create your own game?

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3. If your brother or friends have an idea for a game, how can the
idea be transferred into a real game?

Explanation
● Start by telling students that the programming process consists of
three parties, then display the image of (Girl + Game + Small boy)
on the screen, and tell the students about the process.
1. The girl who creates the program is the first party in the
programming process, and she is called the programmer.
2. The program (Game) it’s the second party in the programming
process. It’s the application or the game the programmer has
created.
3. The small boy is the third party in the programming process; he
is the end-user who will use the program created by the
programmer.

● Write the programming parties on the board:

1. The programmer
2. Program
3. The end-user

● Ask students if they have thought about how the girl (the
programmer) talked with the computer to create the game? (Listen
and discuss all students’ answers.)

● Tell students that the computer cannot understand human language,

so there are special languages computers understand, and the
programmer should know one of them to have the ability to create a
game or a program.

● Mention some of the computer programming languages:

1. Java
2. C++
3. HTML
4. C#
5. PHP
6. SQL
7. Java Script

● Activity:
Ask students to search for other programming languages and
share them with the class.

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● Tell students the translator story, then tell them that the programmer
is a translator too.

● Display the image on page 31 on the screen, then explain it to

students.

Wrap-up
● Write the description of each programming party on the board (one by
one), then ask the students to guess the party described.

● After the previous exercise, write the three parties on the board:
1. The programmer
2. Program
3. The end-user

Exercise Page 32
● Question 1:
1. The programmer: Me
2. The program: Mobile
application that shows the
status of the streets
3. The end-user: My uncle
and all taxi drivers
- The application name is up to the students.

● Question 2:
Check students’ answers, as they may mention new programming
languages that are not mentioned in the book.

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Unit 2 – Lesson 4
Ordering My
Computer

Objectives
● Breaking tasks into ordered clear steps

Terms and Concepts

● Recipe
● Ingredient
● precise

Introduction
● Revision
Ask the students to mention the programming process parties, and
write them on the board, then ask different students to define one of
the programming process parties for the class (Repeat this step for all
parties.)
● Engagement
Tell students the story of making a cake with mom and emphasize on
the end that the mom should give the proper instructions for the son.

Explanation
● State in the class introduction as a conclusion for the story that is
creating a cake is similar to programming; when baking a cake, you
must follow the appropriate directions, just as you must give the
computer the proper, accurate instructions.

● Activity:
Choose two students, one a programmer and the other a
computer; the programmer should use two sentences to instruct
the computer to draw a square on the ground (Turn, Move).
Instruct the programmer to give the computer precise directions
in the correct sequence for the square to be drawn. Students
should clap whenever the computer completes an order
appropriately. It's a good idea to repeat this activity with
different pupils each time. Emphasize to students the necessity
of giving exact commands (including a number of steps.)

● After the activity, mention that if the programmer gives the

computer the wrong order, the square will not be drawn correctly.

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Wrap-up
● Ask students to take a pencil and a piece of paper, then give them the
following instructions:
1. Draw a 5 cm vertical line in the middle of the paper.
2. Draw a circle at the top of the line.
3. Write the word “Stop” inside the circle.
- Let them guess what they have drawn, and show the drawings to each
other

● After finishing the previous exercise, tell them that as I gave you ordered
precise instructions to draw the stop sign, you have to be precise while
giving the computer orders.

Exercise Page 34
● Question 1:
1. Right
2. Down
3. Right
4. Right
- Note that the orders here are given from the reader's
perspective, not Reddo’s.

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Unit 2 – Lesson 5
Sneak peek to the future… Smart House

Introduction
● Read the content on page 36.
● Ask three students to stand in front of the class and mimic the
characters and read the content on page 36

Explanation
● After the students are done, pick the other three students and
let them re-read the first part of the lesson

● Explain the concept of face recognition and smart intercoms for the
students in a simple way: In smart houses, intercoms have cameras
that can recognize the face of the person standing in front of it and
tell if it is safe to unlock the door or not, people living in the house
can program this intercom to recognize house members by taking
photos of them so that the intercom opens the door only for
recognized people, which helps to solve lost keys and security
problems and makes life easier.

