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"type": "number" } diff --git a/app_data/sheets/data_list/efm_ga_list.json b/app_data/sheets/data_list/efm_ga_list.json index 0b52de4..59b731c 100644 --- a/app_data/sheets/data_list/efm_ga_list.json +++ b/app_data/sheets/data_list/efm_ga_list.json @@ -5,23 +5,61 @@ "status": "released", "rows": [ { - "id": "ga_Ka", - "US Grades": "K", - "topic_theme_1": "NPV_QC20_Comp20", - "topic_theme_2": "NPV_QC10_Comp10", - "topic_theme_3": "NPV_QC20_Count20", + "id": "ga_PKa", + "US Grades": "PK, K", "type": "Activity", - "uses": "Breaks", + "uses": "Breaks, Tutoring", "breaks": true, - "tutoring": false, + "tutoring": true, "home": false, - "concepts": "Ordering numbers to 20", - "materials": "Sticky notes and pencil", + "concepts": "Logic, Counterexamples", + "materials": "None", + "players": "Pairs, Small Groups, Whole Class", + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Counterexamples", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Counterexamples" + }, + "block1_text": { + "eng": "**Set up:** Divide the students into pairs, small groups, or run this as a whole class discussion.\n\n**Play:** One person makes a statement and the other players in the group attempt to show that the person is lying. The person makes the statement as if the statement were true, but it must be a statement that is sometimes false; that is, the statement must have some counterexamples.\n\nTypically, people will use two types of statements: those that are general statements of “facts,” and others of the form “if __, then ___ .” See examples of both kinds of statements at the bottom of this page. \n\n**Goal:** Challenge each other to think of hard to find counterexamples." + }, + "block2_text": { + "eng": "Discuss the role that counterexamples play in showing that a statement is false.\n\nThis is an important game for setting up years of discussions of student ideas for what might be true about a math investigation. The stigma for a student of making an incorrect suggestion can be removed if making such a suggestion is seen as part of a game or dialogue of making suggestions and then refining them through the discovery of counterexamples." + }, + "block3_text": { + "eng": "**Simple Statements With Counterexamples**\n\n* All trucks have four wheels. - Large trucks often have 6, 10 or more wheels.\n* All rectangles are squares. - Rectangles need not have all their sides the same length.\n* All birds can fly. - Ostriches, emus, and kiwis are birds that cannot fly.\n* The moon is only visible at night. - The moon is often visible during the day.\n* All shapes have straight sides. - A circle does not have a straight side.\n* All playgrounds have swing sets. - Some playgrounds don’t have swing sets.\n* All rooms have chairs. Bedrooms and bathrooms often don’t have a chair.\n\n**If – Then Statements With Counterexamples**\n\n* If today is Monday, then it is a school day. - Some Mondays are holidays or occur during the summer.\n* If I don’t eat for 3 hours, then I’m hungry. - Most people sleep more than 3 hours and are not hungry.\n* If a person is taller, then they are older. - Children often grow up to be taller than their parents.\n* If the sun is shining, it is a warm day. - Winter days can be sunny and cold.\n* If someone is late, something bad must have happened to them. - Sometimes people are late through carelessness or reasons beyond their control (traffic, bad weather, car trouble)." + } + }, + "block1_text": "**Set up:** Divide the students into pairs, small groups, or run this as a whole class discussion.\n\n**Play:** One person makes a statement and the other players in the group attempt to show that the person is lying. The person makes the statement as if the statement were true, but it must be a statement that is sometimes false; that is, the statement must have some counterexamples.\n\nTypically, people will use two types of statements: those that are general statements of “facts,” and others of the form “if __, then ___ .” See examples of both kinds of statements at the bottom of this page. \n\n**Goal:** Challenge each other to think of hard to find counterexamples.", + "block2_text": "Discuss the role that counterexamples play in showing that a statement is false.\n\nThis is an important game for setting up years of discussions of student ideas for what might be true about a math investigation. The stigma for a student of making an incorrect suggestion can be removed if making such a suggestion is seen as part of a game or dialogue of making suggestions and then refining them through the discovery of counterexamples.", + "block3_text": "**Simple Statements With Counterexamples**\n\n* All trucks have four wheels. - Large trucks often have 6, 10 or more wheels.\n* All rectangles are squares. - Rectangles need not have all their sides the same length.\n* All birds can fly. - Ostriches, emus, and kiwis are birds that cannot fly.\n* The moon is only visible at night. - The moon is often visible during the day.\n* All shapes have straight sides. - A circle does not have a straight side.\n* All playgrounds have swing sets. - Some playgrounds don’t have swing sets.\n* All rooms have chairs. Bedrooms and bathrooms often don’t have a chair.\n\n**If – Then Statements With Counterexamples**\n\n* If today is Monday, then it is a school day. - Some Mondays are holidays or occur during the summer.\n* If I don’t eat for 3 hours, then I’m hungry. - Most people sleep more than 3 hours and are not hungry.\n* If a person is taller, then they are older. - Children often grow up to be taller than their parents.\n* If the sun is shining, it is a warm day. - Winter days can be sunny and cold.\n* If someone is late, something bad must have happened to them. - Sometimes people are late through carelessness or reasons beyond their control (traffic, bad weather, car trouble)." + }, + { + "id": "ga_PKb", + "US Grades": "PK, K", + "topic_theme_1": "Geom_Pat_Intro", + "topic_theme_2": "Geom_Pat_MSP", + "type": "Activity", + "uses": "Breaks, Tutoring", + "breaks": true, + "tutoring": true, + "home": false, + "concepts": "Patterns", + "materials": "None", "players": "Groups", "block1_type": "all_text", "block2_type": "tips_text", "block3_type": "variations_text", - "name": "Line 'em Up", + "name": "Follow the Leader", "_translations": { "name": {}, "block1_text": {}, @@ -30,41 +68,91 @@ }, "_translatedFields": { "name": { - "eng": "Line 'em Up" + "eng": "Follow the Leader" }, "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." + "eng": "**Set up:** Get in a large circle so that everyone can see and hear each other. Assign one person to lead things off.\n\n**Play:** The leader creates and displays a pattern of some reasonable length. There are a huge variety of possible patterns for this person to create from, such as:\n\n* Movement patterns: stepping, jumping, waving, nodding, kicking, arm movements\n* Sound patterns: clapping, knee slapping, tongue clicking, foot stomping\n* Loudness patterns: soft, medium, loud\n\nThe pattern created can be a mixture of these ideas, or perhaps it will involve some others. Once the pattern has been shown to the whole group, the leader starts off the pattern around the circle. For example, suppose the pattern is: step, clap, jump. The leader would do the step, the next person would clap, the third person would jump, and the fourth person would step, and so on around the circle.\n\n**Goal:** Have fun as a group and learn about patterns." }, "block2_text": { - "eng": "Discuss and compare the students’ different strategies for lining up quickly." + "eng": "Understanding properties of objects and identifying patterns is a central part of mathematics. Use this activity to practice working with patterns, both identifying them and extending them. This can provide a good movement break between quieter activities." }, "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." + "eng": "**Elimination or Cooperative:** You can make this an elimination game by removing anyone who makes a mistake. However, it’s friendlier to just fix the mistake and keep on going around.\n\n**Adding Complexity:** Once the pattern has gone completely around the circle, you have several choices.\n\n* Add one more element to the end of the pattern and go around again.\n* Let the next person create a new pattern.\n* Bounce the pattern back in the opposite direction and do the pattern backwards." } }, - "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." + "block1_text": "**Set up:** Get in a large circle so that everyone can see and hear each other. Assign one person to lead things off.\n\n**Play:** The leader creates and displays a pattern of some reasonable length. There are a huge variety of possible patterns for this person to create from, such as:\n\n* Movement patterns: stepping, jumping, waving, nodding, kicking, arm movements\n* Sound patterns: clapping, knee slapping, tongue clicking, foot stomping\n* Loudness patterns: soft, medium, loud\n\nThe pattern created can be a mixture of these ideas, or perhaps it will involve some others. Once the pattern has been shown to the whole group, the leader starts off the pattern around the circle. For example, suppose the pattern is: step, clap, jump. The leader would do the step, the next person would clap, the third person would jump, and the fourth person would step, and so on around the circle.\n\n**Goal:** Have fun as a group and learn about patterns.", + "block2_text": "Understanding properties of objects and identifying patterns is a central part of mathematics. Use this activity to practice working with patterns, both identifying them and extending them. This can provide a good movement break between quieter activities.", + "block3_text": "**Elimination or Cooperative:** You can make this an elimination game by removing anyone who makes a mistake. However, it’s friendlier to just fix the mistake and keep on going around.\n\n**Adding Complexity:** Once the pattern has gone completely around the circle, you have several choices.\n\n* Add one more element to the end of the pattern and go around again.\n* Let the next person create a new pattern.\n* Bounce the pattern back in the opposite direction and do the pattern backwards." }, { - "id": "ga_Kb", - "US Grades": "K", + "id": "ga_PKc", + "US Grades": "PK, K", + "topic_theme_1": "Geom_OP_PG", + "topic_theme_2": "Geom_OP_SD", + "type": "Activity", + "uses": "Breaks, Tutoring, Home", + "breaks": true, + "tutoring": true, + "home": true, + "concepts": "Object Properties", + "materials": "Misc. Objects, Magazine clippings", + "players": "Groups", + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGASameDifferent.svg", + "block1_illust_max_size": "280px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "name": "Same and Different", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Same and Different" + }, + "block1_text": { + "eng": "**Set up:** Put your students into pairs.\n\n**Play:** One student of each pair picks two objects, two descriptions, or two pictures, and challenges the other student to find ways that the objects are the same and how they are different. If they don’t agree on the analysis, or if the questioner feels some ideas have been missed, they can discuss their ideas." + }, + "block2_text": { + "eng": "**Example:** Consider these two pictures of collections of apples. They are the same: 1) both have five things 2) both involve apples 3) the objects are approximately the same size. They are different: 1) the configuration of the five things is different 2) the apples on the left are red and yellow, those on the right are green 3) the stems on the left are longer. Of course, creative minds will come up with many other interesting observations about these two photos.\n\n**Goal:** Have fun identifying and describing properties of objects." + }, + "block3_text": { + "eng": "Identifying properties of objects, and discussing similarities and differences, is central to mathematics. Encourage your students to come up with all sorts of crazy ideas that no one else will come up with." + }, + "block4_text": { + "eng": "Choose any single item and ask which things in the room are similar to it and which things are very different.\n\nMake this into a competitive team game by splitting your class into small groups of two to six students. Show two things to all the groups and give them two minutes to write down their ideas for Same and Different. A group scores a point for each (reasonable) idea that no other group thinks of.\n\nThis activity is related to the Which One Doesn’t Belong activity, which you will find elsewhere in this packet." + } + }, + "block1_text": "**Set up:** Put your students into pairs.\n\n**Play:** One student of each pair picks two objects, two descriptions, or two pictures, and challenges the other student to find ways that the objects are the same and how they are different. If they don’t agree on the analysis, or if the questioner feels some ideas have been missed, they can discuss their ideas.", + "block2_text": "**Example:** Consider these two pictures of collections of apples. They are the same: 1) both have five things 2) both involve apples 3) the objects are approximately the same size. They are different: 1) the configuration of the five things is different 2) the apples on the left are red and yellow, those on the right are green 3) the stems on the left are longer. Of course, creative minds will come up with many other interesting observations about these two photos.