From aae30b949f6791ab9946735991585b12f33652b3 Mon Sep 17 00:00:00 2001 From: Chris Wright Date: Thu, 28 Nov 2024 20:41:22 -0800 Subject: [PATCH] content: 1.1.15 --- app_data/assets/contents.json | 20 + .../ESMIll/EFM105BackAndForth12MoveIntro.svg | 263 +++++++++++ .../assets/global/ESMIll/ESMGA105GoFish.svg | 436 ++++++++++++++++++ .../global/ESMIll/ESMGA105MemoryChallenge.svg | 295 ++++++++++++ .../global/ESMIll/ESMGA145In-BetweenGame.svg | 264 +++++++++++ app_data/sheets/contents.json | 7 +- app_data/sheets/data_list/efm_ga_list.json | 407 +++++++++++++++- app_data/sheets/data_list/esm_topic_list.json | 8 +- config.ts | 2 +- reports/summary.json | 52 ++- reports/summary.md | 14 +- 11 files changed, 1725 insertions(+), 43 deletions(-) create mode 100644 app_data/assets/global/ESMIll/EFM105BackAndForth12MoveIntro.svg create mode 100644 app_data/assets/global/ESMIll/ESMGA105GoFish.svg create mode 100644 app_data/assets/global/ESMIll/ESMGA105MemoryChallenge.svg create mode 100644 app_data/assets/global/ESMIll/ESMGA145In-BetweenGame.svg diff --git a/app_data/assets/contents.json b/app_data/assets/contents.json index ecbbdfd..abc7d71 100644 --- a/app_data/assets/contents.json +++ b/app_data/assets/contents.json @@ -5694,6 +5694,26 @@ "md5Checksum": "91dfaa7ae60331e76fb74bdb989caddd", "size_kb": 30.3 }, + "ESMIll/EFM105BackAndForth12MoveIntro.svg": { + "filePath": "global/ESMIll/EFM105BackAndForth12MoveIntro.svg", + "md5Checksum": "7d373e7f3068b98cbd5896a1f81e95d9", + "size_kb": 11.2 + }, + "ESMIll/ESMGA105GoFish.svg": { + "filePath": "global/ESMIll/ESMGA105GoFish.svg", + "md5Checksum": "18df93ac3eef2e2ab16f8b236b8144c7", + "size_kb": 17 + }, + "ESMIll/ESMGA105MemoryChallenge.svg": { + "filePath": "global/ESMIll/ESMGA105MemoryChallenge.svg", + "md5Checksum": "1fff00845f732e573d03d92bd9032ff1", + "size_kb": 11.2 + }, + "ESMIll/ESMGA145In-BetweenGame.svg": { + "filePath": "global/ESMIll/ESMGA145In-BetweenGame.svg", + "md5Checksum": "eeb0c64e71326c5f8123b0a895a3a59e", + "size_kb": 10.6 + }, "ESMIll/ESMGADots and Boxes Numbered Unmarked.svg": { "filePath": "global/ESMIll/ESMGADots and Boxes Numbered Unmarked.svg", "md5Checksum": "d3d53ce91059bcbce97abf3e93721ab7", diff --git a/app_data/assets/global/ESMIll/EFM105BackAndForth12MoveIntro.svg b/app_data/assets/global/ESMIll/EFM105BackAndForth12MoveIntro.svg new file mode 100644 index 0000000..dbbc57e --- /dev/null +++ b/app_data/assets/global/ESMIll/EFM105BackAndForth12MoveIntro.svg @@ -0,0 +1,263 @@ + + + + + + + + + + + + + + + + + + + + + 0 + 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 + + + + + + 11 + 12 + + + diff --git a/app_data/assets/global/ESMIll/ESMGA105GoFish.svg b/app_data/assets/global/ESMIll/ESMGA105GoFish.svg new file mode 100644 index 0000000..e487ec8 --- /dev/null +++ b/app_data/assets/global/ESMIll/ESMGA105GoFish.svg @@ -0,0 +1,436 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + 4 + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/app_data/assets/global/ESMIll/ESMGA105MemoryChallenge.svg b/app_data/assets/global/ESMIll/ESMGA105MemoryChallenge.svg new file mode 100644 index 0000000..35787bc --- /dev/null +++ b/app_data/assets/global/ESMIll/ESMGA105MemoryChallenge.svg @@ -0,0 +1,295 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/app_data/assets/global/ESMIll/ESMGA145In-BetweenGame.svg b/app_data/assets/global/ESMIll/ESMGA145In-BetweenGame.svg new file mode 100644 index 0000000..68e74fd --- /dev/null +++ b/app_data/assets/global/ESMIll/ESMGA145In-BetweenGame.svg @@ -0,0 +1,264 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/app_data/sheets/contents.json b/app_data/sheets/contents.json index 490055d..c356682 100644 --- a/app_data/sheets/contents.json +++ b/app_data/sheets/contents.json @@ -650,12 +650,7 @@ "flow_type": "data_list", "flow_name": "efm_ga_list", "data_list_name": "efm_gas", - "_xlsxPath": "EFM_gas_high_level_sheets.xlsx", - "_metadata": { - "players": { - "type": "number" - } - } + "_xlsxPath": "EFM_gas_high_level_sheets.xlsx" }, "efm_number_list_one_to_ten": { "flow_type": "data_list", diff --git a/app_data/sheets/data_list/efm_ga_list.json b/app_data/sheets/data_list/efm_ga_list.json index 0cef270..842ee1a 100644 --- a/app_data/sheets/data_list/efm_ga_list.json +++ b/app_data/sheets/data_list/efm_ga_list.json @@ -4,10 +4,236 @@ "data_list_name": "efm_gas", "status": "released", "rows": [ + { + "id": "ga_Ka", + "US Grades": "K", + "Number": "Number", + "subarea": "Ordering", + "type": "Activity", + "uses": "Breaks", + "concepts": "Ordering numbers to 20", + "materials": "Sticky notes and pencil", + "players": "Groups", + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "title": "Line 'em Up", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Line 'em Up" + }, + "block1_text": { + "eng": "**Set up:** This can be done as a whole group activity. Alternatively, you can break your class into groups of equal size who compete with each other to see which group will be done first.\n\nCreate a collection of sticky notes with numbers on them. The numbers do not need to be consecutive, and you can repeat a number if you want. Place one sticky note on the back of each student without letting them see it.\n\n**Play:** The challenge is for a group to get their members lined up in order as quickly as possible. The difficulty is that they are not allowed to make sounds, they can’t tell each other their numbers in any way, they are not allowed to know their own number, and they are not allowed to see more than two other numbers at a time.