From b87b5a3e9831874287b97e7271ff80fe5f7abd01 Mon Sep 17 00:00:00 2001 From: Chris Wright Date: Tue, 10 Dec 2024 16:31:14 -0800 Subject: [PATCH] content: 1.1.24 --- app_data/sheets/data_list/esm_theme_list.json | 4 +- app_data/sheets/data_list/esm_topic_list.json | 321 ++++++++--- .../template/esm_topic_body_template.json | 528 +++++++++++------- .../sheets/template/esm_topic_template.json | 14 +- config.ts | 2 +- 5 files changed, 597 insertions(+), 272 deletions(-) diff --git a/app_data/sheets/data_list/esm_theme_list.json b/app_data/sheets/data_list/esm_theme_list.json index 780b2f6..a557ada 100644 --- a/app_data/sheets/data_list/esm_theme_list.json +++ b/app_data/sheets/data_list/esm_theme_list.json @@ -13,13 +13,13 @@ "topic_id_4": "MT_EAA_MTDC", "topic_id_5": "MT_EAA_MTC", "topic_id_6": "MT_EAA_MTPDA", - "name": "Early, Anytime & Anywhere", + "name": "Early, Anytime, & Anywhere", "_translations": { "name": {} }, "_translatedFields": { "name": { - "eng": "Early, Anytime & Anywhere" + "eng": "Early, Anytime, & Anywhere" } } }, diff --git a/app_data/sheets/data_list/esm_topic_list.json b/app_data/sheets/data_list/esm_topic_list.json index 84b0b86..83b46b4 100644 --- a/app_data/sheets/data_list/esm_topic_list.json +++ b/app_data/sheets/data_list/esm_topic_list.json @@ -32,12 +32,12 @@ "eng": "**Point and describe:** Point at things the child interacts with and describe them with words involving numbers, shapes, colors, and relationships. If you are dealing with a small set of things, count them out loud to the child." }, "block3_text": { - "eng": "There is much more math to talk about than just numbers. Building up this vocabulary and concepts will help your child develop mathematically. It will also give a big boost to helping your child read and talk about the world.\n\n* Describe things. Talk about sizes, colors, textures, shapes, softness, wetness, hotness, brightness, and more. Naming and describing properties is essential for comparing them and discovering patterns.\n* Use comparison words. Bigger, smaller, tallest, widest, more, less, same, ... \n* Use position words. Over, under, between, near, far, above, ...\n* Talk about patterns and sequences in space and time. Refer to the order of things as first, second, third, and last. Talk about what just happened, what is about to happen, and things happening today. Talk about patterns in designs you see.\n* Count things out loud and say numbers to refer to quantities.\n* Use measurement words. Use words for length, area, weight, and volume whenever you are describing sizes." + "eng": "There is much more to math than just numbers. Build up this vocabulary and concepts to help your child develop mathematically. It will also give a big boost to helping your a read and talk about the world.\n\n* Describe. Talk about sizes, colors, textures, shapes, softness, wetness, hotness, brightness, and more. Naming and describing properties is essential for comparing them and discovering patterns.\n* Compare. Bigger, smaller, tallest, widest, more, less, same, ... \n* Use position words. Over, under, between, near, far, above, ...\n* Patterns and sequences in space and time. Refer to the order of things as first, second, third, and last. Talk about what just happened, what is about to happen, and things happening today. Talk about patterns in designs you see.\n* Count things out loud and say numbers to refer to quantities.\n* Use measurement words. Use words for length, area, weight, and volume whenever you are describing sizes." } }, "block1_text": "**Math Talk is Important!:** Math Talk involves discussing with a child in an informal way the math ideas that normally occur silently in an adult's thoughts. Studies show that the amount of Math Talk a family does is strongly predictive of a child's math preparation when entering school, and that in turn is highly predictive of a child's success throughout all their school years, in all subjects! This simple habit can make a lifetime of difference!\n\n**Exposure:** During these early years, it is all about exposure! The child is being exposed to a wide array of experiences and is discovering patterns in everything they sense. As part of exposing this child to the world, expose them to math words and ideas.\n\n**Start early:** Start Math Talk at four to six months old, even before the child seems to understand what you're saying. A young child is a sponge who is getting more from words than you realize.", "block2_text": "**Point and describe:** Point at things the child interacts with and describe them with words involving numbers, shapes, colors, and relationships. If you are dealing with a small set of things, count them out loud to the child.", - "block3_text": "There is much more math to talk about than just numbers. Building up this vocabulary and concepts will help your child develop mathematically. It will also give a big boost to helping your child read and talk about the world.\n\n* Describe things. Talk about sizes, colors, textures, shapes, softness, wetness, hotness, brightness, and more. Naming and describing properties is essential for comparing them and discovering patterns.\n* Use comparison words. Bigger, smaller, tallest, widest, more, less, same, ... \n* Use position words. Over, under, between, near, far, above, ...\n* Talk about patterns and sequences in space and time. Refer to the order of things as first, second, third, and last. Talk about what just happened, what is about to happen, and things happening today. Talk about patterns in designs you see.\n* Count things out loud and say numbers to refer to quantities.\n* Use measurement words. Use words for length, area, weight, and volume whenever you are describing sizes." + "block3_text": "There is much more to math than just numbers. Build up this vocabulary and concepts to help your child develop mathematically. It will also give a big boost to helping your a read and talk about the world.\n\n* Describe. Talk about sizes, colors, textures, shapes, softness, wetness, hotness, brightness, and more. Naming and describing properties is essential for comparing them and discovering patterns.\n* Compare. Bigger, smaller, tallest, widest, more, less, same, ... \n* Use position words. Over, under, between, near, far, above, ...\n* Patterns and sequences in space and time. Refer to the order of things as first, second, third, and last. Talk about what just happened, what is about to happen, and things happening today. Talk about patterns in designs you see.\n* Count things out loud and say numbers to refer to quantities.\n* Use measurement words. Use words for length, area, weight, and volume whenever you are describing sizes." }, { "id": "MT_EAA_MTinH", @@ -58,13 +58,13 @@ "eng": "Math Talk in the Home" }, "block1_text": { - "eng": "Household routines and activities together are excellent opportunities for mathematical conversations with a child.\n\n**Putting things away:** Talk about which things belong together. Do things that are the same shape go together? Is there a special place for round things or triangular things?\n\n**Clothes:** When sorting clothes, talk about colors, shapes, and sizes.\n\n**Going to sleep and getting up:** These times lend themselves to discussing doing things in order, and practicing words like first, second, third, last, and next.\n\n**Discuss as you read:** Storytime is a wonderful chance to do math with your child in a cozy setting. Talk about the characters and the things in the pictures." + "eng": "Household routines and activities done together are opportunities for mathematical conversations with a child.\n\n**Putting things away:** Talk about which things belong together. Do things that are the same shape go together? Is there a special place for round things or triangular things?\n\n**Clothes:** When sorting clothes, talk about colors, shapes, and sizes.\n\n**Going to sleep and getting up:** These times lend themselves to discussing doing things in order, and practicing words like first, second, third, last, and next.\n\n**Discuss as you read:** Storytime is a wonderful chance to do math with your child in a cozy setting. Talk about the characters and the things in the pictures." }, "block2_text": { "eng": "**Counting:** When the child gets older, count together by pointing or ask the child to point to things you describe.\n\n**Food:** Whether putting food away, cooking food, or setting things out for mealtime, there are many opportunities for math. Different kinds of food should be put away in particular places – this is a good time for relationship words like inside, under, and over.\n\nCooking involves measuring quantities, talking about lengths of time, and describing the desired result for the food. Setting things out for mealtime involves setting out the appropriate number of things so that each person gets what they need.\n\n**Playing with objects:** Compare objects when constructing things for play or other uses. Which one is taller? Can you make one thing taller, wider, bigger, or the same as the other? Describe and compare the sizes, numbers, and colors of things you have or that are in pictures." } }, - "block1_text": "Household routines and activities together are excellent opportunities for mathematical conversations with a child.\n\n**Putting things away:** Talk about which things belong together. Do things that are the same shape go together? Is there a special place for round things or triangular things?\n\n**Clothes:** When sorting clothes, talk about colors, shapes, and sizes.\n\n**Going to sleep and getting up:** These times lend themselves to discussing doing things in order, and practicing words like first, second, third, last, and next.\n\n**Discuss as you read:** Storytime is a wonderful chance to do math with your child in a cozy setting. Talk about the characters and the things in the pictures.", + "block1_text": "Household routines and activities done together are opportunities for mathematical conversations with a child.\n\n**Putting things away:** Talk about which things belong together. Do things that are the same shape go together? Is there a special place for round things or triangular things?\n\n**Clothes:** When sorting clothes, talk about colors, shapes, and sizes.\n\n**Going to sleep and getting up:** These times lend themselves to discussing doing things in order, and practicing words like first, second, third, last, and next.\n\n**Discuss as you read:** Storytime is a wonderful chance to do math with your child in a cozy setting. Talk about the characters and the things in the pictures.", "block2_text": "**Counting:** When the child gets older, count together by pointing or ask the child to point to things you describe.\n\n**Food:** Whether putting food away, cooking food, or setting things out for mealtime, there are many opportunities for math. Different kinds of food should be put away in particular places – this is a good time for relationship words like inside, under, and over.\n\nCooking involves measuring quantities, talking about lengths of time, and describing the desired result for the food. Setting things out for mealtime involves setting out the appropriate number of things so that each person gets what they need.\n\n**Playing with objects:** Compare objects when constructing things for play or other uses. Which one is taller? Can you make one thing taller, wider, bigger, or the same as the other? Describe and compare the sizes, numbers, and colors of things you have or that are in pictures." }, { @@ -96,52 +96,69 @@ "eng": "**Shapes:** You might see a circle in a design in a building and ask the child to point out other circles they see, such as the circles in a traffic light. Traffic signs and shop signs provide a great supply of shapes you can describe and name.\n\n**Traveling:** There are many mathematical things to talk about as you travel. Ask about bigger, smaller, thinner, and wider things such as buildings, windows, trees, and people. Which things are closer than others, and which things are farther away?\n\n**Counting in a store:** Talk about how many apples you need, and count them out as you pick them out. Count the people in line in front of you, and compare that to the length of the other lines." }, "block2_text": { - "eng": "Point out the shapes of fruit or pictures on food boxes. Talk about how some things come in boxes, and other things come in round bottles. You might need something on a high shelf, or something on a low shelf. There is so much to describe and compare!" + "eng": "Point out the shapes of fruit or pictures on food boxes. Talk about how some things come in boxes, and other things come in round bottles. You might need something on a high shelf, or something on a low shelf. There is so much to describe and compare!\n\n**In a park:** Count the children, the number of structures or trees, or anything else. Comment about where there is more of one thing than another." }, "block3_text": { - "eng": "**In a park:** Count the children, the number of structures or trees, or anything else. Comment about where there is more of one thing than another.\n\n**On the swings:** Pushing a child on something that swings or sways back and forth is a perfect opportunity to count with a child. With each push, count “1, 2, 3, 4, 5.” After the child starts learning how to count to 5, counting down from 5 is also a good idea. Start or end at 0 sometimes." + "eng": "**On the swings:** Pushing a child on something that swings or sways back and forth is a perfect opportunity to count with a child. With each push, count “1, 2, 3, 4, 5.” After the child starts learning how to count to 5, counting down from 5 is also a good idea. Start or end at 0 sometimes." }, "block4_text": { "eng": "Point out the circles, curves, straight lines, triangles, and rectangles in the park. Talk about how some things are over, under, between, or on top of other things." } }, "block1_text": "**Shapes:** You might see a circle in a design in a building and ask the child to point out other circles they see, such as the circles in a traffic light. Traffic signs and shop signs provide a great supply of shapes you can describe and name.\n\n**Traveling:** There are many mathematical things to talk about as you travel. Ask about bigger, smaller, thinner, and wider things such as buildings, windows, trees, and people. Which things are closer than others, and which things are farther away?\n\n**Counting in a store:** Talk about how many apples you need, and count them out as you pick them out. Count the people in line in front of you, and compare that to the length of the other lines.", - "block2_text": "Point out the shapes of fruit or pictures on food boxes. Talk about how some things come in boxes, and other things come in round bottles. You might need something on a high shelf, or something on a low shelf. There is so much to describe and compare!", - "block3_text": "**In a park:** Count the children, the number of structures or trees, or anything else. Comment about where there is more of one thing than another.\n\n**On the swings:** Pushing a child on something that swings or sways back and forth is a perfect opportunity to count with a child. With each push, count “1, 2, 3, 4, 5.” After the child starts learning how to count to 5, counting down from 5 is also a good idea. Start or end at 0 sometimes.", + "block2_text": "Point out the shapes of fruit or pictures on food boxes. Talk about how some things come in boxes, and other things come in round bottles. You might need something on a high shelf, or something on a low shelf. There is so much to describe and compare!\n\n**In a park:** Count the children, the number of structures or trees, or anything else. Comment about where there is more of one thing than another.", + "block3_text": "**On the swings:** Pushing a child on something that swings or sways back and forth is a perfect opportunity to count with a child. With each push, count “1, 2, 3, 4, 5.” After the child starts learning how to count to 5, counting down from 5 is also a good idea. Start or end at 0 sometimes.", "block4_text": "Point out the circles, curves, straight lines, triangles, and rectangles in the park. Talk about how some things are over, under, between, or on top of other things." }, { "id": "MT_EAA_MTDC", "theme_id": "MT_EAA_", "strand_id": "MT", - "block1_type": "illust_below", - "block1_illust": "EFM30MugOnShelf.svg", - "block1_illust_max_size": "240px", - "block2_type": "all_text", + "block1_type": "all_text", + "block2_type": "accord_all_text", + "block3_type": "accord_illust_below", + "block3_illust": "EFM30MugOnShelf.svg", + "block3_illust_max_size": "240px", "name": "Math Talk – Describe & Compare", "_translations": { "name": {}, "block1_text": {}, - "block2_text": {} + "block2_accord": {}, + "block2_text": {}, + "block3_accord": {}, + "block3_text": {} }, "_translatedFields": { "name": { "eng": "Math Talk – Describe & Compare" }, "block1_text": { - "eng": "**There is important math beyond numbers:** Describing and comparing things is an important part of helping a child learn early mathematics. When children do mathematics, they use ideas about properties of objects to help them work with those objects, such as in grouping them or finding patterns with them. These skills will also help your child when it comes time to start learning to read.\n\n**Point, describe, and compare:** Wherever you are, get in the habit of pointing at things that catch your or the child's attention, and then describing them. Take the opportunity to compare those things to other things to help the descriptions be more meaningful. Talk about how two things are the same or how they are different.\n\n**Expose, but do not rush:** Don't confuse early exposure with teaching. A child will put together the patterns from their experiences as they are developmentally ready. For example, you can't teach your child to count to 5 by explaining it to them – you can only expose them to your counting over and over again until it starts making sense to them. Never be impatient or push them to understand it more quickly – they have a lot to learn and they will naturally want to make sense of it all." + "eng": "**There is important math beyond numbers:** Describing and comparing things is an important part of helping a child learn early mathematics. When children do mathematics, they use ideas about properties of objects to help them work with those objects, such as in grouping them or finding patterns with them. These skills will also help your child when it comes time to start learning to read.