JODOGYAN

Click on any of these JODOGYAN tabs to learn how it is played (Play Plan) and its key learning areas..

Tangrams

Key Learning Areas

SUB SKILL (KLIs as per FONS)	Collects, represents and interprets simple data
KEY LEARNING INDICATORS	Level 3 DA1.3A Attempts to record information in her/his own ways. 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 Applications

SUB SKILLS (KLIs as per FONS)	Is able to estimate size of a set or an object (comparing sizes and objects) Is able to estimate numbers while comparing
KEY LEARNING INDICATORS	Level 3 ES1.3A Uses estimation in verification of sum and difference of 2 and 3-digit numbers.
Game Applications	Level 1 Game Application ES1.1A : Ganitmala consists of beads with different textures, so while counting they recognize shape, size and texture of the beads used to make ganitmala

SUB SKILLS (KLIs as per FONS)	Measuring length Measuring time
KEY LEARNING INDICATORS	Level 3 ME1.3A Converts between formal units of measurement
Game Applications

SUB SKILLS (KLIs as per FONS)	Observe and extends patterns in sequence of shapes and numbers. Identifies patterns and creates simple patterns by stamping, thumb-prints, leaf prints, etc.
KEY LEARNING INDICATORS	Level 3 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. NP2.3A Sequences numbers to identify a pattern or rule 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 Applications	Level 1 Game Application NP2.1B : Ganitmala follows a repeated pattern of beads with different textures which children will explore Level 3 Game Application NP2.3A : Is able to explore and find repeated pattern 10 in the mala which has alternate arrangement of two different textured beads.

KEY LEARNING INDICATORS	Level 3 PL.3A Gives and follows directions from one place to another
Game Applications

SUB SKILLS (KLIs as per FONS)	Is able to compare the numbers ( greater or smaller than) Demostrate the use of comparing numbers
KEY LEARNING INDICATORS	Level 3 QD1.3A Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc QD2.3A Makes a copy of the length of one object (with fingers) to then make a comparison with another object
Game Applications	Level 1 Game Application QD1.1A : Devices own strategies of comparing numbers QD2.1B : Compares using beads Level 2 Game Application QD1.2A : To recognize smaller and bigger number of particular numbers they will compare numbers Level 3 Game Application QD2.3A : Can measure length of various objects using the mala and compares them against each other

SUB SKILLS (KLIs as per FONS)	Shows one to one correspondence between number and quantity.
KEY LEARNING INDICATORS	Level 3 NQ1.3A Associates a given collection (arranged in tens and ones) with a number and vice-versa.
Game Applications	NQ1.1A : Associates a number while counting and if a number is given they will count and show the beads NQ1.1B : When asked for particular number then they will add or remove the beads to attain that desired number

SUB SKILLS (KLIs as per FONS)	Familiarises with spatial relationships like top- bottom; on-under; inside- outside; Sorts, classifies and describe the objects in her/his vicinity on the basis of shape and others observable properties. Identifies basic 3-D shapes such as cuboid, cylinder, cone, sphere by their name.
KEY LEARNING INDICATORS	Level 3 SSU1.3A Child identifies rectangles, triangles and other rectilinear shapes formed by the crease of paper on folding it. 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. SSU3.3A Groups objects on the basis of shapes (cone, cylinder, ball, etc. as they have curved surface) and other observable properties. SSU2.3B Recognises features of shapes of different sizes and in different orientations following flips, slides and turns. SSU3.3B Demonstrates her/his ability to differentiate between 2-D shapes (like square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.). SSU3.3C Uses different ways of drawing straight line by paper folding, straight edge, straight string with free hand and free ruler. SSU3.3D Cites different examples to show the understanding of difference between straight and curved lines. SSU3.3E Makes free-hand drawing of horizontal, vertical and slant lines. SSU3.3F Draws shapes of her/his liking by using straight and curved lines on a dot grid
Game Applications	Level 1 Game Application 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 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.