\n\n**Goal:** To be the first group lined up in order." + }, + "block2_text": { + "eng": "Discuss and compare the students’ different strategies for lining up quickly." + }, + "block3_text": { + "eng": "**Number ranges:** Use any range of numbers that your students are ready for.\n\n**Use Expressions:** Instead of using numbers, you can use expressions. For example, instead of using 42 you can write 6 x 7 on the sticky.\n\n**Students make Stickies:** Another fun variation is to have a team make sticky notes for the other team." + } + }, + "block1_text": "**Set up:** This can be done as a whole group activity. Alternatively, you can break your class into groups of equal size who compete with each other to see which group will be done first.\n\nCreate a collection of sticky notes with numbers on them. The numbers do not need to be consecutive, and you can repeat a number if you want. Place one sticky note on the back of each student without letting them see it.\n\n**Play:** The challenge is for a group to get their members lined up in order as quickly as possible. The difficulty is that they are not allowed to make sounds, they can’t tell each other their numbers in any way, they are not allowed to know their own number, and they are not allowed to see more than two other numbers at a time.\n\n**Goal:** To be the first group lined up in order.", + "block2_text": "Discuss and compare the students’ different strategies for lining up quickly.", + "block3_text": "**Number ranges:** Use any range of numbers that your students are ready for.\n\n**Use Expressions:** Instead of using numbers, you can use expressions. For example, instead of using 42 you can write 6 x 7 on the sticky.\n\n**Students make Stickies:** Another fun variation is to have a team make sticky notes for the other team." + }, + { + "id": "ga_Kb", + "US Grades": "K", + "Number": "Number", + "subarea": "Counting", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Counting; Quantities to 10", + "materials": "Playing cards", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGA105MemoryChallenge.svg", + "block1_illust_max_size": "140px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "title": "Memory Challenge", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Memory Challenge" + }, + "block1_text": { + "eng": "**Set up:** Select one or two sets of playing cards and remove numbers above your students’ comfort level. Place the cards face down in a 3 by 3 grid, with the remaining cards put in a draw pile." + }, + "block2_text": { + "eng": "**Play:** Take turns flipping two cards face-up. If the cards match, the player gets to keep the cards, replaces the two cards from the draw pile, and continues their turn. If the cards don’t match, the player flips the cards back over and ends their turn.\n\n**Goal:** The game ends when the last pair of cards is taken. The player with the most cards wins." + }, + "block3_text": { + "eng": "Discuss whether some board positions are easier to remember. For example, picking cards from the corners might be more memorable." + }, + "block4_text": { + "eng": "One variation allows at most one match per turn.\n\nUse a 4 by 4 grid of cards for older students.\n\nUse a target sum which is larger than the largest card used. Using this, two cards match when their sum is the target.\n\nAlternatively, use a target difference. Two cards will match if their difference is the target." + } + }, + "block1_text": "**Set up:** Select one or two sets of playing cards and remove numbers above your students’ comfort level. Place the cards face down in a 3 by 3 grid, with the remaining cards put in a draw pile.", + "block2_text": "**Play:** Take turns flipping two cards face-up. If the cards match, the player gets to keep the cards, replaces the two cards from the draw pile, and continues their turn. If the cards don’t match, the player flips the cards back over and ends their turn.\n\n**Goal:** The game ends when the last pair of cards is taken. The player with the most cards wins.", + "block3_text": "Discuss whether some board positions are easier to remember. For example, picking cards from the corners might be more memorable.", + "block4_text": "One variation allows at most one match per turn.\n\nUse a 4 by 4 grid of cards for older students.\n\nUse a target sum which is larger than the largest card used. Using this, two cards match when their sum is the target.\n\nAlternatively, use a target difference. Two cards will match if their difference is the target." + }, + { + "id": "ga_Kc", + "US Grades": "K", + "Number": "Number", + "subarea": "Counting and Order", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Counting; Order to 10", + "materials": "Playing cards", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGA145In-BetweenGame.svg", + "block1_illust_max_size": "240px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "title": "The In-between Game", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "title": { + "eng": "The In-between Game" + }, + "block1_text": { + "eng": "**Set up:** Use one set of playing cards from 1 to 10 (0 to 10 if you use queens for 0’s). Each player also gets 20 tokens." + }, + "block2_text": { + "eng": "**Play:** During a turn, deal two cards face up and a third card face down between them. The player decides to bet 0 to 3 tokens that the third card is between the two cards (not equal to either of them). If the player is right, the player gets that many tokens from the other player. If the player is wrong, that many tokens go to the other player. You can play five rounds or until one player runs out of tokens.