\n\n**Goal:** Have fun identifying and describing properties of objects.", + "block3_text": "Identifying properties of objects, and discussing similarities and differences, is central to mathematics. Encourage your students to come up with all sorts of crazy ideas that no one else will come up with.", + "block4_text": "Choose any single item and ask which things in the room are similar to it and which things are very different.\n\nMake this into a competitive team game by splitting your class into small groups of two to six students. Show two things to all the groups and give them two minutes to write down their ideas for Same and Different. A group scores a point for each (reasonable) idea that no other group thinks of.\n\nThis activity is related to the Which One Doesn’t Belong activity, which you will find elsewhere in this packet." + }, + { + "id": "ga_PKd", + "US Grades": "PK, K", "topic_theme_1": "NPV_QC10_QC", - "type": "Game", + "topic_theme_2": "NPV_QC10_Comp10", + "type": "Activity", "uses": "Tutoring, Home", "breaks": false, "tutoring": true, "home": true, - "concepts": "Counting; Quantities to 10", - "materials": "Playing cards", - "players": 2, + "concepts": "Number order from 1 to 10", + "materials": "String, Paper clips, Paper", + "players": "Groups", "block1_type": "illust_below", - "block1_illust": "ESMIll/ESMGA105MemoryChallenge.svg", - "block1_illust_max_size": "140px", + "block1_illust": "ESMIll/ESMGAStringNumberLine.svg", + "block1_illust_max_size": "360px", "block2_type": "all_text", "block3_type": "tips_text", "block4_type": "variations_text", - "name": "Memory Challenge", + "name": "String Number Line", "_translations": { "name": {}, "block1_text": {}, @@ -74,152 +162,1077 @@ }, "_translatedFields": { "name": { - "eng": "Memory Challenge" + "eng": "String Number Line" }, "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." + "eng": "**Set up:** Create a number line using a string. Tie or clip a section of string between two objects. Use paper clips or close pins to attach sliding pieces of paper (or playing cards) from 1 to 10 along the string in order. Instead of using string, line up the number cards standing up along a wall or ledge." }, "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." + "eng": "**Play:** Play around with these numbers in various ways:\n\n* Switch around some of the numbers and have your students fix the mistakes.\n* Leave out one or more of the numbers and have your students discover the missing numbers and where they belong.\n* Count up and down the numbers by touching them. Skip count up or down by 2’s by touching them." }, "block3_text": { - "eng": "Discuss whether some board positions are easier to remember. For example, picking cards from the corners might be more memorable." + "eng": "This is a great supplement to having a number line on a piece of paper on the wall." }, "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." + "eng": "Start the numbers at 0 to make 0 an accepted starting point.\n\nAdjust the range of numbers, smaller or larger, to suit the skill level of your students.\n\nInstead of using a string, place numbered cards in a row standing up along some ledge or other place where they can be propped up and moved around easily." } }, - "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." + "block1_text": "**Set up:** Create a number line using a string. Tie or clip a section of string between two objects. Use paper clips or close pins to attach sliding pieces of paper (or playing cards) from 1 to 10 along the string in order. Instead of using string, line up the number cards standing up along a wall or ledge.", + "block2_text": "**Play:** Play around with these numbers in various ways:\n\n* Switch around some of the numbers and have your students fix the mistakes.\n* Leave out one or more of the numbers and have your students discover the missing numbers and where they belong.\n* Count up and down the numbers by touching them. Skip count up or down by 2’s by touching them.", + "block3_text": "This is a great supplement to having a number line on a piece of paper on the wall.", + "block4_text": "Start the numbers at 0 to make 0 an accepted starting point.\n\nAdjust the range of numbers, smaller or larger, to suit the skill level of your students.\n\nInstead of using a string, place numbered cards in a row standing up along some ledge or other place where they can be propped up and moved around easily." }, { - "id": "ga_Kc", - "US Grades": "K", - "topic_theme_1": "NPV_QC10_Comp10", - "topic_theme_2": "NPV_QC10_QC", + "id": "ga_PKe", + "US Grades": "PK, K", + "topic_theme_1": "Geom_OP_PG", + "topic_theme_2": "Geom_OP_SD", + "type": "Activity", + "uses": "Breaks, Tutoring, Home", + "breaks": true, + "tutoring": true, + "home": true, + "concepts": "Object Properties", + "materials": "Misc. Objects, Magazine clippings", + "players": "Groups", + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGAWhichOneIsDifferent.svg", + "block1_illust_max_size": "300px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "name": "Which One Doesn't Belong?", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Which One Doesn't Belong?" + }, + "block1_text": { + "eng": "**Set up:** Prepare these in advance. You can make lists of ideas, or you can make a deck of cards with images or descriptions of four things. For this variation,\n\n**Play:** the class works together to discover the answers. This activity uses a set of four items, or drawings, where one of the four is the odd one out. Accept any reason for selecting an item as the odd one out as long as that reason has a good explanation." + }, + "block2_text": { + "eng": "**Example:** In this example, each one of these is different from the remaining three in some way. There isn’t always more than one good answer, but you should always be open to surprising ideas.\n\n**Goal:** Have fun identifying and describing properties of objects." + }, + "block3_text": { + "eng": "Identifying properties of objects, and discussing similarities and differences, is central to mathematics. These activities ask students to find ways in which two or more objects are the same or different.\n\nThere is a lot of material on this under the hashtag: #WODB." + }, + "block4_text": { + "eng": "Here are a few more examples:\n\n* rabbit, dog, butterfly, pillow \n* banana, cheese, hammer, carrot\n* cheese, shoes, coat, shirt \n* dog, cat, lion, goldfish \n* rose bush, oak, maple, pine\n* bench, table, couch, stool \n* bark, honk, rainbow, click\n* socks, pants, toothbrush, hat \n* chair, umbrella, sofa, stool\n* ants, pigs, spiders, grasshoppers \n\nYou can also do this with pictures instead of words." + } + }, + "block1_text": "**Set up:** Prepare these in advance. You can make lists of ideas, or you can make a deck of cards with images or descriptions of four things. For this variation,\n\n**Play:** the class works together to discover the answers. This activity uses a set of four items, or drawings, where one of the four is the odd one out. Accept any reason for selecting an item as the odd one out as long as that reason has a good explanation.", + "block2_text": "**Example:** In this example, each one of these is different from the remaining three in some way. There isn’t always more than one good answer, but you should always be open to surprising ideas.\n\n**Goal:** Have fun identifying and describing properties of objects.", + "block3_text": "Identifying properties of objects, and discussing similarities and differences, is central to mathematics. These activities ask students to find ways in which two or more objects are the same or different.\n\nThere is a lot of material on this under the hashtag: #WODB.", + "block4_text": "Here are a few more examples:\n\n* rabbit, dog, butterfly, pillow \n* banana, cheese, hammer, carrot\n* cheese, shoes, coat, shirt \n* dog, cat, lion, goldfish \n* rose bush, oak, maple, pine\n* bench, table, couch, stool \n* bark, honk, rainbow, click\n* socks, pants, toothbrush, hat \n* chair, umbrella, sofa, stool\n* ants, pigs, spiders, grasshoppers \n\nYou can also do this with pictures instead of words." + }, + { + "id": "ga_PKf", + "US Grades": "PK, K, 1", + "topic_theme_1": "Geom_Shape_SN2D3D", + "topic_theme_2": "Geom_Shape_CompSort", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "concepts": "Squares", + "materials": "Graph Paper, Pencil", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGA135MakingSquaresSimple.svg", + "block1_illust_max_size": "160px", + "block2_type": "tips_text", + "block3_type": "variations_illust_below", + "block3_illust": "ESMIll/ESMGA135MakingSquaresComplex.svg", + "block3_illust_max_size": "160px", + "name": "Finding Squares", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Finding Squares" + }, + "block1_text": { + "eng": "**Set up:** Use graph paper or create an empty 5 by 5 grid using five horizontal and vertical lines.\n\n**Play:** Players take turns putting their tokens on points where the lines cross in the grid.\n\n**Goal:** The first player with four tokens on the corners of a square with horizontal and vertical lines of any size wins." + }, + "block2_text": { + "eng": "Discuss student strategies. Does any student think they have a strategy that will win every time?\n\nDoes the player who moves first have a big advantage?" + }, + "block3_text": { + "eng": "Use grids larger than 5 by 5.\n\nAfter students get practiced at the original game, you can use the harder version which allows squares with diagonal sides." + } + }, + "block1_text": "**Set up:** Use graph paper or create an empty 5 by 5 grid using five horizontal and vertical lines.\n\n**Play:** Players take turns putting their tokens on points where the lines cross in the grid.\n\n**Goal:** The first player with four tokens on the corners of a square with horizontal and vertical lines of any size wins.", + "block2_text": "Discuss student strategies. Does any student think they have a strategy that will win every time?\n\nDoes the player who moves first have a big advantage?", + "block3_text": "Use grids larger than 5 by 5.\n\nAfter students get practiced at the original game, you can use the harder version which allows squares with diagonal sides." + }, + { + "id": "ga_PKg", + "US Grades": "PK, K, 1", + "topic_theme_1": "Geom_OP_PG", + "topic_theme_2": "Geom_Shape_DS", + "topic_theme_3": "Geom_Shape_SN2D3D", + "topic_theme_4": "Geom_Shape_2Dof3DS", + "type": "Game", + "uses": "Breaks, Tutoring, Home", + "breaks": true, + "tutoring": true, + "home": true, + "concepts": "Addition of 1 through 6", + "materials": "Scavenger Hunt Cards", + "players": "Small Groups", + "block1_type": "all_text", + "block2_type": "tips_text", + "name": "Scavenger Hunt", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Scavenger Hunt" + }, + "block1_text": { + "eng": "**Set up:** Make up a stack of scavenger hunt cards in advance. Put the students in small groups of 2 to 3 each.\n\nThere are many properties that you can use to make a scavenger hunt card. For example, you could simply ask for a set of three similar objects. You can make that more complex by asking for a set of three similar objects, two of which have red and one has no blue on it.\n\n**Examples:** Here are some example properties to use and combine in creating your cards. There may be some unusual things that you’ve covered in class or that you happen to have in your classroom.\n\n* Colors\n* Bulk - bigger than a shoe box, smaller than a pencil\n* 2-Dimensional Shapes - name of shape e.g. triangle, circle, …, number of sides\n* 3-Dimensional Shapes - sphere, cylinder, cone, cube, box, number of faces\n* Group size - two, three, four, dozen, …\n* A group that has a repeating pattern - A B A B\n* Numbers - numerals explicitly or that are the value of an expression: 2 + 3\n* Position relative to other things - under, over, next to, …\n* Texture - smooth, rough, bumpy, pointy\n* Uses - for writing, for erasing, for sitting, …\n\n**Play:** Randomly distribute three cards to each group of two or three students. Their challenge is to be the first group to find all the objects described on their cards. When they are done, they should be able to tell you what each object is and where it is located.\n\n**Goal:** The first group to find all their items wins." + }, + "block2_text": { + "eng": "Everyone loves a good scavenger hunt! These hunts give practice with paying attention to descriptions and directions. They also give you the opportunity to reinforce any topic, such as quantities or shapes, being covered in class." + } + }, + "block1_text": "**Set up:** Make up a stack of scavenger hunt cards in advance. Put the students in small groups of 2 to 3 each.\n\nThere are many properties that you can use to make a scavenger hunt card. For example, you could simply ask for a set of three similar objects. You can make that more complex by asking for a set of three similar objects, two of which have red and one has no blue on it.