\n\n**Point, describe, and compare:** Wherever you are, get in the habit of pointing at things that catch your or the child's attention, and then describing them. Take the opportunity to compare those things to other things to help the descriptions be more meaningful. Talk about how two things are the same or how they are different." + }, + "block2_accord": { + "eng": "Tip: Expose, Don't Rush" }, "block2_text": { + "eng": "Don't confuse early exposure with teaching. A child will put together the patterns from their experiences as they are developmentally ready. For example, you can't teach your child to count to 5 by explaining it to them – you can only expose them to your counting over and over again until it starts making sense to them. Never be impatient or push them to understand it more quickly – they have a lot to learn and they will naturally want to make sense of it all." + }, + "block3_accord": { + "eng": "Game: Searching for Objects" + }, + "block3_text": { "eng": "**Searching game:** Make a game of searching for objects around where you are. Use the game to practice concepts that your child is learning, such as color, size (large, medium, small), weight (heavy, light), quantity, and relationship (inside, on top of, below).\n\nOne of you says to the other that they see something that is round on top of something that is brown. The other person tries to discover what it is. If they have trouble finding it, more clues are given." } }, - "block1_text": "**There is important math beyond numbers:** Describing and comparing things is an important part of helping a child learn early mathematics. When children do mathematics, they use ideas about properties of objects to help them work with those objects, such as in grouping them or finding patterns with them. These skills will also help your child when it comes time to start learning to read.\n\n**Point, describe, and compare:** Wherever you are, get in the habit of pointing at things that catch your or the child's attention, and then describing them. Take the opportunity to compare those things to other things to help the descriptions be more meaningful. Talk about how two things are the same or how they are different.\n\n**Expose, but do not rush:** Don't confuse early exposure with teaching. A child will put together the patterns from their experiences as they are developmentally ready. For example, you can't teach your child to count to 5 by explaining it to them – you can only expose them to your counting over and over again until it starts making sense to them. Never be impatient or push them to understand it more quickly – they have a lot to learn and they will naturally want to make sense of it all.", - "block2_text": "**Searching game:** Make a game of searching for objects around where you are. Use the game to practice concepts that your child is learning, such as color, size (large, medium, small), weight (heavy, light), quantity, and relationship (inside, on top of, below).\n\nOne of you says to the other that they see something that is round on top of something that is brown. The other person tries to discover what it is. If they have trouble finding it, more clues are given." + "block1_text": "**There is important math beyond numbers:** Describing and comparing things is an important part of helping a child learn early mathematics. When children do mathematics, they use ideas about properties of objects to help them work with those objects, such as in grouping them or finding patterns with them. These skills will also help your child when it comes time to start learning to read.\n\n**Point, describe, and compare:** Wherever you are, get in the habit of pointing at things that catch your or the child's attention, and then describing them. Take the opportunity to compare those things to other things to help the descriptions be more meaningful. Talk about how two things are the same or how they are different.", + "block2_accord": "Tip: Expose, Don't Rush", + "block2_text": "Don't confuse early exposure with teaching. A child will put together the patterns from their experiences as they are developmentally ready. For example, you can't teach your child to count to 5 by explaining it to them – you can only expose them to your counting over and over again until it starts making sense to them. Never be impatient or push them to understand it more quickly – they have a lot to learn and they will naturally want to make sense of it all.", + "block3_accord": "Game: Searching for Objects", + "block3_text": "**Searching game:** Make a game of searching for objects around where you are. Use the game to practice concepts that your child is learning, such as color, size (large, medium, small), weight (heavy, light), quantity, and relationship (inside, on top of, below).\n\nOne of you says to the other that they see something that is round on top of something that is brown. The other person tries to discover what it is. If they have trouble finding it, more clues are given." }, { "id": "MT_EAA_MTC", "theme_id": "MT_EAA_", "strand_id": "MT", + "next_topic_1": "NPV_QC10_QC", "block1_type": "all_text", "name": "Math Talk – Counting", "_translations": { @@ -153,15 +170,16 @@ "eng": "Math Talk – Counting" }, "block1_text": { - "eng": "**Counting, Numbers, and Quantities:** There are several things to work on at the same time, so it can be more complicated for a child than what you might think.\n\n* Counting forward and backward, including 0 sometimes\n* Learning the numbers\n* Learning quantities\n\n**Repeating the sequence:** At first, your counting will lead to the child starting to repeat the numbers in sequence. Don't be surprised if they leave out some of the numbers or they say the numbers in the wrong order. If they make errors, don't make a big deal out of it; simply say the count correctly and move on. This is all part of the process and they will eventually learn the numbers in the correct order.\n\n**Count down sometimes:** Counting down will help your child understand the sequence. This helps keep it from being a meaningless sequence of sounds. Do this almost any time you would have counted up. For example, if you have three apples you want to remove, count down from three after you take away each apple.\n\n**Include 0 sometimes:** Start your counting at 0 sometimes to help 0 become an accepted number and quantity. You can also count down to 0. Counting down to 0 is great for events that are about to happen, say in five seconds. You can count down to 0 and then say \"Blastoff\" or something similar.\n\n**Understanding quantities:** It is obvious to an adult that if you count a collection of things, say four pebbles, that when you count \"1, 2, 3, 4\" the last number you say is the size of the quantity of things you have. The child is learning several things about counting and quantities. They are gaining an understanding of quantities. They are learning that when they count something they do a 1-to-1 correspondence between the things and the numbers they're saying. They are learning that it doesn't matter in which order you count things. And finally, they are learning the \"last number is the size\" rule. Be patient and remember that there is no rush.\n\n**Count everything:** There are so many things to count. Count chairs, steps to go a short distance, food items, people in line, people in a group, furniture around a table or in a room, arms, legs, and who knows what else. Whenever you find yourself mentally counting something, count it out loud in front of your child." + "eng": "**Counting, Numbers, and Quantities:** This invovles several things to work on at the same time, so it can be more complicated for a child than what you might think.\n\n* Counting forward and backward, including 0 sometimes\n* Learning the numbers\n* Learning quantities\n\n**Repeating the sequence:** At first, your counting will cause the child to start repeating the numbers in sequence. Don't be surprised if they leave out some of the numbers or they say the numbers in the wrong order. If they make errors, don't make a big deal out of it; simply say the count correctly and move on. This is all part of the process and they will eventually learn the numbers in the correct order.\n\n**Count down sometimes:** Counting down will help your child understand the sequence. This helps keep it from being a meaningless sequence of sounds. Do this almost any time you would have counted up. For example, if you have three apples you want to remove, count down from three after you take away each apple.\n\n**Include 0 sometimes:** Start your counting at 0 sometimes to help 0 become an accepted number and quantity. You can also count down to 0. Counting down to 0 is great for events that are about to happen, say in five seconds. You can count down to 0 and then say \"Blastoff\" or something similar.\n\n**Understanding quantities:** It is obvious to an adult that if you count a collection of things, say four pebbles, that when you count \"1, 2, 3, 4\" the last number you say is the size of the quantity of things you have. The child is learning several things about counting and quantities. They are gaining an understanding of quantities. They are learning that when they count something they do a 1-to-1 correspondence between the things and the numbers they're saying. They are learning that it doesn't matter in which order you count things. And finally, they are learning the \"last number is the size\" rule. Be patient and remember that there is no rush.\n\n**Count everything:** There are so many things to count. Count chairs, steps to go a short distance, food items, people in line, people in a group, furniture around a table or in a room, arms, legs, and who knows what else. Whenever you find yourself mentally counting something, count it out loud in front of your child." } }, - "block1_text": "**Counting, Numbers, and Quantities:** There are several things to work on at the same time, so it can be more complicated for a child than what you might think.\n\n* Counting forward and backward, including 0 sometimes\n* Learning the numbers\n* Learning quantities\n\n**Repeating the sequence:** At first, your counting will lead to the child starting to repeat the numbers in sequence. Don't be surprised if they leave out some of the numbers or they say the numbers in the wrong order. If they make errors, don't make a big deal out of it; simply say the count correctly and move on. This is all part of the process and they will eventually learn the numbers in the correct order.\n\n**Count down sometimes:** Counting down will help your child understand the sequence. This helps keep it from being a meaningless sequence of sounds. Do this almost any time you would have counted up. For example, if you have three apples you want to remove, count down from three after you take away each apple.\n\n**Include 0 sometimes:** Start your counting at 0 sometimes to help 0 become an accepted number and quantity. You can also count down to 0. Counting down to 0 is great for events that are about to happen, say in five seconds. You can count down to 0 and then say \"Blastoff\" or something similar.\n\n**Understanding quantities:** It is obvious to an adult that if you count a collection of things, say four pebbles, that when you count \"1, 2, 3, 4\" the last number you say is the size of the quantity of things you have. The child is learning several things about counting and quantities. They are gaining an understanding of quantities. They are learning that when they count something they do a 1-to-1 correspondence between the things and the numbers they're saying. They are learning that it doesn't matter in which order you count things. And finally, they are learning the \"last number is the size\" rule. Be patient and remember that there is no rush.\n\n**Count everything:** There are so many things to count. Count chairs, steps to go a short distance, food items, people in line, people in a group, furniture around a table or in a room, arms, legs, and who knows what else. Whenever you find yourself mentally counting something, count it out loud in front of your child." + "block1_text": "**Counting, Numbers, and Quantities:** This invovles several things to work on at the same time, so it can be more complicated for a child than what you might think.\n\n* Counting forward and backward, including 0 sometimes\n* Learning the numbers\n* Learning quantities\n\n**Repeating the sequence:** At first, your counting will cause the child to start repeating the numbers in sequence. Don't be surprised if they leave out some of the numbers or they say the numbers in the wrong order. If they make errors, don't make a big deal out of it; simply say the count correctly and move on. This is all part of the process and they will eventually learn the numbers in the correct order.\n\n**Count down sometimes:** Counting down will help your child understand the sequence. This helps keep it from being a meaningless sequence of sounds. Do this almost any time you would have counted up. For example, if you have three apples you want to remove, count down from three after you take away each apple.\n\n**Include 0 sometimes:** Start your counting at 0 sometimes to help 0 become an accepted number and quantity. You can also count down to 0. Counting down to 0 is great for events that are about to happen, say in five seconds. You can count down to 0 and then say \"Blastoff\" or something similar.\n\n**Understanding quantities:** It is obvious to an adult that if you count a collection of things, say four pebbles, that when you count \"1, 2, 3, 4\" the last number you say is the size of the quantity of things you have. The child is learning several things about counting and quantities. They are gaining an understanding of quantities. They are learning that when they count something they do a 1-to-1 correspondence between the things and the numbers they're saying. They are learning that it doesn't matter in which order you count things. And finally, they are learning the \"last number is the size\" rule. Be patient and remember that there is no rush.\n\n**Count everything:** There are so many things to count. Count chairs, steps to go a short distance, food items, people in line, people in a group, furniture around a table or in a room, arms, legs, and who knows what else. Whenever you find yourself mentally counting something, count it out loud in front of your child." }, { "id": "MT_EAA_MTPDA", "theme_id": "MT_EAA_", "strand_id": "MT", + "next_topic_1": "Geom_OP_PG", "block1_type": "all_text", "name": "Math Talk – Point, Describe, Ask", "_translations": { @@ -194,10 +212,10 @@ "eng": "Dialogic Reading – Preverbal" }, "block1_text": { - "eng": "There is a big difference between just reading to a child and discussing what is going on as each page of a story is read with a child. Reading interactively and having a dialogue as you read with a child is called **Dialogic Reading.** Not only does this provide deeper engagement with the story, it also gives opportunities to explore concepts and vocabulary that you choose to connect with the story. It also gives the child more involvement and agency with the story telling.\n\nThe types of dialogues you have with a child depend very much on their level of development. Some of these considerations are similar to what you should consider when doing Math Talk with a child. It is often tempting to rush these development levels, but they simply take time and it is silly to ask about ideas that a child cannot relate to yet.\n\n* **A child who does not understand your words.** While this will be a very one-sided dialogue, it lays the foundation for future conversations. It is all about exposure at this level. **Point at and Describe** simple objects and characters in the story. When you point at things, name them and describe them by talking about properties like shape, color, relationships, and quantities. With more and more exposure, the child will start to pick up the concepts on their own timetable.\n\n* **A preverbal child who understands your words.** You are now able to **Point at, Describe, and Ask** about simple story elements and objects in the illustrations. The dialogue takes place by having the child point at the objects they understand but don’t have the words for yet. You can ask questions like “Where is the ball?” or respond to prompts like “Point at the red toy.”\n\nThe next three levels involve true dialogues between you and a verbal child. These will be discussed in the next topic and constitute the three classical levels of dialogic reading." + "eng": "There is a big difference between just reading to a child and discussing what is going on as each page of a story is read with a child. Reading interactively and having a dialogue as you read with a child is called **Dialogic Reading.** Not only does this provide deeper engagement with the story, it also gives opportunities to explore concepts and vocabulary that you choose to connect with the story. It also gives the child more involvement and agency with the story telling.\n\nThe types of dialogues you have with a child depend very much on their level of development. Some of these considerations are similar to what you should consider when doing Math Talk with a child. It is often tempting to rush these development levels, but they simply take time and it is silly to ask about ideas that a child cannot relate to yet.\n\n* **Level: A child who does not understand your words.** While this will be a very one-sided dialogue, it lays the foundation for future conversations. It is all about exposure at this level. **Point at and Describe** simple objects and characters in the story. When you point at things, name them and describe them by talking about properties like shape, color, relationships, and quantities. With more and more exposure, the child will start to pick up the concepts on their own timetable.\n\n* **Level: A preverbal child who understands your words.