\n\n**Goal:** The player with the most tokens at the end of the game wins." + }, + "block3_text": { + "eng": "Discuss strategies for deciding how many tokens to risk. See if your students can decide on a simple way to calculate this, and then try out the strategy. If the class decides on two strategies, break the class into two teams, have each team adopt one of the strategies, and then have the teams play each other quite a few matches - which team wins more often?" + }, + "block4_text": { + "eng": "Allow the third card to equal either of the two original cards. How does that change the betting strategies?" + } + }, + "block1_text": "**Set up:** Use one set of playing cards from 1 to 10 (0 to 10 if you use queens for 0’s). Each player also gets 20 tokens.", + "block2_text": "**Play:** During a turn, deal two cards face up and a third card face down between them. The player decides to bet 0 to 3 tokens that the third card is between the two cards (not equal to either of them). If the player is right, the player gets that many tokens from the other player. If the player is wrong, that many tokens go to the other player. You can play five rounds or until one player runs out of tokens.\n\n**Goal:** The player with the most tokens at the end of the game wins.", + "block3_text": "Discuss strategies for deciding how many tokens to risk. See if your students can decide on a simple way to calculate this, and then try out the strategy. If the class decides on two strategies, break the class into two teams, have each team adopt one of the strategies, and then have the teams play each other quite a few matches - which team wins more often?", + "block4_text": "Allow the third card to equal either of the two original cards. How does that change the betting strategies?" + }, + { + "id": "ga_Kd", + "US Grades": "K, 1", + "Number": "Number", + "subarea": "Counting; Add Sub", + "type": "Game", + "uses": "Home", + "concepts": "Counting to 12; Add Sub to 6", + "materials": "Paper; Colored markers; 1 die", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/EFM105BackAndForth12MoveIntro.svg", + "block1_illust_max_size": "330px", + "block2_type": "illust_below", + "block2_illust": "EFM105BackAndForth12Move0.svg", + "block2_illust_max_size": "330px", + "block3_type": "illust_below", + "block3_illust": "EFM105BackAndForth12Move1.svg", + "block3_illust_max_size": "330px", + "block4_type": "tips_text", + "block5_type": "variations_text", + "title": "Back and Forth – 12", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Back and Forth – 12" + }, + "block1_text": { + "eng": "**Set up:** Each player starts with an empty board from 0 to 12." + }, + "block2_text": { + "eng": "Start by placing red markers (the targets on any three numbers, and a black marker (the player) at 0." + }, + "block3_text": { + "eng": "**Play:** On a turn, roll the die and move your black marker either forward or backward that many spaces.\n\nIf you land on a red marker, remove it from the board and keep it.\n\n**Goal:** First player to remove all three red markers wins.\n\n**Example move:** Here is a first move using a roll of 5. If the player rolled a 3 after that, they could move to 2 or to 8." + }, + "block4_text": { + "eng": "After playing a few rounds, discuss ideas on where the red markers should be placed." + }, + "block5_text": { + "eng": "**Free Move:** If a player lands on 12 exactly, they get to roll again.\n\n**Number Line:** Use a number line with tick marks if you want something simpler to draw." + } + }, + "block1_text": "**Set up:** Each player starts with an empty board from 0 to 12.", + "block2_text": "Start by placing red markers (the targets on any three numbers, and a black marker (the player) at 0.", + "block3_text": "**Play:** On a turn, roll the die and move your black marker either forward or backward that many spaces.\n\nIf you land on a red marker, remove it from the board and keep it.\n\n**Goal:** First player to remove all three red markers wins.\n\n**Example move:** Here is a first move using a roll of 5. If the player rolled a 3 after that, they could move to 2 or to 8.", + "block4_text": "After playing a few rounds, discuss ideas on where the red markers should be placed.", + "block5_text": "**Free Move:** If a player lands on 12 exactly, they get to roll again.\n\n**Number Line:** Use a number line with tick marks if you want something simpler to draw." + }, + { + "id": "ga_Ke", + "US Grades": "K, 1", + "Number": "Number", + "subarea": "Counting; Quantities", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Counting to 10; Quantities", + "materials": "Playing cards", + "players": "2+", + "block1_type": "illust_below", + "block1_illust": "EFM105BingoWithCards.svg", + "block1_illust_max_size": "240px", + "block2_type": "all_text", + "block3_type": "variations_text", + "title": "Bingo", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Bingo" + }, + "block1_text": { + "eng": "**Set up:** Use the number cards from one or more decks of cards. Each player randomly selects 16 cards to place face up in a 4 by 4 grid in front of them. The remaining cards are placed face down in a draw pile. Use enough decks so there are at least 20 cards in the draw pile. The illustration below uses dot cards, but regular playing cards are fine too." + }, + "block2_text": { + "eng": "**Play:** Cards are then drawn from the draw pile and the number is called out. Each player may turn over one card from their grid that matches the number drawn. If a player has more than one card that matches, the player must choose which one to turn over.