\n\n**Examples:** Here are some example properties to use and combine in creating your cards. There may be some unusual things that you’ve covered in class or that you happen to have in your classroom.\n\n* Colors\n* Bulk - bigger than a shoe box, smaller than a pencil\n* 2-Dimensional Shapes - name of shape e.g. triangle, circle, …, number of sides\n* 3-Dimensional Shapes - sphere, cylinder, cone, cube, box, number of faces\n* Group size - two, three, four, dozen, …\n* A group that has a repeating pattern - A B A B\n* Numbers - numerals explicitly or that are the value of an expression: 2 + 3\n* Position relative to other things - under, over, next to, …\n* Texture - smooth, rough, bumpy, pointy\n* Uses - for writing, for erasing, for sitting, …\n\n**Play:** Randomly distribute three cards to each group of two or three students. Their challenge is to be the first group to find all the objects described on their cards. When they are done, they should be able to tell you what each object is and where it is located.\n\n**Goal:** The first group to find all their items wins.", + "block2_text": "Everyone loves a good scavenger hunt! These hunts give practice with paying attention to descriptions and directions. They also give you the opportunity to reinforce any topic, such as quantities or shapes, being covered in class." + }, + { + "id": "ga_PKh", + "US Grades": "PK, K, 1", + "topic_theme_1": "Geom_Shape_DS", + "topic_theme_2": "Geom_Shape_SN2D3D", + "topic_theme_3": "Geom_Shape_2Dof3DS", + "type": "Activity", + "uses": "Breaks, Tutoring, Home", + "breaks": true, + "tutoring": true, + "home": true, + "concepts": "Properties of Shapes", + "materials": "Set of Clue Cards", + "players": "Groups", + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Whose Shape is this Anyway?", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Whose Shape is this Anyway?" + }, + "block1_text": { + "eng": "**Set up:** Have a set of clue cards for shapes to give to the actor(s). This can be a deck of cards, with one shape drawing on a card. If your students can read well enough, you can write the name of a shape on each card. Another option is to have a collection of shapes in a bucket to blindly reach into.\n\nThis can be done in a wide variety of configurations. The whole class can try to guess the shape as one student acts out a shape, the class can break into two halves to compete on who can guess five shapes the fastest, you can split into pairs, or pick your favorite configuration.\n\nHave any allowed props readily available.\n\n**Play:** Students are given shapes to act out and the other students guess which shape they are acting out. Once the actor has a shape, the person must act out the shape without making any sounds and without using their fingers. For example, if the shape is a triangle, the actor must make a triangle with some part of their body without making use of their fingers in any way to signal that it has three sides.\n\n**Goal:** To guess the shapes as quickly as possible." + }, + "block2_text": { + "eng": "This is a fun game that teaches shapes and provides an active break between more serious activities." + }, + "block3_text": { + "eng": "**Props:** You will need to decide which props an actor is allowed to use. Can the ground be one of the sides of a shape? Can a stick or broom handle be one side? Can a jacket or other piece of clothing be used in some imaginative way?\n\n**More than One Person:** Instead of having a single actor, two students can make the shape together.\n\n**Creating Clue Cards:** Instead of naming the shape on a card, write down properties of the shape. For example, for a rhombus you could write “four equal sides.” When this is played competitively, another option is to let each team make the cards for the other team to use." + } + }, + "block1_text": "**Set up:** Have a set of clue cards for shapes to give to the actor(s). This can be a deck of cards, with one shape drawing on a card. If your students can read well enough, you can write the name of a shape on each card. Another option is to have a collection of shapes in a bucket to blindly reach into.\n\nThis can be done in a wide variety of configurations. The whole class can try to guess the shape as one student acts out a shape, the class can break into two halves to compete on who can guess five shapes the fastest, you can split into pairs, or pick your favorite configuration.\n\nHave any allowed props readily available.\n\n**Play:** Students are given shapes to act out and the other students guess which shape they are acting out. Once the actor has a shape, the person must act out the shape without making any sounds and without using their fingers. For example, if the shape is a triangle, the actor must make a triangle with some part of their body without making use of their fingers in any way to signal that it has three sides.\n\n**Goal:** To guess the shapes as quickly as possible.", + "block2_text": "This is a fun game that teaches shapes and provides an active break between more serious activities.", + "block3_text": "**Props:** You will need to decide which props an actor is allowed to use. Can the ground be one of the sides of a shape? Can a stick or broom handle be one side? Can a jacket or other piece of clothing be used in some imaginative way?\n\n**More than One Person:** Instead of having a single actor, two students can make the shape together.\n\n**Creating Clue Cards:** Instead of naming the shape on a card, write down properties of the shape. For example, for a rhombus you could write “four equal sides.” When this is played competitively, another option is to let each team make the cards for the other team to use." + }, + { + "id": "ga_PKi", + "US Grades": "PK, K, 1, 2, 3, 4, 5", + "topic_theme_1": "NPV_QC10_QC", "type": "Game", + "uses": "Breaks", + "breaks": true, + "tutoring": false, + "home": false, + "concepts": "Counting; Quantities", + "materials": "None", + "players": "Group", + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Smallest Single Number", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Smallest Single Number" + }, + "block1_text": { + "eng": "**Set up:** Gather the students in a group, sitting or standing. If you like, have a way for students to write down their number.\n\n**Play:** This game starts with each player thinking of a number and writing it down. When everyone is ready, the leader starts slowly counting aloud from 1.\n\nWith the announcement of each number, anyone who was thinking of that number calls out, raises a hand, or otherwise indicates that it’s their number. If more than one person calls out, those people are \"out\" and the leader continues to count. If only one person calls out, they are the winner of the round.\n\nIf the players do not write down their numbers, a good habit to establish is to have the players call out immediately without hesitation, so that no one has a chance to hear or see what others are doing.\n\n**Goal:** Be the first player to be the only player with a number." + }, + "block2_text": { + "eng": "This is a very simple group game that people of all ages enjoy. It works better in groups of at least ten. Playing it several times in a row can bring out some interesting and amusing strategies. Letting the players “psyche-out” others with statements like “I’m going to take 2,” can add to the fun (especially if they don’t do what they said they would)." + }, + "block3_text": { + "eng": "**Make it Active:** Make this an active game by turning the “calling out” into an action. For example, have them thinking of their number while crouched down in a ball on the floor, looking at the floor. When the leader calls their number, they get to pop up, and the game is played as described above. Another possibility is for them to all be facing away from the circle and then spin around when their number is called.\n\n**Rewards:** You can assign some reward for winning a round, such as being the first one to get to do something, or you can just play for the satisfaction of success." + } + }, + "block1_text": "**Set up:** Gather the students in a group, sitting or standing. If you like, have a way for students to write down their number.\n\n**Play:** This game starts with each player thinking of a number and writing it down. When everyone is ready, the leader starts slowly counting aloud from 1.\n\nWith the announcement of each number, anyone who was thinking of that number calls out, raises a hand, or otherwise indicates that it’s their number. If more than one person calls out, those people are \"out\" and the leader continues to count. If only one person calls out, they are the winner of the round.\n\nIf the players do not write down their numbers, a good habit to establish is to have the players call out immediately without hesitation, so that no one has a chance to hear or see what others are doing.\n\n**Goal:** Be the first player to be the only player with a number.", + "block2_text": "This is a very simple group game that people of all ages enjoy. It works better in groups of at least ten. Playing it several times in a row can bring out some interesting and amusing strategies. Letting the players “psyche-out” others with statements like “I’m going to take 2,” can add to the fun (especially if they don’t do what they said they would).", + "block3_text": "**Make it Active:** Make this an active game by turning the “calling out” into an action. For example, have them thinking of their number while crouched down in a ball on the floor, looking at the floor. When the leader calls their number, they get to pop up, and the game is played as described above. Another possibility is for them to all be facing away from the circle and then spin around when their number is called.\n\n**Rewards:** You can assign some reward for winning a round, such as being the first one to get to do something, or you can just play for the satisfaction of success." + }, + { + "id": "ga_PKj", + "US Grades": "PK, K, 1, 2, 3", + "topic_theme_1": "Geom_Shape_DS", + "type": "Activity", + "uses": "Home", + "breaks": false, + "tutoring": false, + "home": true, + "concepts": "Symmetries", + "materials": "Paper, Child-safe scissors", + "players": "1+", + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGACuttingSymmetricShapes.svg", + "block1_illust_max_size": "240px", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Cutting Symmetric Shapes", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Cutting Symmetric Shapes" + }, + "block1_text": { + "eng": "**Set up:** Kirigami is the art of creating designs by folding a piece of paper and then cutting the paper while it is folded. There may be more than one fold, and the folds can happen in different directions.\n\nFolding the paper once and cutting it creates a design where one side is the mirror image, or reflection, of the other. The example below has been folded three times through a central point, and then the white part cut off." + }, + "block2_text": { + "eng": "Discuss mirror symmetries. Look for things in your classroom that are symmetric about a line. Faces and bodies are easy examples, and you will find many more once your students start looking for them.\n\nA more advanced topic is rotational symmetries about a point. The example above can be rotated by a half turn, a quarter turn, or even an eighth turn about its center and still end up with the same shape." + }, + "block3_text": { + "eng": "* Experiment with cutting out faces, lamps, or geometric shapes.\n* Use two intersecting folds to create designs with mirror images in two directions. This makes it easy to create designs such as flowers.\n* Try various folds and cuts. Create snowflake designs by starting with the same two folds as in the last example. Then use two more folds that split the folded paper into thirds.\n* Make a game of this by working backwards – draw a symmetrical shape on a piece of paper and challenge each other to cut a folded piece of paper to create that shape." + } + }, + "block1_text": "**Set up:** Kirigami is the art of creating designs by folding a piece of paper and then cutting the paper while it is folded. There may be more than one fold, and the folds can happen in different directions.\n\nFolding the paper once and cutting it creates a design where one side is the mirror image, or reflection, of the other. The example below has been folded three times through a central point, and then the white part cut off.", + "block2_text": "Discuss mirror symmetries. Look for things in your classroom that are symmetric about a line. Faces and bodies are easy examples, and you will find many more once your students start looking for them.\n\nA more advanced topic is rotational symmetries about a point. The example above can be rotated by a half turn, a quarter turn, or even an eighth turn about its center and still end up with the same shape.", + "block3_text": "* Experiment with cutting out faces, lamps, or geometric shapes.\n* Use two intersecting folds to create designs with mirror images in two directions. This makes it easy to create designs such as flowers.\n* Try various folds and cuts. Create snowflake designs by starting with the same two folds as in the last example. Then use two more folds that split the folded paper into thirds.