SUB SKILL (KLIs as per FONS)	Is able to do simple arithmetic calculations (add1, subtract 1) 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 Builds and subtracts numbers by using objects or fingers
KEY LEARNING INDICATORS	Level 3 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. SA1.3B Analyses and describes a problem in mathematical terms and finds the given and unknown data. SA2.3A Appreciates the use of multiplication for repeated addition. 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. SA2.3C Develops different algorithms to multiply two-digit numbers. SA2.3D Finds product of a two-digit number by another/his two-digit numbers. SA3.3A Explores ways of equal grouping/ sharing/distribution. SA3.3B Understands division as another/his way of equal grouping/ sharing /distribution. SA3.3C Performs division by grouping / using multiplication tables. SA3.3D Shows her/his understanding of division of two-digit numbers in equal distribution of money to number of persons. SA3.3E Find quotient of obtained division in two digit numbers.
Game Applications	Level 1 Game Application SA3.1C : Adds beads by counting one by one and adding it to the previous one Level 2 Game Application SA3.2A : When they need to multiply the two numbers within the fixed time Level 3 Game Application SA2.3C : When they roll 4 dice and asked to multiply numbers SA2.3D : When they roll 4 dice and asked to multiply numbers

SUB SKILL (KLIs as per FONS)	Is able to count systematically, both forward and back word.
KEY LEARNING INDICATORS	Level 3 SC1.3A Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid. 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. SC1.3C Recognises that a count of one ten is the same as ten counts of one SC1.3D Counts forwards and backwards by 100s to 1000 (100, 200 … 1000) SC1.3E Produces and reads numbers to at least 1000 SC1.3F Produces a rote count to at least 100 SC1.3G Produces a rote count down from 1000
Game Applications	Level 1 Game Application SC1.1A : Finds their own way of counting beads either by grouping or one to one correpondences SC1.1B : Finds their own way of counting beads either by grouping or one to one correpondence SC1.1C : Is able to answer correctly SC1.1D : Counts beads and matches count with numeral SC1.1F :: Counts beads correctly SC1.1G : Counts beads correctly SC1.1H : Counts beads and announces number to facilitator or team and is able to restart Level 2 Game Application SC1.2A : They will come up with different ways of counting to find the total number of beads in a mala SC1.2C : While counting they will use number words SC1.2D : When teacher put a retriction of time and suggests them to group the beads and count SC1.2F : They follow rote counting for the time in counting the beads SC1.2G : when teacher ask them to show 89th bead then they count down from 100 because it is closer to 100 SC1.2H : While counting they do produce the number word Level 3 Game Application SC1.3B : Is able to find own ways of counting the beads SC1.3C : 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 Is able to count the number of beads and add more beads or let go of beads based on new request

Ganitmala

Key Learning Areas

KEY LEARNING INDICATORS	Level 1 DNR.1A Attempts to write any given number (upto 99)
Game Applications	Level 1 Game Application DNR.1A: When one child marks the number on the ganit mala, another child writes down the number

SUB SKILLS (KLIs as per FONS)	Is able to estimate size of a set or an object (comparing sizes and objects) Is able to estimate numbers while comparing
KEY LEARNING INDICATORS	Level 3 ES1.3A Uses estimation in verification of sum and difference of 2 and 3-digit numbers.
Game Applications	Level 1 Game Application ES1.1A : Ganitmala consists of beads with different textures, so while counting they recognize shape, size and texture of the beads used to make ganitmala

SUB SKILLS (KLIs as per FONS)	Observe and extends patterns in sequence of shapes and numbers. Identifies patterns and creates simple patterns by stamping, thumb-prints, leaf prints, etc.
KEY LEARNING INDICATORS	Level 3 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. NP2.3A Sequences numbers to identify a pattern or rule 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 Applications	Level 1 Game Application NP2.1B : Ganitmala follows a repeated pattern of beads with different textures which children will explore Level 3 Game Application NP2.3A : Is able to explore and find repeated pattern 10 in the mala which has alternate arrangement of two different textured beads.

SUB SKILL (KLI AS PER FONS)	Is able to identify the braille numbers. Is able to identify the print numbers ( low vision)
KEY LEARNING INDICATORS	Level 3 NR1.3A Reads and writes any given number (up to 999)
Game Applications	Level 1 Game Application NR1.1A : Ganitmala consists of 100 beads, students will read numbers by counting the beads Level 2 Game Application NR1.2A : Ganitmala consists of 100 beads, students will read numbers by counting the beads NR1.2C : Since ganitmala consists of 100 beads while counting they will know the order of numbers

SUB SKILLS (KLIs as per FONS)	Is able to compare the numbers ( greater or smaller than) Demostrate the use of comparing numbers
KEY LEARNING INDICATORS	Level 3 QD1.3A Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc QD2.3A Makes a copy of the length of one object (with fingers) to then make a comparison with another object
Game Applications	Level 1 Game Application QD1.1A : Devices own strategies of comparing numbers QD2.1B : Compares using beads Level 2 Game Application QD1.2A : To recognize smaller and bigger number of particular numbers they will compare numbers Level 3 Game Application QD2.3A : Can measure length of various objects using the mala and compares them against each other