\n\n**Goal:** The first player to get four cards flipped over in a row horizontally, vertically, or diagonally wins the game and calls out “Bingo!”" + }, + "block3_text": { + "eng": "For younger children, you may want to use a 3 by 3 grid of cards to help the game go more quickly.\n\nLimit the range of numbers on the cards to match the range your children are comfortable with." + } + }, + "block1_text": "**Set up:** Use the number cards from one or more decks of cards. Each player randomly selects 16 cards to place face up in a 4 by 4 grid in front of them. The remaining cards are placed face down in a draw pile. Use enough decks so there are at least 20 cards in the draw pile. The illustration below uses dot cards, but regular playing cards are fine too.", + "block2_text": "**Play:** Cards are then drawn from the draw pile and the number is called out. Each player may turn over one card from their grid that matches the number drawn. If a player has more than one card that matches, the player must choose which one to turn over.\n\n**Goal:** The first player to get four cards flipped over in a row horizontally, vertically, or diagonally wins the game and calls out “Bingo!”", + "block3_text": "For younger children, you may want to use a 3 by 3 grid of cards to help the game go more quickly.\n\nLimit the range of numbers on the cards to match the range your children are comfortable with." + }, { "id": "ga_1", "US Grades": "K, 1", - "area": "Number", + "Number": "Number", "subarea": "Counting", "type": "Game", "uses": "Breaks, Tutoring, Home", @@ -61,7 +287,7 @@ { "id": "ga_2", "US Grades": "K, 1", - "area": "Number", + "Number": "Number", "subarea": "Add Sub", "type": "Game", "uses": "Breaks, Tutoring, Home", @@ -115,7 +341,7 @@ { "id": "ga_3_1", "US Grades": "K, 1", - "area": "Number", + "Number": "Number", "subarea": "Add Sub", "type": "Game", "uses": "Tutoring, Home", @@ -166,10 +392,134 @@ "block4_text": "Discuss whether some house numbers are better than others.\n\nDiscuss whether, given the choice, it is better to put a second marker on a house or a single marker on a new house.", "block5_text": "**Use 2 instead of 1:** Practice a different set of math facts by using the number plus or minus 2 instead of plus or minus 1." }, + { + "id": "ga_3_2", + "US Grades": "K, 1", + "Number": "Number", + "subarea": "Counting", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Counting, Small Quantities", + "materials": "Playing cards", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGA105GoFish.svg", + "block1_illust_max_size": "360px", + "block2_type": "all_text", + "block3_type": "tips_text", + "title": "Go Fish!", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Go Fish!" + }, + "block1_text": { + "eng": "**Set up:** Remove all face cards and any cards above the highest number your students are comfortable with. Use Number Card decks if you have them. If there are more than two players and you have restricted the numbers significantly, you may need to use several decks. Deal 5 cards to each player and put the remaining cards in a common draw pile.\n\n**Play:** During a turn, a player “fishes” by asking any player if they have a card matching one of their cards – if they do, they hand over the card; if they don’t, they say “Go FIsh!” and the player must pick a card from the draw pile. If the drawn card matches with a card they have, the player may have another turn; otherwise, the turn is over and play continues to the left." + }, + "block2_text": { + "eng": "When a player has a pair of matching cards, those cards are placed in a “book” in front of them. The game is over after all the cards have been put into books.\n\n**Goal:** The player with the most books wins." + }, + "block3_text": { + "eng": "Ask the students what they know if a player asks for a card. How can they take advantage of that information in the future?" + } + }, + "block1_text": "**Set up:** Remove all face cards and any cards above the highest number your students are comfortable with. Use Number Card decks if you have them. If there are more than two players and you have restricted the numbers significantly, you may need to use several decks. Deal 5 cards to each player and put the remaining cards in a common draw pile.\n\n**Play:** During a turn, a player “fishes” by asking any player if they have a card matching one of their cards – if they do, they hand over the card; if they don’t, they say “Go FIsh!” and the player must pick a card from the draw pile. If the drawn card matches with a card they have, the player may have another turn; otherwise, the turn is over and play continues to the left.", + "block2_text": "When a player has a pair of matching cards, those cards are placed in a “book” in front of them. The game is over after all the cards have been put into books.\n\n**Goal:** The player with the most books wins.", + "block3_text": "Ask the students what they know if a player asks for a card. How can they take advantage of that information in the future?" + }, + { + "id": "ga_3_2a", + "US Grades": "K, 1", + "Number": "Number", + "subarea": "Adding", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Adding", + "materials": "Playing cards", + "players": "2+", + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGA105GoFish.svg", + "block1_illust_max_size": "360px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "title": "Go Fish! with Sums", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Go Fish! with Sums" + }, + "block1_text": { + "eng": "**Set up:** Set a target sum that your students are comfortable with, remove cards at or above that target from the Number Card deck. Use Number Card decks if you have them. If there are more than two players and you have restricted the numbers significantly, you may need to use several decks. Deal 5 cards to each player and put the remaining cards in a common draw pile.