\n* Make a game of this by working backwards – draw a symmetrical shape on a piece of paper and challenge each other to cut a folded piece of paper to create that shape." + }, + { + "id": "ga_Ka", + "US Grades": "K", + "topic_theme_1": "NPV_QC20_Comp20", + "topic_theme_2": "NPV_QC10_Comp10", + "topic_theme_3": "NPV_QC20_Count20", + "type": "Activity", + "uses": "Breaks", + "breaks": true, + "tutoring": false, + "home": false, + "concepts": "Ordering numbers to 20", + "materials": "Sticky notes and pencil", + "players": "Groups", + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Line 'em Up", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "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", + "topic_theme_1": "NPV_QC10_QC", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "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", + "name": "Memory Challenge", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "name": { + "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", + "topic_theme_1": "NPV_QC10_Comp10", + "topic_theme_2": "NPV_QC10_QC", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "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", + "name": "The In-between Game", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "name": { + "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_K1a", + "US Grades": "K, 1", + "topic_theme_1": "NPV_QC10_QC", + "topic_theme_2": "NO_ASSD_ASto10", + "type": "Game", + "uses": "Home", + "breaks": false, + "tutoring": false, + "home": true, + "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": "ESMIll/EFM105BackAndForth12Move0.svg", + "block2_illust_max_size": "330px", + "block3_type": "illust_below", + "block3_illust": "ESMIll/EFM105BackAndForth12Move1.svg", + "block3_illust_max_size": "330px", + "block4_type": "tips_text", + "block5_type": "variations_text", + "name": "Back and Forth – 12", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "name": { + "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_K1b", + "US Grades": "K, 1", + "topic_theme_1": "NPV_C20_Count20", + "type": "Game", + "uses": "Home", + "breaks": false, + "tutoring": false, + "home": true, + "concepts": "Counting to 20; Add Sub to 10", + "materials": "Paper; Colored markers; Playing Cards", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/EFM105BackAndForth20MoveIntro.svg", + "block1_illust_max_size": "360px", + "block2_type": "illust_below", + "block2_illust": "ESMIll/EFM105BackAndForth20Move0.svg", + "block2_illust_max_size": "400px", + "block3_type": "illust_below", + "block3_illust": "ESMIll/EFM105BackAndForth20Move1.svg", + "block3_illust_max_size": "400px", + "block4_type": "tips_text", + "block5_type": "variations_text", + "name": "Back and Forth – 20", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Back and Forth – 20" + }, + "block1_text": { + "eng": "**Set up:** Each player starts with an empty board from 0 to 20. Remove the face cards from the deck and treat aces as 1’s." + }, + "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, draw a card 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 draw of 8. If the player draws a 5 after that, they could move from the 8 to 3 or 13." + }, + "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 20 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 20. Remove the face cards from the deck and treat aces as 1’s.", + "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, draw a card 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 draw of 8. If the player draws a 5 after that, they could move from the 8 to 3 or 13.", + "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 20 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_K1c", + "US Grades": "K, 1", + "topic_theme_1": "NPV_C20_Count20", + "type": "Game", + "uses": "Home", + "breaks": false, + "tutoring": false, + "home": true, + "concepts": "Counting to 24; Add Sub to 10", + "materials": "Paper; Colored markers; 2 dice", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/EFM105BackAndForth24MoveIntro.svg", + "block1_illust_max_size": "400px", + "block2_type": "illust_below", + "block2_illust": "ESMIll/EFM105BackAndForth24Move0.svg", + "block2_illust_max_size": "400px", + "block3_type": "illust_below", + "block3_illust": "ESMIll/EFM105BackAndForth24Move1.svg", + "block3_illust_max_size": "400px", + "block4_type": "tips_text", + "block5_type": "variations_text", + "name": "Back and Forth – 24", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Back and Forth – 24" + }, + "block1_text": { + "eng": "**Set up:** Each player starts with an empty board from 0 to 24." + }, + "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, use the sum of the roll of two dice 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 3 + 5 = 8. If the player rolled a 7 after that, they could move from the 8 to 1 or 15." + }, + "block4_text": { + "eng": "After playing a few rounds, discuss ideas on where the red markers should be placed.\n\nThe sum of two dice is a number from 2 to 12. The sums are not all equally likely – 2 and 12 are very unlikely, and 7 is the most likely. How can the students use that information in placing their red markers?" + }, + "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 24.", + "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, use the sum of the roll of two dice 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 3 + 5 = 8. If the player rolled a 7 after that, they could move from the 8 to 1 or 15.", + "block4_text": "After playing a few rounds, discuss ideas on where the red markers should be placed.\n\nThe sum of two dice is a number from 2 to 12. The sums are not all equally likely – 2 and 12 are very unlikely, and 7 is the most likely. How can the students use that information in placing their red markers?", + "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_K1d", + "US Grades": "K, 1", + "topic_theme_1": "NPV_QC10_QC", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "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", + "name": "Bingo", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "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_K1e", + "US Grades": "K, 1", + "topic_theme_1": "NPV_QC10_QC", + "type": "Game", + "uses": "Breaks, Tutoring, Home", + "breaks": true, + "tutoring": true, + "home": true, + "concepts": "Counting, Squares, Strategy", + "materials": "Paper, Pencil", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGADotsandBoxesUnnumvwewsExample.svg", + "block1_illust_max_size": "180px", + "block2_type": "illust_below", + "block2_illust": "ESMIll/ESMGADotsandBoxesUnnumvwewsEmpty.svg", + "block2_illust_max_size": "180px", + "block3_type": "all_text", + "block4_type": "tips_text", + "block5_type": "variations_text", + "name": "Dots and Boxes", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Dots and Boxes" + }, + "block1_text": { + "eng": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Pick a player to go first." + }, + "block2_text": { + "eng": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player places their initial inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players." + }, + "block3_text": { + "eng": "**Goal:** When all lines have been placed, the player with the most squares wins." + }, + "block4_text": { + "eng": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?" + }, + "block5_text": { + "eng": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots." + } + }, + "block1_text": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Pick a player to go first.", + "block2_text": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player places their initial inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players.", + "block3_text": "**Goal:** When all lines have been placed, the player with the most squares wins.", + "block4_text": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?", + "block5_text": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots." + }, + { + "id": "ga_K1f", + "US Grades": "K, 1", + "topic_theme_1": "NO_ASSD_ASto10", + "type": "Game", + "uses": "Breaks, Tutoring, Home", + "breaks": true, + "tutoring": true, + "home": true, + "concepts": "Adding small numbers, Squares, Strategy", + "materials": "Paper, Pencil", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGADots and Boxes Numbered.svg", + "block1_illust_max_size": "180px", + "block2_type": "illust_below", + "block2_illust": "ESMIll/ESMGADots and Boxes Numbered Unmarked.svg", + "block2_illust_max_size": "180px", + "block3_type": "all_text", + "block4_type": "tips_text", + "block5_type": "variations_text", + "name": "Dots and Boxes Numbered", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Dots and Boxes Numbered" + }, + "block1_text": { + "eng": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Place numbers inside each square of dots to indicate that square’s value. Pick a player to go first." + }, + "block2_text": { + "eng": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player claims the number of points inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players." + }, + "block3_text": { + "eng": "**Goal:** When all lines have been placed, the player with the most points wins." + }, + "block4_text": { + "eng": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?" + }, + "block5_text": { + "eng": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots.\n\n**Subtraction:** By using numbers with subtraction signs, you can introduce subtraction into this game." + } + }, + "block1_text": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Place numbers inside each square of dots to indicate that square’s value. Pick a player to go first.", + "block2_text": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player claims the number of points inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players.", + "block3_text": "**Goal:** When all lines have been placed, the player with the most points wins.", + "block4_text": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?", + "block5_text": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots.\n\n**Subtraction:** By using numbers with subtraction signs, you can introduce subtraction into this game." + }, + { + "id": "ga_K1g", + "US Grades": "K, 1", + "topic_theme_1": "NO_AS10_AS1and2", + "topic_theme_2": "NPV_QC10_QC", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "concepts": "Add Sub 1", + "materials": "Paper, Pencil, Colored tokens", + "players": 2, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGAGetOutOfMyHouseEmpty.svg", + "block1_illust_max_size": "240px", + "block2_type": "illust_below", + "block2_illust": "ESMIll/ESMGAGetOutOfMyHouseMidgame.svg", + "block2_illust_max_size": "240px", + "block3_type": "all_text", + "block4_type": "tips_text", + "block5_type": "variations_text", + "name": "Get Out of My House within 1", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {}, + "block5_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Get Out of My House within 1" + }, + "block1_text": { + "eng": "**Set up:** Have one shared piece of paper with house shapes marked on it from 0 to 11. To promote more interactions with the number sequence, the houses should not be laid out in order. Use a deck of cards with the face cards removed. Each player starts with seven markers of their distinctive color." + }, + "block2_text": { + "eng": "**Play:** On a turn, a player picks a card. The player has the option of placing a marker on a house with a number one more or one less than the number on the card. If a house has three or more of the opponent’s markers, that house is safe and the player cannot move there. If a house has one or two of the opponent’s markers, the player can send those markers back to the opponent with the phrase “Get out of my house!”\n\n**Goal:** The first player to have all seven markers on the board at one time wins." + }, + "block3_text": { + "eng": "**Example move:** For the last move in the game above, red picked the “3” card. Red had a choice of moving to 2 or 4, and red chose to put the second marker on the 2." + }, + "block4_text": { + "eng": "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": { + "eng": "**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." + } + }, + "block1_text": "**Set up:** Have one shared piece of paper with house shapes marked on it from 0 to 11. To promote more interactions with the number sequence, the houses should not be laid out in order. Use a deck of cards with the face cards removed. Each player starts with seven markers of their distinctive color.", + "block2_text": "**Play:** On a turn, a player picks a card. The player has the option of placing a marker on a house with a number one more or one less than the number on the card. If a house has three or more of the opponent’s markers, that house is safe and the player cannot move there. If a house has one or two of the opponent’s markers, the player can send those markers back to the opponent with the phrase “Get out of my house!”