● Pick other three students and let them re-read the second part
of the lesson

● Explain the concept of connectivity in smart houses; when the

intercom recognizes the person at the door, it can send orders to
other smart devices in the house to do certain things, such as making
coffee, turning rooms’ lights on, turn on the TV, etc.

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● Explain the Smart lighting concept, how lights can sense whether the
room is used or not so that it controls turning on/off automatically,
or adjust their brightness according to the available illumination, and
how this affects energy consumption and helps save power

● Pick other three students and let them re-read the third part
of the lesson

● Explain timed events, and the ability to schedule certain actions in

the house, and how it can help to prevent many problems, just as
saving the plants and getting them watered even when nobody is
home.

● Ask students about other features they think smart houses have
or what features would they like their future houses to have

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Unit 2
Unit Exercises Solutions

Exercise Page 38
● Question 1:
1. Risk-taker
2. Brave
3. Don’t give up
4. Don’t quit

● Question 2:
- Accurate
- Doesn’t get tired
- Can store mass storage

● Question 3:
1. The programmer
2. Program
3. The end-user

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Unit 3
Hello Spreadsheet

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Unit 3 Lesson 1
Hello Spreadsheets

Objectives
● Knowing what functions are
● Writing Excel functions

Terms and Concepts

● Function
● Sum function
● Average function

Introduction
● Revision
Remind students what a spreadsheet is and that it is used to handle
data. State that a formula is a mathematical expression that
calculates values and finds results.
● Engagement
Have two students read the dialog between Reddo and Greeno, then
ask students what Reddo’s problem was and what did Greeno
suggest? After hearing from students, let them know they will learn
something new in Excel called functions.

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Explanation
● Begin by defining a function and demonstrating that it is a pre-
programmed formula that performs mathematical, logical, and
statistical operations. Inform them that predefined Excel functions,
such as computing totals and rounding numeric numbers, are
incorporated into the software library and do not need the user to
create them.

● Start elaborating on the first function, the SUM function. Explain

that the sum function calculates the total or the summation of the
numeric values of a given range of cells. Display the “Fruits”
worksheet to students and tell them we want to calculate the total
amount of the available fruits.

● Start demonstrating the steps of using the sum function:

1. Select the cell where the function’s result will show.
2. Type the equals sign. Stress that all functions must start with
the equals sign.
3. Type the function’s name. Explain that a list of related
functions will show, and you select the sum function from
the list by pressing the ‘Enter’ key or using the mouse.
4. After selecting the function, show them that a range must be
specified and placed between the brackets. Explain that the
range includes all the cells that need to be calculated in the
function. The cell name before the colons represents the
first cell in the range, and the one after represents the last
cell in the range.
5. Demonstrate that once you write the function, you will press
the ‘Enter’ key to show the results.

● Let students calculate summations in their sheets to apply what

they learned.

● Demonstrate the second function, the AVERAGE function. Explain

that an average is a total amount divided by the number of values
in a cell range. Repeat the steps of using the sum function, using
the average keyword to calculate the average this time. Have
students calculate averages in their sheets afterward.

● Have a range of cells filled with numeric values and calculate the
sum in two ways in front of them, using the sum function once and
the cell values next (i.e., =10+5+3+5). Change the value of one of
the cells in the range, then let students check if the results were
affected in both calculations and share what they see. Read the
note on page 43 and demonstrate that using cell references in
functions and calculations is recommended since it affects the
results.

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Wrap-up
● Wrap up the class by summarizing what functions are and why they
are used, then ask the following questions:
1. What are Excel functions?
2. What do SUM and AVERAGE functions calculate?
3. Why are cell references used in calculations instead of cell values?