** You are now able to **Point at, Describe, and Ask** about simple story elements and objects in the illustrations. The dialogue takes place by having the child point at the objects they understand but don’t have the words for yet. You can ask questions like “Where is the ball?” or respond to prompts like “Point at the red toy.”\n\nThe next three levels involve true dialogues between you and a verbal child. These will be discussed in the next topic and constitute the three classical levels of dialogic reading." } }, - "block1_text": "There is a big difference between just reading to a child and discussing what is going on as each page of a story is read with a child. Reading interactively and having a dialogue as you read with a child is called **Dialogic Reading.** Not only does this provide deeper engagement with the story, it also gives opportunities to explore concepts and vocabulary that you choose to connect with the story. It also gives the child more involvement and agency with the story telling.\n\nThe types of dialogues you have with a child depend very much on their level of development. Some of these considerations are similar to what you should consider when doing Math Talk with a child. It is often tempting to rush these development levels, but they simply take time and it is silly to ask about ideas that a child cannot relate to yet.\n\n* **A child who does not understand your words.** While this will be a very one-sided dialogue, it lays the foundation for future conversations. It is all about exposure at this level. **Point at and Describe** simple objects and characters in the story. When you point at things, name them and describe them by talking about properties like shape, color, relationships, and quantities. With more and more exposure, the child will start to pick up the concepts on their own timetable.\n\n* **A preverbal child who understands your words.** You are now able to **Point at, Describe, and Ask** about simple story elements and objects in the illustrations. The dialogue takes place by having the child point at the objects they understand but don’t have the words for yet. You can ask questions like “Where is the ball?” or respond to prompts like “Point at the red toy.”\n\nThe next three levels involve true dialogues between you and a verbal child. These will be discussed in the next topic and constitute the three classical levels of dialogic reading." + "block1_text": "There is a big difference between just reading to a child and discussing what is going on as each page of a story is read with a child. Reading interactively and having a dialogue as you read with a child is called **Dialogic Reading.** Not only does this provide deeper engagement with the story, it also gives opportunities to explore concepts and vocabulary that you choose to connect with the story. It also gives the child more involvement and agency with the story telling.\n\nThe types of dialogues you have with a child depend very much on their level of development. Some of these considerations are similar to what you should consider when doing Math Talk with a child. It is often tempting to rush these development levels, but they simply take time and it is silly to ask about ideas that a child cannot relate to yet.\n\n* **Level: A child who does not understand your words.** While this will be a very one-sided dialogue, it lays the foundation for future conversations. It is all about exposure at this level. **Point at and Describe** simple objects and characters in the story. When you point at things, name them and describe them by talking about properties like shape, color, relationships, and quantities. With more and more exposure, the child will start to pick up the concepts on their own timetable.\n\n* **Level: A preverbal child who understands your words.** You are now able to **Point at, Describe, and Ask** about simple story elements and objects in the illustrations. The dialogue takes place by having the child point at the objects they understand but don’t have the words for yet. You can ask questions like “Where is the ball?” or respond to prompts like “Point at the red toy.”\n\nThe next three levels involve true dialogues between you and a verbal child. These will be discussed in the next topic and constitute the three classical levels of dialogic reading." }, { "id": "MT_RWC_DRV", @@ -216,40 +234,68 @@ "eng": "Dialogic Reading – Verbal" }, "block1_text": { - "eng": "The previous topic on early reading with a child focused on how to do Dialogic Reading with a preverbal child. Reading interactively and having a dialogue as you read is called **Dialogic Reading.** Doing this with a verbal child produces an interaction that is truly a dialogue.\n\nWhat follows are the three classical levels of dialogic reading. As before, it will be tempting to rush these development levels, but they take time. For example, do not ask about where a story is going or how a character is feeling if the child is just beginning to identify balls and red objects.\n\n* **Ask simple questions:** As your child begins to understand and say words, mix in simple questions. Freely help with answers as needed. If you point and say \"Is this red?\" and they don't know, supply the answer. If you say \"Count the blocks.\" and your child does not know how, point and count the blocks with them \"one, two, three.\" Ask simple, basic questions (“Is that a cat?” “What color is the tree?” “What is the dog doing?”) as you point to things on the current page of the story.\n\n* **Ask more open-ended questions:** Begin to ask questions with less definite and simple answers. Questions such as “What is happening to the bird?” and “Do you think that is a fair way to split things up? invite broader answers and discussions. Expand on the child’s response to create further questions and discussion ideas. Fight the temptation to let your follow up questions slip into the next level.\n\n* **Ask more sophisticated questions:** These questions may discuss the narrative of the story, such as what has happened so far or what will happen next, or they may relate back to the child’s life or world, such as do you like it when it rains. Also ask questions about a character’s inner life, such as what the character is feeling and have they ever felt like that. At this level, there should be much more give and take, and the child should be encouraged to put questions of their own into the dialogue." + "eng": "The previous topic on early reading with a child focused on how to do Dialogic Reading with a preverbal child. Reading interactively and having a dialogue as you read is called **Dialogic Reading.** Doing this with a verbal child produces an interaction that is truly a dialogue.\n\nWhat follows are the three classical levels of dialogic reading. As before, it will be tempting to rush these development levels, but they take time. For example, do not ask about where a story is going or how a character is feeling if the child is just beginning to identify balls and red objects.\n\n* **Level: Ask simple questions:** As your child begins to understand and say words, mix in simple questions. Freely help with answers as needed. If you point and say \"Is this red?\" and they don't know, supply the answer. If you say \"Count the blocks.\" and your child does not know how, point and count the blocks with them \"one, two, three.\" Ask simple, basic questions (“Is that a cat?” “What color is the tree?” “What is the dog doing?”) as you point to things on the current page of the story.\n\n* **Level: Ask more open-ended questions:** Begin to ask questions with less definite and simple answers. Questions such as “What is happening to the bird?” and “Do you think that is a fair way to split things up? invite broader answers and discussions. Expand on the child’s response to create further questions and discussion ideas. Fight the temptation to let your follow up questions slip into the next level.\n\n* **Level: Ask more sophisticated questions:** These questions may discuss the narrative of the story, such as what has happened so far or what will happen next, or they may relate back to the child’s life or world, such as do you like it when it rains. Also ask questions about a character’s inner life, such as what the character is feeling and have they ever felt like that. At this level, there should be much more give and take, and the child should be encouraged to put questions of their own into the dialogue." } }, - "block1_text": "The previous topic on early reading with a child focused on how to do Dialogic Reading with a preverbal child. Reading interactively and having a dialogue as you read is called **Dialogic Reading.** Doing this with a verbal child produces an interaction that is truly a dialogue.\n\nWhat follows are the three classical levels of dialogic reading. As before, it will be tempting to rush these development levels, but they take time. For example, do not ask about where a story is going or how a character is feeling if the child is just beginning to identify balls and red objects.\n\n* **Ask simple questions:** As your child begins to understand and say words, mix in simple questions. Freely help with answers as needed. If you point and say \"Is this red?\" and they don't know, supply the answer. If you say \"Count the blocks.\" and your child does not know how, point and count the blocks with them \"one, two, three.\" Ask simple, basic questions (“Is that a cat?” “What color is the tree?” “What is the dog doing?”) as you point to things on the current page of the story.\n\n* **Ask more open-ended questions:** Begin to ask questions with less definite and simple answers. Questions such as “What is happening to the bird?” and “Do you think that is a fair way to split things up? invite broader answers and discussions. Expand on the child’s response to create further questions and discussion ideas. Fight the temptation to let your follow up questions slip into the next level.\n\n* **Ask more sophisticated questions:** These questions may discuss the narrative of the story, such as what has happened so far or what will happen next, or they may relate back to the child’s life or world, such as do you like it when it rains. Also ask questions about a character’s inner life, such as what the character is feeling and have they ever felt like that. At this level, there should be much more give and take, and the child should be encouraged to put questions of their own into the dialogue." + "block1_text": "The previous topic on early reading with a child focused on how to do Dialogic Reading with a preverbal child. Reading interactively and having a dialogue as you read is called **Dialogic Reading.** Doing this with a verbal child produces an interaction that is truly a dialogue.\n\nWhat follows are the three classical levels of dialogic reading. As before, it will be tempting to rush these development levels, but they take time. For example, do not ask about where a story is going or how a character is feeling if the child is just beginning to identify balls and red objects.\n\n* **Level: Ask simple questions:** As your child begins to understand and say words, mix in simple questions. Freely help with answers as needed. If you point and say \"Is this red?\" and they don't know, supply the answer. If you say \"Count the blocks.\" and your child does not know how, point and count the blocks with them \"one, two, three.\" Ask simple, basic questions (“Is that a cat?” “What color is the tree?” “What is the dog doing?”) as you point to things on the current page of the story.\n\n* **Level: Ask more open-ended questions:** Begin to ask questions with less definite and simple answers. Questions such as “What is happening to the bird?” and “Do you think that is a fair way to split things up? invite broader answers and discussions. Expand on the child’s response to create further questions and discussion ideas. Fight the temptation to let your follow up questions slip into the next level.\n\n* **Level: Ask more sophisticated questions:** These questions may discuss the narrative of the story, such as what has happened so far or what will happen next, or they may relate back to the child’s life or world, such as do you like it when it rains. Also ask questions about a character’s inner life, such as what the character is feeling and have they ever felt like that. At this level, there should be much more give and take, and the child should be encouraged to put questions of their own into the dialogue." }, { "id": "Geom_OP_PG", "theme_id": "Geom_OP_", "strand_id": "Geom", + "prev_topic_1": "MT_EAA_MTPDA", "next_topic_1": "Geom_OP_SD", "next_topic_2": "Geom_Pat_Intro", "block1_type": "illust_below", - "block1_illust": "EFM70GoingInCircles.svg", - "block1_illust_max_size": "240px", - "block2_type": "all_text", + "block2_type": "accord_all_text", + "block3_type": "accord_all_text", + "block4_type": "accord_illust_below", + "block4_illust": "EFM70GoingInCircles.svg", + "block4_illust_max_size": "240px", "name": "Properties & Grouping", "_translations": { "name": {}, "block1_text": {}, - "block2_text": {} + "block2_accord": {}, + "block2_text": {}, + "block3_accord": {}, + "block3_text": {}, + "block4_accord": {}, + "block4_text": {} }, "_translatedFields": { "name": { "eng": "Properties & Grouping" }, "block1_text": { - "eng": "**Properties are where everything starts:** Understanding that objects have properties is the beginning of mathematics, and more generally an understanding of the world. It is why very early training in math is so central to a child's success in all areas of learning.\n\n**Many types of properties:** There are a wide variety of types of properties. The listing below is just the start.\n\n* Color and shape – color names, round, flat, square\n* Size – large, small, medium, \n* Texture – rough, smooth, wet, dry, pointed, grooved\n* Sound – loud, soft, \n* Order – first, second\n\n**Properties for multiple objects:** Not only do individual objects have properties, but they can have properties that describe relationships between more than one object. There are basic comparison words for many of these properties: larger, largest, louder, and loudest. There are spatial relationship words such as under, over, next to, above, and inside.\n\n**Ask for things with a property:** Practice using properties by asking the child to bring you something with that property. You could ask \"Please bring me something that is red.\" for example. As a child gets better at this, make the requests more complicated by combining more than one property – \"Find a round wooden thing.\"\n\n**Grouping things by property:** Practice grouping things with the same property. If the child has a collection of objects, ask to have all the round things put to one side." + "eng": "**Properties are where everything starts:** Understanding that objects have properties is the beginning of mathematics, and more generally an understanding of the world. It is why very early training in math is so central to a child's success in all areas of learning.\n\n**Many types of properties:** There are a wide variety of types of properties. The listing below is just the start.\n\n* Color and shape – color names, round, flat, square\n* Size – large, small, medium, \n* Texture – rough, smooth, wet, dry, pointed, grooved\n* Sound – loud, soft, \n* Order – first, second\n\n**Properties for multiple objects:** Not only do individual objects have properties, but they can have properties that describe relationships between more than one object. There are basic comparison words for many of these properties: larger, largest, louder, and loudest. There are spatial relationship words such as under, over, next to, above, and inside." + }, + "block2_accord": { + "eng": "Practice: Ask by Properties" }, "block2_text": { + "eng": "Practice using properties by asking the child to bring you something with that property. You could ask \"Please bring me something that is red.\" for example. As a child gets better at this, make the requests more complicated by combining more than one property – \"Find a round wooden thing.\"" + }, + "block3_accord": { + "eng": "Practiice: Group by Property" + }, + "block3_text": { + "eng": "Practice grouping things with the same property. If the child has a collection of objects, ask to have all the round things put to one side." + }, + "block4_accord": { + "eng": "Practice: Use Property Circles" + }, + "block4_text": { "eng": "**A circle for each property:** Make this visible by drawing a big circle and having all the things that have a particular property put in that circle. For example, you could have all the things with a hole in them put in the circle.\n\nAs this becomes easy for your child, use two circles that overlap – one circle could be for triangles, the other for things with holes, and the common area to the two circles would be for triangles with holes." } }, - "block1_text": "**Properties are where everything starts:** Understanding that objects have properties is the beginning of mathematics, and more generally an understanding of the world. It is why very early training in math is so central to a child's success in all areas of learning.\n\n**Many types of properties:** There are a wide variety of types of properties. The listing below is just the start.\n\n* Color and shape – color names, round, flat, square\n* Size – large, small, medium, \n* Texture – rough, smooth, wet, dry, pointed, grooved\n* Sound – loud, soft, \n* Order – first, second\n\n**Properties for multiple objects:** Not only do individual objects have properties, but they can have properties that describe relationships between more than one object. There are basic comparison words for many of these properties: larger, largest, louder, and loudest. There are spatial relationship words such as under, over, next to, above, and inside.\n\n**Ask for things with a property:** Practice using properties by asking the child to bring you something with that property. You could ask \"Please bring me something that is red.\" for example. As a child gets better at this, make the requests more complicated by combining more than one property – \"Find a round wooden thing.