| KEY LEARNING AREAS | SUB SKILLS | KEY LEARNING INDICATORS | ||
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| FONS Parameters (KLAs) | (KLIs as per FONS) | LEVEL 1 | LEVEL 2 | LEVEL 3 |
| 1. Number recognition (NR) | 1.Is able to identify the braille numbers.
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NR1.1A : Reads and writes any given number (up to 99) and associates a given collection with a number and vice-versa.
Game application : Is able to read and write in Braille.
Game application : Ganitmala consists of 100 beads, students will read numbers by counting the beads
Game application : To choose and to keep two cards, they will realise that the two digit starts from 10 and ends at 99, which they will be able to read and make combinations with the two cards
Game application : As a pre requisite players should know numbers at least till 10. Is able to read number on cards
Game application : Reads clues consisting of numbers and symbols
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NR1.2A :Reads and writes any given number (up to 99) and associates a given collection (arranged in tens and ones) with a number and vice-versa.
Game application : Ganitmala consists of 100 beads, students will read numbers by counting the beads
Game application : Is able to read 2 digit numbers in Braille from the place value cards and make own numbers by writing on the cards.
Game application : Is able to read and write 2 digit numbers in Braille
Game application : As a pre requisite players should know numbers at least till 10
Game application : Reads clues which would consist of numbers and symbols
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NR1.3A :Reads and writes any given number (up to 999)
Game application : Is able to read 3 digit numbers in Braille from the place value cards and make own numbers by writing on the cards.
Game application : Is able to read and write number upto 999 in Braille
Game application : As a pre requisite players should know numbers at least till 10
Game application : Reads clues consisting of numbers and symbols. Writes in Braille if required by the clue/instruction.
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NR1.1B :Recognises some numerals, such as those associated with age or home address
Game application : Recognises numbers on the playing cards while making an equation
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NR1.2B :Matches one numeral with another (matches to a sample)
Game application : Learns how to make rummy sets where cards of the same rank are grouped together to make a pattern.
Game application : The entire game is about matching numbers, i.e, the card they have to the card on the discard pile, to check which pairs make 10.
Game application : The player will be able to estimate how many counters they have stacked or picked in their hand without actually counting the coins. (>10)
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NR1.1C :Recognises small quantities (<10) as being the same or different without counting (subitises)
Game application : Counts pebbles one after another in sequence in says whether it is odd or even. Can estimate only if holding the pebbles inside hamds for a while.
Game application : When playing with number cards, recognises small quantities
Game application : Collects maximum sets of cards by recognising small quantities when checking how many sets she/he has in hand and how many cards are there in each set.
Game application : Cards are there tillnumber 10, they should know the numbers less than 10 to play this game
Game application : Is able to estimate how many counters they have stacked or picked in their hand without actually counting the coins.
Game application : Recognises the number of items in the bowl or on the tray
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NR1.2C :Orders numbers to at least 100
Game application : Since ganitmala consists of 100 beads while counting they will know the order of numbers
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NR1.1D :Orders numerals to at least 10
Game application : Is able to order cards based on value
Game application : Uses cards from 1 to 10 and is able to arrange in increasing or decreasing order
Game application : Rummy is all about arranging numbers into sets of sequences
Game application : Checks their card numbers and asks for a card they need
Game application : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards.
Game application : Before they play the game they will order the cards in an order. While playing they need to order the numbers in an order
Game application : Uses this skill to learn counting
Game application : Is able to call the numbers in a sequence from 1 and stop when the music stops.
Game application : Counts the number of pebbles/items they have with them.
Game application : Counts their own steps in sequence to reach a destination as per instruction
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2. Is able to identify the print numbers ( low vision)
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NR2
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NR2
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NR2
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| 2. Systematic Counting (SC) | 1. Is able to count systematically, both forward and back word. |
SC1.1A: Devises ways of collecting and counting the given number of objects like pebbles, seeds, leaves, square shaped pieces etc from her/his immediate environment and expresses the number as per her/his own understanding.
Game application : While collecting cards they will be able to count the number of cards which is nothing but associating a number for the collection
Game application : Counts the seeds or pebbles which are available to play this game
Game application : Finds their own way of counting beads either by grouping or one to one correpondences
Game application : Counting the number of cards and counts the dots on the cards to know how may cards he/she has and to also know what number is there on his/her card.
Game application : The game is played with shells or seeds and these have to be counted and put one by one into the holes in the board
Game application : Uses this skill while handling the coins
Game application : Counts and picks the tangram shapes as they require
Game application : Identifies and counts different objects, his/her own steps.
Game application : Finds ways to group pebbles/items on size or shape or texture and count the collection size
Game application : While taking pebbles from the pile, uses own ways to count
Game application : Counts on their own while collecting pebbles based on the number they roll on the dice
Game application : Counts the number of pebbles/blocks used to form a pattern
Game application : Is able to count steps and announce the number of steps required to reach the destination. After finding the treasure, they demonstrate ability to count the items in the "treasure"
Game application : Uses this skill throughout the game
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SC1.2A: Demonstrates ways of counting groups of objects
Solving puzzle by joining dots - thinking ahead Game application : They will come up with different ways of counting to find the total number of beads in a mala
Game application : Counts cards, counts number of sets when explained the characteristics of the set/group
Game application : Thinks ahead in order to move own tokens safely to the home triangle
Game application : In session 2, the child recognises the texture of the coins dropped by the opponent player and places his/her coins in the board in a way to stop the opponent player from winning. At the same time, the child also forms strategies to connect his/her four coins.
Game application : Counts tangram shapes in groups. Makes a mental map of the shape they have to make and picks tangram numbers accordingly.
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SC1.3A : Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid
Game application : Uses own strategies to solve missing cards within particular suitesow
Game application : After a few sessions of the game, the children will be able to point out which card they would need on the discard pile that would make 10 when matched with the cards in their hands
Game application : In session 2, the child forms strategies to fit the coins in the grid in way that it stops the opponent player from winning the game and at the same time, successfully make his/her line of four
Game application : The child will learn how to understand the cards they have and find out the missing numbers that they need to create a sequence.
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SC1.1B : Involves different ways of counting.
Game application : Counts cards in singles, doubles or any other way suitable
Game application : Devices own ways of counting pebbles
Game application : Finds their own way of counting beads either by grouping or one to one correpondence
Game application : Is able to count dots, cards, dealt card numbers
Game application : Counts cards. Facilitator to make note of new ways used
Game application : Players come up with their own ways of counting like grouping into 2 then adding or counting one by one or grouping into any number however they find it is easy and quick to count
Game application : Navigates the board and counts the number played on the dice
Game application : Uses his/her ways of counting the coins
Game application : Uses his/her way of counting the numbers on the board or on the dice while playing the game
Game application : Counts the number of different sounds
Game application : Chooses tangram shapes creatively (e.g. in pairs, in types of shapes etc)
Game application : Is able to appreciate the multiple combinations possible to reach a total
Game application : Shows innovative ways to count their pebbles
Game application : Uses this skill while counting the items collected in the bowl
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SC1.2B : Demonstrate strategies to find the missing numbers and solving puzzles ( Fit numbers in grid, missing numbers in pyramid)
Game application : Learns how to understand the cards they have and find out the missing numbers that they need to create a sequence.