\n\n**Play:** Players take turns “fishing” for a card whose number will sum to the target sum with a card they already have. For example, a player might ask another player, “Do you have a 4?” If that player has a 4, it is handed over and the original player gets another turn. However, if that player does not have any 4’s, then the player says “Go Fish!” and a card is drawn from the draw pile. If the drawn card matches with a card they have, the player may have another turn; otherwise, the turn is over and play continues to the left." + }, + "block2_text": { + "eng": "When a player has a pair of cards that sum to the target sum, those cards are placed in a “book” in front of them. The game is over after all the cards have been put into books.\n\n**Goal:** The player with the most books wins." + }, + "block3_text": { + "eng": "Ask the students what they know if a player asks for a card. How can they take advantage of that information in the future?" + }, + "block4_text": { + "eng": "**Bigger Books:** Allow players to use more than two cards to create a group of cards that sum to the target sum.\n\n**Differences:** Use differences – say that two cards match when their difference is a specified target difference." + } + }, + "block1_text": "**Set up:** Set a target sum that your students are comfortable with, remove cards at or above that target from the Number Card deck. Use Number Card decks if you have them. If there are more than two players and you have restricted the numbers significantly, you may need to use several decks. Deal 5 cards to each player and put the remaining cards in a common draw pile.\n\n**Play:** Players take turns “fishing” for a card whose number will sum to the target sum with a card they already have. For example, a player might ask another player, “Do you have a 4?” If that player has a 4, it is handed over and the original player gets another turn. However, if that player does not have any 4’s, then the player says “Go Fish!” and a card is drawn from the draw pile. If the drawn card matches with a card they have, the player may have another turn; otherwise, the turn is over and play continues to the left.", + "block2_text": "When a player has a pair of cards that sum to the target sum, those cards are placed in a “book” in front of them. The game is over after all the cards have been put into books.\n\n**Goal:** The player with the most books wins.", + "block3_text": "Ask the students what they know if a player asks for a card. How can they take advantage of that information in the future?", + "block4_text": "**Bigger Books:** Allow players to use more than two cards to create a group of cards that sum to the target sum.\n\n**Differences:** Use differences – say that two cards match when their difference is a specified target difference." + }, + { + "id": "ga_3_3", + "US Grades": "K, 1, 2", + "Number": "Number", + "subarea": "Add", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Add singe digit; Number bonds", + "materials": "Game board, Colored tokens", + "players": 2, + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "title": "Four in a Row", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Four in a Row" + }, + "block1_text": { + "eng": "**Set up:** Use a die to create random numbers from 1 to 6. The players share an 8 by 8 game board filled out with numbers from 1 to 6. In creating a filled out board for this game, there is nothing special about the arrangement of the numbers on the board, so feel free to fill in the board by casually sprinkling numbers as you like.\n\n**Play:** On a turn, a player rolls the die to create a random number. The player then puts their markers on 1, 2, or 3 squares whose numbers add up to the amount of the roll. The squares do not need to be near each other.\n\n**Goal:** The winner is the first player to get four squares in a row, either horizontally, vertically, or diagonally." + }, + "block2_text": { + "eng": "Discuss whether it is better to use one, two, or three numbers on a turn. Is it better to have one or two large numbers, or three smaller numbers?\n\nWhat are some strategies about when to block your opponent versus creating lines of four for yourself?" + }, + "block3_text": { + "eng": "You can vary the range of numbers by using dice with more than six sides, by using two dice instead of one, or by using playing cards with numbers covering your desired range. If you change the range of numbers, create an 8 by 8 board that has numbers appropriate for that range.\n\nYou may want to use a 6 by 6 board for younger children." + } + }, + "block1_text": "**Set up:** Use a die to create random numbers from 1 to 6. The players share an 8 by 8 game board filled out with numbers from 1 to 6. In creating a filled out board for this game, there is nothing special about the arrangement of the numbers on the board, so feel free to fill in the board by casually sprinkling numbers as you like.