\"\n\n**Grouping things by property:** Practice grouping things with the same property. If the child has a collection of objects, ask to have all the round things put to one side.", - "block2_text": "**A circle for each property:** Make this visible by drawing a big circle and having all the things that have a particular property put in that circle. For example, you could have all the things with a hole in them put in the circle.\n\nAs this becomes easy for your child, use two circles that overlap – one circle could be for triangles, the other for things with holes, and the common area to the two circles would be for triangles with holes." + "block1_text": "**Properties are where everything starts:** Understanding that objects have properties is the beginning of mathematics, and more generally an understanding of the world. It is why very early training in math is so central to a child's success in all areas of learning.\n\n**Many types of properties:** There are a wide variety of types of properties. The listing below is just the start.\n\n* Color and shape – color names, round, flat, square\n* Size – large, small, medium, \n* Texture – rough, smooth, wet, dry, pointed, grooved\n* Sound – loud, soft, \n* Order – first, second\n\n**Properties for multiple objects:** Not only do individual objects have properties, but they can have properties that describe relationships between more than one object. There are basic comparison words for many of these properties: larger, largest, louder, and loudest. There are spatial relationship words such as under, over, next to, above, and inside.", + "block2_accord": "Practice: Ask by Properties", + "block2_text": "Practice using properties by asking the child to bring you something with that property. You could ask \"Please bring me something that is red.\" for example. As a child gets better at this, make the requests more complicated by combining more than one property – \"Find a round wooden thing.\"", + "block3_accord": "Practiice: Group by Property", + "block3_text": "Practice grouping things with the same property. If the child has a collection of objects, ask to have all the round things put to one side.", + "block4_accord": "Practice: Use Property Circles", + "block4_text": "**A circle for each property:** Make this visible by drawing a big circle and having all the things that have a particular property put in that circle. For example, you could have all the things with a hole in them put in the circle.\n\nAs this becomes easy for your child, use two circles that overlap – one circle could be for triangles, the other for things with holes, and the common area to the two circles would be for triangles with holes." }, { "id": "Geom_OP_SD", @@ -257,37 +303,66 @@ "strand_id": "Geom", "prev_topic_1": "Geom_OP_PG", "block1_type": "all_text", - "block2_type": "illust_left", - "block2_illust": "EFM70ForkSpoonGold.svg", - "block2_illust_flex": 40, - "block2_illust_max_size": "80px", - "block3_type": "illust_below", - "block3_illust": "EFM70EachOfTheseIsDifferent2Example.svg", - "block3_illust_max_size": "340px", + "block2_type": "accord_all_text", + "block3_type": "accord_all_text", + "block4_type": "accord_llust_below", + "block4_illust": "EFM70EachOfTheseIsDifferent2Example.svg", + "block4_illust_max_size": "340px", + "block5_type": "accord_all_text", "name": "Same & Different", "_translations": { "name": {}, "block1_text": {}, + "block2_accord": {}, "block2_text": {}, - "block3_text": {} + "block3_accord": {}, + "block3_text": {}, + "block4_accord": {}, + "block4_text": {}, + "block5_accord": {}, + "block5_text": {} }, "_translatedFields": { "name": { "eng": "Same & Different" }, "block1_text": { - "eng": "**Comparing:** Help children understand properties better by using comparing and contrasting. This is an important activity that helps remove misunderstandings and deepens awareness of what each property is about.\n\n**Examples:** For example, talk about the size or age of a child and an adult – one is younger and the other older, and one is shorter and the other is taller. Or you could talk about a bird and a dog – one can fly and has feathers and the other has fur and cannot fly.\n\n**Same and different:** Make a playful activity out of this by showing your child two objects and asking how they are the same and how they are different. Be prepared for surprising ideas and do include silly suggestions along with the more serious ones." + "eng": "**Comparing:** Help children understand properties better by using comparing and contrasting. This is a very important activity that helps remove misunderstandings and deepens awareness of what each property is about.\n\n**Same and different:** Make a playful activity out of this by showing your child two objects and asking how they are the same and how they are different. Be prepared for surprising ideas and do include silly suggestions along with the more serious ones." + }, + "block2_accord": { + "eng": "Example: Comparing creatures" }, "block2_text": { - "eng": "**More examples:** If you hand your child a spoon and fork, there are many things your child might say. They are the same because you eat with both of them. They are also the same because you hold both of them, they are about the same size, or they are made of the same material. They are different because one is smooth and somewhat round, while the other is pointed." + "eng": "For example, talk about the size or age of a child and an adult – one is younger and the other older, and one is shorter and the other is taller. Or you could talk about a bird and a dog – one can fly and has feathers and the other has fur and cannot fly." + }, + "block3_accord": { + "eng": "Example: Fork and Spoon" }, "block3_text": { - "eng": "**Which one doesn't belong?:** A fun activity for practicing with properties is to show your child a small set of objects and ask which of them doesn't belong. Challenge your child to identify the object that is not like the others and to explain why. Accept any reason that makes sense; your child may have an unusual reason.\n\nFor example, you could have pictures of some animals. Perhaps only one of them can fly. Maybe only one of them has two legs. This activity can provide fun challenges that let your child do some creative thinking with new concepts.\n\n**Example:** Each of the following four shapes is different in some way from the other three. Shape 1 is a triangle, while the rest are squares. Shape 2 is the only one with a hole. Shape 3 is much smaller than the others. Shape 4 is blue while the others are red." + "eng": "If you hand a child a spoon and fork, there are many things the child might say. They are the same because you eat with both of them. They are also the same because you hold both of them, they are about the same size, or they are made of the same material. They are different because one is smooth and somewhat round, while the other is pointed." + }, + "block4_accord": { + "eng": "Which On Doesn't Belong" + }, + "block4_text": { + "eng": "A fun activity for practicing with properties is to show your child a small set of objects and ask which of them doesn't belong. Challenge your child to identify the object that is not like the others and to explain why. Accept any reason that makes sense; your child may have an unusual reason.\n\nThis has also been called \"Find the Spy.\" The spy is the person who is an outsider pretending to be just like the other three. Discuss which of the four things is the most unusual.\n\nFor example, you could have pictures of some animals. Perhaps only one of them can fly. Maybe only one of them has two legs. This activity can provide fun challenges that let your child do some creative thinking with new concepts.\n\nAs another example, each of the following four shapes is different in some way from the other three. Shape 1 is a triangle, while the rest are squares. Shape 2 is the only one with a hole. Shape 3 is much smaller than the others. Shape 4 is blue while the others are red." + }, + "block5_accord": { + "eng": "Tip: Discuss all ideas" + }, + "block5_text": { + "eng": "Some of your children's ideas for comparisons may seem odd to you. Ask the student to talk about their thinking. It may be a new good idea, or it may be flawed, but either way it will lead to fresh understandings for the student and the listener." } }, - "block1_text": "**Comparing:** Help children understand properties better by using comparing and contrasting. This is an important activity that helps remove misunderstandings and deepens awareness of what each property is about.\n\n**Examples:** For example, talk about the size or age of a child and an adult – one is younger and the other older, and one is shorter and the other is taller. Or you could talk about a bird and a dog – one can fly and has feathers and the other has fur and cannot fly.\n\n**Same and different:** Make a playful activity out of this by showing your child two objects and asking how they are the same and how they are different. Be prepared for surprising ideas and do include silly suggestions along with the more serious ones.", - "block2_text": "**More examples:** If you hand your child a spoon and fork, there are many things your child might say. They are the same because you eat with both of them. They are also the same because you hold both of them, they are about the same size, or they are made of the same material. They are different because one is smooth and somewhat round, while the other is pointed.", - "block3_text": "**Which one doesn't belong?:** A fun activity for practicing with properties is to show your child a small set of objects and ask which of them doesn't belong. Challenge your child to identify the object that is not like the others and to explain why. Accept any reason that makes sense; your child may have an unusual reason.\n\nFor example, you could have pictures of some animals. Perhaps only one of them can fly. Maybe only one of them has two legs. This activity can provide fun challenges that let your child do some creative thinking with new concepts.\n\n**Example:** Each of the following four shapes is different in some way from the other three. Shape 1 is a triangle, while the rest are squares. Shape 2 is the only one with a hole. Shape 3 is much smaller than the others. Shape 4 is blue while the others are red." + "block1_text": "**Comparing:** Help children understand properties better by using comparing and contrasting. This is a very important activity that helps remove misunderstandings and deepens awareness of what each property is about.\n\n**Same and different:** Make a playful activity out of this by showing your child two objects and asking how they are the same and how they are different. Be prepared for surprising ideas and do include silly suggestions along with the more serious ones.", + "block2_accord": "Example: Comparing creatures", + "block2_text": "For example, talk about the size or age of a child and an adult – one is younger and the other older, and one is shorter and the other is taller. Or you could talk about a bird and a dog – one can fly and has feathers and the other has fur and cannot fly.", + "block3_accord": "Example: Fork and Spoon", + "block3_text": "If you hand a child a spoon and fork, there are many things the child might say. They are the same because you eat with both of them. They are also the same because you hold both of them, they are about the same size, or they are made of the same material. They are different because one is smooth and somewhat round, while the other is pointed.", + "block4_accord": "Which On Doesn't Belong", + "block4_text": "A fun activity for practicing with properties is to show your child a small set of objects and ask which of them doesn't belong. Challenge your child to identify the object that is not like the others and to explain why. Accept any reason that makes sense; your child may have an unusual reason.\n\nThis has also been called \"Find the Spy.\" The spy is the person who is an outsider pretending to be just like the other three. Discuss which of the four things is the most unusual.\n\nFor example, you could have pictures of some animals. Perhaps only one of them can fly. Maybe only one of them has two legs. This activity can provide fun challenges that let your child do some creative thinking with new concepts.\n\nAs another example, each of the following four shapes is different in some way from the other three. Shape 1 is a triangle, while the rest are squares. Shape 2 is the only one with a hole. Shape 3 is much smaller than the others. Shape 4 is blue while the others are red.", + "block5_accord": "Tip: Discuss all ideas", + "block5_text": "Some of your children's ideas for comparisons may seem odd to you. Ask the student to talk about their thinking. It may be a new good idea, or it may be flawed, but either way it will lead to fresh understandings for the student and the listener." }, { "id": "Geom_Pat_Intro", @@ -298,103 +373,177 @@ "block1_illust": "EFM30ShapePattern.svg", "block1_illust_max_size": "300px", "block2_type": "all_text", + "block3_type": "accord_all_text", + "block4_type": "accord_all_text", "name": "Patterns – Introduction", "_translations": { "name": {}, "block1_text": {}, - "block2_text": {} + "block2_text": {}, + "block3_accord": {}, + "block3_text": {}, + "block4_accord": {}, + "block4_text": {} }, "_translatedFields": { "name": { "eng": "Patterns – Introduction" }, "block1_text": { - "eng": "**Patterns are everywhere!:** Recognizing, describing, and creating patterns is central to playing with mathematics. Finding and understanding patterns is a key component of any of the sciences, and more generally analyzing anything you want to understand.\n\nWhen patterns are mentioned, the type of patterns that come to mind are repeating patterns, such as the one with repeating shapes pictured below. However, patterns are any collection of objects that follow a rule. The numbers 2, 4, 6, 8, ... are a pattern formed by the rule that its members should be the positive even numbers in order." + "eng": "**Patterns are everywhere!:** Recognizing, describing, and creating patterns is central to playing with mathematics. Finding and understanding patterns is a key component of any of the sciences, and more generally analyzing anything you want to understand.\n\n**Not all patterns repeat:** When \"patterns\" are mentioned, the type of patterns that come to mind are repeating patterns, such as the one with repeating shapes pictured below. However, patterns are any collection of objects that follow a rule. The numbers 2, 4, 6, 8, ... form the familiar pattern of even numbers." }, "block2_text": { - "eng": "**Repeating Patterns:** These are the patterns that very young children can relate to most easily, and they are the ones we will look at now. Here are some characteristics that can be used by themselves or mixed together to create patterns:\n\n* Movement patterns: stepping, jumping, waving, nodding\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping\n* Loudness patterns: soft, medium, loud\n* Visual patterns: color, shape, size, repeating tile patterns\n\nWe will look at repeating movement and sound patterns in the next topic.\n\n**Discover patterns:** Challenge each other to find repeating patterns wherever you are. You might notice a repeating tile work in a floor, wall, or ceiling. The brick work of a building might make an interesting pattern. Plants may be planted in an organized pattern in a field. The side of a pineapple or pine cone may have a spiral pattern.\n\n**Sequence of drawings:** For older children, create puzzles by drawing a pattern of shapes. One person establishes a pattern and then leaves gaps in the repeating sequence for the other to fill in." + "eng": "**Repeating Patterns:** These are the patterns that very young children can relate to most easily, and they are the ones we look at now. Here are some characteristics that can be used by themselves or mixed together to create patterns:\n\n* Movement patterns: stepping, jumping, waving, nodding\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping\n* Loudness patterns: soft, medium, loud\n* Visual patterns: color, shape, size, repeating tile patterns\n\nRepeating movement and sound patterns are covered in the next topic." + }, + "block3_accord": { + "eng": "Game: Discover Patterns" + }, + "block3_text": { + "eng": "Challenge each other to find repeating patterns wherever you are. You might notice a repeating tile work in a floor, wall, or ceiling. The brick work of a building might make an interesting pattern. Plants may be planted in an organized pattern in a field. The side of a pineapple or pine cone may have a spiral pattern." + }, + "block4_accord": { + "eng": "For Older Children" + }, + "block4_text": { + "eng": "**Sequence of drawings:** Create puzzles by drawing a pattern of shapes. One person establishes a pattern and then leaves gaps in the repeating sequence for the other to fill in." } }, - "block1_text": "**Patterns are everywhere!:** Recognizing, describing, and creating patterns is central to playing with mathematics. Finding and understanding patterns is a key component of any of the sciences, and more generally analyzing anything you want to understand.\n\nWhen patterns are mentioned, the type of patterns that come to mind are repeating patterns, such as the one with repeating shapes pictured below. However, patterns are any collection of objects that follow a rule. The numbers 2, 4, 6, 8, ... are a pattern formed by the rule that its members should be the positive even numbers in order.", - "block2_text": "**Repeating Patterns:** These are the patterns that very young children can relate to most easily, and they are the ones we will look at now. Here are some characteristics that can be used by themselves or mixed together to create patterns:\n\n* Movement patterns: stepping, jumping, waving, nodding\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping\n* Loudness patterns: soft, medium, loud\n* Visual patterns: color, shape, size, repeating tile patterns\n\nWe will look at repeating movement and sound patterns in the next topic.\n\n**Discover patterns:** Challenge each other to find repeating patterns wherever you are. You might notice a repeating tile work in a floor, wall, or ceiling. The brick work of a building might make an interesting pattern. Plants may be planted in an organized pattern in a field. The side of a pineapple or pine cone may have a spiral pattern.