Game application : After a few sessions of the game, the children will be able to point out which card they would need on the discard pile that would make 10 when matched with the cards in their hands
Game application : Uses this skill to complete a series of 4
Game application : Creates different strategies to find out the missing numbers they need to reach 27, thereby solving a puzzle made from cards.
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SC1.3B :Devises ways of counting the given number of objects by putting them in groups of 2, 3, 4, .. 10 objects from her/his immediate environment and expresses the number as per her/his own understanding.
Game application :
Game application : Is able to count the number of shapes used in designing their picture. e.g. A bird with 1 parallelograms, 1 square, 5 triangles.
Game application : Shows ability to count in groups while collecting pebbles based on the number they get on dice when they roll.
Game application : Is able to find own ways of counting the beads
Game application : Uses this strategy while counting items in the bowl
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SC1.1C : Recognises that the last number word said in a count answers ‘How many?’
Game application : Counting Cards
Game application : Is able to answer the question as the total number of pebbles with them
Game application : Is able to answer correctly
Game application : Answers correctly
Game application : Responds correctly
Game application : As they begin to play this game they will have to count and drop the seeds. When the seeds in their hand are over, they will understand how many were there.
Game application : Is able to answer correctly to the question, "how many [shapes] do you have?" and says I have [numberword] [shapes]. Here number word is the number of shapes and shapes is the type of shapes e.g. triangle
Game application : Answers the question :"How many ?" correctly and asks the same question to other players
Game application : Announces the number of steps in response to the question, "How many steps did you take to reach the trasure?"Their answer will be the number announces at thelast step they took.
Game application : At the end the player is able to tell the total number of items collected in the bowl or left on the tray
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SC1.2C : Matches number words within the current known counting range to quantities of items
Game application :
Game application : While counting they will use number words
Game application : Matches the number words while counting the total number of pebbles
Game application : Shells or seeds have to be counted and put one by one into the holes in the board
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SC1.3C : Recognises that a count of one ten is the same as ten counts of one
Game application : Since ganitmala has group of 10 beads in different textures, is able to recognize that 1 count of ten beads is same as ten counts of one bead
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SC1.1D : Matches the count (up to 10) to objects, using the one-to-one principle
Game application : Counts the pebbles using one to one principle
Game application : Counts beads and matches count with numeral
Game application : This is the first way of counting which this game teaches
Game application : Uses this skill to count the number of coins dropped on the board
Game application : Matches the counts with the sounds produced
Game application : Is able to count shapes as objects and match the count with the number of shapes used.
Game application : Associate with the number of objects/pebbles while counting
Game application : While counting pebbles associates pebbles as the artifacts related to the count
Game application : Uses the one to one principle while counting the pebbles
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SC1.2D : Counts items in groups of twos, fives and tens
Game application : When teacher put a retriction of time and suggests them to group the beads and count
Game application : The player is able to stack coins and count them in groups
Game application : Is able to count the number of sounds produced by other participants as well as create their own sounds
Game application : Counts numbers in groups depending on the number they rolled on the dice
Game application : Counts in groups while collecting pebbles based on the number they get on dice when they roll.
Game application : Uses this strategy to count the food items
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SC1.3D : Counts forwards and backwards by 100s to 1000 (100, 200 … 1000)
Game application : Demonstrates knowledge of counting by 100s using the place value card in the hundreds position
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SC1.1E : Responds to a request for a different amount by increasing or decreasing a quantity
Game application : Is able to add or subtract mentally and respond to game questions
Game application : Is able to count the number of beads and add more beads or let go of beads based on new request
Game application : Uses this skill in order to complete a series of 4 and to complete the symmetry or pattern designs
Game application : Responds to a request by only increasing the frequency of the clapping pattern
Game application : Takes more shapes or discards some shapes depending upon the initial number of pieces and types of pieces picked.
Game application : If necessary, the player would add or remove the items from the bowl to match up with the required number.
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SC1.2E : Continues a count from a number other than 1
Game application : If 6 is rolled in the dice, the player counts from 6 when the dice is rolled again or when the player moves 2 of her/his tokens simultaneously after throwing 6
Game application : Uses this skill when he/she rolls the number 6 on the dice and needs to roll the dice one more time and continues to count from there on.
Game application : Counts the numbers in one bowl and continues counting from the other bowl
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SC1.3E : Produces and reads numbers to at least 1000
Game application : Demonstrates knowledge of reading and creating new three digit numbers using the place value cards
Game application : Knows that if we add 1 to 999, we will get 1000
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SC1.1F : Produces a rote count to at least 12
Game application : Is able to announce cards with numbers
Game application : Counts beads correctly
Game application : Learns to count numbers rolled on the dice and add them up if required (e.g. if rolled 6 in first attempt)
Game application : Learns this skill in the beginners session and uses throughout the game
Game application : Counts sequentially in order to navigate the board using the numbers thrown on the dice
Game application : Is able to call the numbers in a sequence from 1 and stop when the music stops.
Game application : Counts all the 12 months in a year.
Game application : Uses this skill while counting the items
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SC1.2F : Produces a rote count to at least 100
Game application : They follow rote counting for the time in counting the beads
Game application : The player is expected to learn Braille numbers on the board till 100 which the end point of the game.
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SC1.3F : Produces a rote count to at least 100
Game application : Is able to arrange cards and announce numbers till 1000
Game application : Reads upto 100F
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SC1.1G : Produces a rote count down from 10
Game application : Counts beads correctly
Game application : Counts up or down while choosing appropriate card
Game application : Learns this skill in the beginners session and uses throughout the gam
Game application : This skill is used in session 4
Game application : Navigates the hopscotch space
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SC1.2G : Produces a rote count down from 100
Game application : when teacher ask them to show 89th bead then they count down from 100 because it is closer to 100
Game application : This skill is used in Session 4
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SC1.3G : Produces a rote count down from 1000
Game application : While making 3 digit number, will count till 999 or from 999 they will count down.Knows that any 3 digit number is less than 1000.
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SC1.1H : Produces the number word just after a given number word in the range 1–10 (but drops back to 1 when doing so)
Game application : Counts beads and announces number to facilitator or team and is able to restart
Game application : As the child plays the game, is able to quickly figure out which number comes after a particular number (which card he/she needs to have a valid set)
Game application : Able to solve addition problems that add up to 10 and, in the process, understand the previous and next number. Eg: "the number on top of the discard pile is a 4 and I hae a 5. If I had 6 instead of 5, I would reach 10".