\n\n**Goal:** The first player to have all seven markers on the board at one time wins.", + "block3_text": "**Example move:** For the last move in the game above, red picked the “3” card. Red had a choice of moving to 2 or 4, and red chose to put the second marker on the 2.", + "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_K1h", + "US Grades": "K, 1", + "topic_theme_1": "NPV_QC10_QC", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "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", + "name": "Go Fish!", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "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_K1i", + "US Grades": "K, 1", + "topic_theme_1": "NO_AS10_NBFF", + "topic_theme_2": "NO_ASSD_ASto10", + "type": "Game", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "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", + "name": "Go Fish! with Sums", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {}, + "block4_text": {} + }, + "_translatedFields": { + "name": { + "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_K1j", + "US Grades": "K, 1", + "topic_theme_1": "NPV_QC10_QC", + "type": "Activity", + "uses": "Breaks", + "breaks": true, + "tutoring": false, + "home": false, + "concepts": "Counting to 10", + "materials": "None", + "players": "Group", + "block1_type": "all_text", + "block2_type": "tips_text", + "name": "High Fives and More", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {} + }, + "_translatedFields": { + "name": { + "eng": "High Fives and More" + }, + "block1_text": { + "eng": "**Set up:** Have all students standing up in a large space where it is easy to move around.\n\n**Play:** Each student is challenged to give a high five to exactly five other students. Sometimes this will be possible for all the students, and sometimes it won’t, and that is part of the fun of this activity.\n\nIt turns out, and you should not reveal this to your students, that it is always possible if the number of students is even and at least six.\n\n**Goal:** To enjoy an active engagement with counting." + }, + "block2_text": { + "eng": "Explore ideas for when it’s possible and when it isn’t. Sometimes, even when it is possible, poor choices by the students can make it fail. For example, when there are eight students, if six of the students high five each other, then the remaining two will be stuck.\n\nWhen you start using numbers other than five, have students make conjectures about when it is possible or impossible. Start with the numbers 1, 2, 3, and 4 for easy examples to look at.\n\nTip for teachers: the key here will come down to parity - the issue of odd versus even. When the number of high fives OR the number of students in the group is even, it should be possible for everyone to give and get the same number of high fives. But when both are odd, it will be impossible. For example, a group of 7 students will not be able to each give precisely 3 high fives to others in the group." + } + }, + "block1_text": "**Set up:** Have all students standing up in a large space where it is easy to move around.\n\n**Play:** Each student is challenged to give a high five to exactly five other students. Sometimes this will be possible for all the students, and sometimes it won’t, and that is part of the fun of this activity.\n\nIt turns out, and you should not reveal this to your students, that it is always possible if the number of students is even and at least six.\n\n**Goal:** To enjoy an active engagement with counting.", + "block2_text": "Explore ideas for when it’s possible and when it isn’t. Sometimes, even when it is possible, poor choices by the students can make it fail. For example, when there are eight students, if six of the students high five each other, then the remaining two will be stuck.\n\nWhen you start using numbers other than five, have students make conjectures about when it is possible or impossible. Start with the numbers 1, 2, 3, and 4 for easy examples to look at.\n\nTip for teachers: the key here will come down to parity - the issue of odd versus even. When the number of high fives OR the number of students in the group is even, it should be possible for everyone to give and get the same number of high fives. But when both are odd, it will be impossible. For example, a group of 7 students will not be able to each give precisely 3 high fives to others in the group." + }, + { + "id": "ga_K1k", + "US Grades": "K, 1", + "topic_theme_1": "NPV_QC10_QC", + "type": "Puzzle", + "uses": "Tutoring, Home", + "breaks": false, + "tutoring": true, + "home": true, + "concepts": "Counting to 10; Order to 10", + "materials": "Paper, Pencil", + "players": 1, + "block1_type": "illust_below", + "block1_illust": "ESMIll/ESMGA90IslandHoppingConsecutiveModerate.svg", + "block2_type": "all_text", + "block3_type": "variations_text", + "name": "Island Hopping – Counting", + "_translations": { + "name": {}, + "block1_text": {}, + "block2_text": {}, + "block3_text": {} + }, + "_translatedFields": { + "name": { + "eng": "Island Hopping – Counting" + }, + "block1_text": { + "eng": "**Set up:** These puzzles have numbered islands (circles) connected by bridges (lines). The range of numbers used is written at the top of the puzzle. If skip counting is used, indicate the skip count amount along with the first and last numbers – for example, a puzzle that skip counts from 5 to 17 by 2’s would be ‘2 5 - 17.’\n\n**Challenge:** Find a path that connects the islands in order. The easiest versions have numbers that go from 1 to the number of islands." + }, + "block2_text": { + "eng": "**Example:** The puzzle on the right requires some thought. The player cannot just start by placing 0 – they must figure out where 3 must go, and then 5 and 6, before placing the 0." + }, + "block3_text": { + "eng": "To add challenge, leave out some numbers so your student figures out what is missing and where it belongs. Also, instead of starting at 1, design the puzzles to start at 0 or other numbers.\n\nMake this into a physical puzzle by placing pieces of paper with the numbers from a puzzle on the floor. To add challenge, replace some of the numbered pieces with blank ones. Also, challenge your student to start at the largest number and go downward.\n\nInstead of counting by 1’s, use skip counting by some number.\n\nInstead of using the island arrangement, use a grid of squares or a honeycomb of hexagons. Hidato puzzles, which are easy to find online, have lots of examples using both of these arrangements" + } + }, + "block1_text": "**Set up:** These puzzles have numbered islands (circles) connected by bridges (lines). The range of numbers used is written at the top of the puzzle. If skip counting is used, indicate the skip count amount along with the first and last numbers – for example, a puzzle that skip counts from 5 to 17 by 2’s would be ‘2 5 - 17.’\n\n**Challenge:** Find a path that connects the islands in order. The easiest versions have numbers that go from 1 to the number of islands.", + "block2_text": "**Example:** The puzzle on the right requires some thought. The player cannot just start by placing 0 – they must figure out where 3 must go, and then 5 and 6, before placing the 0.", + "block3_text": "To add challenge, leave out some numbers so your student figures out what is missing and where it belongs. Also, instead of starting at 1, design the puzzles to start at 0 or other numbers.\n\nMake this into a physical puzzle by placing pieces of paper with the numbers from a puzzle on the floor. To add challenge, replace some of the numbered pieces with blank ones. Also, challenge your student to start at the largest number and go downward.\n\nInstead of counting by 1’s, use skip counting by some number.\n\nInstead of using the island arrangement, use a grid of squares or a honeycomb of hexagons. Hidato puzzles, which are easy to find online, have lots of examples using both of these arrangements" + }, + { + "id": "ga_K1l", + "US Grades": "K, 1", + "topic_theme_1": "NO_ASSD_ASto10", + "type": "Activity", "uses": "Tutoring, Home", "breaks": false, "tutoring": true, "home": true, - "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", - "name": "The In-between Game", + "concepts": "Add / Sub & Quantities to 10", + "materials": "Bowl of small objects", + "players": 1, + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Mystery Change", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, - "block3_text": {}, - "block4_text": {} + "block3_text": {} }, "_translatedFields": { "name": { - "eng": "The In-between Game" + "eng": "Mystery Change" }, "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." + "eng": "**Set up:** Have a bowl of 15 to 20 small items to select from.\n\n**Play:** Have your student count some small number of objects. While they look away, change the number of objects. When they look back, ask what change you made. They can test their theory by reenacting what they think happened.\n\n**Example move:** The student hands you five objects. Out of their sight, you put in two more objects to make a total of seven objects. When they look again and claim that you added two objects, you can check it together by grabbing five objects from the bowl and seeing what happens when two objects are added to the five - are the two quantities the same?" }, "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." + "eng": "This activity is meant to reinforce a sense of quantities and the effects of doing small additions and subtractions. Keep the activity grounded by using objects during all the steps." }, "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?" + "eng": "Once this becomes easy, you can have them be more creative with their answers. For example, if 4 became 6, the answer might be that you added 3 and then took 1 away, or perhaps that you doubled the 4 and then took 2 away." } }, - "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?" + "block1_text": "**Set up:** Have a bowl of 15 to 20 small items to select from.\n\n**Play:** Have your student count some small number of objects. While they look away, change the number of objects. When they look back, ask what change you made. They can test their theory by reenacting what they think happened.\n\n**Example move:** The student hands you five objects. Out of their sight, you put in two more objects to make a total of seven objects. When they look again and claim that you added two objects, you can check it together by grabbing five objects from the bowl and seeing what happens when two objects are added to the five - are the two quantities the same?", + "block2_text": "This activity is meant to reinforce a sense of quantities and the effects of doing small additions and subtractions. Keep the activity grounded by using objects during all the steps.", + "block3_text": "Once this becomes easy, you can have them be more creative with their answers. For example, if 4 became 6, the answer might be that you added 3 and then took 1 away, or perhaps that you doubled the 4 and then took 2 away." }, { - "id": "ga_Kd", + "id": "ga_K1m", "US Grades": "K, 1", - "topic_theme_1": "NPV_QC10_QC", - "topic_theme_2": "NO_ASSD_ASto10", + "topic_theme_1": "NO_ASSD_ASto10", "type": "Game", - "uses": "Home", + "uses": "Tutoring, Home", "breaks": false, - "tutoring": false, + "tutoring": true, "home": true, - "concepts": "Counting to 12; Add Sub to 6", - "materials": "Paper; Colored markers; 1 die", + "concepts": "Number Line to 12; distances on line", + "materials": "Paper, Pencil, 2 tokens", "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", - "name": "Back and Forth – 12", + "block1_illust": "ESMIll/ESMGA125NumberLineBattleship.svg", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "name": "Number Line Battleship", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, "block3_text": {}, - "block4_text": {}, - "block5_text": {} + "block4_text": {} }, "_translatedFields": { "name": { - "eng": "Back and Forth – 12" + "eng": "Number Line Battleship" }, "block1_text": { - "eng": "**Set up:** Each player starts with an empty board from 0 to 12." + "eng": "**Set up:** Each player has two number lines, one for their battleships and one for their guesses. These number lines are drawn on paper and go from 0 to 12. Out of sight, on their battleship number line, each player places tokens or marks on two numbers that will be their battleships." }, "block2_text": { - "eng": "Start by placing red markers (the targets on any three numbers, and a black marker (the player) at 0." + "eng": "**Play:** The players take turns guessing numbers. When a player makes a guess, the other player says how close the guess was to the nearest target - the guesser then marks down that information on their second number line.\n\n**Goal:** The first person to get all their opponent's targets wins." }, "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." + "eng": "Discuss good locations for battleships. Is it better to use the ends or the middles of the number line? Is it better to put the ships close together or far apart?\n\nDiscuss ideas for initial guesses. Is it better to start with a guess in the middle or one of the ends?" }, "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." + "eng": "For older children, use longer number lines and more ships.