SUB SKILLS (KLIs as per FONS)	Shows one to one correspondence between number and quantity.
KEY LEARNING INDICATORS	Level 3 NQ1.3A Associates a given collection (arranged in tens and ones) with a number and vice-versa.
Game Applications	NQ1.1A : Associates a number while counting and if a number is given they will count and show the beads NQ1.1B : When asked for particular number then they will add or remove the beads to attain that desired number

SUB SKILLS (KLIs as per FONS)	Familiarises with spatial relationships like top- bottom; on-under; inside- outside; Sorts, classifies and describe the objects in her/his vicinity on the basis of shape and others observable properties. Identifies basic 3-D shapes such as cuboid, cylinder, cone, sphere by their name.
KEY LEARNING INDICATORS	Level 3 SSU1.3A Child identifies rectangles, triangles and other rectilinear shapes formed by the crease of paper on folding it. 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. SSU3.3A Groups objects on the basis of shapes (cone, cylinder, ball, etc. as they have curved surface) and other observable properties. SSU2.3B Recognises features of shapes of different sizes and in different orientations following flips, slides and turns. SSU3.3B Demonstrates her/his ability to differentiate between 2-D shapes (like square, rectangle, etc.) and 3-D shapes (cone, cylinder, sphere, etc.). SSU3.3C Uses different ways of drawing straight line by paper folding, straight edge, straight string with free hand and free ruler. SSU3.3D Cites different examples to show the understanding of difference between straight and curved lines. SSU3.3E Makes free-hand drawing of horizontal, vertical and slant lines. SSU3.3F Draws shapes of her/his liking by using straight and curved lines on a dot grid
Game Applications	Level 1 Game Application 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 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.

SUB SKILL (KLIs as per FONS)	Is able to do simple arithmetic calculations (add1, subtract 1) 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 Builds and subtracts numbers by using objects or fingers
KEY LEARNING INDICATORS	Level 3 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. SA1.3B Analyses and describes a problem in mathematical terms and finds the given and unknown data. SA2.3A Appreciates the use of multiplication for repeated addition. 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. SA2.3C Develops different algorithms to multiply two-digit numbers. SA2.3D Finds product of a two-digit number by another/his two-digit numbers. SA3.3A Explores ways of equal grouping/ sharing/distribution. SA3.3B Understands division as another/his way of equal grouping/ sharing /distribution. SA3.3C Performs division by grouping / using multiplication tables. SA3.3D Shows her/his understanding of division of two-digit numbers in equal distribution of money to number of persons. SA3.3E Find quotient of obtained division in two digit numbers.
Game Applications	Level 1 Game Application SA3.1C : Adds beads by counting one by one and adding it to the previous one Level 2 Game Application SA3.2A : When they need to multiply the two numbers within the fixed time Level 3 Game Application SA2.3C : When they roll 4 dice and asked to multiply numbers SA2.3D : When they roll 4 dice and asked to multiply numbers

SUB SKILL (KLIs as per FONS)	Is able to count systematically, both forward and back word.
KEY LEARNING INDICATORS	Level 3 SC1.3A Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid. 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. SC1.3C Recognises that a count of one ten is the same as ten counts of one SC1.3D Counts forwards and backwards by 100s to 1000 (100, 200 … 1000) SC1.3E Produces and reads numbers to at least 1000 SC1.3F Produces a rote count to at least 100 SC1.3G Produces a rote count down from 1000
Game Applications	Level 1 Game Application SC1.1A : Finds their own way of counting beads either by grouping or one to one correpondences SC1.1B : Finds their own way of counting beads either by grouping or one to one correpondence SC1.1C : Is able to answer correctly SC1.1D : Counts beads and matches count with numeral SC1.1F :: Counts beads correctly SC1.1G : Counts beads correctly SC1.1H : Counts beads and announces number to facilitator or team and is able to restart Level 2 Game Application SC1.2A : They will come up with different ways of counting to find the total number of beads in a mala SC1.2C : While counting they will use number words SC1.2D : When teacher put a retriction of time and suggests them to group the beads and count SC1.2F : They follow rote counting for the time in counting the beads SC1.2G : when teacher ask them to show 89th bead then they count down from 100 because it is closer to 100 SC1.2H : While counting they do produce the number word Level 3 Game Application SC1.3B : Is able to find own ways of counting the beads SC1.3C : 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 Is able to count the number of beads and add more beads or let go of beads based on new request