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SC1.2H : Produces the number word just after a given number word in the learnt number range (without dropping back to count from 1)
Game application : While counting they do produce the number word
Game application : As the child plays the game, he/she will be able to quickly figure out which number comes after a particular number (which card he/she needs to have a valid set)
Game application : Able to solve addition problems that add up to 10 and, in the process, understand the previous and next number. Eg: "the number on top of the discard pile is a 4 and I have a 5. If I had 6 instead of 5, I would reach 10". as the game progresses, children will begin to do this uncontiously without being prompted. They have an incentive to do this as it will make the game play faster.
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SC1.1I : Produces the number word just before a given number word in the range 1–10 (but drops back to 1 when doing so)
Game application : As the child plays the game, is able to quickly figure out which number comes before a particular number (which card he/she needs to have a valid set)
Game application : Able to solve addition problems that add up to 10 and, in the process, understand the previous and next number. Eg: "the number on top of the discard pile is a 6 and I have a 5. If I had 4 instead of 5, I would reach 10".
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SC1.2I : Produces the number word just before a given number word in the learnt range (without dropping back)
Game application : With practice, he/she will be able to quickly figure out which number comes before a particular number (which card he/she needs to have a valid set)
Game application : Able to solve addition problems that add up to 10 and, in the process, understand the previous and next number. Eg: "the number on top of the discard pile is a 4 and I have a 7. If I had 6 instead of 7, I would have 10". as the game progresses, children will begin to do this uncontiously without being prompted. They have an incentive to do this as it will make the game play faster.
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| 3. Relating Numbers to Quantity (NQ) |
1.Shows one to one correspondence between number and quantity. |
NQ1.1A : Associates a given collection with a number and vice-versa.
Game application : Is able to correctly announce the number of cards collected after counting
Game application : Counts pebbles/beads/objects and associates the number to it
Game application : Associates a number while counting and if a number is given they will count and show the beads
Game application : Associates counted cards with a number and total number of dots in the card with a number
Game application : Associates number of cards/number of dots with a number
Game application : Recognizes number of cards and number of sets in hand.
Game application : Estimates the number of coins with the required number
Game application : While taking shapes associates the total with the number.
When a number if provided, they pick the right number of pieces
Game application : Associate with the number of objects/pebbles while counting
Game application : After rolling the dice, takes that many pebbles which map to the number rolled and after counting the total number of pebbles is able to associate with the number rolled.
Game application : Realizes the need to take as many pebbles as the number they rolled on the dice; at the end counts the total number of pebbles and announces the total
Game application : After playing a few rounds, begins to understand number association.
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NQ1.2A : Associates a given collection (arranged in tens and ones) with a number and vice-versa.
Game application : Associates the given collection of scrabble tiles with a number while drawing the scrabble tiles from the pack.
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NQ1.3A : Associates a given collection (arranged in tens and ones) with a number and vice-versa.
Game application : Is able to clearly read and write any number upto 999 and can mentally map the position of the numbers on the number line to play the game.
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NQ1.1B : Recognises the effects of adding to and taking away from a collection of objects
Game application : Is able to understand the effect of dealing the cards from the pack and taking cards into own collection
Game application : Is able to answer questions on next odd or even or previous odd or even by actually adding ot taking away pebbles.
Game application : When asked for particular number then they will add or remove the beads to attain that desired number
Game application : Deals and discards the cards and knows the effect on the count of cards
Game application : Adds and subtracts numbers to form an equation
Game application : Demonstrates the skill of "adding to" to win the game and "Taking away" to match the patterns or symmetry.
Game application : Is able to recognize the increase in number of shapes picked and when shape is made, how many are used. Recognizes that the collection is reduced by as manytiles as he/she has used already.
Game application : Forms groups by dividing the number of pebbles and then forms other combinations by adding or taking from one or the other bowl.
Game application : Takes pebbles from the pile and adds pebbles in making their own pile of pebbles
Game application : Rolls and takes as many pebbles from the stack and announces how many are taken away from the stack and therefore gets added to their own collection.
Game application : Begins to apply logic, for example, "if I had one more seed I would have got X many seeds"
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NQ1.2B : Attempts to show that zero is the number representing absence of some item in a group
Game application :
Game application : Knows that zero is a number representing absence of scrabble tiles.
Game application : Knows that absence of pebbles in a bowl means number zero.
Game application : Recognizes that the empty pile/bowl represents zero pebbles.
Game application : Once when the stack of pebbles are over, announces that there are zero pebbles
Game application : Understands this when/if a bowl or tray is empty
Game application : Understands the significance of the empty holes
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| 4. Quantity Discrimination (QD) | 1. Is able to compare the numbers ( greater or smaller than)
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QD1.1A : Demonstrates strategies of comparing two numbers, e.g. matching one to one, using sequential order of numbers, using size of a number, etc.
Game application : Compares the number of pebbles as per play plan
Game application : Devices own strategies of comparing numbers
Game application : Compares different cards during the game to figure out which one should be kept and which discarded. Compares cards according to their number and suit, as well as grouping cards of similar ranks together.
Game application : With more familiariarity, develops strateegies to compare and contrast the numbers they have.
Game application : Compares card which already exists in the arena with the cards they have, in order to discard a card
Game application : Is able to make stories with varying number of tangram pieces and associates the count to the difference in pieces they have.
Game application : In deciding the winner, compares opponent player's total with own
Game application : At the end of the game, checks the winner by comparing the number of pebbles of all the teams. While doing so, they are encouraged to use their own ways to compare and make their own rules of who is the winner.
Game application : Compares the numbers by matching one to one or by looking at the quantity or using sequential order to see who wins
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QD1.2A : Demonstrates strategies of comparing two numbers, e.g. matching one to one, using sequential order of numbers, using size of a number, etc.
Game application : Collects all 10 cards of each suit and uses sequential order of numbers
Game application : To recognize smaller and bigger number of particular numbers they will compare numbers
Game application : Later on in the game, the child is required to make sequences of the same suit. The child will then be comparing the different suits on the cards.
Game application : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have.
Game application : Compares card which is there already in the arena with the cards they have before deciding to discard their own cards
Game application : Is able to compare count of shapes in groups. Can compare against their own creations made earlier or creations of other groups and associate counts of shapes to the overall shape made.
Game application : Is able to compare numbers in their hand, such as ; "I have 21. So I need a number not more than 6"
Game application : Compares number of pebbles in order to find the winner
Game application : Is able to compare collection count of pebbles and recognize bigger vs smaller number in correlation to more pebbles and less pebbles.
Game application : Uses this skill to identify the odd one out
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QD1.3A : Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc
Game application : Uses Braille place value cards to recognize numbers and differentiate between larger and smaller numbers
Game application : Identifies numbers in their hand by place value of its digits and able to compare when the player calls out the number and the place value to match.
Game application : Throughout the game, the children will actively record information (such as the cards they have and the cards others have) and actively communicate their information to the experienced players and others. When they see a card they need on the discard pile, they actively participate and say "I see 10"
Game application : To discard a proper card they to compare card which is there already in the arena with the cards they have
Game application : Uses this skill to identify the odd one out
Game application : Later on in the game, player is required to make sequences of the same suit. Will be able to the different suits on the cards.