\n\nThe response to a guess can be a range of distances rather than an exact amount. For example: “the nearest ship is 1 or 2 away.” \n\nHave ships that are two or three spaces in length." } }, - "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." + "block1_text": "**Set up:** Each player has two number lines, one for their battleships and one for their guesses. These number lines are drawn on paper and go from 0 to 12. Out of sight, on their battleship number line, each player places tokens or marks on two numbers that will be their battleships.", + "block2_text": "**Play:** The players take turns guessing numbers. When a player makes a guess, the other player says how close the guess was to the nearest target - the guesser then marks down that information on their second number line.\n\n**Goal:** The first person to get all their opponent's targets wins.", + "block3_text": "Discuss good locations for battleships. Is it better to use the ends or the middles of the number line? Is it better to put the ships close together or far apart?\n\nDiscuss ideas for initial guesses. Is it better to start with a guess in the middle or one of the ends?", + "block4_text": "For older children, use longer number lines and more ships.\n\nThe response to a guess can be a range of distances rather than an exact amount. For example: “the nearest ship is 1 or 2 away.” \n\nHave ships that are two or three spaces in length." }, { - "id": "ga_Ke", + "id": "ga_K1n", "US Grades": "K, 1", - "topic_theme_1": "NPV_QC10_QC", - "type": "Game", - "uses": "Tutoring, Home", - "breaks": false, + "topic_theme_1": "NO_ASSD_ASto10", + "topic_theme_2": "Geom_OP_PG", + "topic_theme_3": "Geom_OP_SD", + "type": "Activity", + "uses": "Breaks, Tutoring, Home", + "breaks": true, "tutoring": true, "home": true, - "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", + "concepts": "Object Properties; Add / Sub", + "materials": "Misc. Objects, Magazine clippings", + "players": "Group", + "block1_type": "all_text", + "block2_type": "tips_text", "block3_type": "variations_text", - "name": "Bingo", + "name": "Stand Up / Sit Down", "_translations": { "name": {}, "block1_text": {}, @@ -228,209 +1241,181 @@ }, "_translatedFields": { "name": { - "eng": "Bingo" + "eng": "Stand Up / Sit Down" }, "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." + "eng": "**Set up:** Have your students in a place where it is easy to stand up or sit down.\n\n**Play:** This is quick and easy. If the teacher gives the number 10, students stand up. Any other number, they sit down. The trick is, the teacher will say things like “7 + 3” and “14 – 5” – pick appropriate sums and differences for your students to solve mentally. This is a great game to try to “trick” the students by standing up or sitting down when they should be doing the opposite.\n\n**Goal:** Have a movement break that involves having fun with math." }, "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!”" + "eng": "Letting students lead the group can be a lot of fun." }, "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." + "eng": "There are endless variations. Here are a few.\n\n* Replace 10 with some other number.\n* Stand when the number is larger than 5; sit if it is 5 or below.\n* Stand when the number is even; sit when it is odd.\n* Stand if the digit 1 appears on the number; sit otherwise." } }, - "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." + "block1_text": "**Set up:** Have your students in a place where it is easy to stand up or sit down.\n\n**Play:** This is quick and easy. If the teacher gives the number 10, students stand up. Any other number, they sit down. The trick is, the teacher will say things like “7 + 3” and “14 – 5” – pick appropriate sums and differences for your students to solve mentally. This is a great game to try to “trick” the students by standing up or sitting down when they should be doing the opposite.\n\n**Goal:** Have a movement break that involves having fun with math.", + "block2_text": "Letting students lead the group can be a lot of fun.", + "block3_text": "There are endless variations. Here are a few.\n\n* Replace 10 with some other number.\n* Stand when the number is larger than 5; sit if it is 5 or below.\n* Stand when the number is even; sit when it is odd.\n* Stand if the digit 1 appears on the number; sit otherwise." }, { - "id": "ga_1", + "id": "ga_K1o", "US Grades": "K, 1", - "topic_theme_1": "NPV_QC10_QC", + "topic_theme_1": "NO_ASSD_ASto10", "type": "Game", - "uses": "Breaks, Tutoring, Home", - "breaks": true, + "uses": "Tutoring, Home", + "breaks": false, "tutoring": true, "home": true, - "concepts": "Counting, Squares, Strategy", - "materials": "Paper, Pencil", + "concepts": "Add / Sub Single Digit Numbers", + "materials": "Playing cards", "players": 2, "block1_type": "illust_below", - "block1_illust": "ESMIll/ESMGADotsandBoxesUnnumvwewsExample.svg", - "block1_illust_max_size": "180px", - "block2_type": "illust_below", - "block2_illust": "ESMIll/ESMGADotsandBoxesUnnumvwewsEmpty.svg", - "block2_illust_max_size": "180px", - "block3_type": "all_text", - "block4_type": "tips_text", - "block5_type": "variations_text", - "name": "Dots and Boxes", + "block1_illust": "ESMIll/ESMGAWarDoubleDigit.svg", + "block1_illust_max_size": "360px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "name": "War – Add & Subtract", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, "block3_text": {}, - "block4_text": {}, - "block5_text": {} + "block4_text": {} }, "_translatedFields": { "name": { - "eng": "Dots and Boxes" + "eng": "War – Add & Subtract" }, "block1_text": { - "eng": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Pick a player to go first." + "eng": "**Set up:** Remove the face cards from the deck of cards. Split the cards evenly in two piles face down, one for each player.\n\n**Play:** You can use addition or subtraction. Suppose you use addition. Flip over the top two cards from each pile and add up each pair of cards. The player with the larger sum keeps all four cards. In the example below, the player on the right wins with 4+8=12 against the left person’s 1+6 =7. If the sums match, flip over the next two pairs of cards and the winner gets all eight cards." }, "block2_text": { - "eng": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player places their initial inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players." + "eng": "**Goal:** The player with the most cards after one or more runs through all the cards is the winner." }, "block3_text": { - "eng": "**Goal:** When all lines have been placed, the player with the most squares wins." + "eng": "Decide in advance how many times you will go through the deck or how long you are going to play." }, "block4_text": { - "eng": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?" - }, - "block5_text": { - "eng": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots." + "eng": "**Difference:** Practice subtraction by using the difference of the two cards.\n\n**Smaller wins:** To change things up, sometimes play that the smaller result of the two cards wins." } }, - "block1_text": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Pick a player to go first.", - "block2_text": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player places their initial inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players.", - "block3_text": "**Goal:** When all lines have been placed, the player with the most squares wins.", - "block4_text": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?", - "block5_text": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots." + "block1_text": "**Set up:** Remove the face cards from the deck of cards. Split the cards evenly in two piles face down, one for each player.\n\n**Play:** You can use addition or subtraction. Suppose you use addition. Flip over the top two cards from each pile and add up each pair of cards. The player with the larger sum keeps all four cards. In the example below, the player on the right wins with 4+8=12 against the left person’s 1+6 =7. If the sums match, flip over the next two pairs of cards and the winner gets all eight cards.", + "block2_text": "**Goal:** The player with the most cards after one or more runs through all the cards is the winner.", + "block3_text": "Decide in advance how many times you will go through the deck or how long you are going to play.", + "block4_text": "**Difference:** Practice subtraction by using the difference of the two cards.\n\n**Smaller wins:** To change things up, sometimes play that the smaller result of the two cards wins." }, { - "id": "ga_2", + "id": "ga_K1p", "US Grades": "K, 1", - "topic_theme_1": "NO_ASSD_ASto10", + "topic_theme_1": "NPV_QC10_Comp10", "type": "Game", - "uses": "Breaks, Tutoring, Home", - "breaks": true, + "uses": "Tutoring, Home", + "breaks": false, "tutoring": true, "home": true, - "concepts": "Adding small numbers, Squares, Strategy", - "materials": "Paper, Pencil", + "concepts": "Comparing Single Digit Numbers", + "materials": "Playing cards", "players": 2, "block1_type": "illust_below", - "block1_illust": "ESMIll/ESMGADots and Boxes Numbered.svg", - "block1_illust_max_size": "180px", - "block2_type": "illust_below", - "block2_illust": "ESMIll/ESMGADots and Boxes Numbered Unmarked.svg", - "block2_illust_max_size": "180px", - "block3_type": "all_text", - "block4_type": "tips_text", - "block5_type": "variations_text", - "name": "Dots and Boxes Numbered", + "block1_illust": "ESMIll/ESMGAWarSingleDigit.svg", + "block1_illust_max_size": "360px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "name": "War – Compare to 10", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, "block3_text": {}, - "block4_text": {}, - "block5_text": {} + "block4_text": {} }, "_translatedFields": { "name": { - "eng": "Dots and Boxes Numbered" + "eng": "War – Compare to 10" }, "block1_text": { - "eng": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Place numbers inside each square of dots to indicate that square’s value. Pick a player to go first." + "eng": "**Set up:** Remove the face cards and any cards above your child’s comfort range. Use Number Card decks if you have them. Split the cards evenly in two piles face down, one for each player.\n\n**Play:** Flip over the top cards and the player with the larger card keeps both cards. If the cards match, flip the next two cards and the winner gets all four cards." }, "block2_text": { - "eng": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player claims the number of points inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players." + "eng": "**Goal:** The player with the most cards after one or more runs through all the cards is the winner." }, "block3_text": { - "eng": "**Goal:** When all lines have been placed, the player with the most points wins." + "eng": "Decide in advance how many times you will go through the deck or how long you are going to play." }, "block4_text": { - "eng": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?" - }, - "block5_text": { - "eng": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots.\n\n**Subtraction:** By using numbers with subtraction signs, you can introduce subtraction into this game." + "eng": "**Smaller wins:** To change things up, sometimes play that the smaller result of the two cards wins." } }, - "block1_text": "**Set up:** Start with a shared piece of paper with an array of dots, say 3 by 4. Place numbers inside each square of dots to indicate that square’s value. Pick a player to go first.", - "block2_text": "**Play:** On a turn, a player adds a horizontal or vertical line between two neighboring unconnected dots. If this line completes a 1 by 1 square, the player claims the number of points inside the square and has another turn. A player is not obligated to complete a square. All lines already drawn are available for use by all players.", - "block3_text": "**Goal:** When all lines have been placed, the player with the most points wins.", - "block4_text": "Discuss strategies that students have developed.\n\nWhen is it a bad idea to fill in a long run of squares?\n\nFor very small grids, are there clear best strategies for the first or second player?", - "block5_text": "**Larger grids:** Use larger grids of points for more challenging games.\n\n**Shapes:** You can play this with a triangular grid of dots.\n\n**Subtraction:** By using numbers with subtraction signs, you can introduce subtraction into this game." + "block1_text": "**Set up:** Remove the face cards and any cards above your child’s comfort range. Use Number Card decks if you have them. Split the cards evenly in two piles face down, one for each player.