\n\n**Sequence of drawings:** For older children, create puzzles by drawing a pattern of shapes. One person establishes a pattern and then leaves gaps in the repeating sequence for the other to fill in." + "block1_text": "**Patterns are everywhere!:** Recognizing, describing, and creating patterns is central to playing with mathematics. Finding and understanding patterns is a key component of any of the sciences, and more generally analyzing anything you want to understand.\n\n**Not all patterns repeat:** When \"patterns\" are mentioned, the type of patterns that come to mind are repeating patterns, such as the one with repeating shapes pictured below. However, patterns are any collection of objects that follow a rule. The numbers 2, 4, 6, 8, ... form the familiar pattern of even numbers.", + "block2_text": "**Repeating Patterns:** These are the patterns that very young children can relate to most easily, and they are the ones we look at now. Here are some characteristics that can be used by themselves or mixed together to create patterns:\n\n* Movement patterns: stepping, jumping, waving, nodding\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping\n* Loudness patterns: soft, medium, loud\n* Visual patterns: color, shape, size, repeating tile patterns\n\nRepeating movement and sound patterns are covered in the next topic.", + "block3_accord": "Game: Discover Patterns", + "block3_text": "Challenge each other to find repeating patterns wherever you are. You might notice a repeating tile work in a floor, wall, or ceiling. The brick work of a building might make an interesting pattern. Plants may be planted in an organized pattern in a field. The side of a pineapple or pine cone may have a spiral pattern.", + "block4_accord": "For Older Children", + "block4_text": "**Sequence of drawings:** Create puzzles by drawing a pattern of shapes. One person establishes a pattern and then leaves gaps in the repeating sequence for the other to fill in." }, { "id": "Geom_Pat_MSP", "theme_id": "Geom_Pat_", "strand_id": "Geom", "block1_type": "all_text", + "block2_type": "accord_all_text", + "block3_type": "accord_all_text", + "block4_type": "accord_all_text", "name": "Movement & Sound Patterns", "_translations": { "name": {}, - "block1_text": {} + "block1_text": {}, + "block2_accord": {}, + "block2_text": {}, + "block3_accord": {}, + "block3_text": {}, + "block4_accord": {}, + "block4_text": {} }, "_translatedFields": { "name": { "eng": "Movement & Sound Patterns" }, "block1_text": { - "eng": "This is an age for children to be active, so working with patterns of movement and sound is a natural activity. Here is a partial list of these patterns, and of course these can be combined and intermixed.\n\n* Movement patterns: stepping, jumping, waving, nodding, head scratch, ear tug\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping, drum hit\n* Loudness patterns: soft, medium, loud\n\n**Game: Repeat patterns:** Two or more people can challenge each other to repeat and extend each other's patterns. This can be done in many ways. The simplest is for one person to create a pattern of sounds and movements and have all the others repeat it. For example, the pattern might be: clap, clap, stomp, clap, clap, stomp.\n\nAdd difficulty to this by having the original person add one more item to the end of the pattern every time the pattern goes once around the group. Alternatively, each person can take the pattern that comes to them and add one more item at the end of it.\n\n**Music and Dance:** Create rhythmic music by starting with a pattern on one instrument (perhaps a drum), and then layering patterns on other instruments on top of that. Dance often involves repeating movements to music. Play some simple music that has an obvious beat (perhaps the one the children just created), and then create a pattern of movements to the music.\n\n**Secret handshakes or knocks:** Use patterns as an agreed upon way for being allowed to enter some place such as a room or part of a room. This might be a series of fist bumps and other type of handshakes. Or it might be knocking and stamping that causes a series of sounds." + "eng": "This is an age for children to be active, so working with patterns of movement and sound is a natural activity. Here is a partial list of these patterns, and of course these can be combined and intermixed.\n\n* Movement patterns: stepping, jumping, waving, nodding, head scratch, ear tug\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping, drum hit\n* Loudness patterns: soft, medium, loud" + }, + "block2_accord": { + "eng": "Game: Repeat Patterns" + }, + "block2_text": { + "eng": "Two or more people can challenge each other to repeat and extend each other's patterns. This can be done in many ways. The simplest is for one person to create a pattern of sounds and movements and have all the others repeat it. For example, the pattern might be: clap, clap, stomp, clap, clap, stomp.\n\nAdd difficulty to this by having the original person add one more item to the end of the pattern every time the pattern goes once around the group. Alternatively, each person can take the pattern that comes to them and add one more item at the end of it." + }, + "block3_accord": { + "eng": "Activity: Music and Dance" + }, + "block3_text": { + "eng": "Create rhythmic music by starting with a pattern on one instrument (perhaps a drum), and then layering patterns on other instruments on top of that. Dance often involves repeating movements to music. Play some simple music that has an obvious beat (perhaps the one the children just created), and then create a pattern of movements to the music." + }, + "block4_accord": { + "eng": "Secret Handshakes and Knocks" + }, + "block4_text": { + "eng": "Use patterns as an agreed upon way for being allowed to enter some place such as a room or part of a room. This might be a series of fist bumps and other type of handshakes. Or it might be knocking and stamping that causes a series of sounds." } }, - "block1_text": "This is an age for children to be active, so working with patterns of movement and sound is a natural activity. Here is a partial list of these patterns, and of course these can be combined and intermixed.\n\n* Movement patterns: stepping, jumping, waving, nodding, head scratch, ear tug\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping, drum hit\n* Loudness patterns: soft, medium, loud\n\n**Game: Repeat patterns:** Two or more people can challenge each other to repeat and extend each other's patterns. This can be done in many ways. The simplest is for one person to create a pattern of sounds and movements and have all the others repeat it. For example, the pattern might be: clap, clap, stomp, clap, clap, stomp.\n\nAdd difficulty to this by having the original person add one more item to the end of the pattern every time the pattern goes once around the group. Alternatively, each person can take the pattern that comes to them and add one more item at the end of it.\n\n**Music and Dance:** Create rhythmic music by starting with a pattern on one instrument (perhaps a drum), and then layering patterns on other instruments on top of that. Dance often involves repeating movements to music. Play some simple music that has an obvious beat (perhaps the one the children just created), and then create a pattern of movements to the music.\n\n**Secret handshakes or knocks:** Use patterns as an agreed upon way for being allowed to enter some place such as a room or part of a room. This might be a series of fist bumps and other type of handshakes. Or it might be knocking and stamping that causes a series of sounds." + "block1_text": "This is an age for children to be active, so working with patterns of movement and sound is a natural activity. Here is a partial list of these patterns, and of course these can be combined and intermixed.\n\n* Movement patterns: stepping, jumping, waving, nodding, head scratch, ear tug\n* Sound patterns: clapping, knee slapping, tongue clicking, stamping, drum hit\n* Loudness patterns: soft, medium, loud", + "block2_accord": "Game: Repeat Patterns", + "block2_text": "Two or more people can challenge each other to repeat and extend each other's patterns. This can be done in many ways. The simplest is for one person to create a pattern of sounds and movements and have all the others repeat it. For example, the pattern might be: clap, clap, stomp, clap, clap, stomp.\n\nAdd difficulty to this by having the original person add one more item to the end of the pattern every time the pattern goes once around the group. Alternatively, each person can take the pattern that comes to them and add one more item at the end of it.", + "block3_accord": "Activity: Music and Dance", + "block3_text": "Create rhythmic music by starting with a pattern on one instrument (perhaps a drum), and then layering patterns on other instruments on top of that. Dance often involves repeating movements to music. Play some simple music that has an obvious beat (perhaps the one the children just created), and then create a pattern of movements to the music.", + "block4_accord": "Secret Handshakes and Knocks", + "block4_text": "Use patterns as an agreed upon way for being allowed to enter some place such as a room or part of a room. This might be a series of fist bumps and other type of handshakes. Or it might be knocking and stamping that causes a series of sounds." }, { "id": "Geom_Shape_DS", "theme_id": "Geom_Shape_", "strand_id": "Geom", "block1_type": "all_text", + "block2_type": "all_text", "name": "Describing Shapes", "_translations": { "name": {}, - "block1_text": {} + "block1_text": {}, + "block2_text": {} }, "_translatedFields": { "name": { "eng": "Describing Shapes" }, "block1_text": { - "eng": "**Properties:** SImilar to all objects, shapes have many properties. Some of these properties are essential to defining and identifying the shape, and others are incidental. For example, a shape may have three flat sides, be red, and made out of wood. The three flat sides are essential for understanding that it is a triangle.\n\n**Key Properties:** There are some key ingredients that make up describing, recognizing, and understanding the standard shapes. \n\n< graphic showing these bits of geometry about to be described >\n\n* 2D or 3D. There are 2-dimensional shapes that are flat like a piece of paper, and there are 3-dimensional shapes that have depth and are sometimes described as solid.\n* Faces. These are flat 2-dimensional shapes.\n* Edges / Sides. The edges or sides are the straight line segments at the edge of a face.\n* Corners / Points / Vertices. For shapes, the individual points of interest will be the ones where two (or more) edges meet. The technical word vertex (vertices) is a bit more advanced.\n* Angles. Two lines, or line segments, that meet in a point form an angle there.\n* Right Angles: Angles that look like the corner of a piece of paper are called right angles. They are also said to have 90 degrees, but that description should wait until they can count and understand the numbers up to 100 or 200.\n* Straight or Curved. Lines and faces can be straight or curved.\n* Same size. Describing edges as having the same size is important for differentiating different shapes within the same family.\n\n**Relative Positions:** Shapes may have positions relative to other shapes. Understanding those describing words is important for being able to describe scenes, and also describing how some shapes are made up of smaller shapes. These are words like: above, over, under, inside, beside, next to, behind, between, and near." + "eng": "**Properties:** Like all objects, shapes have many properties. Some of these properties are essential to defining and identifying the shape, and others are incidental. For example, a shape may have three flat sides, be red, and be made out of wood. The three flat sides are essential for understanding that it is a triangle.\n\n**Key Properties:** There are some key ingredients that make up describing, recognizing, and understanding the standard shapes. \n\n< graphic showing these bits of geometry about to be described >" + }, + "block2_text": { + "eng": "* 2D or 3D. There are 2-dimensional shapes that are flat like a piece of paper, and there are 3-dimensional shapes that have depth and are sometimes described as solid.\n* Faces. These are flat 2-dimensional shapes.\n* Edges / Sides. The edges or sides are the straight line segments at the edge of a face.\n* Corners / Points / Vertices. For shapes, the individual points of interest will be the ones where two (or more) edges meet. The technical word vertex (vertices) is a bit more advanced.\n* Angles. Two lines, or line segments, that meet in a point form an angle there.\n* Right Angles: Angles that look like the corner of a piece of paper are called right angles. They are also said to have 90 degrees, but that description should wait until they can count and understand the numbers up to 100 or 200.\n* Straight or Curved. Lines and faces can be straight or curved.\n* Same size. Describing edges as having the same size is important for differentiating different shapes within the same family.\n\n**Relative Positions:** Shapes may have positions relative to other shapes. Understanding those describing words is important for being able to describe scenes, and also describing how some shapes are made up of smaller shapes. These are words like: above, over, under, inside, beside, next to, behind, between, and near." } }, - "block1_text": "**Properties:** SImilar to all objects, shapes have many properties. Some of these properties are essential to defining and identifying the shape, and others are incidental. For example, a shape may have three flat sides, be red, and made out of wood. The three flat sides are essential for understanding that it is a triangle.\n\n**Key Properties:** There are some key ingredients that make up describing, recognizing, and understanding the standard shapes. \n\n< graphic showing these bits of geometry about to be described >\n\n* 2D or 3D. There are 2-dimensional shapes that are flat like a piece of paper, and there are 3-dimensional shapes that have depth and are sometimes described as solid.\n* Faces. These are flat 2-dimensional shapes.\n* Edges / Sides. The edges or sides are the straight line segments at the edge of a face.\n* Corners / Points / Vertices. For shapes, the individual points of interest will be the ones where two (or more) edges meet. The technical word vertex (vertices) is a bit more advanced.\n* Angles. Two lines, or line segments, that meet in a point form an angle there.\n* Right Angles: Angles that look like the corner of a piece of paper are called right angles. They are also said to have 90 degrees, but that description should wait until they can count and understand the numbers up to 100 or 200.\n* Straight or Curved. Lines and faces can be straight or curved.\n* Same size. Describing edges as having the same size is important for differentiating different shapes within the same family.\n\n**Relative Positions:** Shapes may have positions relative to other shapes. Understanding those describing words is important for being able to describe scenes, and also describing how some shapes are made up of smaller shapes. These are words like: above, over, under, inside, beside, next to, behind, between, and near." + "block1_text": "**Properties:** Like all objects, shapes have many properties. Some of these properties are essential to defining and identifying the shape, and others are incidental. For example, a shape may have three flat sides, be red, and be made out of wood. The three flat sides are essential for understanding that it is a triangle.\n\n**Key Properties:** There are some key ingredients that make up describing, recognizing, and understanding the standard shapes. \n\n< graphic showing these bits of geometry about to be described >", + "block2_text": "* 2D or 3D. There are 2-dimensional shapes that are flat like a piece of paper, and there are 3-dimensional shapes that have depth and are sometimes described as solid.\n* Faces. These are flat 2-dimensional shapes.\n* Edges / Sides. The edges or sides are the straight line segments at the edge of a face.\n* Corners / Points / Vertices. For shapes, the individual points of interest will be the ones where two (or more) edges meet. The technical word vertex (vertices) is a bit more advanced.\n* Angles. Two lines, or line segments, that meet in a point form an angle there.\n* Right Angles: Angles that look like the corner of a piece of paper are called right angles. They are also said to have 90 degrees, but that description should wait until they can count and understand the numbers up to 100 or 200.\n* Straight or Curved. Lines and faces can be straight or curved.\n* Same size. Describing edges as having the same size is important for differentiating different shapes within the same family.\n\n**Relative Positions:** Shapes may have positions relative to other shapes. Understanding those describing words is important for being able to describe scenes, and also describing how some shapes are made up of smaller shapes. These are words like: above, over, under, inside, beside, next to, behind, between, and near." }, { "id": "Geom_Shape_SN2D3D", "theme_id": "Geom_Shape_", "strand_id": "Geom", "prev_topic_1": "Geom_Shape_DS", + "next_topic_1": "Geom_Shape_CompSort", "block1_type": "all_text", "block2_type": "all_text", "block3_type": "all_text", + "block4_type": "accord_all_text", "name": "Shape Names – 2D & 3D", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, - "block3_text": {} + "block3_text": {}, + "block4_accord": {}, + "block4_text": {} }, "_translatedFields": { "name": { "eng": "Shape Names – 2D & 3D" }, "block1_text": { - "eng": "**Learn shape names through exposure:** It may seem like there are a lot of words to learn. However, if you make a habit of exposing the child to these words, they will pick them up slowly but surely. Challenge your students to find examples of these shapes in the world around them. Make treasure hunt challenges of finding particularly hard to find shapes.\n\n**Important differentiators:** There are some important properties that children need to understand to be able to classify and name shapes.