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2. Demostrate the use of comparing numbers
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QD2.1A : Compares two quantities of up to 10 and states which group has more
Game application : Child would compare numbers as in this game whoever has the highest number/lowest number wins the game.
Game application : Compares the number of pebble groups and determines which is larger
Game application : Compares numbers as in this game whoever has the highest number/lowest number wins the game.
Game application : Uses this skill in the "Beginners session"
Game application : Is able to count the total number of shapes used in each group
Game application : At the end of the game, checks the winner by comparing the number of pebbles of all the teams upto 10
Game application : After forming a pattern, the player compares if there are more As or Bs (example for AAB/ABB patterns). They can also compare with other players
Game application : Is able to compare and tell which team has collected more items in the bowl
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QD2.2A : Orders three or more objects by comparing the size of each of the objects
Game application : Compares the quantity to know which group is greater and which is the lesser number
Game application : Uses this strategy to sort items
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QD2.3A : Makes a copy of the length of one object (with fingers) to then make a comparison with another object
Game application :
Game application : Can measure length of various objects using the mala and compares them against each other
Game application : Estimates the length of the snakes and ladders by touching the board using his/her fingers
Game application : Is able to create a replica of shape touching another. Is able to create a bigger or smaller tangram shape using longer or large parts.
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QD2.1B : Compares objects and explains how they have been ordered using comparative language (shorter, longer, lighter, heavier)
Game application : Based on level, picks one, two or three number cards and while playing recognizes that the length of two digit number card is shorter than 3 digit number card
Game application : Is able to compare objects by approximately weighing the quantity on hand and recognizing the difference between heavy and light and can conclude that heavier hand has more number of pebbles and lighter if the number of pebbles are less comparatively
Game application : Compares using beads
Game application : Compares by the length of the cards used for 2 digit number
Game application : Searches for proper shapes while making their designs, and say that they have not used others as those were longer and shorter shapes
Game application : May compare by estimating the weight of the collection of pebbles with other teams' collection
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| 5. Different Number representation (DNR) | DNR.1A: Attempts to write any given number (upto 99)
Game application : TBased on level, picks one, two or three number cards and while playing recognizes that the length of two digit number card is shorter than 3 digit number card
Game application : When one child marks the number on the ganit mala, another child writes down the number
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DNR.2A: Uses concrete material like ice cream sticks for grouping numbers in terms and ones and tens
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DNR.3A: Devises ways of writing a number when a group (hundreds, tens or ones) is missing
Game application : Makes sure that there are digits in all 3 place values while making 3 digit number
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| 6. Estimation (ES) | 1. Is able to estimate size of a set or an object (comparing sizes and objects)
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ES1.1A : Understanding objects and their attributes: shape, size, colour/texture
Game application : Recognizes the shape, texture and size of the tactile on the suite in order to sort
Game application : Ganitmala consists of beads with different textures, so while counting they recognize shape, size and texture of the beads used to make ganitmala
Game application : Identifies the card number and card suit (tactile shapes) while playing the game.
Game application : Later on in the game, the child is required to make sequences of the same suit. The child will then be comparing the different suits on the cards.
Game application : Collects cards as per the card number and suit
Game application : Is able to distinguish the two different shapes (X and O)
Game application : Distinguishes between different types of tokens on the board
Game application : Explores the tangram shapes as object and observes shape, size, colour/texture
Game application : Recognizes objects on the way while moving from one point to another and the physical characteristics of the treaure
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ES1.2A : Uses estimation in verification of sum and difference of two-digit numbers.
Game application : As the game progresses, becomes faster players and learns to estimate the sum without actually adding
Game application : Attempts to guess the number of pebbles before actually counting and adding
Game application : While playing with two dice shows skill to estimate the total instead of adding pebble by pebble.
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ES1.3A : Uses estimation in verification of sum and difference of 2 and 3-digit numbers.
Game application : To know total number of pebbles, they may guess the total in the beginning
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2. Is able to estimate numbers while comparing
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| 7. Simple Arithmetic (SA) |
1. Is able to do simple arithmetic calculations (add1, subtract 1)
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SA1.1A : Performing simple instructions. Instructions to move from one point to another in classroom.
Game application : Perfroming the instructions like 'dealing and discarding their cards, identifying the number'.
Game application : Follows the instructions to deal and discard own cards and identify numbers.
Game application : Performs instructions such as dealing the cards, making equations
Game application : Follows simple instructions such as dealing the cards, asking for cards.
Game application : Navigates the board correctly solo and while playing the game in teams
Game application : Places scrabble tiles on the board, combines letters to form a word.
Game application : Follows instructions if suggested by another player while navigating through the board
Game application : Follows instructions to reach desired positions in the play area
Game application : Follows different instructions mentioned in the clue and makes appropriate movements to reach the next stop (clue)
Game application : Children would perform simple instructions like making sound of different animals, repeating the earliar sound , calling the numbers in a sequence.
Game application : Performs simple instructions such as counting pebbles and forming multiple combinations with the same total
Game application : Follows instructions given by the facilitator to reach the treasure.
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SA1.2A :Devises her/his own ways to add 2-digit numbers. Later on uses algorithms for addition of numbers.
Develops her/his strategies to add and/or subtract a numbers from a two-digit number. Game application : After forming words, they would be adding their scores and demonstrate their unique ways of adding.
Game application : Uses this skill in order to calculate his/her position from the mouth of the snake or the bottom of the ladder or simply to reach the final destination.
Game application : Develops new strategies for adding numbers and shows others
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SA1.3A : Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds, tens and ones or by standard algorithm or by her/his own algorithm but mathematically correct process.
Game application : Is able to choose two sets of three number cards each and place them in the right place value columns. Adds by follows the play plan or their own method to find the correct total.
Game application : Invents different strategies to find the numbers needed to reach 27 based on what is on "hand" and which numbers are NOT required for the same.
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SA1.3B : Analyses and describes a problem in mathematical terms and finds the given and unknown data.
Game application : Devices own strategies to understand and solve the clues and move to the next step of finding the treasure.
Game application : Solve real life problems using money such as finding the number of things that can be fit into a budget.
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2. Counts items that can be perceived by ones to find the total of two groups with one-to-one matching of number words and objects
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SA2.1A : Analyses and describes simple contextual problems in mathematical terms and finds the given and unknown data.
Game application : Forms number sentences by combining cards of different denominations, forming groups and creating addition equations; Does the same to express the difference between numbers.
Game application : Since this game is played in groups, she/he explains the clues to her/his group member.
Game application : Understands the objective of the game is to win by performing addition to reach a specific total
Game application : Solve real life problems using money such as finding the number of things that can be fit into a budget.