\n\n**Play:** On a turn, a player rolls the die to create a random number. The player then puts their markers on 1, 2, or 3 squares whose numbers add up to the amount of the roll. The squares do not need to be near each other.\n\n**Goal:** The winner is the first player to get four squares in a row, either horizontally, vertically, or diagonally.", + "block2_text": "Discuss whether it is better to use one, two, or three numbers on a turn. Is it better to have one or two large numbers, or three smaller numbers?\n\nWhat are some strategies about when to block your opponent versus creating lines of four for yourself?", + "block3_text": "You can vary the range of numbers by using dice with more than six sides, by using two dice instead of one, or by using playing cards with numbers covering your desired range. If you change the range of numbers, create an 8 by 8 board that has numbers appropriate for that range.\n\nYou may want to use a 6 by 6 board for younger children." + }, { "id": "ga_3", "US Grades": "K, 1, 2", - "area": "Number", + "Number": "Number", "subarea": "Add Sub", "type": "Game", "uses": "Tutoring, Home", @@ -223,7 +573,7 @@ { "id": "ga_3a", "US Grades": "K, 1, 2", - "area": "Number", + "Number": "Number", "subarea": "Comparing", "type": "Activity", "uses": "Tutoring, Home", @@ -260,10 +610,48 @@ "block2_text": "Discuss which number is best to ask about at a given moment in the game.\n\nDiscuss how much information a certain guess gives you. How many numbers can you cross off after a given guess?\n\nDiscuss what is a reasonable number of questions for a given range of numbers.", "block3_text": "**Question limit:** Set a limit and challenge your children to discover the answer in at most that many questions.\n\n**Scoring:** Count the number of questions asked over several rounds. The player with the lowest total wins.\n\n**Extend:** Use an extended range of numbers, say up to 100.\n\n**Number line:** Use a number line to keep track of the information and to practice with a number line. Each time a question is answered, mark off the numbers that are no longer possible. For example, if the range is 0 to 12 and the number is larger than 6, then the numbers 0, 1, 2, 3, 4, 5, and 6 are crossed off." }, + { + "id": "ga_3b", + "US Grades": "K, 1, 2", + "Number": "Number", + "subarea": "Add Sub", + "type": "Game", + "uses": "Tutoring, Home", + "concepts": "Add Sub single digit", + "materials": "Paper and Pencil", + "players": 2, + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "title": "Shut the Box", + "_translations": { + "title": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "title": { + "eng": "Shut the Box" + }, + "block1_text": { + "eng": "**Set up:** Each player writes the numbers from 1 to 9 in a row on a piece of paper.\n\n**Play:** To start a turn, a player finds the sum of the roll of two dice. Using only numbers that have yet to be crossed out, the player crosses out a group of one or more numbers that add up to that sum. If this can’t be done, nothing changes. A player may decide before a roll to use just one die instead of two.\n\n**Goal:** The first player to get all their numbers crossed out wins." + }, + "block2_text": { + "eng": "There are a lot of choices for numbers to cross out. When there is a choice, which numbers are best to cross out? Do you cross out one large number or several smaller numbers?" + }, + "block3_text": { + "eng": "Use a larger range of numbers, such as going to 10 or even 12.\n\nAnother variation is to give each player a single turn. The turn continues with new rolls until the first time the player is stuck. At the end, the player’s score is the sum of the numbers not crossed out. The player with the lowest score wins." + } + }, + "block1_text": "**Set up:** Each player writes the numbers from 1 to 9 in a row on a piece of paper.\n\n**Play:** To start a turn, a player finds the sum of the roll of two dice. Using only numbers that have yet to be crossed out, the player crosses out a group of one or more numbers that add up to that sum. If this can’t be done, nothing changes. A player may decide before a roll to use just one die instead of two.\n\n**Goal:** The first player to get all their numbers crossed out wins.", + "block2_text": "There are a lot of choices for numbers to cross out. When there is a choice, which numbers are best to cross out? Do you cross out one large number or several smaller numbers?", + "block3_text": "Use a larger range of numbers, such as going to 10 or even 12.\n\nAnother variation is to give each player a single turn. The turn continues with new rolls until the first time the player is stuck. At the end, the player’s score is the sum of the numbers not crossed out. The player with the lowest score wins." + }, { "id": "ga_4", "US Grades": "K, 1, 2, 3", - "area": "Number", + "Number": "Number", "subarea": "Add Sub", "type": "Game", "uses": "Breaks, Tutoring, Home", @@ -299,10 +687,5 @@ "block3_text": "**Piles of objects:** If your players are not comfortable with numerals yet, use a pile of objects. Remove objects from the pile with each move until no objects are left and you have a winner.\n\n**Number line:** Use a marker on a number line. Start the marker at 10 and slide it one or two places to the left with each move.\n\n**Adding:** Practice adding by starting with 0 and adding 1 or 2 for each turn. The player who reaches the target number wins.\n\n**Target loses:** You can play that the player who is forced to 0 (or the target number) is the loser.\n\n**Target number:** Use smaller target numbers for beginning players and larger target numbers for more experienced players.