Exercise Page 44
● Question 1:
=SUM(B4:B10)

● Question 2:
=AVERAGE(B4:B10)

● Question 3:
A. F
B. T

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Unit 3 – Lesson 2
Hello Functions 2

Objectives
● Writing more Excel functions
● Using the AutoSum button

Terms and Concepts

● Count Function
● Max function
● Min function

Introduction
● Revision
Remind students of what functions are and how they are used in
Excel. Ask them what does each of the SUM and AVERAGE functions
calculate?
● Engagement
Download the ‘Weekly Screen Time’ worksheet and let students
calculate the sum and average to refresh their memories. Tell them
they will learn about other Excel functions in this class.

Explanation
● Start with the first function, the COUNT function. Demonstrate that
the count function calculates the number of cells containing
numeric or date values in a given range. Display the “Fruits”
worksheet, apply the steps of using the count function in front of
them, and let them do so afterward.

● Move on to the next function, the MAX function. Explain that the
max function is used to find the maximum value in a range. Apply
the steps of using the max function in front of them and let them
apply those steps after.

● Explain that the MIN function finds the minimum value in a range.
Apply the steps of using the min function in front of them and let
them do so afterward.

● Tell students that there are tools in Excel for making the use of the
program easier, such as the “AutoSum” button. Explain that this
button makes applying the function to the given range faster.
Demonstrate the steps as follows:
1. Click on the cell where the results will show.
2. Click the AutoSum button.
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3. The function will display on the cell; what is left to do is

select the desired range.
4. Press the ‘Enter’ key.

● Clarify that the “Auto” button is used with different functions, such
as the average, max, min, etc.

Wrap-up
● Wrap up the class by summarizing that Excel has functions used to
perform different operations in its library. Let students reflect on
what they learned about functions and when should each one of them
be used.

Exercise Page 47
● Question 1:
A. =COUNT(B4:B10)
B. =MAX(B4:B10)
C. MIN(B4:B10)

● Question 2:
It applies the function automatically to the cell.

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Hello World Kids Lessons Plans Book 4

Unit 3 – Lesson 3
Hello Number Formats

Objectives
● Displaying numbers in different formats

Terms and Concepts

● Currency
● Percentage

Introduction
● Revision
Display the “Fruit” worksheet to students and remind them that
some of the values shown in the worksheet are results of functions
and calculations.
● Engagement
● Ask students what numbers in each column represent, then tell them
that those numbers represent different values and can be shown in
different formats according to the need and that this class will
demonstrate how to change number formats.

Explanation
● Start by showing students how to display prices in a specific
currency by clicking the currency icon in the Home tab and
choosing the desired currency as described in the students' books.
Let students do this on their worksheets afterward.

● Move on to percentages and explain they are used to represent

fractions or decimal values as percentages of a whole. Apply the
format in front of them by clicking the percentage icon in the Home
tab and letting them do the same.

● The following format is the date format; demonstrate the steps of

applying different date formats in front of students and explain
that a short date would show the day, month, and year while the
long date would also include the weekday. Ask students to do this
in their worksheets afterward.

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Wrap-up
● Wrap up the class by discussing with students how each format makes
values represent data differently. Students can share their knowledge
of how they read numbers when formatted.

Exercise Page 50
● Question 1:
A. Students should be able to use the skills they have developed to
convert required values to USD.

B. In cell E3, the formula should be (=D3/C3), and use the copy
handle to copy the formula to the desired cells. Students should be
able to use the skills they have developed to convert required values
to percentages.

C. Students should be able to use the skills they have developed to

convert required values to Short Date format.

D. =MIN(D3:D6)

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Hello World Kids Lessons Plans Book 4

Unit 3 – Lesson 4
Hello Charts

Objectives
● Knowing what chars are
● Inserting column charts and line graphs

Terms and Concepts

● Chart
● Column chart
● Line graph

Introduction
● Revision
Remind students that numbers in a worksheet represent values and those
values can be displayed in different formats such as currencies and
percentages.
● Engagement
Open the class by showing students the “Desserts” sheet from the previous
lesson and ask them to find what dessert was sold the most or what is the
most pricey, only by looking at the data in the table (without using
functions). After students take their time and figure out answers, ask them
what they think of finding answers to data-related questions only by eye-
spotting? After you hear from them, tell them there is a tool in Excel used
to solve this issue and introduce the term “Charts” to them.