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SA2.2A : Analyses and describes a problem involving addition and/or subtraction in terms of mathematical terms and finds the given and unknown data.
Game application : Uses different combnations (adding, subtracting) of cards to form equations
Game application : Understands the need to add or subtract to reach a specific total based on the cards in her hand and win the game
Game application : Solve real life problems using money such as finding the number of things that can be fit into a budget.
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SA2.3A : Appreciates the use of multiplication for repeated addition.
Game application : Uses various addition/subtraction methods to understand his/her location with respect to other players or snakes or ladders
Game application : One can find the total number pebbles by counting or just knowing the number they get in the beginning and number of times they took the pebbles from the pile. Hence, they could observe that instead of counting the pebbles one by one or repeatedly, the other way is to multiply the number they got on dice and number of times the peebles taken from the pile
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SA2.2B : Finds the strategies to reach unknown from the known.
Game application : Strategises to occupy empty spaces (unknown) from the already occupied spaces (known)
Game application : Uses the new scrabble tiles (known) to form a new word (unknown)
Game application : Devices own strategies to solve the clues and move to the next step.
Game application : Creates different strategies to find out the missing numbers needed to reach 27 first.
Game application : Uses different strategies to create combinations of pebbles (unknown) from the same total (known)
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SA2.3B : Explores the multiplication facts of 2, 3, 4, 5 and 10 by different ways like repeated addition, skip counting, identifying and continuing pattern.
Game application : While making an equation child would be using number operations( multiplications
Game application : Whatever number they get on dice, since they have to collect the same number of pebbles every time. They will observe multiplication facts of the numbers as pattern of repeated addition.
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SA2.2C : Solves problems using addition and/or subtraction with and without regrouping
Game application : Counts ahead to find out what number is required to move to a desired location.
Game application : Develops new different strategies in adding numbers to reach a particular total and reorganizes cards accordingly.
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SA2.3C : Develops different algorithms to multiply two-digit numbers.
Game application : When they roll 4 dice and asked to multiply numbers
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SA2.3D : Finds product of a two-digit number by another/his two-digit numbers.
Game application : When they roll 4 dice and asked to multiply numbers
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3. Builds and subtracts numbers by using objects or fingers
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SA3.1A : Finds the strategies to reach unknown from the known.
Solves problems using addition and/or subtractions. Game application : Forms equations using different operations (addition, subtraction) on the cards dealt. Moves from known cards to an unknown (new) result with the equation created.
Game application : Makes mental calculations of what number he/she requires to reach a desired location from the current location on the board
Game application : Devices own strategies to solve the clues and move to the next step.
Game application : Is able to find different strategies to find out the missing numbers they need to reach 27
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SA3.2A : Shows difficulty in expressing repeated addition and appreciates the use of multiplication for repeated addition.
Game application : When they decide the multiplier and multiplicand. when they have to tell the total number of pebbles. The method they follow to find total, could be repeated addition then multiplication.
Game application : When they need to multiply the two numbers within the fixed time
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SA3.3A : Explores ways of equal grouping/ sharing/distribution.
Game application : Deals equal cards to other players.
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SA3.2B : Explores ways of equal grouping/sharing/ distribution.
Game application : Grouping given pebbles to specified number of cups
Game application : Uses their own strategies to distribute the items equally into the bowl
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SA3.3B : Understands division as another/his way of equal grouping/ sharing /distribution.
Game application : Facilitator can ask to divide the money just by giving the number
Game application : Uses this strategy while sorting the items
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SA3.2C : Understands division as another/his way of equal grouping /sharing /distribution.
Game application : Divides the total number of pebbles into groups
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SA3.3C Performs division by grouping / using multiplication tables.
Game application : While playing the game , child would deal equal cards to other children.
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SA3.3D : Shows her/his understanding of division of two-digit numbers in equal distribution of money to number of persons.
Game application : Facilitator can ask to divide the money just by giving the number
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SA3.3E : Find quotient of obtained division in two digit numbers.
Game application : When they roll a dice, they get divisor and given pebbles will be the dividend. Finally the number of groups will be the quotient
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SA3.1B : Makes combinations to form numbers up to 10
Game application : Is able to create equations with numbers whose sum is 10
Game application : Creates 10 shapes by placing it in various combinations in their two hands ( Such as 2 and 8, 4 and 6, 5 and 5)
Game application : Is able to make different combinations in two groups by using pebbles
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SA3.2D : Uses part-whole construction of number to partition a whole number into parts (partitions 7 into 5 and 2, 6 and 1, 4 and 3)
Game application : Uses this strategy only when the player has to move 2 of his/her tokens simultaneously
Game application : Creates varying number of claps, snaps, stamps etc. into a pattern. Example, 2 claps+3stamps+1snap. Again 4 claps+1 stamp+ 3 snaps etc.
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SA3.1C : Solves additive tasks involving two concealed collections of items by visualising, counting from one to determine the total
Game application : Adds beads by counting one by one and adding it to the previous one
Game application : Is able to add the number of shapes of particular types and the total with the individual and then in the group.
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SA3.2E : Applies inverse relationship of addition and subtraction
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SA3.1D : Uses a range of non–count-by-one strategies when adding or subtracting two or more numbers (bridging to 10, near doubles)
Game application : Develops different strategies for adding numbers
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SA3.2F : Manipulates place value of numbers flexibly in regrouping for addition of three-digit numbers and beyond (when adding 650 and 550, regroups 650 as 600 and 50, adds 50 to 550, then doubles 600)
Game application : For any one three digit number, is able to groups the cards in the place value columns in multiple ways
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| 8. Number Patterns (NP) | 1. Observe and extends patterns in sequence of shapes and numbers.
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NP1.1A : Patterns: days of week, seasons, months in year, TV serial (serial timing)
Guess the next shape (patterns of shapes, designs) Game application : Replicates the patterns of sounds
Game application : Identifies and makes thier own pattern by using sounds.
Game application : Guesses what comes next while forming a pattern with pebbles
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NP1.2A : Making patterns (making rangoli :using basic shapes or joining shapes)
Game application : Makes patterns of card suits while collecting the cards.
Game application : Makes patterns by producing different sounds
Game application : Is able to recognize shapes around axes - Horizontal, Vertical etc. and then place shapes across the same.
Game application : Makes thier own pattern by hitting the glasses and producing sounds
Game application : Makes his/her own pattern with the materials
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NP1.3A : Identifies simple patterns right from school activities to home e.g. pattern in coming to school to going back, patterns in numbers and shapes and patterns in tiles and designs, etc.
Clarify numbers as even and odd. Game application : Facilitator can ask to divide the money just by giving the number
Game application : Identifies simple patterns like suit on the card to know which card they need to form a set.
Game application : The game will enable the children to identify different types of patterns in the numbers 1-10. They will begin to identify the patterns in the pairs that add up to 10. that is, when the top card on the discard pile increases by 1, the number in their hand should decrease by the same number.
