Playing Cards
Click on any of these Playing Cards tabs to learn how it is played (Play Plan) and its key learning areas..
CARD GAME 0
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 |
Level 1 Game Application DA1.1A : The game will enable children to be more at ease with classifying numbers according to their size DA1.1B : 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” Level 2 Game Application DA1.2A : The game enables children to be more at ease with classifying numbers according to their size DA1.2B : 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” Level 3 Game Application DA1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 ES1.3A
Uses estimation in verification of sum and difference of 2 and 3-digit numbers. |
| Game Applications |
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| SUB SKILLS (KLIs as per FONS) |
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|---|---|
| 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 : With more familiariarity, develops strateegies to compare and contrast the numbers they have. Level 2 Game Application QD1.2A : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have. Level 3 Game Application QD1.3A : 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” |
| 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 |
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| SUB SKILL (KLIs as per FONS) |
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|---|---|
| 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 |
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| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
EQUATIONS
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 |
Level 1 Game Application DA1.1A : The game will enable children to be more at ease with classifying numbers according to their size DA1.1B : 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” Level 2 Game Application DA1.2A : The game enables children to be more at ease with classifying numbers according to their size DA1.2B : 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” Level 3 Game Application DA1.3A : 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” |
| SUB SKILL (KLI AS PER FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 NR1.3A
Reads and writes any given number (up to 999) |
| Game Applications |
Level 1 Game Application NR1.1D : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards. Level 2 Game Application NR1.2B : 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. |
| 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 |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 SSU2.1A : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0 Level 2 Game Application SSU2.2A : 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” SSU2.2B : Children become more at ease with classifying numbers according to their size en become more at ease with classifying numbers according to their size |
| SUB SKILL (KLIs as per FONS) |
|
|---|---|
| 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 |
|
RUMMY
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 |
Level 1 Game Application DA1.1A : The game will enable children to be more at ease with classifying numbers according to their size DA1.1B : 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” Level 2 Game Application DA1.2A : The game enables children to be more at ease with classifying numbers according to their size DA1.2B : 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” Level 3 Game Application DA1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 ES1.3A
Uses estimation in verification of sum and difference of 2 and 3-digit numbers. |
| Game Applications |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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. 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 NP2.1A : By the end of a few game sessions, the children will recognize pairs that add up to 10 Level 2 Game Application NP2.2A : 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. Level 3 Game Application NP1.3A : 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. NP2.3B : They will develop their own strategies for adding numbers, based on what strategy they are most comfortable with |
| SUB SKILL (KLI AS PER FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 NR1.3A
Reads and writes any given number (up to 999) |
| Game Applications |
Level 1 Game Application NR1.1D : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards. Level 2 Game Application NR1.2B : 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. |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 : With more familiariarity, develops strateegies to compare and contrast the numbers they have. Level 2 Game Application QD1.2A : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have. Level 3 Game Application QD1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 SSU2.1A : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0 Level 2 Game Application SSU2.2A : 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” SSU2.2B : Children become more at ease with classifying numbers according to their size en become more at ease with classifying numbers according to their size |
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
LAST MAN STANDING
Key Learning Areas
| KEY LEARNING INDICATORS |
Level 1 DNR.1A
Attempts to write any given number (upto 99) |
|---|---|
| Game Applications |
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| SUB SKILL (KLI AS PER FONS) |
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|---|---|
| KEY LEARNING INDICATORS |
Level 3 NR1.3A
Reads and writes any given number (up to 999) |
| Game Applications |
Level 1 Game Application NR1.1D : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards. Level 2 Game Application NR1.2B : 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. |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 : With more familiariarity, develops strateegies to compare and contrast the numbers they have. Level 2 Game Application QD1.2A : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have. Level 3 Game Application QD1.3A : 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” |
| 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 |
|
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
GO FISH
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 |
Level 1 Game Application DA1.1A : The game will enable children to be more at ease with classifying numbers according to their size DA1.1B : 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” Level 2 Game Application DA1.2A : The game enables children to be more at ease with classifying numbers according to their size DA1.2B : 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” Level 3 Game Application DA1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 ES1.3A
Uses estimation in verification of sum and difference of 2 and 3-digit numbers. |
| Game Applications |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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. 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 NP2.1A : By the end of a few game sessions, the children will recognize pairs that add up to 10 Level 2 Game Application NP2.2A : 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. Level 3 Game Application NP1.3A : 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. NP2.3B : They will develop their own strategies for adding numbers, based on what strategy they are most comfortable with |
| SUB SKILL (KLI AS PER FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 NR1.3A