\n\n**Different step sizes:** For the upper grades in this range, Instead of adding or subtracting 1 and 2, use other groups of numbers. Use 1, 2, and 3; or even 1, 2, and 4." } ], - "_xlsxPath": "EFM_gas_high_level_sheets.xlsx", - "_metadata": { - "players": { - "type": "number" - } - } + "_xlsxPath": "EFM_gas_high_level_sheets.xlsx" } \ No newline at end of file diff --git a/app_data/sheets/data_list/esm_topic_list.json b/app_data/sheets/data_list/esm_topic_list.json index 81d82d9..0c116a5 100644 --- a/app_data/sheets/data_list/esm_topic_list.json +++ b/app_data/sheets/data_list/esm_topic_list.json @@ -173,10 +173,10 @@ "eng": "Math Talk – Point, Describe, Ask" }, "block1_text": { - "eng": "**Responding:** Once a child is able to respond to what you say, that will allow you to start asking questions. Your \"Point and Describe\" Math Talk wlll now become \"Point, Describe, and Ask.\" Even before a child can say words, they will start to respond nonverbally to you as they begin to make sense of your words.\n\n**Ask questions:** Use this new level of communication to make it clearer which ideas a child understands. \"Where is the bird?\" or \"Where is the ball? makes it clear if your child knows what a bird or ball is. Similarly, \"Point to the tree.\" or \"Point to a car.\" works for those two concepts.\n\n**Handling mistakes:** Ask all kinds of questions. Ask which of two things is bigger or smaller. Ask where you are walking to. Ask where something belongs. All these questions are opportunities for your child to express their understanding and for you to clear up any misconceptions. If your child points to the wrong thing or picks up the wrong thing, simply point out the right thing and don't try to explain their mistake to them.\n\n**Do this while reading:**Now you can add asking questions to your pointing and describing as you read a story. Point to pictures in the story and ask the same questions you would ask about the things around you.\n\n**Simple riddles:** Play games with your child's new skill and have fun with it. Have fun unraveling puzzles together such as: \"There is something red under something blue. Where is it?\"" + "eng": "**Responding:** Once a child is able to respond to what you say, that will allow you to start asking questions. Your \"Point and Describe\" Math Talk wlll now become \"Point, Describe, and Ask.\" Even before a child can say words, they will start to respond nonverbally to you as they begin to make sense of your words.\n\n**Ask questions:** Use this new level of communication to make it clearer which ideas a child understands. \"Where is the bird?\" or \"Where is the ball? makes it clear if your child knows what a bird or ball is. Similarly, \"Point to the tree.\" or \"Point to a car.\" works for those two concepts.\n\n**Handling mistakes:** Ask all kinds of questions. Ask which of two things is bigger or smaller. Ask where you are walking to. Ask where something belongs. All these questions are opportunities for your child to express their understanding and for you to clear up any misconceptions. If your child points to the wrong thing or picks up the wrong thing, simply point out the right thing and don't try to explain their mistake to them.\n\n**Do this while reading:** Now you can add asking questions to your pointing and describing as you read a story. Point to pictures in the story and ask the same questions you would ask about the things around you.\n\n**Simple riddles:** Play games with your child's new skill and have fun with it. Have fun unraveling puzzles together such as: \"There is something red under something blue. Where is it?\"" } }, - "block1_text": "**Responding:** Once a child is able to respond to what you say, that will allow you to start asking questions. Your \"Point and Describe\" Math Talk wlll now become \"Point, Describe, and Ask.\" Even before a child can say words, they will start to respond nonverbally to you as they begin to make sense of your words.\n\n**Ask questions:** Use this new level of communication to make it clearer which ideas a child understands. \"Where is the bird?\" or \"Where is the ball? makes it clear if your child knows what a bird or ball is. Similarly, \"Point to the tree.\" or \"Point to a car.\" works for those two concepts.\n\n**Handling mistakes:** Ask all kinds of questions. Ask which of two things is bigger or smaller. Ask where you are walking to. Ask where something belongs. All these questions are opportunities for your child to express their understanding and for you to clear up any misconceptions. If your child points to the wrong thing or picks up the wrong thing, simply point out the right thing and don't try to explain their mistake to them.\n\n**Do this while reading:**Now you can add asking questions to your pointing and describing as you read a story. Point to pictures in the story and ask the same questions you would ask about the things around you.\n\n**Simple riddles:** Play games with your child's new skill and have fun with it. Have fun unraveling puzzles together such as: \"There is something red under something blue. Where is it?\"" + "block1_text": "**Responding:** Once a child is able to respond to what you say, that will allow you to start asking questions. Your \"Point and Describe\" Math Talk wlll now become \"Point, Describe, and Ask.\" Even before a child can say words, they will start to respond nonverbally to you as they begin to make sense of your words.