Game application : Uses skill to practice odd and even numbers mentioned in session 2
Game application : Identifies patterns made by others in the group by listening to the sounds.
Game application : Identifies and makes valid patterns is what the game of rummy is all about.
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2. Identifies patterns and creates simple patterns by stamping, thumb-prints, leaf prints, etc.
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NP2.1A : Identifies standard patterns up to 10 (patterns in ten frames, finger patterns, playing cards)
Game application : They identify a pattern of increasing and decreasing numbers. They will identify patterns in playing cards(pattern of increasing and decreasing)
Game application : Identifyies and makes valid patterns is what the game of rummy is all about.
Game application : Identifies patterns while making the sets as per the card number or card suit
Game application : By the end of a few game sessions, the children will recognize pairs that add up to 10
Game application : They identify a pattern of increasing and decreasing numbers
Game application : Recognizes patterns of different sounds produced by others and can replicate
Game application : Identifies patterns made by others in the group by listening to the sounds.
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NP2.2A : Continues patterns where the difference between each term is the same number (2, 4, 6, 8, 10 ...)
Game application : Is able to observe the sequence of odd numbers and even numbers after playing a few rounds
Game application : Identifies and making valid patterns is what the game of rummy is all about.
Game application : TIdentifies the patterns in the pairs that add up to 10. that is, when the top card on the discard pile increases by 1, the number in their hand should decrease by the same number.
Game application : Whoever gets number 2 on dice will find a pattern of 2, 4, 6, 8... Similarly, for every number till 6, they will get to see a pattern with common difference of same number/skip numbers
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NP2.3A : Sequences numbers to identify a pattern or rule
Game application : Is able to explore and find repeated pattern 10 in the mala which has alternate arrangement of two different textured beads.
Game application : Makes patterns with their cards, identifies the numbers that could complete the patterns, etc.
Game application : Sequences numbers to identify and collect cards to form maximum sets.
Game application : Recognizes the counts of various sounds in the pattern sequence
Game application : While making the pattern, gives a name to each sound ( as A, B,C) and in the same way they would use the association to identify the pattern
Game application : Uses this strategy to identify a pattern
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NP2.1B : Identifies the pattern unit within a simple repeating pattern (continues a simple pattern)
Game application : Ganitmala follows a repeated pattern of beads with different textures which children will explore
Game application : Collects cards of same suit.
Game application : Identifies the pattern of making row and column with the Xs and Os
Game application : Uses this skill in Sessions 3 and 4
Game application : Recognizes sound patterns, follows and cam recognize errors if any
Game application : Is able to make 2 groups and possible combinations from number 2 to 11. Also tries to find the pattern in these combinations.
Game application : Identifies patterns made by others in the group by listening to the sounds.
Game application : Identifies a pattern when formed by another player or when told verbally (example, AABC-AABC-AABC)
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NP2.2B : Identifies simple patterns right from school activities to home, like pattern in coming to school to going back, patterns in numbers and shapes, patterns in tiles and designs, etc.
Game application : Identifies simple patterns while collecting the suite like different suit with same number
Game application : Understands the pattern on the board
Game application : Identifies the patterns created by others
Game application : Identifies patterns made by others in the group by listening to the sounds.
Game application : Identifies the patterns made by other players
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NP2.3B Understands the patterns of even and odd numbers, commutatively of addition and multiplication of numbers, multiplication of numbers by 1, adding 1 to numbers ,etc.
Game application : They will develop their own strategies for adding numbers, based on what strategy they are most comfortable with
Game application : This game teaches only adding 1 to numbers as a pattern. Pattenrs of the same number or rank is also taught
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| 9. Data (DA) |
1. Collects, represents and interprets simple data
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DA1.1A : Understanding objects and their attributes: shape, size, colour/texture
Game application : Recognises the shape of each card tactile and uses the knowledge to match or compare with other shapes
Game application : Identifies card numbers and card suit (tactile shapes)
Game application : Makes sequences of the same suit. The child will then be comparing the different suits on the cards.
Game application : The game will enable children to be more at ease with classifying numbers according to their size
Game application : Recognizes two objects by its shape and size
Game application : Able to distinguish between his/her tokens from the tokens of other players
Game application : Recognizes objects on the way while moving from one point to another and the physical characteristics of the treaure
Game application : Explores and understands the difference between the two varieties of objects used.
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DA1.2A : Classifies objects as per their attributes : shape, size, colour.
Game application : Recognizes the tactile shapes on the card and sorts the cards within their suitess as per the shape
Game application : Identifies cards by number and suit (tactile shapes) and puts similar cards together.
Game application : Later on in the game, when the child is required to make sequences of the same suit, he/she compares the different suits on the cards.
Game application : Claasifies and sorts cards on the basis of number and suit.
Game application : The game enables children to be more at ease with classifying numbers according to their size
Game application : Is able to sort the tangrams as per their shape, size ans texture.
Game application : Explores and understands the difference between the two varieties of objects used.
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DA1.3A : Attempts to record information in her/his own ways.
Game application : Records information about sets of cards in his/her own ways
Game application : Throughout the game, the children will actively record information (such as the cards they have and the cards others have) and actively communicate their information to the experienced players and others. When they see a card they need on the discard pile, they actively participate and say "I see 10"
Game application : When the game ends, finds own ways to describe how they won or lost
Game application : Makes a mental note of the positions of the tokens on the board and devices strategies to play the game
Game application : Records information about his/her scores, what words are already formed, what letters he/she has already used.
Game application : Notes down in Braille or other means all the information gathered while solving the clues.
Game application : Is able to remember the sound pattern and creates newer patterns with more complex combinations of animal calls
Game application : Records information of number of pebbles and tries different combinations for each number, and then shares with others.
Game application : Identifies patterns made by others in the group by listening to the sounds.
Game application : Learns how to compare and sort their hand as the play. They will have 2 group numbers and suits together, and identify possible (but currently incomplete) sets.
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DA1.1B : Attempts to record information in her/his own way and participates in discussions with others to draw inferences from the recorded information.
Game application : While playing child would record his/her data in his/her own ways while creating the equations. Facilitator is to make note of this and appreciate/encourage.
Game application : Learns how to understand the cards in his/her hands in order to win. The winner is also required to show their cards to the others, where children will compare their cards, talk about which cards they needed, etc.
Game application : Throughout the game, the children will actively record information (such as the cards they have and the cards others have) and actively communicate their information to the experienced players and others. When they see a card they need on the discard pile, they actively participate and say "I see 10"
Game application : While playing the child records informations about his/her scores and tracks what words are already formed by verbally interacting with other players.
Game application : Creates own strategy to record the information while solving the clues.
Game application : Remembers the pattern and sequence of sounds already made and is able to add new sounds to it following the same pattern.
Game application : Remembers information of number of pebbles and different combinations for each number, and then shares with others.
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DA1.2B : Attempts to record information in her/his own way like number of different types of fruits required on the picnic day.