Reads and writes any given number (up to 999) |
| Game Applications |
Level 1 Game Application NR1.1D : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards. Level 2 Game Application NR1.2B : 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. |
| 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 |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 SSU2.1A : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0 Level 2 Game Application SSU2.2A : 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” SSU2.2B : Children become more at ease with classifying numbers according to their size en become more at ease with classifying numbers according to their size |
| SUB SKILL (KLIs as per FONS) |
|
|---|---|
| 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 |
|
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
I SEE 10
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 |
Level 1 Game Application DA1.1A : The game will enable children to be more at ease with classifying numbers according to their size DA1.1B : 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” Level 2 Game Application DA1.2A : The game enables children to be more at ease with classifying numbers according to their size DA1.2B : 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” Level 3 Game Application DA1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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. 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 NP2.1A : By the end of a few game sessions, the children will recognize pairs that add up to 10 Level 2 Game Application NP2.2A : 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. Level 3 Game Application NP1.3A : 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. NP2.3B : They will develop their own strategies for adding numbers, based on what strategy they are most comfortable with |
| SUB SKILL (KLI AS PER FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 NR1.3A
Reads and writes any given number (up to 999) |
| Game Applications |
Level 1 Game Application NR1.1D : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards. Level 2 Game Application NR1.2B : 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. |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 SSU2.1A : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0 Level 2 Game Application SSU2.2A : 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” SSU2.2B : Children become more at ease with classifying numbers according to their size en become more at ease with classifying numbers according to their size |
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
SCOOP
Key Learning Areas
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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. 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 NP2.1A : By the end of a few game sessions, the children will recognize pairs that add up to 10 Level 2 Game Application NP2.2A : 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. Level 3 Game Application NP1.3A : 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. NP2.3B : They will develop their own strategies for adding numbers, based on what strategy they are most comfortable with |
| SUB SKILL (KLI AS PER FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 NR1.3A
Reads and writes any given number (up to 999) |
| Game Applications |
Level 1 Game Application NR1.1D : Understands numbers up to 10 and are able to demonstrate their understanding by asking for next/previous number while asking for cards. Level 2 Game Application NR1.2B : 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. |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 : With more familiariarity, develops strateegies to compare and contrast the numbers they have. Level 2 Game Application QD1.2A : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have. Level 3 Game Application QD1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 SSU2.1A : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0 Level 2 Game Application SSU2.2A : 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” SSU2.2B : Children become more at ease with classifying numbers according to their size en become more at ease with classifying numbers according to their size |
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
RACE TO 27
Key Learning Areas
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 ES1.3A
Uses estimation in verification of sum and difference of 2 and 3-digit numbers. |
| Game Applications |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 : With more familiariarity, develops strateegies to compare and contrast the numbers they have. Level 2 Game Application QD1.2A : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have. Level 3 Game Application QD1.3A : 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” |
| SUB SKILL (KLIs as per FONS) |
|
|---|---|
| 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 |
|
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |
Collaborative Sorting
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 |
Level 1 Game Application DA1.1A : The game will enable children to be more at ease with classifying numbers according to their size DA1.1B : 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” Level 2 Game Application DA1.2A : The game enables children to be more at ease with classifying numbers according to their size DA1.2B : 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” Level 3 Game Application DA1.3A : 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” |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| KEY LEARNING INDICATORS |
Level 3 ES1.3A
Uses estimation in verification of sum and difference of 2 and 3-digit numbers. |
| Game Applications |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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. 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 NP2.1A : By the end of a few game sessions, the children will recognize pairs that add up to 10 Level 2 Game Application NP2.2A : 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. Level 3 Game Application NP1.3A : 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. NP2.3B : They will develop their own strategies for adding numbers, based on what strategy they are most comfortable with |
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 : With more familiariarity, develops strateegies to compare and contrast the numbers they have. Level 2 Game Application QD1.2A : With more familiarity with the game, they develop strateegies to compare and contrast the numbers they have. Level 3 Game Application QD1.3A : 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” |
| 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 |
|
| SUB SKILLS (KLIs as per FONS) |
|
|---|---|
| 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 SSU2.1A : Srarts to classify the cards in their own ways, based on what strategies they use to reach 0 Level 2 Game Application SSU2.2A : 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” SSU2.2B : Children become more at ease with classifying numbers according to their size en become more at ease with classifying numbers according to their size |
| 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 SC1.1H : 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”. Level 2 Game Application SC1.2B : 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 SC1.2H : 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. SC1.2I : 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. Level 3 Game Application SC1.3A : 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 |