Explanation
● Explain that a chart is a tool in Excel that represents data
graphically, making it easier to read and analyze and, therefore,
quicker in making decisions. Demonstrate that worksheets usually
contain a great amount of data that needs to be studied and
analyzed, and charts serve that purpose.
● Clarify that there are different types of charts, each of which is
used according to the nature of data, and they represent data
differently and start with the first type of chart, the column chart.
Explain that column charts illustrate comparisons among items in a
data set.
● Open the Students Heights worksheet and demonstrate the steps of
inserting a column chart into the worksheet as follows:
1. Select the data range to be displayed in the chart. Include
the headings of each column in the selection.
2. Click the Insert tab.
3. From the Charts group, select Column chart and choose the
appropriate chart.
● Allow students to apply the same steps after you.
● Move on to the line graph and explain that it is used to illustrate
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changes in data values, whether it increasing or increasing.

● Demonstrate the steps of inserting a line graph to the worksheet
(same steps as a column chart), then let students do so afterward.

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Wrap-up
● Wrap up the class by discussing with students what charts are, why
they are used, and what types they have learned about.

Exercise Page 53
● Question 1:
To display data graphically

● Question 2:
A column chart illustrates comparisons among items in a data set,
and a line graph illustrates the changes in data values.

● Question 3:
A. Students should be able to use the skills they have developed to
insert a line graph.
B. Students should be able to use the skills they have developed to
insert a column chart.

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Hello World Kids Lessons Plans Book 4

Unit 3 – Lesson 5
Hello Outputs

Objectives
● Printing worksheets

Terms and Concepts

● Print

Introduction
● Revision
Refresh kids on what Excel is, why it's used, and how it can help them be
more productive at school, work, and other places.
● Engagement
Start the class by showing students a printed copy of the “Trees Planting
Record” worksheet while displaying it on screen. Tell them that worksheets
can be printed in different forms, and in this lesson, they will learn how to
print worksheets.

Explanation
● Discuss with students that printed worksheets are used in reports
and during meetings to aid decision-making.
Note: You can discuss with students how minimizing printing
paper helps save trees and the environment.
● Demonstrate the steps of printing a worksheet as follows:
1. Select what to print (i.e., cell range, chart, entire sheet,
etc.)
2. Click the File tab
3. Click Print
4. Adjust the printing settings (i.e., number of copies,
orientation, page range, printer, etc.)
● Allow students to print their worksheets afterward if possible.

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Wrap-up
● Wrap up the class by reminding students that worksheets can be
printed if needed and are used in reports to enhance decision-making.

Exercise Page 55
● Question 1:
A. =SUM(Cell displaying distance on Sunday: Cell displaying distance
on Saturday).
B. Students should be able to use the skills they have developed to
insert a column chart.
C. Students should be able to use the skills they have developed to
print the worksheet and the column chart.

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Unit 4
Challenges

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Hello World Kids Lessons Plans Book 4

Unit 4 – Lesson 1
Reddo’s Spreadsheet

Solution
Find the solution in the attached file “Reddo’s S;preadsheet.xlsx”

Unit 4 – Lesson 2
The Smart Analyzer
Solution
Find the solution in the attached file “Patterns.xlsx”

Unit 4 – Lesson 3
The Animals Table
Solution
Cat = 10
Dog = 15
Snail = 3
Rabbit = 5

Unit 4 – Lesson 4
I am a problem solver
Solution

Is there a problem? Yes, the price of a dozen of milk is unknown

Solutions to solve the Here are two possible solutions:

problem 1. Multiply the price by the number of
packs (12)
2. Add the price (PRK 85) twelve times

Pick the best solution The best solution is the first one because it
is cleaner and saves the time as the second
solution is impractical, especially when the
number of packs becomes larger

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Hello World Kids Lessons Plans Book 4

Solve the problem by Price = (85 * 12) = PRK 1020

applying the solution

Check the result, was the Compare the result with the price in the
problem solved? supermarket.

Unit 4 – Lesson 5
The “Codecracker”
Solution
3
1
9

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