Game application : The child will learn how to compare and sort their hand as the play. They will have 2 group numbers and suits together, and identify possible (but currently incomplete) sets.
Game application : Throughout the game, the children will actively record information (such as the cards they have and the cards others have) and actively communicate their information to the experienced players and others. When they see a card they need on the discard pile, they actively participate and say "I see 10"
Game application : While playing the child records informations about his/her scores, what words are already formed and what letters he/she has used from his pack .
Game application : Finds own methods to record the information while solving the clues.
Game application : Remembers the sounds made earlier and also the sequence in each sound pattern played in the session and adds to the pattern
Game application : Recollects information of number of pebbles and different combinations for each number.
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DA1.3B : Devises ways of representing information to make it more clear and easy to understand and interpret e.g. uses tally marks to record large number of data.
Game application : Represents information about sets of cards to make it clear to other players
Game application : Represents informations in his/her own ways about his/her scores, what words are already formed, what letters are left,etc.
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| 10. Shapes and spatial understanding (SSU) | 1. Familiarises with spatial relationships like top- bottom; on-under; inside- outside;
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SSU1.1A : Displays understanding of spatial relationships (top- bottom, inside-outside; above-below; big-small; near-far; thin- thick; before-after; above-below, etc.) in given surroundings/situations and uses vocabulary for describing.
Game application : when teacher ask for a desired number from a starting point, children will think whether it is near or far from that sarting point. Similarly, they will know before and after number.
Game application : Uses understanding of spatial relationships such top-bottom or above-below number 6 card to keep a card in the arena
Game application : The player uses this skill throughout the game
Game application : The player is able to identify the various elements like the position and size of the snakes and ladders on the board. They are also able to understand the position of their tokens/coins with respect to another players tokens/coins.
Game application : Uses skills such as near-far, inside-outside, before-after
Game application : Moves from one place to another to find the treasure following the clues would include different instructions to navigate with an understanding of spatial relationship ( left to right, turn around, above, below,etc)
Game application : While following the instructions , announces the spatial configuration and comparative sizes of objects correctly.
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SSU1.2A : Displays understanding of 3-D shapes around her/his in terms of their physical properties.
Game application : Recognizes objects on the way while moving from one point to another and the physical characteristics of the treasure
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SSU1.3A : Child identifies rectangles, triangles and other rectilinear shapes formed by the crease of paper on folding it.
Game application : Is able to join triangles and create quadrilaterals of various kinds. Is able to identify shapes by outlining the shapes being joined with their fingers.
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2. Sorts, classifies and describe the objects in her/his vicinity on the basis of shape and others observable properties.
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SSU2.1A : Classifies and sorts objects on the basis of some common property.
Game application : Sorts the cards on the basis of tactile shapes in each suite
Game application : Learns how to compare and sort their hand as the play. They will have 2 group numbers and suits together, and identify possible (but currently incomplete) sets.
Game application : Claasifies and sorts cards on trhe basis of number and suit.
Game application : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0
Game application : Classifies the objects on the basis of magnitude of the number
Game application : Uses this skill to identify which one is different in the group
Game application : Is able to identify the months which begin with same alphabet or the months which have same number of days and group months based on these.
Game application : Is able to differentiate between different food items by their texture, size and hardness level.
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SSU2.2A : Participates in discussions with other/his to draw inferences from the recorded information.
Devises ways to present the recorded information in such a way that its interpretation can be made simpler. Game application : Shares their observations and information recorded with other players.
Game application : The child will learn how to understand the cards in his/her hands in order to win. The winner is also required to show their cards to the others, where children will compare their cards, talk about which cards they needed, etc.
Game application : Throughout the game, the children will actively record information (such as the cards they have and the cards others have) and actively communicate their information to the experienced players and others. When they see a card they need on the discard pile, they actively participate and say "I see 10"
Game application : Engages with the team and collectively solves the problem based on the clues given
Game application : Recollects information of number of pebbles and different combinations for each number, and then shares with others.
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SSU2.3A : Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.
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SSU2.1B : Uses everyday language to describe and compare shapes and objects
Game application : Communicates about cards to all others in the group while playing
Game application : Using language to collect sets of cards.
Game application : Describe and compare Xs and Os
Game application : Uses this skill to identify the odd one out
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SSU2.2B : Identifies and describes features of shapes and objects
Game application : Compares the different suits on the cards when required to make sequences of the same suit.
Game application : Identifies card suit(feature of cards) to collect maximum sets of cards.
Game application : Children become more at ease with classifying numbers according to their size
Game application : Is able to relate each shape to the objects they have already seen/observed in their surrounding environment
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SSU2.3B : Recognises features of shapes of different sizes and in different orientations following flips, slides and turns.
Game application : Demonstrate familiarity with the orientations of the board and the tiles/scrabble (as how to fix them on the board)
Game application : Moves from one place to another to find the treasure and the clues following instructions to navigate and is able to "flip" "slide" and "turn" as per clue provided.
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SSU2.1C : Finds similar shapes or objects in the environment
Game application : Recognizes heart shaped leaves, cover shaped leaves, Spade shaped toys, and Diamond shape or rhombus shape sweets
Game application : Is able to relate the shape with something they know of.
Game application : Uses this skill to make their own set for playing odd one out
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SSU2.2C : Describes what an object may look like from a different perspective
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3. Identifies basic 3-D shapes such as cuboid, cylinder, cone, sphere by their name.
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SSU3.1A : Names some basic shapes like cube, cuboid, sphere, etc.
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SSU3.2A : Shows understanding by naming 2-D shapes like square, rectangle, triangle an circle, and also discovers their observable properties.
Game application : Will be able to list the suits and their properties after playing this game.
Game application : Is able to co-relate the outlines of shapes to geometrical tactile diagrams they have been introduced to earlier.
Game application : Uses these names during the game
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SSU3.3A : Groups objects on the basis of shapes (cone, cylinder, ball, etc. as they have curved surface) and other observable properties.
Game application : Groups the cards on the basis of card numbers and card suit.
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SSU3.2B : Demonstrates shapes like book, glass, bottle, chalk box, ball as 3-D shapes and gradually attempts to associate them with standard names like cuboid, sphere, cone, cylinder, etc.
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SSU3.3B : Demonstrates her/his ability to differentiate between 2-D shapes (like square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.).
Game application : Is able to relate to a real object, its model and then its 2 D representation. Eg. Touching an orange with a leaf, and recognizing the model of the same and then the tangram shape created by the circular piece and a diamond/rhombus shaped piece, then out lining it on a paper with the Roulettte and touching to feel the tactile outline of the diagram which is the 2D shape.
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SSU3.2C : Explores observable properties of 3-D shapes like flat and curved surface, edges, corners, etc.
Game application : While moving from one point to the other, child recognizes shapes of different objects with varying shapes, sizes and textures she comes across.
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SSU3.3C : Uses different ways of drawing straight line by paper folding, straight edge, straight string with free hand and free ruler.
