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3.    Saman wants to calculate the product of two numbers. Which  type of Operator is most
                           appropriate for this task? Which operator block should he use?








                        4.    Ethan created a variable specifically for the Cat Sprite. What steps he must have followed
                           for this?














                        Scratch Your Brain.                                                     21 st  Century   #Technology Literacy
                                                                                                    Skills
                                                                                                         #Critical Thinking
                        1.   Given codes are for the Cat Sprite. What will the Cat Sprite say when you run the following
                           codes?

                            a.                                                   b.










                       2.   Competency-based/Application-based questions:

                            a.   You have created a Scratch project. In the project, you want to run a set of
                              blocks for 5 times. Which block will you use to achieve this?
                            b.  Assertion (A): The Forever block in Scratch is used for one-time execution.

                               Reason (R): Forever block runs a set of instructions repeatedly until the user clicks the
                              Stop button.

                               (i)   Both Assertion (A) and Reason (R) are true, and Reason (R) is a correct explanation of
                                   Assertion (A).

                              (ii)   Both Assertion (A) and Reason (R) are true, and Reason (R) is not a correct explanation
                                   of Assertion (A).
                              (iii)  Assertion (A) is true, and Reason (R) is false.

                              (iv)  Assertion (A) is false, and Reason (R) is true.




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