\n\n**Ask questions:** Use this new level of communication to make it clearer which ideas a child understands. \"Where is the bird?\" or \"Where is the ball? makes it clear if your child knows what a bird or ball is. Similarly, \"Point to the tree.\" or \"Point to a car.\" works for those two concepts.\n\n**Handling mistakes:** Ask all kinds of questions. Ask which of two things is bigger or smaller. Ask where you are walking to. Ask where something belongs. All these questions are opportunities for your child to express their understanding and for you to clear up any misconceptions. If your child points to the wrong thing or picks up the wrong thing, simply point out the right thing and don't try to explain their mistake to them.\n\n**Do this while reading:** Now you can add asking questions to your pointing and describing as you read a story. Point to pictures in the story and ask the same questions you would ask about the things around you.\n\n**Simple riddles:** Play games with your child's new skill and have fun with it. Have fun unraveling puzzles together such as: \"There is something red under something blue. Where is it?\"" }, { "id": "MT_RWC_DRP", @@ -193,10 +193,10 @@ "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* **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* **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* **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." }, { "id": "MT_RWC_DRV", diff --git a/config.ts b/config.ts index b8812b7..ee024de 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: "1.1.14", + content_tag_latest: "1.1.15", }; config.android = { diff --git a/reports/summary.json b/reports/summary.json index a52187b..d350877 100644 --- a/reports/summary.json +++ b/reports/summary.json @@ -151,12 +151,12 @@ "data": [ { "assets": "total", - "KB": "33007 KB", - "MB": "33 MB" + "KB": "33083 KB", + "MB": "33.1 MB" }, { "assets": "unused", - "KB": "22006 KB", + "KB": "21980 KB", "MB": "22 MB" } ] @@ -187,14 +187,6 @@ "path": "EFM100StealingBones.svg", "size_kb": 19.1 }, - { - "path": "EFM105BackAndForth12Move0.svg", - "size_kb": 11.8 - }, - { - "path": "EFM105BackAndForth12Move1.svg", - "size_kb": 13.5 - }, { "path": "EFM105BingoWithCards.svg", "size_kb": 27.7 @@ -203,10 +195,6 @@ "path": "EFM105GoFish.svg", "size_kb": 16.9 }, - { - "path": "EFM105GoFishMatch.svg", - "size_kb": 11.9 - }, { "path": "EFM105MemoryChallenge.svg", "size_kb": 11.1 @@ -1203,6 +1191,10 @@ "path": "EFMStorybooks/EFM-SB-TFHH-2.jpg", "size_kb": 10.6 }, + { + "path": "ESMIll/EFM105BackAndForth12MoveIntro.svg", + "size_kb": 11.2 + }, { "path": "ESMIll/ESMPOWACoinFlipStart2.svg", "size_kb": 11626.6 @@ -1240,6 +1232,21 @@ }, "asset_summary": { "data": [ + { + "path": "EFM105BackAndForth12Move0.svg", + "count": 1, + "size_kb": 11.8 + }, + { + "path": "EFM105BackAndForth12Move1.svg", + "count": 1, + "size_kb": 13.5 + }, + { + "path": "EFM105GoFishMatch.svg", + "count": 1, + "size_kb": 11.9 + }, { "path": "EFM10PairLookingAway.svg", "count": 1, @@ -5635,6 +5642,21 @@ "count": 1, "size_kb": 30.3 }, + { + "path": "ESMIll/ESMGA105GoFish.svg", + "count": 1, + "size_kb": 17 + }, + { + "path": "ESMIll/ESMGA105MemoryChallenge.svg", + "count": 1, + "size_kb": 11.2 + }, + { + "path": "ESMIll/ESMGA145In-BetweenGame.svg", + "count": 1, + "size_kb": 10.6 + }, { "path": "ESMIll/ESMGADots and Boxes Numbered Unmarked.svg", "count": 1, diff --git a/reports/summary.md b/reports/summary.md index e94f875..8a303f9 100644 --- a/reports/summary.md +++ b/reports/summary.md @@ -52,8 +52,8 @@ | assets | KB | MB | | --- | --- | --- | -| total | 33007 KB | 33 MB | -| unused | 22006 KB | 22 MB | +| total | 33083 KB | 33.1 MB | +| unused | 21980 KB | 22 MB |
@@ -69,11 +69,8 @@ Assets that appear in app-data but do not have references within sheets | EFM00LogoWhite2x.jpg | 190.5 | | EFM100DominoesGame.svg | 16.7 | | EFM100StealingBones.svg | 19.1 | -| EFM105BackAndForth12Move0.svg | 11.8 | -| EFM105BackAndForth12Move1.svg | 13.5 | | EFM105BingoWithCards.svg | 27.7 | | EFM105GoFish.svg | 16.9 | -| EFM105GoFishMatch.svg | 11.9 | | EFM105MemoryChallenge.svg | 11.1 | | EFM10EFMPairLookingAway.svg | 23.6 | | EFM110InvisibleAddSub.svg | 16 | @@ -323,6 +320,7 @@ Assets that appear in app-data but do not have references within sheets | EFMStorybooks/EFM-SB-KAHN-20.jpg | 3.5 | | EFMStorybooks/EFM-SB-SSMILE-8.jpg | 3.5 | | EFMStorybooks/EFM-SB-TFHH-2.jpg | 10.6 | +| ESMIll/EFM105BackAndForth12MoveIntro.svg | 11.2 | | ESMIll/ESMPOWACoinFlipStart2.svg | 11626.6 | | android/icon-background.png | 7 | | android/icon-foreground.png | 53.9 | @@ -348,6 +346,9 @@ Assets that are used within sheets and also can be found in the synced asset dat | path | size_kb | count | | --- | --- | --- | +| EFM105BackAndForth12Move0.svg | 11.8 | 1 | +| EFM105BackAndForth12Move1.svg | 13.5 | 1 | +| EFM105GoFishMatch.svg | 11.9 | 1 | | EFM10PairLookingAway.svg | 23.6 | 1 | | EFM10PairReadingOnBench.svg | 33.7 | 1 | | EFM12Apples.svg | 5.3 | 1 | @@ -1227,6 +1228,9 @@ Assets that are used within sheets and also can be found in the synced asset dat | EFMStorybooks/EFM-SB-WIMC-8.jpg | 23.1 | 1 | | EFMStorybooks/EFM-SB-WIMC-9.jpg | 38.1 | 1 | | EFMStorybooks/EFM-SB-WIMC-Cover.jpg | 30.3 | 1 | +| ESMIll/ESMGA105GoFish.svg | 17 | 1 | +| ESMIll/ESMGA105MemoryChallenge.svg | 11.2 | 1 | +| ESMIll/ESMGA145In-BetweenGame.svg | 10.6 | 1 | | ESMIll/ESMGADots and Boxes Numbered Unmarked.svg | 8 | 1 | | ESMIll/ESMGADots and Boxes Numbered.svg | 9.6 | 1 | | ESMIll/ESMGADotsandBoxesUnnumvwewsEmpty.svg | 5.2 | 1 |