\n\n**Play:** Flip over the top cards and the player with the larger card keeps both cards. If the cards match, flip the next two cards and the winner gets all four cards.", + "block2_text": "**Goal:** The player with the most cards after one or more runs through all the cards is the winner.", + "block3_text": "Decide in advance how many times you will go through the deck or how long you are going to play.", + "block4_text": "**Smaller wins:** To change things up, sometimes play that the smaller result of the two cards wins." }, { - "id": "ga_3_1", + "id": "ga_K1q", "US Grades": "K, 1", - "topic_theme_1": "NO_AS10_AS1and2", - "topic_theme_2": "NPV_QC10_QC", "type": "Game", "uses": "Tutoring, Home", "breaks": false, "tutoring": true, "home": true, - "concepts": "Add Sub 1", - "materials": "Paper, Pencil, Colored tokens", + "concepts": "Comparing Double Digit Numbers", + "materials": "Playing cards", "players": 2, "block1_type": "illust_below", - "block1_illust": "ESMIll/ESMGAGetOutOfMyHouseEmpty.svg", - "block1_illust_max_size": "240px", - "block2_type": "illust_below", - "block2_illust": "ESMIll/ESMGAGetOutOfMyHouseMidgame.svg", - "block2_illust_max_size": "240px", - "block3_type": "all_text", - "block4_type": "tips_text", - "block5_type": "variations_text", - "name": "Get Out of My House within 1", + "block1_illust": "ESMIll/ESMGAWarDoubleDigit.svg", + "block1_illust_max_size": "360px", + "block2_type": "all_text", + "block3_type": "tips_text", + "block4_type": "variations_text", + "name": "War – Compare to 99", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, "block3_text": {}, - "block4_text": {}, - "block5_text": {} + "block4_text": {} }, "_translatedFields": { "name": { - "eng": "Get Out of My House within 1" + "eng": "War – Compare to 99" }, "block1_text": { - "eng": "**Set up:** Have one shared piece of paper with house shapes marked on it from 0 to 11. To promote more interactions with the number sequence, the houses should not be laid out in order. Use a deck of cards with the face cards removed. Each player starts with seven markers of their distinctive color." + "eng": "**Set up:** Remove the face cards and tens from the deck of cards. Split the cards evenly in two piles face down, one for each player.\n\n**Play:** Flip over the top two cards from each pile and form two-digit numbers with them. The player with the larger two-digit number keeps all four cards. In the example below, the player on the right wins with 48 against the left person’s 16. If the pairs of cards match, flip over the next two pairs of cards and the winner gets all eight cards." }, "block2_text": { - "eng": "**Play:** On a turn, a player picks a card. The player has the option of placing a marker on a house with a number one more or one less than the number on the card. If a house has three or more of the opponent’s markers, that house is safe and the player cannot move there. If a house has one or two of the opponent’s markers, the player can send those markers back to the opponent with the phrase “Get out of my house!”\n\n**Goal:** The first player to have all seven markers on the board at one time wins." + "eng": "**Goal:** The player with the most cards after one or more runs through all the cards is the winner." }, "block3_text": { - "eng": "**Example move:** For the last move in the game above, red picked the “3” card. Red had a choice of moving to 2 or 4, and red chose to put the second marker on the 2." + "eng": "Decide in advance how many times you will go through the deck or how long you are going to play." }, "block4_text": { - "eng": "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": { - "eng": "**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." + "eng": "**Smaller wins:** To change things up, sometimes play that the smaller of the two numbers wins.\n\n**Friendlier:** If one player becomes visibly behind, then they have the option, until the game becomes even again, of using their two cards in either order." } }, - "block1_text": "**Set up:** Have one shared piece of paper with house shapes marked on it from 0 to 11. To promote more interactions with the number sequence, the houses should not be laid out in order. Use a deck of cards with the face cards removed. Each player starts with seven markers of their distinctive color.", - "block2_text": "**Play:** On a turn, a player picks a card. The player has the option of placing a marker on a house with a number one more or one less than the number on the card. If a house has three or more of the opponent’s markers, that house is safe and the player cannot move there. If a house has one or two of the opponent’s markers, the player can send those markers back to the opponent with the phrase “Get out of my house!”\n\n**Goal:** The first player to have all seven markers on the board at one time wins.", - "block3_text": "**Example move:** For the last move in the game above, red picked the “3” card. Red had a choice of moving to 2 or 4, and red chose to put the second marker on the 2.", - "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." + "block1_text": "**Set up:** Remove the face cards and tens from the deck of cards. Split the cards evenly in two piles face down, one for each player.\n\n**Play:** Flip over the top two cards from each pile and form two-digit numbers with them. The player with the larger two-digit number keeps all four cards. In the example below, the player on the right wins with 48 against the left person’s 16. If the pairs of cards match, flip over the next two pairs of cards and the winner gets all eight cards.", + "block2_text": "**Goal:** The player with the most cards after one or more runs through all the cards is the winner.", + "block3_text": "Decide in advance how many times you will go through the deck or how long you are going to play.", + "block4_text": "**Smaller wins:** To change things up, sometimes play that the smaller of the two numbers wins.\n\n**Friendlier:** If one player becomes visibly behind, then they have the option, until the game becomes even again, of using their two cards in either order." }, { - "id": "ga_3_2", - "US Grades": "K, 1", - "topic_theme_1": "NPV_QC10_QC", + "id": "ga_K2a", + "US Grades": "K, 1, 2", + "topic_theme_1": "NO_ASSD_ASto10", "type": "Game", "uses": "Tutoring, Home", "breaks": false, "tutoring": true, "home": true, - "concepts": "Counting, Small Quantities", + "concepts": "Add / Sub Single Digit Numbers", "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", - "name": "Go Fish!", + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Closest to 10", "_translations": { "name": {}, "block1_text": {}, @@ -439,73 +1424,63 @@ }, "_translatedFields": { "name": { - "eng": "Go Fish!" + "eng": "Closest to 10" }, "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." + "eng": "**Set up:** Use a deck of cards from 1 to 10. Choose a target sum, say 10.\n\n**Play:** Each round starts by dealing five cards face down on the table. One player randomly chooses three of those cards and turns them over. Two cards are chosen from those three to add up as close to the target as possible. The unused three cards are given, face up, to the other player to choose two cards to get close to the target. The player whose result is closer to the target, either above or below, wins a point. \n\n**Goal:** The player with the highest score after a preset number of rounds wins." }, "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." + "eng": "Having a number line handy can help with resolving any disagreements over which player is closer to the target." }, "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?" + "eng": "You can use subtraction instead of addition. If you do, use a lower target number, say 4.\n\nUse different target numbers. For younger students, use a smaller range of cards and use a smaller target sum." } }, - "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?" + "block1_text": "**Set up:** Use a deck of cards from 1 to 10. Choose a target sum, say 10.\n\n**Play:** Each round starts by dealing five cards face down on the table. One player randomly chooses three of those cards and turns them over. Two cards are chosen from those three to add up as close to the target as possible. The unused three cards are given, face up, to the other player to choose two cards to get close to the target. The player whose result is closer to the target, either above or below, wins a point. \n\n**Goal:** The player with the highest score after a preset number of rounds wins.", + "block2_text": "Having a number line handy can help with resolving any disagreements over which player is closer to the target.", + "block3_text": "You can use subtraction instead of addition. If you do, use a lower target number, say 4.\n\nUse different target numbers. For younger students, use a smaller range of cards and use a smaller target sum." }, { - "id": "ga_3_2a", - "US Grades": "K, 1", - "topic_theme_1": "NO_AS10_NBFF", - "topic_theme_2": "NO_ASSD_ASto10", + "id": "ga_K2b", + "US Grades": "K, 1, 2", "type": "Game", "uses": "Tutoring, Home", "breaks": false, "tutoring": true, "home": true, - "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", - "name": "Go Fish! with Sums", + "concepts": "Add Single DIgit; Number Bonds", + "materials": "5 6-sided dice", + "players": 2, + "block1_type": "all_text", + "block2_type": "tips_text", + "block3_type": "variations_text", + "name": "Don't Go Over", "_translations": { "name": {}, "block1_text": {}, "block2_text": {}, - "block3_text": {}, - "block4_text": {} + "block3_text": {} }, "_translatedFields": { "name": { - "eng": "Go Fish! with Sums" + "eng": "Don't Go Over" }, "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." + "eng": "**Set up:** Use 5 regular dice. and 4 rolls.\n \n**Play:** On a turn, there will be four rolls of some of the dice. The goal is to eventually have five dice that add up to a large number not greater than 20.\n\nOn the first roll, choose to save from 0 to 5 of the dice. Once a die is saved it cannot be changed. Similarly with the remaining dice on rolls two and three. On the fourth and final roll, all dice are saved. Any total score less than or equal to 20 counts, any score over 20 gives the player 0.\n\n**Goal:** You can play one or more rounds. The highest total score wins." }, "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." + "eng": "Discuss the strategies students have for this game. What are the risks and rewards on the final roll?" }, "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." + "eng": "The target score of 20, the number of dice, and the number of rolls, can all be changed to suit younger or older players. For example, you could play this with a target of 12 and 3 dice for younger players." } }, - "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." + "block1_text": "**Set up:** Use 5 regular dice. and 4 rolls.\n \n**Play:** On a turn, there will be four rolls of some of the dice. The goal is to eventually have five dice that add up to a large number not greater than 20.\n\nOn the first roll, choose to save from 0 to 5 of the dice. Once a die is saved it cannot be changed. Similarly with the remaining dice on rolls two and three. On the fourth and final roll, all dice are saved. Any total score less than or equal to 20 counts, any score over 20 gives the player 0.\n\n**Goal:** You can play one or more rounds. The highest total score wins.", + "block2_text": "Discuss the strategies students have for this game. What are the risks and rewards on the final roll?", + "block3_text": "The target score of 20, the number of dice, and the number of rolls, can all be changed to suit younger or older players. For example, you could play this with a target of 12 and 3 dice for younger players." }, { - "id": "ga_3_3", + "id": "ga_K2c", "US Grades": "K, 1, 2", "topic_theme_1": "NO_AS10_ASto10", "topic_theme_2": "NO_AS10_NBFF", @@ -546,7 +1521,7 @@ "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", + "id": "ga_K2d", "US Grades": "K, 1, 2", "topic_theme_1": "NO_AS10_ASto10", "type": "Game", @@ -602,7 +1577,7 @@ "block5_text": "A simpler version of the game, that involves no choices, uses only one operation of addition and subtraction for a given game.