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SSU3.2D : Groups objects on the basis of shapes (cones, cylinders, cubes, balls, etc.) and other observable properties.
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SSU3.3D : Cites different examples to show the understanding of difference between straight and curved lines.
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SSU3.2E : Demonstrates her/his ability to differentiate between 2-D shapes (square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.)
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SSU3.3E : Makes free-hand drawing of horizontal, vertical and slant lines.
Game application : Makes his/her own hopscotch design
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SSU3.2F : Indicates understanding of 2-D shapes on the basis of number of sides, corners and diagonals, straight and curved edges, etc.
Game application : Is able to Sorting the tangram shapes based on outline and group them according to order of size, i.e. length of sides, number of sides and corners
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SSU3.3F : Draws shapes of her/his liking by using straight and curved lines on a dot grid
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| 11. Measurement (ME) |
1. Measuring length
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ME1.1A : Identifies the attribute of length (using gestures)
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ME1.2A : Uses everyday language to describe attributes that can be measured
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ME1.3A : Converts between formal units of measurement
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ME1.1B : Identifies the longest object using direct comparison
Game application : The player is able to understand and compare the different sizes of the snakes and the ladders.
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ME1.1C : Compares the length of two objects by aligning the ends
Game application : Is able to align the shapes to compare the length of which participant has the longest tangram shape
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2. Measuring time
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ME2.1A : Uses the language of time to describe events in relation to past, present and future (yesterday, today, tomorrow, next week)
Game application : Has a temporal understanding based on date and is able to use any participant's birthday as information to process
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ME2.2A : Applies understanding of passage of time to sequence daily events
Game application : Is able to process the birthday date information and discuss with others
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ME2.2B : Understands the formal units of time
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| 12. Positioning and locating (PL) |
PL.1A : Locates positions in the classroom relevant to self (hangs bag on own hook, puts materials in own tray)
Game application : Locates the positions of each square and/or the object he/she is playing with
Game application : Moves around a physical location that has been selected as the market area and works to find different shops on their own.
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PL.2A : Interprets a simple diagram or picture to describe the position of an object (the house is between the river and the school)
Game application : The player uses this skill to understand the positions of the ladders and snakes on the board.
Game application : Locates/describes the position of squares and rattler/object and interprets the hopscotch diagram
Game application : During narration of their story, they may describe position of objects or characters they have introduced
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PL.3A : Gives and follows directions from one place to another
Game application : Uses this skill while playing in teams or helping other players to understand the game
Game application : Uses this skill for helping another player to complete the desired result
Game application : Gives directions to other players and helps navigate the board correctly
Game application : Uses this skill to help other navigate the play area
Game application : Is able to understand the navigation instructions provided in the clues and articulate to team members
Game application : Easily follows directions to reach the treasure and can instruct others as well.
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PL.1B : Orients self to obtain a desired object
Game application : Orients self in order to kick the rattler into the desired location
Game application : Reads the clues and orients themselves without help after reading the clues.
Game application : Moves to different locations on a mental map of the location.
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PL.2B : Uses positional terms with reference to themselves (left and right)
Game application : Understands which direction to move the tokens w.r.t. themselves
Game application : The player is able to give directions/instructions (if required) to another player to help complete a sequence or pattern
Game application : Uses positional terms while making a word, whether it is towards the left or right / top or bottom of a used tile.
Game application : Uses this skill to move from one space to another
Game application : Reads the clues and orients themselves without help after reading the clues.
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PL.1C : Follows simple instructions using positional language (stand up, sit down, put your lunch box in your bag)
Game application : Follows instructions such as hop, jump, stand, balance, pick, push etc.
Game application : Follows different instructions mentioned in the clue and moves accordingly to reach the next stop (clue)
Game application : Follows simple instructions given by the facilitator to reach the treasure.
Game application : Moves to different locations on request; can also switch places with the other group upon request.
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| 13. Discrete Modelling |
1.Familiarises with maps like navigation , locations on maps.
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DM1.1A : Navigate path to reach certain locations and avoid certain path because of blockage.
Game application : The player devises strategies to block the opponents' path and find his/her own openings in order to complete a set of 4 coins
Game application : Moves from the starting point to the next clue following the clue instructions and continues to proceed towards the next clues and finally to the treasure.
Game application : Follows instructions and takes steps accordingly and retraces if a blockage/dead end is reached.
Game application : Moves around the room on their own and figures out their own easy paths to get to a certain location. Eg; from the book shop to the chocolate shop.
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DM1.2A : Shows understanding of concept of maps by drawing a map of thier school, surrounding areas, and learn to use it.
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DM1.3A : Displays understanding of concept of 'scale' on a map.
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DM1.1B : Connects places via connecting dot game and understanding locations on map.
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| 14. Money | 1.Identifies currency notes and coins
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MN1.1A : Demonstrates use of numbers in identifying play currency notes of different denominations
Game application : Identifies the correct amount of money to be paid; identifies the amount of money they have
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MN1.2A : Demonstrates use of numbers in identifying and making play currency notes of different denominations.
Game application : Identifies the correct amount of money to be paid; identifies the amount of money they have
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MN1.3A : Demonstrates use of numbers in identifying and making currency notes of different denominations.
Game application : Identifies the correct amount of money to be paid; identifies the amount of money they have
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2.Adds and subtracts small amount of money mentally.
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MN2.1A : Attempts to make small amount of play money by using notes of different denominations
Game application : Puts all the different denominations together to calculate how much money they have; puts together currency of different denominations to make the right payments.
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MN2.2A : Appreciates the use of money in day-today buying and selling situations.
Game application : Solve real life problems using money such as finding the number of things that can be fit into a budget.
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MN1.3B : Appreciates the use of money in day-today buying and selling situations.
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3.Converts rupee to paise using play money
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MN3.2A : Attempts to make small amounts of money by using 3-4 play notes of different denominations in different ways.
Game application : Puts all the different denominations together to calculate how much money they have; puts together currency of different denominations to make the right payments.
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MN2.3A : Attempts to make small amounts of money by using notes of different denominations in different ways.
Game application : Puts all the different denominations together to calculate how much money they have; puts together currency of different denominations to make the right payments.
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4.Adds and subtracts amounts using column addition and subtraction without regrouping.
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MN4.2A : Describes ways to find balance amount out of a given amount after the purchase of about 50 rupees.
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MN2.3B : Describe ways to find balance out of a given amount after the purchase of about 100 rupees.
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5.Makes rate charts and bills
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MN5.2A : Estimates/approximates the money required and money obtained in balance in simple buying situations.
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MN3.3A : Establishes relationship between rupee and paise and converts rupee into paise and vice-versa.
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MN4.3A : Devises ways of adding and subtracting amounts in daily life activities.
Game application : Uses addition and subtraction in daily life activities related to shopping
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MN5.3A : Estimates/approximates the money required and money obtained in balance in simple buying situations.
Game application : Simulates simple trade transactions to understand the use of money
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