\n\n* Counting edges\n* Counting angles\n* Edges with same length.\n* Identifying right angles.\n\n< Graphic of 2D shapes >" + "eng": "**Learn shape names through exposure:** There are a lot of words to learn. However, if you make a habit of exposing children to these words, they will pick them up slowly but surely. Challenge your students to find examples of these shapes in the world around them. Make treasure hunt challenges of finding particularly hard to find shapes.\n\n**Important differentiators:** There are some important properties that children need to understand to be able to classify and name shapes.\n\n* Counting edges\n* Counting angles\n* Edges with same length.\n* Identifying right angles.\n\n< Graphic of 2D shapes >" }, "block2_text": { "eng": "**Names of 2D Shapes**\n\n* Circle\n* Triangle – 3 sides and 3 angles\n* Rectangle – 4 sides and 4 right angles (all equal of course)\n* Rhombus – 4 equal sides and 4 angles\n* Square – 4 equal sides and 4 right angles – it is both a rectangle and a rhombus.\n* Pentagon – 5 sides and 5 angles\n* Hexagon – 6 sides and 6 angles\n* Octagon – 8 sides and 8 angles\n\n**Polygons:** Except for the circle, these shapes are all examples of polygons. A polygon with equal sides and equal angles is called a **regular polygon.**\n\nIt is important to vary the size and orientation of these shapes when you draw them. If a child always sees a square with its sides going horizontally and vertically, they won't recognize squares when they are rotated and look like diamonds. The same is true for triangles.\n\n< Graphic of 3D shapes >" }, "block3_text": { - "eng": "**Names of 3D Shapes**\n\n* Ball (Sphere)\n* Cylinder (round tube with end caps)\n* Box (Cube)\n* Pyramid – triangle or square base\n* Cone\n\nIn addition to basic questions about these shapes, a very good way to practice them is to compare and contrast them – this will be covered in the next topic.\n\nYou can make 3D models using straws or sticks and sticking them together with clay, gum, or some other sticky substance." + "eng": "**Names of 3D Shapes**\n\n* Ball (Sphere)\n* Cylinder (round tube with end caps)\n* Box (Cube)\n* Pyramid – triangle or square base\n* Cone\n\nIn addition to basic questions about these shapes, a good way to practice them is to compare and contrast them – this will be covered in the next topic." + }, + "block4_accord": { + "eng": "Make 3D models" + }, + "block4_text": { + "eng": "Use straws or sticks and stick them together with clay, gum, or some other sticky substance." } }, - "block1_text": "**Learn shape names through exposure:** It may seem like there are a lot of words to learn. However, if you make a habit of exposing the child to these words, they will pick them up slowly but surely. Challenge your students to find examples of these shapes in the world around them. Make treasure hunt challenges of finding particularly hard to find shapes.\n\n**Important differentiators:** There are some important properties that children need to understand to be able to classify and name shapes.\n\n* Counting edges\n* Counting angles\n* Edges with same length.\n* Identifying right angles.\n\n< Graphic of 2D shapes >", + "block1_text": "**Learn shape names through exposure:** There are a lot of words to learn. However, if you make a habit of exposing children to these words, they will pick them up slowly but surely. Challenge your students to find examples of these shapes in the world around them. Make treasure hunt challenges of finding particularly hard to find shapes.\n\n**Important differentiators:** There are some important properties that children need to understand to be able to classify and name shapes.\n\n* Counting edges\n* Counting angles\n* Edges with same length.\n* Identifying right angles.\n\n< Graphic of 2D shapes >", "block2_text": "**Names of 2D Shapes**\n\n* Circle\n* Triangle – 3 sides and 3 angles\n* Rectangle – 4 sides and 4 right angles (all equal of course)\n* Rhombus – 4 equal sides and 4 angles\n* Square – 4 equal sides and 4 right angles – it is both a rectangle and a rhombus.\n* Pentagon – 5 sides and 5 angles\n* Hexagon – 6 sides and 6 angles\n* Octagon – 8 sides and 8 angles\n\n**Polygons:** Except for the circle, these shapes are all examples of polygons. A polygon with equal sides and equal angles is called a **regular polygon.**\n\nIt is important to vary the size and orientation of these shapes when you draw them. If a child always sees a square with its sides going horizontally and vertically, they won't recognize squares when they are rotated and look like diamonds. The same is true for triangles.\n\n< Graphic of 3D shapes >", - "block3_text": "**Names of 3D Shapes**\n\n* Ball (Sphere)\n* Cylinder (round tube with end caps)\n* Box (Cube)\n* Pyramid – triangle or square base\n* Cone\n\nIn addition to basic questions about these shapes, a very good way to practice them is to compare and contrast them – this will be covered in the next topic.\n\nYou can make 3D models using straws or sticks and sticking them together with clay, gum, or some other sticky substance." + "block3_text": "**Names of 3D Shapes**\n\n* Ball (Sphere)\n* Cylinder (round tube with end caps)\n* Box (Cube)\n* Pyramid – triangle or square base\n* Cone\n\nIn addition to basic questions about these shapes, a good way to practice them is to compare and contrast them – this will be covered in the next topic.", + "block4_accord": "Make 3D models", + "block4_text": "Use straws or sticks and stick them together with clay, gum, or some other sticky substance." }, { "id": "Geom_Shape_CompSort", "theme_id": "Geom_Shape_", "strand_id": "Geom", + "prev_topic_1": "Geom_Shape_SN2D3D", "block1_type": "all_text", "name": "Compare & Sort Shapes", "_translations": { @@ -406,15 +555,16 @@ "eng": "Compare & Sort Shapes" }, "block1_text": { - "eng": "**Deeper Understanding:** One of the best ways to understand shapes more deeply is to compare, contrast, and sort them.\n\n**Same and Different:** Have a collection of objects, cut out shapes, or shapes on cards, and randomly select two of them – how are they different and how are they the same? For example, a rectangle and a square have four sides and all the right angles, but the sides of a rectangle are not all the same size. \n\nFor four-sided shapes, which ones are also another kind, and which are not? For example, are all rectangles squares, or are all squares rectangles? Are all squares rhombuses or are all rhombuses squares? Are all rectangles rhombuses or are all rhombuses rectangles?\n\nAsk for all sorts of comparisons. For example, what is similar and different between a circle and a ball?\n\n**Sorting:** Give your students a collection shapes or objects and ask them to sort them into things that share at least one property. Let them decide which property to sort on, and then discuss their decision. Have one group do the sorting and then another group discover what property they used to sort on.\n\nEncourage non-obvious sorting categories. For example, shapes that have right angles or shapes that have no two sides the same length." + "eng": "**Deeper Understanding:** Although mastery of the basic definitions of shapes is an essential starting point, one of the best ways to understand shapes more deeply is to compare, contrast, and sort them.\n\n**Same and Different:** Have a collection of objects, cut out shapes, or shapes on cards, and randomly select two of them – how are they different and how are they the same? For example, a rectangle and a square have four sides and all right angles, but the sides of a rectangle are not all the same size (though opposite sides are).\n\nFor four-sided shapes, which ones are also another kind of shape, and which are not? For example, are all rectangles squares, or are all squares rectangles? Are all squares rhombuses or are all rhombuses squares? Are all rectangles rhombuses or are all rhombuses rectangles?\n\nAsk for all sorts of comparisons. For example, what is similar and different when comparing a circle and a ball?\n\n**Sorting:** Give your students a collection shapes or objects and ask them to sort them into things that share at least one property. Let them decide which property to sort on, and then discuss their decision. Have one group do the sorting and then another group discover what property they used to sort on.\n\nEncourage non-obvious sorting categories. For example, shapes that have right angles or shapes that have no two sides the same length." } }, - "block1_text": "**Deeper Understanding:** One of the best ways to understand shapes more deeply is to compare, contrast, and sort them.\n\n**Same and Different:** Have a collection of objects, cut out shapes, or shapes on cards, and randomly select two of them – how are they different and how are they the same? For example, a rectangle and a square have four sides and all the right angles, but the sides of a rectangle are not all the same size. \n\nFor four-sided shapes, which ones are also another kind, and which are not? For example, are all rectangles squares, or are all squares rectangles? Are all squares rhombuses or are all rhombuses squares? Are all rectangles rhombuses or are all rhombuses rectangles?\n\nAsk for all sorts of comparisons. For example, what is similar and different between a circle and a ball?\n\n**Sorting:** Give your students a collection shapes or objects and ask them to sort them into things that share at least one property. Let them decide which property to sort on, and then discuss their decision. Have one group do the sorting and then another group discover what property they used to sort on.\n\nEncourage non-obvious sorting categories. For example, shapes that have right angles or shapes that have no two sides the same length." + "block1_text": "**Deeper Understanding:** Although mastery of the basic definitions of shapes is an essential starting point, one of the best ways to understand shapes more deeply is to compare, contrast, and sort them.\n\n**Same and Different:** Have a collection of objects, cut out shapes, or shapes on cards, and randomly select two of them – how are they different and how are they the same? For example, a rectangle and a square have four sides and all right angles, but the sides of a rectangle are not all the same size (though opposite sides are).\n\nFor four-sided shapes, which ones are also another kind of shape, and which are not? For example, are all rectangles squares, or are all squares rectangles? Are all squares rhombuses or are all rhombuses squares? Are all rectangles rhombuses or are all rhombuses rectangles?\n\nAsk for all sorts of comparisons. For example, what is similar and different when comparing a circle and a ball?\n\n**Sorting:** Give your students a collection shapes or objects and ask them to sort them into things that share at least one property. Let them decide which property to sort on, and then discuss their decision. Have one group do the sorting and then another group discover what property they used to sort on.\n\nEncourage non-obvious sorting categories. For example, shapes that have right angles or shapes that have no two sides the same length." }, { "id": "Geom_Shape_2Dof3DS", "theme_id": "Geom_Shape_", "strand_id": "Geom", + "prev_topic_1": "Geom_Shape_SN2D3D", "block1_type": "all_text", "name": "2D Faces of 3D Shapes", "_translations": { @@ -436,25 +586,43 @@ "theme_id": "Geom_Shape_", "strand_id": "Geom", "block1_type": "all_text", + "block2_type": "all_text", + "block3_type": "accord_all_text", "name": "Composing & Decomposing", "_translations": { "name": {}, - "block1_text": {} + "block1_text": {}, + "block2_text": {}, + "block3_accord": {}, + "block3_text": {} }, "_translatedFields": { "name": { "eng": "Composing & Decomposing" }, "block1_text": { - "eng": "Putting together shapes to make new shapes, or takng apart shapes into smaller shapes, is a great way for children to explore what shapes are all about. Cut out some paper polygons or use pattern blocks if you have them.\n\n**Putting shapes together:** The exploration can be free form, where you challenge a child to create a pretty design or make an image that looks like something. Or, the exploration can be guided by a challenge such as: Take these shapes and use some of them to create a bigger triangle or hexagon. How many ways can you do that? If you made a hexagon with 4 pieces, can you also do it with some other number of pieces? Can you take these triangles and make a rectangle or a hexagon?\n\n< graphic of pieces going together to make a bigger shape >\n\n**Breaking shapes up:** You can also create challenges where you take a bigger shape and ask the child to draw in lines that will break the shape into triangles, rectangles, and hexagons (for example).\n\n< graphic of a circle broken into thirds and a rectangle with 3 rows and 2 columns >\n\nBreaking up shapes into equal size pieces is good preparation for understanding fractions. The standard examples are breaking up a circle into equal parts using lines radiating out from the center, and breaking rectangles into smaller rectangles using rows and columns. However, interresting challenges can be created taking other shapes and breaking them into smaller pieces of the same size and shape. When you do this, practice using the words for fractional sizes, such as halves, thirds, fourths / quarters, and so on.\n\n**3-dimensions:** You can do the same activities with 3-dimensional shapes, but it is a lot trickier to construct regular shapes." + "eng": "Explore what shapes are all about by putting shapes together to make new shapes, or taking them apart into smaller shapes. Aid this exploration by cutting out some paper polygons or using pattern blocks if you have them.\n\n**Putting shapes together:** The exploration can be free form, where you challenge a child to create a pretty design or make an image that looks like something. Or, the exploration can be guided by a challenge such as: Take these shapes and use some of them to create a bigger triangle or hexagon. How many ways can you do that? If you made a hexagon with 4 pieces, can you also do it with some other number of pieces? Can you take these triangles and make a rectangle or a hexagon?\n\n< graphic of pieces going together to make a bigger shape >" + }, + "block2_text": { + "eng": "**Breaking shapes up:** You can also create challenges where you take a bigger shape and ask the child to draw in lines that will break the shape into triangles, rectangles, and hexagons (for example).\n\n< graphic of a circle broken into thirds and a rectangle with 3 rows and 2 columns >" + }, + "block3_accord": { + "eng": "Equal-Sized Pieces" + }, + "block3_text": { + "eng": "Breaking up shapes into equal size pieces is good preparation for understanding fractions. When you do this, practice using the words for fractional sizes, such as halves, thirds, fourths / quarters, and so on.\n\nThe standard examples are breaking up a circle into equal parts using lines radiating out from the center, and breaking rectangles into smaller rectangles using rows and columns. However, interesting challenges can be created taking other shapes and breaking them into smaller pieces of the same size and shape. \n\nYou can do this same activity with 3-dimensional shapes, but it is a lot trickier to construct regular shapes." } }, - "block1_text": "Putting together shapes to make new shapes, or takng apart shapes into smaller shapes, is a great way for children to explore what shapes are all about. Cut out some paper polygons or use pattern blocks if you have them.\n\n**Putting shapes together:** The exploration can be free form, where you challenge a child to create a pretty design or make an image that looks like something. Or, the exploration can be guided by a challenge such as: Take these shapes and use some of them to create a bigger triangle or hexagon. How many ways can you do that? If you made a hexagon with 4 pieces, can you also do it with some other number of pieces? Can you take these triangles and make a rectangle or a hexagon?\n\n< graphic of pieces going together to make a bigger shape >\n\n**Breaking shapes up:** You can also create challenges where you take a bigger shape and ask the child to draw in lines that will break the shape into triangles, rectangles, and hexagons (for example).\n\n< graphic of a circle broken into thirds and a rectangle with 3 rows and 2 columns >\n\nBreaking up shapes into equal size pieces is good preparation for understanding fractions. The standard examples are breaking up a circle into equal parts using lines radiating out from the center, and breaking rectangles into smaller rectangles using rows and columns. However, interresting challenges can be created taking other shapes and breaking them into smaller pieces of the same size and shape. When you do this, practice using the words for fractional sizes, such as halves, thirds, fourths / quarters, and so on.\n\n**3-dimensions:** You can do the same activities with 3-dimensional shapes, but it is a lot trickier to construct regular shapes." + "block1_text": "Explore what shapes are all about by putting shapes together to make new shapes, or taking them apart into smaller shapes. Aid this exploration by cutting out some paper polygons or using pattern blocks if you have them.\n\n**Putting shapes together:** The exploration can be free form, where you challenge a child to create a pretty design or make an image that looks like something. Or, the exploration can be guided by a challenge such as: Take these shapes and use some of them to create a bigger triangle or hexagon. How many ways can you do that? If you made a hexagon with 4 pieces, can you also do it with some other number of pieces? Can you take these triangles and make a rectangle or a hexagon?\n\n< graphic of pieces going together to make a bigger shape >", + "block2_text": "**Breaking shapes up:** You can also create challenges where you take a bigger shape and ask the child to draw in lines that will break the shape into triangles, rectangles, and hexagons (for example).\n\n< graphic of a circle broken into thirds and a rectangle with 3 rows and 2 columns >", + "block3_accord": "Equal-Sized Pieces", + "block3_text": "Breaking up shapes into equal size pieces is good preparation for understanding fractions. When you do this, practice using the words for fractional sizes, such as halves, thirds, fourths / quarters, and so on.