\n\nYou can extend the operations by allowing addition, subtraction, or multiplication." }, { - "id": "ga_3a", + "id": "ga_K2e", "US Grades": "K, 1, 2", "topic_theme_1": "NPV_QC10_Comp10", "topic_theme_2": "NPV_QC20_Comp20", @@ -645,7 +1620,7 @@ "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", + "id": "ga_K2f", "US Grades": "K, 1, 2", "topic_theme_1": "NO_AS10_ASto10", "type": "Game", @@ -685,7 +1660,7 @@ "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", + "id": "ga_K3a", "US Grades": "K, 1, 2, 3", "topic_theme_1": "NO_AS10_AS1and2", "type": "Game", diff --git a/app_data/sheets/data_list/efm_pow_list.json b/app_data/sheets/data_list/efm_pow_list.json index 376c83c..141ba70 100644 --- a/app_data/sheets/data_list/efm_pow_list.json +++ b/app_data/sheets/data_list/efm_pow_list.json @@ -9,6 +9,8 @@ "level": "A", "topic_theme_1": "NPV_QC10_QC", "topic_theme_2": "Geom_Pat_Intro", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWACardStackingIntro.svg", @@ -52,6 +54,8 @@ "id": "esm_pow_a_coin_flip_1", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWACoinFlipFirstMoves1.svg", @@ -95,6 +99,8 @@ "id": "esm_pow_a_coin_flip_2", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWACoinFlipFirstMoves1.svg", @@ -138,6 +144,8 @@ "id": "esm_pow_a_cons_num_1", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAConsecutiveNumbersIntro.svg", @@ -183,6 +191,8 @@ "id": "esm_pow_a_cons_num_2", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAConsecutiveNumbersIntro.svg", @@ -228,6 +238,8 @@ "id": "esm_pow_a_cons_num_3", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAConsecutiveNumbersIntro.svg", @@ -273,6 +285,8 @@ "id": "esm_pow_a_cons_num_4", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAConsecutiveNumbersIntro.svg", @@ -321,6 +335,8 @@ "topic_theme_2": "Geom_OP_SD", "topic_theme_3": "Geom_Shape_DS", "topic_theme_4": "Geom_Shape_CompSort", + "eye_opener": true, + "puzzler": false, "notes_block_start": 100, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAEachOfTheseIsDifferentIntro.svg", @@ -361,6 +377,8 @@ "topic_theme_2": "Geom_OP_SD", "topic_theme_3": "Geom_Shape_DS", "topic_theme_4": "Geom_Shape_CompSort", + "eye_opener": true, + "puzzler": false, "notes_block_start": 100, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAEachOfTheseIsDifferentIntro.svg", @@ -400,6 +418,8 @@ "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", "topic_theme_3": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAFindingthePieces1Intro.svg", @@ -444,6 +464,8 @@ "level": "A", "topic_theme_1": "NO_AS10_NBFF", "topic_theme_2": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWASumGroups6aExample.svg", @@ -498,6 +520,8 @@ "level": "A", "topic_theme_1": "NO_AS10_NBFF", "topic_theme_2": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWASumGroups7Example.svg", @@ -552,6 +576,8 @@ "level": "A", "topic_theme_1": "NO_AS10_NBFF", "topic_theme_2": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWASumGroups8Example.svg", @@ -606,6 +632,8 @@ "level": "A", "topic_theme_1": "NO_AS10_NBFF", "topic_theme_2": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWASumGroups9Example.svg", @@ -660,6 +688,8 @@ "level": "A", "topic_theme_1": "NO_AS10_NBFF", "topic_theme_2": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWASumGroups10Example.svg", @@ -714,6 +744,8 @@ "level": "A", "topic_theme_1": "Geom_Shape_DS", "topic_theme_2": "Geom_Shape_CompDecomp", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWALines2by2Example.svg", @@ -766,6 +798,8 @@ "level": "A", "topic_theme_1": "Geom_Shape_DS", "topic_theme_2": "Geom_Shape_CompDecomp", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWALines3by3Example.svg", @@ -818,6 +852,8 @@ "level": "A", "topic_theme_1": "NPV_QC10_QC", "topic_theme_2": "NPV_QC10_CMQ10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAPanBalanceWithCoins.svg", @@ -854,6 +890,8 @@ "level": "A", "topic_theme_1": "NPV_QC10_QC", "topic_theme_2": "NPV_QC10_CMQ10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAPanBalanceWithCoins.svg", @@ -890,6 +928,8 @@ "level": "A", "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAPatternBlocksHexagonsIntro.svg", @@ -928,6 +968,8 @@ "level": "A", "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAPatternBlocksTrianglesIntro.svg", @@ -965,6 +1007,8 @@ "id": "esm_pow_a_reflect_on_this_1", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAReflectOnThisIntro.svg", @@ -1010,6 +1054,8 @@ "id": "esm_pow_a_reflect_on_this_2", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAReflectOnThisIntro.svg", @@ -1055,6 +1101,8 @@ "id": "esm_pow_a_stacking_hats_1", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAStackingHatsIntro.svg", @@ -1098,6 +1146,8 @@ "id": "esm_pow_a_stacking_hats_2", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWAStackingHatsIntro.svg", @@ -1141,6 +1191,8 @@ "id": "esm_pow_a_treasure_map_1", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWATreasureMapIntro.svg", @@ -1184,6 +1236,8 @@ "id": "esm_pow_a_treasure_map_2", "level": "A", "topic_theme_1": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWATreasureMapIntro.svg", @@ -1227,6 +1281,8 @@ "id": "esm_pow_b_diff_pyramids_6", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBDiffPyramid6Intro.svg", @@ -1272,6 +1328,8 @@ "id": "esm_pow_b_diff_pyramids_10", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBDiffPyramid6Intro.svg", @@ -1315,6 +1373,8 @@ "id": "esm_pow_b_equal_sums_1", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBEqualSums1Challenge.svg", @@ -1358,6 +1418,8 @@ "id": "esm_pow_b_equal_sums_2", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBEqualNumberSumsVennDiagram2.svg", @@ -1401,6 +1463,8 @@ "id": "esm_pow_b_equal_sums_3", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBEqualNumberSums3.svg", @@ -1438,6 +1502,8 @@ "id": "esm_pow_b_equal_sums_4", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBEqualNumberSums4.svg", @@ -1481,6 +1547,8 @@ "id": "esm_pow_b_fill_blanks_1", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 5, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFillInTheBlanksIntro.svg", @@ -1532,6 +1600,8 @@ "id": "esm_pow_b_fill_blanks_2", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 5, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFillInTheBlanksIntro.svg", @@ -1583,6 +1653,8 @@ "id": "esm_pow_b_fill_blanks_3", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 5, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFillInTheBlanksIntro.svg", @@ -1634,6 +1706,8 @@ "id": "esm_pow_b_fill_blanks_4", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 5, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFillInTheBlanksIntro.svg", @@ -1685,6 +1759,8 @@ "id": "esm_pow_b_fill_blanks_5", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 5, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFillInTheBlanksIntro.svg", @@ -1738,6 +1814,8 @@ "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", "topic_theme_3": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFindingthePieces2Intro.svg", @@ -1782,6 +1860,8 @@ "level": "B", "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "all_text", "block2_type": "illust_below", @@ -1827,6 +1907,8 @@ "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", "topic_theme_3": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFindingthePieces4Intro.svg", @@ -1868,6 +1950,8 @@ "topic_theme_1": "Geom_Shape_SN2D3D", "topic_theme_2": "Geom_Shape_CompDecomp", "topic_theme_3": "NPV_QC10_QC", + "eye_opener": true, + "puzzler": false, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBFindingthePieces5Intro.svg", @@ -1913,6 +1997,8 @@ "id": "esm_pow_b_sum_pyramids_1", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBSumPyramidIntro.svg", @@ -1949,6 +2035,8 @@ { "id": "esm_pow_b_sum_pyramids_2", "level": "B", + "eye_opener": false, + "puzzler": true, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBSumPyramidIntro.svg", @@ -1985,6 +2073,8 @@ { "id": "esm_pow_b_sum_pyramids_3", "level": "B", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBSumPyramidIntro.svg", @@ -2021,6 +2111,8 @@ { "id": "esm_pow_b_sum_pyramids_4", "level": "B", + "eye_opener": true, + "puzzler": false, "notes_block_start": 3, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBSumPyramidIntro.svg", @@ -2058,6 +2150,8 @@ "id": "esm_pow_b_sum_pyramids_5", "level": "B", "topic_theme_1": "NO_ASSD_AS10", + "eye_opener": false, + "puzzler": true, "notes_block_start": 4, "block1_type": "illust_below", "block1_illust": "ESMIll/ESMPOWBSumPyramidIntro.svg", @@ -2101,6 +2195,12 @@ ], "_xlsxPath": "EFM_pows_high_level_sheets.xlsx", "_metadata": { + "eye_opener": { + "type": "boolean" + }, + "puzzler": { + "type": "boolean" + }, "notes_block_start": { "type": "number" } diff --git a/config.ts b/config.ts index 1dd3979..03413e2 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: "1.1.27", + content_tag_latest: "1.1.28", }; config.android = { diff --git a/reports/summary.json b/reports/summary.json index 9893917..0ecb922 100644 --- a/reports/summary.json +++ b/reports/summary.json @@ -19,7 +19,7 @@ }, { "type": "display_group", - "count": 101 + "count": 107 }, { "type": "image", @@ -47,11 +47,11 @@ }, { "type": "set_field", - "count": 14 + "count": 12 }, { "type": "set_variable", - "count": 390 + "count": 398 }, { "type": "simple_checkbox", @@ -63,7 +63,7 @@ }, { "type": "text", - "count": 95 + "count": 96 }, { "type": "text_area", @@ -79,7 +79,7 @@ }, { "type": "toggle_bar", - "count": 3 + "count": 7 } ] }, @@ -147,12 +147,12 @@ "data": [ { "assets": "total", - "KB": "38866 KB", - "MB": "38.9 MB" + "KB": "39490 KB", + "MB": "39.5 MB" }, { "assets": "unused", - "KB": "21968 KB", + "KB": "21993 KB", "MB": "22 MB" } ] @@ -183,6 +183,14 @@ "path": "EFM100StealingBones.svg", "size_kb": 19.1 }, + { + "path": "EFM105BackAndForth12Move0.svg", + "size_kb": 11.8 + }, + { + "path": "EFM105BackAndForth12Move1.svg", + "size_kb": 13.5 + }, { "path": "EFM105GoFish.svg", "size_kb": 16.9 @@ -1222,16 +1230,6 @@ }, "asset_summary": { "data": [ - { - "path": "EFM105BackAndForth12Move0.svg", - "count": 1, - "size_kb": 11.8 - }, - { - "path": "EFM105BackAndForth12Move1.svg", - "count": 1, - "size_kb": 13.5 - }, { "path": "EFM105BingoWithCards.svg", "count": 1, @@ -5627,11 +5625,51 @@ "count": 1, "size_kb": 30.3 }, + { + "path": "ESMIll/EFM105BackAndForth12Move0.svg", + "count": 1, + "size_kb": 11.8 + }, + { + "path": "ESMIll/EFM105BackAndForth12Move1.svg", + "count": 1, + "size_kb": 13.5 + }, { "path": "ESMIll/EFM105BackAndForth12MoveIntro.svg", "count": 1, "size_kb": 11.2 }, + { + "path": "ESMIll/EFM105BackAndForth20Move0.svg", + "count": 1, + "size_kb": 18.3 + }, + { + "path": "ESMIll/EFM105BackAndForth20Move1.svg", + "count": 1, + "size_kb": 19.3 + }, + { + "path": "ESMIll/EFM105BackAndForth20MoveIntro.svg", + "count": 1, + "size_kb": 16.9 + }, + { + "path": "ESMIll/EFM105BackAndForth24Move0.svg", + "count": 1, + "size_kb": 20.1 + }, + { + "path": "ESMIll/EFM105BackAndForth24Move1.svg", + "count": 1, + "size_kb": 21.1 + }, + { + "path": "ESMIll/EFM105BackAndForth24MoveIntro.svg", + "count": 1, + "size_kb": 19.4 + }, { "path": "ESMIll/ESMGA105GoFish.svg", "count": 2, @@ -5642,11 +5680,36 @@ "count": 1, "size_kb": 11.2 }, + { + "path": "ESMIll/ESMGA125NumberLineBattleship.svg", + "count": 1, + "size_kb": 31.3 + }, + { + "path": "ESMIll/ESMGA135MakingSquaresComplex.svg", + "count": 1, + "size_kb": 12.8 + }, + { + "path": "ESMIll/ESMGA135MakingSquaresSimple.svg", + "count": 1, + "size_kb": 16 + }, { "path": "ESMIll/ESMGA145In-BetweenGame.svg", "count": 1, "size_kb": 10.6 }, + { + "path": "ESMIll/ESMGA90IslandHoppingConsecutiveModerate.svg", + "count": 1, + "size_kb": 20.3 + }, + { + "path": "ESMIll/ESMGACuttingSymmetricShapes.svg", + "count": 1, + "size_kb": 65.6 + }, { "path": "ESMIll/ESMGADots and Boxes Numbered Unmarked.svg", "count": 1, @@ -5682,6 +5745,31 @@ "count": 1, "size_kb": 15.5 }, + { + "path": "ESMIll/ESMGASameDifferent.svg", + "count": 1, + "size_kb": 303.4 + }, + { + "path": "ESMIll/ESMGAStringNumberLine.svg", + "count": 1, + "size_kb": 22.1 + }, + { + "path": "ESMIll/ESMGAWarDoubleDigit.svg", + "count": 2, + "size_kb": 16.5 + }, + { + "path": "ESMIll/ESMGAWarSingleDigit.svg", + "count": 1, + "size_kb": 16 + }, + { + "path": "ESMIll/ESMGAWhichOneIsDifferent.svg", + "count": 1, + "size_kb": 5.1 + }, { "path": "ESMIll/ESMPOWACardStackingChallenge.svg", "count": 1, diff --git a/reports/summary.md b/reports/summary.md index d76d7c0..f803e82 100644 --- a/reports/summary.md +++ b/reports/summary.md @@ -7,22 +7,22 @@ | accordion_section | 23 | | button | 50 | | debug_toggle | 1 | -| display_group | 101 | +| display_group | 107 | | image | 23 | | items | 27 | | qr_code | 1 | | radio_button_grid | 1 | | round_button | 5 | | select_text | 1 | -| set_field | 14 | -| set_variable | 390 | +| set_field | 12 | +| set_variable | 398 | | simple_checkbox | 4 | | template | 63 | -| text | 95 | +| text | 96 | | text_area | 2 | | tile_component | 3 | | title | 23 | -| toggle_bar | 3 | +| toggle_bar | 7 |
@@ -51,8 +51,8 @@ | assets | KB | MB | | --- | --- | --- | -| total | 38866 KB | 38.9 MB | -| unused | 21968 KB | 22 MB | +| total | 39490 KB | 39.5 MB | +| unused | 21993 KB | 22 MB |
@@ -68,6 +68,8 @@ 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 | | EFM105GoFish.svg | 16.9 | | EFM105GoFishMatch.svg | 11.9 | | EFM105MemoryChallenge.svg | 11.1 | @@ -344,8 +346,6 @@ 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 | | EFM105BingoWithCards.svg | 27.7 | 1 | | EFM10PairLookingAway.svg | 23.6 | 1 | | EFM10PairReadingOnBench.svg | 33.7 | 1 | @@ -1225,10 +1225,23 @@ 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/EFM105BackAndForth12Move0.svg | 11.8 | 1 | +| ESMIll/EFM105BackAndForth12Move1.svg | 13.5 | 1 | | ESMIll/EFM105BackAndForth12MoveIntro.svg | 11.2 | 1 | +| ESMIll/EFM105BackAndForth20Move0.svg | 18.3 | 1 | +| ESMIll/EFM105BackAndForth20Move1.svg | 19.3 | 1 | +| ESMIll/EFM105BackAndForth20MoveIntro.svg | 16.9 | 1 | +| ESMIll/EFM105BackAndForth24Move0.svg | 20.1 | 1 | +| ESMIll/EFM105BackAndForth24Move1.svg | 21.1 | 1 | +| ESMIll/EFM105BackAndForth24MoveIntro.svg | 19.4 | 1 | | ESMIll/ESMGA105GoFish.svg | 17 | 2 | | ESMIll/ESMGA105MemoryChallenge.svg | 11.2 | 1 | +| ESMIll/ESMGA125NumberLineBattleship.svg | 31.3 | 1 | +| ESMIll/ESMGA135MakingSquaresComplex.svg | 12.8 | 1 | +| ESMIll/ESMGA135MakingSquaresSimple.svg | 16 | 1 | | ESMIll/ESMGA145In-BetweenGame.svg | 10.6 | 1 | +| ESMIll/ESMGA90IslandHoppingConsecutiveModerate.svg | 20.3 | 1 | +| ESMIll/ESMGACuttingSymmetricShapes.svg | 65.6 | 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 | @@ -1236,6 +1249,11 @@ Assets that are used within sheets and also can be found in the synced asset dat | ESMIll/ESMGAGetOutOfMyHouseEmpty.svg | 22.6 | 2 | | ESMIll/ESMGAGetOutOfMyHouseMidgame.svg | 23.6 | 2 | | ESMIll/ESMGAImThinkingOfANumberNumberLineTo12.svg | 15.5 | 1 | +| ESMIll/ESMGASameDifferent.svg | 303.4 | 1 | +| ESMIll/ESMGAStringNumberLine.svg | 22.1 | 1 | +| ESMIll/ESMGAWarDoubleDigit.svg | 16.5 | 2 | +| ESMIll/ESMGAWarSingleDigit.svg | 16 | 1 | +| ESMIll/ESMGAWhichOneIsDifferent.svg | 5.1 | 1 | | ESMIll/ESMPOWACardStackingChallenge.svg | 11.9 | 1 | | ESMIll/ESMPOWACardStackingIntro.svg | 19 | 1 | | ESMIll/ESMPOWACoinFlipFirstMoves1.svg | 5403.6 | 2 |