Place Value card

Key Learning Areas

KEY LEARNING INDICATORS	Level 1 DNR.1A Attempts to write any given number (upto 99)
Game Applications	Level 1 Game Application DNR.1A: When one child marks the number on the ganit mala, another child writes down the number

SUB SKILL (KLI AS PER FONS)	Is able to identify the braille numbers. Is able to identify the print numbers ( low vision)
KEY LEARNING INDICATORS	Level 3 NR1.3A Reads and writes any given number (up to 999)
Game Applications	Level 1 Game Application NR1.1A : Ganitmala consists of 100 beads, students will read numbers by counting the beads Level 2 Game Application NR1.2A : Ganitmala consists of 100 beads, students will read numbers by counting the beads NR1.2C : Since ganitmala consists of 100 beads while counting they will know the order of numbers

SUB SKILLS (KLIs as per FONS)	Is able to compare the numbers ( greater or smaller than) Demostrate the use of comparing numbers
KEY LEARNING INDICATORS	Level 3 QD1.3A Demonstrates strategies of comparing two numbers using sequential order of numbers, size of a number, place values of digits, etc QD2.3A Makes a copy of the length of one object (with fingers) to then make a comparison with another object
Game Applications	Level 1 Game Application QD1.1A : Devices own strategies of comparing numbers QD2.1B : Compares using beads Level 2 Game Application QD1.2A : To recognize smaller and bigger number of particular numbers they will compare numbers Level 3 Game Application QD2.3A : Can measure length of various objects using the mala and compares them against each other

SUB SKILL (KLIs as per FONS)	Is able to do simple arithmetic calculations (add1, subtract 1) 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 Builds and subtracts numbers by using objects or fingers
KEY LEARNING INDICATORS	Level 3 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. SA1.3B Analyses and describes a problem in mathematical terms and finds the given and unknown data. SA2.3A Appreciates the use of multiplication for repeated addition. 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. SA2.3C Develops different algorithms to multiply two-digit numbers. SA2.3D Finds product of a two-digit number by another/his two-digit numbers. SA3.3A Explores ways of equal grouping/ sharing/distribution. SA3.3B Understands division as another/his way of equal grouping/ sharing /distribution. SA3.3C Performs division by grouping / using multiplication tables. SA3.3D Shows her/his understanding of division of two-digit numbers in equal distribution of money to number of persons. SA3.3E Find quotient of obtained division in two digit numbers.
Game Applications	Level 1 Game Application SA3.1C : Adds beads by counting one by one and adding it to the previous one Level 2 Game Application SA3.2A : When they need to multiply the two numbers within the fixed time Level 3 Game Application SA2.3C : When they roll 4 dice and asked to multiply numbers SA2.3D : When they roll 4 dice and asked to multiply numbers

SUB SKILL (KLIs as per FONS)	Is able to count systematically, both forward and back word.
KEY LEARNING INDICATORS	Level 3 SC1.3A Demonstrate strategies to solve puzzle on missing numbers or fit numbers in grid, missing numbers pyramid. 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. SC1.3C Recognises that a count of one ten is the same as ten counts of one SC1.3D Counts forwards and backwards by 100s to 1000 (100, 200 … 1000) SC1.3E Produces and reads numbers to at least 1000 SC1.3F Produces a rote count to at least 100 SC1.3G Produces a rote count down from 1000
Game Applications	Level 1 Game Application SC1.1A : Finds their own way of counting beads either by grouping or one to one correpondences SC1.1B : Finds their own way of counting beads either by grouping or one to one correpondence SC1.1C : Is able to answer correctly SC1.1D : Counts beads and matches count with numeral SC1.1F :: Counts beads correctly SC1.1G : Counts beads correctly SC1.1H : Counts beads and announces number to facilitator or team and is able to restart Level 2 Game Application SC1.2A : They will come up with different ways of counting to find the total number of beads in a mala SC1.2C : While counting they will use number words SC1.2D : When teacher put a retriction of time and suggests them to group the beads and count SC1.2F : They follow rote counting for the time in counting the beads SC1.2G : when teacher ask them to show 89th bead then they count down from 100 because it is closer to 100 SC1.2H : While counting they do produce the number word Level 3 Game Application SC1.3B : Is able to find own ways of counting the beads SC1.3C : 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 Is able to count the number of beads and add more beads or let go of beads based on new request