\n\nThe standard examples are breaking up a circle into equal parts using lines radiating out from the center, and breaking rectangles into smaller rectangles using rows and columns. However, interesting challenges can be created taking other shapes and breaking them into smaller pieces of the same size and shape. \n\nYou can do this same activity with 3-dimensional shapes, but it is a lot trickier to construct regular shapes." }, { "id": "NPV_QC10_QC", "theme_id": "NPV_QC10_", "strand_id": "NPV", + "prev_topic_1": "MT_EAA_MTC", "block1_type": "all_text", "block2_type": "accord_all_text", "name": "Quantities & Counting", @@ -469,7 +637,7 @@ "eng": "Quantities & Counting" }, "block1_text": { - "eng": "**Surprisingly complicated:** Learning how to count and relating counting to quantities has many parts to it. Each part may take a while to be learned and there will be minor missteps along the way. Much of this is developmental and cannot be explicitly taught – instead, there needs to be exposure and practice until it clicks.\n\n* Unchanging order – The counting sequence is always the same.\n* One-to-one correspondence – Count a collection of objects by putting them in one-to-one correspondence with the numbers being said. The child can touch the objects as they count.\n* The last number is the quantity – When counting a group of objects, the last spoken number is the quantity of objects.\n* Order and rearrangement doesn’t change the count – The child can count the objects in any order, and the objects can be rearranged, and the count will always be the same.\n* Subgroups have smaller counts\n\n**Number Lines:** Use number lines to help solidify number order and to give a useful visual reference. Beginning number lines should start from 0 and increase from left to right. Place these on walls, on paper, or on floors. On the ground, you can make a number path big enough for a child to walk along. Use the number path for counting and for practicing addition and subtraction." + "eng": "**Surprisingly complicated:** Learning how to count and relating counting to quantities has many parts to it. Each part may take a while to be learned and there will be minor missteps along the way. Much of this is developmental and cannot be explicitly taught – instead, there needs to be exposure and practice until it clicks.\n\n* Unchanging order – The counting sequence is always the same.\n* One-to-one correspondence – Count a collection of objects by putting them in one-to-one correspondence with the numbers being said. The child can touch the objects as they count.\n* The last number is the quantity – When counting a group of objects, the last spoken number is the quantity of objects.\n* Order and rearrangement doesn’t change the count – The child can count the objects in any order, and the objects can be rearranged, and the count will always be the same.\n* Subgroups of bigger groups have smaller counts\n\n**Number Lines:** Use number lines to solidify number order and give a useful visual reference. Number lines should start from 0 and increase from left to right. Place these on walls, on paper, or on floors. On the ground, you can make a **number path,** which is a sequence of numbers big enough for a child to walk along. Use the number path for counting and for practicing addition and subtraction." }, "block2_accord": { "eng": "Mistakes" @@ -478,7 +646,7 @@ "eng": "Some standard mistakes are:\n\n* Leaving out or repeating a number during the sequence\n* Counting an object twice or missing an object\n* Not realizing to stop counting when all objects have been counted\n* Thinking there are more objects when the objects are larger.\n\nWhen a mistake occurs, demonstrate the right way to do the counting and move on. Don’t treat the errors as remarkable." } }, - "block1_text": "**Surprisingly complicated:** Learning how to count and relating counting to quantities has many parts to it. Each part may take a while to be learned and there will be minor missteps along the way. Much of this is developmental and cannot be explicitly taught – instead, there needs to be exposure and practice until it clicks.\n\n* Unchanging order – The counting sequence is always the same.\n* One-to-one correspondence – Count a collection of objects by putting them in one-to-one correspondence with the numbers being said. The child can touch the objects as they count.\n* The last number is the quantity – When counting a group of objects, the last spoken number is the quantity of objects.\n* Order and rearrangement doesn’t change the count – The child can count the objects in any order, and the objects can be rearranged, and the count will always be the same.\n* Subgroups have smaller counts\n\n**Number Lines:** Use number lines to help solidify number order and to give a useful visual reference. Beginning number lines should start from 0 and increase from left to right. Place these on walls, on paper, or on floors. On the ground, you can make a number path big enough for a child to walk along. Use the number path for counting and for practicing addition and subtraction.", + "block1_text": "**Surprisingly complicated:** Learning how to count and relating counting to quantities has many parts to it. Each part may take a while to be learned and there will be minor missteps along the way. Much of this is developmental and cannot be explicitly taught – instead, there needs to be exposure and practice until it clicks.\n\n* Unchanging order – The counting sequence is always the same.\n* One-to-one correspondence – Count a collection of objects by putting them in one-to-one correspondence with the numbers being said. The child can touch the objects as they count.\n* The last number is the quantity – When counting a group of objects, the last spoken number is the quantity of objects.\n* Order and rearrangement doesn’t change the count – The child can count the objects in any order, and the objects can be rearranged, and the count will always be the same.\n* Subgroups of bigger groups have smaller counts\n\n**Number Lines:** Use number lines to solidify number order and give a useful visual reference. Number lines should start from 0 and increase from left to right. Place these on walls, on paper, or on floors. On the ground, you can make a **number path,** which is a sequence of numbers big enough for a child to walk along. Use the number path for counting and for practicing addition and subtraction.", "block2_accord": "Mistakes", "block2_text": "Some standard mistakes are:\n\n* Leaving out or repeating a number during the sequence\n* Counting an object twice or missing an object\n* Not realizing to stop counting when all objects have been counted\n* Thinking there are more objects when the objects are larger.\n\nWhen a mistake occurs, demonstrate the right way to do the counting and move on. Don’t treat the errors as remarkable." }, @@ -508,25 +676,36 @@ "strand_id": "NPV", "block1_type": "all_text", "block2_type": "all_text", + "block3_type": "accord_all_text", "name": "Subitizing to 10", "_translations": { "name": {}, "block1_text": {}, - "block2_text": {} + "block2_text": {}, + "block3_accord": {}, + "block3_text": {} }, "_translatedFields": { "name": { "eng": "Subitizing to 10" }, "block1_text": { - "eng": "**Subitizing is surprisingly important:** The idea of **subitizing** is to be able to recognize certain quantities at a glance. This skill is foundational for counting, particularly Counting On, understanding parts and wholes, adding, and subtracting.\n\nIt is an important conceptual step for a child in that they are learning to treat a group of individual things as a single new thing. This is a developmental step that may take a while and cannot be hurried. Practice will of course help a child develop a sense of how this works.\n\n**Small numbers to 4 or 5.** People are born with the ability to instantly recognize quantities of size 1, 2, and 3. With a bit of practice quantities of size 4 or 5 can be added to this list as a child develops a sense for quantities and numbers.\n\n< graphic showing some standard patterns for 3, 4, 5, 6, and 8. >" + "eng": "**Subitizing is surprisingly important:** The word **subitizing** refers to recognizing a quantity at a glance. This skill is foundational for counting, particularly Counting On, understanding parts and wholes, adding, and subtracting.\n\nIt is an important conceptual step for a child in that they are learning to treat a group of individual things as a single new thing. This is a developmental step that may take a while and cannot be hurried. Practice will of course help develop a sense of how this works.\n\n**Small numbers to 4 or 5.** People are born with the ability to instantly recognize quantities of size 1, 2, and 3. With a bit of practice quantities of size 4 or 5 can be added to this list as a child develops a sense for quantities and numbers.\n\n< graphic showing some standard patterns for 3, 4, 5, 6, and 8. >" }, "block2_text": { - "eng": "**Familiar arrangments of small quantities.** As a child becomes with certain patterns of dots, particularly the patterns on dice, those will begin to be instantly recognizable to them.\n\n< graphic of a ten frame with 7 dots - 5 in top row and 2 to the left on the second row >\n\n**Ten Frames:** Ten frames have many educational uses. One is to make it easier to learn how to subitize the quantities up to 10 when presented in a ten frame.\n\n< graphic showing 5 dots in X pattern with 2 more dots scattered to the right >\n\n**Supports Counting On.** Once certain configurations become familiar, they can be built upon to make it easier to count larger quantities as well as gain confidence with Counting On. In the example above, instead of counting all 7 dots individually, a child may see that there are 5 dots with 2 more, and be able to Count On with \"5, 6, 7.\"" + "eng": "**Use familiar arrangments:** As a child becomes familiar with certain patterns of dots, particularly the patterns on dice, those will begin to be instantly recognizable to them.\n\n< graphic of a ten frame with 7 dots - 5 in top row and 2 to the left on the second row >\n\n**Ten Frames:** Ten frames have many educational uses. One is to make it easier to learn how to subitize the quantities up to 10 when presented in a standard way in a ten frame.\n\n< graphic showing 5 dots in X pattern with 2 more dots scattered to the right >\n\n**Supports Counting On.** Once certain configurations become familiar, they can be built upon to make it easier to count larger quantities as well as gain confidence with Counting On. In the example above, instead of counting all 7 dots individually, a child may see that there are 5 dots with 2 more, and be able to Count On with \"5, 6, 7.\"" + }, + "block3_accord": { + "eng": "Tip: Five frames are not so useful" + }, + "block3_text": { + "eng": "Surprisingly, despite being like the fingers on one hand and being the upper half of a ten frame, five frames are not as effective at helping children learn to subitize and recognize quantities. Children have a much harder time making the leap to subitizing when given dots in a five frame rather than a ten frame." } }, - "block1_text": "**Subitizing is surprisingly important:** The idea of **subitizing** is to be able to recognize certain quantities at a glance. This skill is foundational for counting, particularly Counting On, understanding parts and wholes, adding, and subtracting.\n\nIt is an important conceptual step for a child in that they are learning to treat a group of individual things as a single new thing. This is a developmental step that may take a while and cannot be hurried. Practice will of course help a child develop a sense of how this works.\n\n**Small numbers to 4 or 5.** People are born with the ability to instantly recognize quantities of size 1, 2, and 3. With a bit of practice quantities of size 4 or 5 can be added to this list as a child develops a sense for quantities and numbers.\n\n< graphic showing some standard patterns for 3, 4, 5, 6, and 8. >", - "block2_text": "**Familiar arrangments of small quantities.** As a child becomes with certain patterns of dots, particularly the patterns on dice, those will begin to be instantly recognizable to them.\n\n< graphic of a ten frame with 7 dots - 5 in top row and 2 to the left on the second row >\n\n**Ten Frames:** Ten frames have many educational uses. One is to make it easier to learn how to subitize the quantities up to 10 when presented in a ten frame.\n\n< graphic showing 5 dots in X pattern with 2 more dots scattered to the right >\n\n**Supports Counting On.** Once certain configurations become familiar, they can be built upon to make it easier to count larger quantities as well as gain confidence with Counting On. In the example above, instead of counting all 7 dots individually, a child may see that there are 5 dots with 2 more, and be able to Count On with \"5, 6, 7.\"" + "block1_text": "**Subitizing is surprisingly important:** The word **subitizing** refers to recognizing a quantity at a glance. This skill is foundational for counting, particularly Counting On, understanding parts and wholes, adding, and subtracting.\n\nIt is an important conceptual step for a child in that they are learning to treat a group of individual things as a single new thing. This is a developmental step that may take a while and cannot be hurried. Practice will of course help develop a sense of how this works.\n\n**Small numbers to 4 or 5.** People are born with the ability to instantly recognize quantities of size 1, 2, and 3. With a bit of practice quantities of size 4 or 5 can be added to this list as a child develops a sense for quantities and numbers.\n\n< graphic showing some standard patterns for 3, 4, 5, 6, and 8. >", + "block2_text": "**Use familiar arrangments:** As a child becomes familiar with certain patterns of dots, particularly the patterns on dice, those will begin to be instantly recognizable to them.\n\n< graphic of a ten frame with 7 dots - 5 in top row and 2 to the left on the second row >\n\n**Ten Frames:** Ten frames have many educational uses. One is to make it easier to learn how to subitize the quantities up to 10 when presented in a standard way in a ten frame.\n\n< graphic showing 5 dots in X pattern with 2 more dots scattered to the right >\n\n**Supports Counting On.** Once certain configurations become familiar, they can be built upon to make it easier to count larger quantities as well as gain confidence with Counting On. In the example above, instead of counting all 7 dots individually, a child may see that there are 5 dots with 2 more, and be able to Count On with \"5, 6, 7.\"", + "block3_accord": "Tip: Five frames are not so useful", + "block3_text": "Surprisingly, despite being like the fingers on one hand and being the upper half of a ten frame, five frames are not as effective at helping children learn to subitize and recognize quantities. Children have a much harder time making the leap to subitizing when given dots in a five frame rather than a ten frame." }, { "id": "NPV_QC10_Comp10", diff --git a/app_data/sheets/template/esm_topic_body_template.json b/app_data/sheets/template/esm_topic_body_template.json index db12a0c..3dce441 100644 --- a/app_data/sheets/template/esm_topic_body_template.json +++ b/app_data/sheets/template/esm_topic_body_template.json @@ -446,6 +446,152 @@ ] } }, + { + "type": "display_group", + "condition": "@@local.block_type == \"accord_illust_below\"", + "exclude_from_translation": true, + "rows": [ + { + "name": "paragraph_space", + "value": "margin-top: 0px", + "_translations": { + "value": {} + }, + "exclude_from_translation": true, + "type": "set_variable", + "_nested_name": "run_through_body_sections.display_group_9.paragraph_space" + }, + { + "type": "accordion", + "name": "accordion", + "parameter_list": { + "open_multiple": "TRUE" + }, + "exclude_from_translation": true, + "rows": [ + { + "type": "accordion_section", + "name": "bloxk_2", + "value": "@@local.accordion_label", + "exclude_from_translation": true, + "rows": [ + { + "type": "display_group", + "name": "text_and_illust_dg", + "parameter_list": { + "style": "column" + }, + "rows": [ + { + "type": "text", + "name": "display_text", + "value": "@@local.block_text", + "_translations": { + "value": {} + }, + "exclude_from_translation": true, + "_nested_name": "run_through_body_sections.display_group_9.accordion.bloxk_2.text_and_illust_dg.display_text", + "_dynamicFields": { + "value": [ + { + "fullExpression": "@@local.block_text", + "matchedExpression": "@local.block_text", + "type": "local", + "fieldName": "block_text" + } + ] + }, + "_dynamicDependencies": { + "@local.block_text": [ + "value" + ] + } + }, + { + "type": "image", + "name": "display_illust", + "value": "@@local.block_illustration", + "_translations": { + "value": {} + }, + "style_list": [ + "margin_top: -8px", + "max-width: @@local.block_illustration_max_width" + ], + "exclude_from_translation": true, + "_nested_name": "run_through_body_sections.display_group_9.accordion.bloxk_2.text_and_illust_dg.display_illust", + "_dynamicFields": { + "value": [ + { + "fullExpression": "@@local.block_illustration", + "matchedExpression": "@local.block_illustration", + "type": "local", + "fieldName": "block_illustration" + } + ], + "style_list": { + "1": [ + { + "fullExpression": "max-width: @@local.block_illustration_max_width", + "matchedExpression": "@local.block_illustration_max_width", + "type": "local", + "fieldName": "block_illustration_max_width" + } + ] + } + }, + "_dynamicDependencies": { + "@local.block_illustration": [ + "value" + ], + "@local.block_illustration_max_width": [ + "style_list.1" + ] + } + } + ], + "_nested_name": "run_through_body_sections.display_group_9.accordion.bloxk_2.text_and_illust_dg" + } + ], + "_nested_name": "run_through_body_sections.display_group_9.accordion.bloxk_2", + "_dynamicFields": { + "value": [ + { + "fullExpression": "@@local.accordion_label", + "matchedExpression": "@local.accordion_label", + "type": "local", + "fieldName": "accordion_label" + } + ] + }, + "_dynamicDependencies": { + "@local.accordion_label": [ + "value" + ] + } + } + ], + "_nested_name": "run_through_body_sections.display_group_9.accordion" + } + ], + "name": "display_group_9", + "_nested_name": "run_through_body_sections.display_group_9", + "_dynamicFields": { + "condition": [ + { + "fullExpression": "@@local.block_type == \"accord_illust_below\"", + "matchedExpression": "@local.block_type", + "type": "local", + "fieldName": "block_type" + } + ] + }, + "_dynamicDependencies": { + "@local.block_type": [ + "condition" + ] + } + }, { "type": "display_group", "condition": "@@local.block_type == \"all_text\"", @@ -462,7 +608,7 @@ }, "exclude_from_translation": true, "type": "set_variable", - "_nested_name": "run_through_body_sections.display_group_9.paragraph_space", + "_nested_name": "run_through_body_sections.display_group_10.paragraph_space", "_dynamicFields": { "value": [ { @@ -487,7 +633,7 @@ "value": {} }, "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_9.display_text", + "_nested_name": "run_through_body_sections.display_group_10.display_text", "_dynamicFields": { "value": [ { @@ -505,8 +651,8 @@ } } ], - "name": "display_group_9", - "_nested_name": "run_through_body_sections.display_group_9", + "name": "display_group_10", + "_nested_name": "run_through_body_sections.display_group_10", "_dynamicFields": { "condition": [ { @@ -558,7 +704,7 @@ "max-width: @@local.block_illustration_max_width" ], "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_10.display_illust", + "_nested_name": "run_through_body_sections.display_group_11.display_illust", "_dynamicFields": { "value": [ { @@ -589,8 +735,8 @@ } } ], - "name": "display_group_10", - "_nested_name": "run_through_body_sections.display_group_10", + "name": "display_group_11", + "_nested_name": "run_through_body_sections.display_group_11", "_dynamicFields": { "condition": [ { @@ -636,7 +782,7 @@ }, "exclude_from_translation": true, "type": "set_variable", - "_nested_name": "run_through_body_sections.display_group_11.paragraph_space", + "_nested_name": "run_through_body_sections.display_group_12.paragraph_space", "_dynamicFields": { "value": [ { @@ -665,7 +811,7 @@ "max-width: @@local.block_illustration_max_width" ], "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_11.display_illust", + "_nested_name": "run_through_body_sections.display_group_12.display_illust", "_dynamicFields": { "value": [ { @@ -717,7 +863,7 @@ "flex:100" ], "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_11.display_text", + "_nested_name": "run_through_body_sections.display_group_12.display_text", "_dynamicFields": { "value": [ { @@ -735,8 +881,8 @@ } } ], - "name": "display_group_11", - "_nested_name": "run_through_body_sections.display_group_11", + "name": "display_group_12", + "_nested_name": "run_through_body_sections.display_group_12", "_dynamicFields": { "condition": [ { @@ -782,7 +928,7 @@ }, "exclude_from_translation": true, "type": "set_variable", - "_nested_name": "run_through_body_sections.display_group_12.paragraph_space", + "_nested_name": "run_through_body_sections.display_group_13.paragraph_space", "_dynamicFields": { "value": [ { @@ -810,7 +956,7 @@ "flex:100" ], "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_12.display_text", + "_nested_name": "run_through_body_sections.display_group_13.display_text", "_dynamicFields": { "value": [ { @@ -839,7 +985,7 @@ "max-width: @@local.block_illustration_max_width" ], "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_12.display_illust", + "_nested_name": "run_through_body_sections.display_group_13.display_illust", "_dynamicFields": { "value": [ { @@ -881,8 +1027,8 @@ } } ], - "name": "display_group_12", - "_nested_name": "run_through_body_sections.display_group_12", + "name": "display_group_13", + "_nested_name": "run_through_body_sections.display_group_13", "_dynamicFields": { "condition": [ { @@ -931,7 +1077,7 @@ }, "exclude_from_translation": true, "type": "set_variable", - "_nested_name": "run_through_body_sections.display_group_13.paragraph_space", + "_nested_name": "run_through_body_sections.display_group_14.paragraph_space", "_dynamicFields": { "value": [ { @@ -956,7 +1102,7 @@ "value": {} }, "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_13.display_text", + "_nested_name": "run_through_body_sections.display_group_14.display_text", "_dynamicFields": { "value": [ { @@ -985,7 +1131,7 @@ "max-width: @@local.block_illustration_max_width" ], "exclude_from_translation": true, - "_nested_name": "run_through_body_sections.display_group_13.display_illust", + "_nested_name": "run_through_body_sections.display_group_14.display_illust", "_dynamicFields": { "value": [ { @@ -1016,8 +1162,8 @@ } } ], - "name": "display_group_13", - "_nested_name": "run_through_body_sections.display_group_13", + "name": "display_group_14", + "_nested_name": "run_through_body_sections.display_group_14", "_dynamicFields": { "condition": [ { @@ -1065,144 +1211,6 @@ ] } }, - { - "type": "display_group", - "rows": [ - { - "name": "topic_id_ptr", - "value": "local.esm_topic_ptr.@local.chars_id", - "_translations": { - "value": {} - }, - "type": "set_variable", - "_nested_name": "display_group_15.topic_id_ptr", - "_dynamicFields": { - "value": [ - { - "fullExpression": "local.esm_topic_ptr.@local.chars_id", - "matchedExpression": "@local.chars_id", - "type": "local", - "fieldName": "chars_id" - } - ] - }, - "_dynamicDependencies": { - "@local.chars_id": [ - "value" - ] - } - }, - { - "name": "topic_id", - "value": "@@local.topic_id_ptr", - "_translations": { - "value": {} - }, - "type": "set_variable", - "_nested_name": "display_group_15.topic_id", - "_dynamicFields": { - "value": [ - { - "fullExpression": "@@local.topic_id_ptr", - "matchedExpression": "@local.topic_id_ptr", - "type": "local", - "fieldName": "topic_id_ptr" - } - ] - }, - "_dynamicDependencies": { - "@local.topic_id_ptr": [ - "value" - ] - } - }, - { - "type": "button", - "name": "resources", - "value": "Find Resources", - "_translations": { - "value": {} - }, - "action_list": [ - { - "trigger": "click", - "action_id": "set_field", - "args": [ - "topics_search_count", - "1" - ], - "_raw": "click | set_field:topics_search_count : 1", - "_cleaned": "click | set_field:topics_search_count : 1" - }, - { - "trigger": "click", - "action_id": "set_field", - "args": [ - "topics_search_1", - "@local.topic_id" - ], - "_raw": "click | set_field:topics_search_1:@local.topic_id", - "_cleaned": "click | set_field:topics_search_1:@local.topic_id" - }, - { - "trigger": "click", - "action_id": "go_to", - "args": [ - "esm_resources_finder" - ], - "_raw": "click | go_to: esm_resources_finder", - "_cleaned": "click | go_to: esm_resources_finder" - } - ], - "parameter_list": { - "style": "short", - "text_align": "center" - }, - "_nested_name": "display_group_15.resources", - "_dynamicFields": { - "action_list": { - "1": { - "args": { - "1": [ - { - "fullExpression": "@local.topic_id", - "matchedExpression": "@local.topic_id", - "type": "local", - "fieldName": "topic_id" - } - ] - }, - "_raw": [ - { - "fullExpression": "click | set_field:topics_search_1:@local.topic_id", - "matchedExpression": "@local.topic_id", - "type": "local", - "fieldName": "topic_id" - } - ], - "_cleaned": [ - { - "fullExpression": "click | set_field:topics_search_1:@local.topic_id", - "matchedExpression": "@local.topic_id", - "type": "local", - "fieldName": "topic_id" - } - ] - } - } - }, - "_dynamicDependencies": { - "@local.topic_id": [ - "action_list.1.args.1", - "action_list.1._raw", - "action_list.1._cleaned" - ] - } - } - ], - "name": "display_group_15", - "_nested_name": "display_group_15" - }, { "name": "prev_topic1", "value": "local.esm_topic_ptr.prev_topic_1", @@ -1256,11 +1264,11 @@ { "type": "text", "name": "previous_topics_start", - "value": "Previous Topics", + "value": "– Previous Topics –", "_translations": { "value": {} }, - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.previous_topics_start" + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.previous_topics_start" }, { "name": "temp_ptr", @@ -1269,7 +1277,7 @@ "value": {} }, "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.temp_ptr" + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.temp_ptr" }, { "type": "text", @@ -1279,7 +1287,7 @@ "value": {} }, "condition": "@@local.temp_ptr", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.previous_topics_intro", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.previous_topics_intro", "_dynamicFields": { "value": [ { @@ -1317,7 +1325,7 @@ "value": {} }, "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_topic_n", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_topic_n", "_dynamicFields": { "value": [ { @@ -1341,7 +1349,7 @@ "value": {} }, "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_id", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_id", "_dynamicFields": { "value": [ { @@ -1366,7 +1374,7 @@ }, "condition": "@local.prev_id", "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_row", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_row", "_dynamicFields": { "value": [ { @@ -1400,7 +1408,7 @@ }, "condition": "@local.prev_id", "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_row_ptr", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_row_ptr", "_dynamicFields": { "value": [ { @@ -1436,7 +1444,7 @@ }, "condition": "@local.prev_id", "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_name", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.prev_name", "_dynamicFields": { "value": [ { @@ -1506,7 +1514,7 @@ "style": "short", "text_align": "center" }, - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.previous_@item.number", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.previous_@item.number", "_dynamicFields": { "name": [ { @@ -1564,7 +1572,7 @@ ], "_nested_name": [ { - "fullExpression": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.previous_@item.number", + "fullExpression": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics.previous_@item.number", "matchedExpression": "@item.number", "type": "item", "fieldName": "number" @@ -1590,7 +1598,7 @@ } } ], - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content.run_through_previous_topics", "_dynamicFields": { "value": [ { @@ -1608,7 +1616,7 @@ } } ], - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.previous_topics_content", "_dynamicFields": { "condition": [ { @@ -1636,11 +1644,11 @@ { "type": "text", "name": "next_topics_start", - "value": "Next Topics", + "value": "– Next Topics –", "_translations": { "value": {} }, - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.next_topics_start" + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.next_topics_start" }, { "name": "temp_ptr", @@ -1649,7 +1657,7 @@ "value": {} }, "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.temp_ptr" + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.temp_ptr" }, { "type": "text", @@ -1659,7 +1667,7 @@ "value": {} }, "condition": "@@local.temp_ptr", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.next_topics_intro", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.next_topics_intro", "_dynamicFields": { "value": [ { @@ -1697,7 +1705,7 @@ "value": {} }, "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_topic_n", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_topic_n", "_dynamicFields": { "value": [ { @@ -1721,7 +1729,7 @@ "value": {} }, "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_id", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_id", "_dynamicFields": { "value": [ { @@ -1746,7 +1754,7 @@ }, "condition": "@local.next_id", "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_row", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_row", "_dynamicFields": { "value": [ { @@ -1780,7 +1788,7 @@ }, "condition": "@local.next_id", "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_row_ptr", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_row_ptr", "_dynamicFields": { "value": [ { @@ -1816,7 +1824,7 @@ }, "condition": "@local.next_id", "type": "set_variable", - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_name", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_name", "_dynamicFields": { "value": [ { @@ -1886,7 +1894,7 @@ "style": "short", "text_align": "center" }, - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_@item.number", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_@item.number", "_dynamicFields": { "name": [ { @@ -1944,7 +1952,7 @@ ], "_nested_name": [ { - "fullExpression": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_@item.number", + "fullExpression": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics.next_@item.number", "matchedExpression": "@item.number", "type": "item", "fieldName": "number" @@ -1970,7 +1978,7 @@ } } ], - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content.run_through_next_topics", "_dynamicFields": { "value": [ { @@ -1988,7 +1996,7 @@ } } ], - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content", + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content.next_topics_content", "_dynamicFields": { "condition": [ { @@ -2006,17 +2014,17 @@ } } ], - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block.related_topics_content" + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block.related_topics_content" } ], - "_nested_name": "display_group_19.accordion_related_topics.required_topics_block" + "_nested_name": "display_group_17.accordion_related_topics.required_topics_block" } ], - "_nested_name": "display_group_19.accordion_related_topics" + "_nested_name": "display_group_17.accordion_related_topics" } ], - "name": "display_group_19", - "_nested_name": "display_group_19", + "name": "display_group_17", + "_nested_name": "display_group_17", "_dynamicFields": { "condition": [ { @@ -2041,6 +2049,144 @@ "condition" ] } + }, + { + "type": "display_group", + "name": "dg_find_resources", + "rows": [ + { + "name": "topic_id_ptr", + "value": "local.esm_topic_ptr.@local.chars_id", + "_translations": { + "value": {} + }, + "type": "set_variable", + "_nested_name": "dg_find_resources.topic_id_ptr", + "_dynamicFields": { + "value": [ + { + "fullExpression": "local.esm_topic_ptr.@local.chars_id", + "matchedExpression": "@local.chars_id", + "type": "local", + "fieldName": "chars_id" + } + ] + }, + "_dynamicDependencies": { + "@local.chars_id": [ + "value" + ] + } + }, + { + "name": "topic_id", + "value": "@@local.topic_id_ptr", + "_translations": { + "value": {} + }, + "type": "set_variable", + "_nested_name": "dg_find_resources.topic_id", + "_dynamicFields": { + "value": [ + { + "fullExpression": "@@local.topic_id_ptr", + "matchedExpression": "@local.topic_id_ptr", + "type": "local", + "fieldName": "topic_id_ptr" + } + ] + }, + "_dynamicDependencies": { + "@local.topic_id_ptr": [ + "value" + ] + } + }, + { + "type": "button", + "name": "resources", + "value": "Find Resources", + "_translations": { + "value": {} + }, + "action_list": [ + { + "trigger": "click", + "action_id": "set_field", + "args": [ + "topics_search_count", + "1" + ], + "_raw": "click | set_field:topics_search_count : 1", + "_cleaned": "click | set_field:topics_search_count : 1" + }, + { + "trigger": "click", + "action_id": "set_field", + "args": [ + "topics_search_1", + "@local.topic_id" + ], + "_raw": "click | set_field:topics_search_1:@local.topic_id", + "_cleaned": "click | set_field:topics_search_1:@local.topic_id" + }, + { + "trigger": "click", + "action_id": "go_to", + "args": [ + "esm_resources_finder" + ], + "_raw": "click | go_to: esm_resources_finder", + "_cleaned": "click | go_to: esm_resources_finder" + } + ], + "parameter_list": { + "style": "short", + "text_align": "center" + }, + "_nested_name": "dg_find_resources.resources", + "_dynamicFields": { + "action_list": { + "1": { + "args": { + "1": [ + { + "fullExpression": "@local.topic_id", + "matchedExpression": "@local.topic_id", + "type": "local", + "fieldName": "topic_id" + } + ] + }, + "_raw": [ + { + "fullExpression": "click | set_field:topics_search_1:@local.topic_id", + "matchedExpression": "@local.topic_id", + "type": "local", + "fieldName": "topic_id" + } + ], + "_cleaned": [ + { + "fullExpression": "click | set_field:topics_search_1:@local.topic_id", + "matchedExpression": "@local.topic_id", + "type": "local", + "fieldName": "topic_id" + } + ] + } + } + }, + "_dynamicDependencies": { + "@local.topic_id": [ + "action_list.1.args.1", + "action_list.1._raw", + "action_list.1._cleaned" + ] + } + } + ], + "_nested_name": "dg_find_resources" } ], "_xlsxPath": "EFM_topics_high_level_sheets.xlsx" diff --git a/app_data/sheets/template/esm_topic_template.json b/app_data/sheets/template/esm_topic_template.json index 07a560d..8100abb 100644 --- a/app_data/sheets/template/esm_topic_template.json +++ b/app_data/sheets/template/esm_topic_template.json @@ -371,6 +371,7 @@ }, { "type": "display_group", + "name": "dg_prev_next_topics", "style_list": [ "margin-top: -8px" ], @@ -412,7 +413,7 @@ "flex: 30" ], "exclude_from_translation": true, - "_nested_name": "display_group_12.prev_button_1", + "_nested_name": "dg_prev_next_topics.prev_button_1", "_dynamicFields": { "action_list": { "0": { @@ -469,7 +470,7 @@ "style_list": [ "flex: 30" ], - "_nested_name": "display_group_12.left_spacer", + "_nested_name": "dg_prev_next_topics.left_spacer", "_dynamicFields": { "condition": [ { @@ -500,7 +501,7 @@ "style_list": [ "flex: 300" ], - "_nested_name": "display_group_12.title", + "_nested_name": "dg_prev_next_topics.title", "_dynamicFields": { "value": [ { @@ -554,7 +555,7 @@ "flex: 30" ], "exclude_from_translation": true, - "_nested_name": "display_group_12.next_button_1", + "_nested_name": "dg_prev_next_topics.next_button_1", "_dynamicFields": { "action_list": { "0": { @@ -611,7 +612,7 @@ "style_list": [ "flex: 30" ], - "_nested_name": "display_group_12.right_spacer", + "_nested_name": "dg_prev_next_topics.right_spacer", "_dynamicFields": { "condition": [ { @@ -629,8 +630,7 @@ } } ], - "name": "display_group_12", - "_nested_name": "display_group_12" + "_nested_name": "dg_prev_next_topics" }, { "type": "template", diff --git a/config.ts b/config.ts index 937a451..9ad31dc 100644 --- a/config.ts +++ b/config.ts @@ -8,7 +8,7 @@ config.google_drive = { config.git = { content_repo: "https://github.com/IDEMSInternational/early-school-math-app-content.git", - content_tag_latest: "1.1.23", + content_tag_latest: "1.1.24", }; config.android = {