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	Level 2 Game Application DA1.2A : Is able to sort the tangrams as per their shape, size ans texture.

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 : Explores the tangram shapes as object and observes shape, size, colour/texture

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	Level 1 Game Application ME1.1C : Is able to align the shapes to compare the length of which participant has the longest tangram shape

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 NP1.2A : Is able to recognize shapes around axes – Horizontal, Vertical etc. and then place shapes across the same.

KEY LEARNING INDICATORS	Level 3 PL.3A Gives and follows directions from one place to another
Game Applications	Level 2 Game Application PL.2A : During narration of their story, they may describe position of objects or characters they have introduced

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 : Is able to make stories with varying number of tangram pieces and associates the count to the difference in pieces they have. QD2.1A : Is able to count the total number of shapes used in each group QD2.1B : Searches for proper shapes while making their designs, and say that they have not used others as those were longer and shorter shapes Level 2 Game Application QD1.2A : 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. Level 3 Game Application QD2.3A : 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.

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 : While taking shapes associates the total with the number. When a number if provided, they pick the right number of pieces NQ1.1B : 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.

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 SSU2.1C Is able to relate the shape with something they know of. Level 2 Game Application SSU2.2B Is able to relate each shape to the objects they have already seen/observed in their surrounding environment SSU3.2A Is able to co-relate the outlines of shapes to geometrical tactile diagrams they have been introduced to earlier. SSU3.2F 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 Level 3 Game Application SSU1.3A 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. SSU3.3B : 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.

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 SA3.1B : Creates 10 shapes by placing it in various combinations in their two hands ( Such as 2 and 8, 4 and 6, 5 and 5) SA3.1C : Is able to add the number of shapes of particular types and the total with the individual and then in the group.

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 : Counts and picks the tangram shapes as they require SC1.1B : Chooses tangram shapes creatively (e.g. in pairs, in types of shapes etc) SC1.1C : 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 SC1.1D : Is able to count shapes as objects and match the count with the number of shapes used. SC1.1E : Takes more shapes or discards some shapes depending upon the initial number of pieces and types of pieces picked. Level 2 Game Application SC1.2A : Counts tangram shapes in groups. Makes a mental map of the shape they have to make and picks tangram numbers accordingly. Level 3 Game Application 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 understa Is able to count the number of shapes used in designing their picture. e.g. A bird with 1 parallelograms, 1 square, 5 triangles.

Ganitmala

Key Learning Areas

KEY LEARNING INDICATORS	Level 1 DNR.1A Attempts to write any given number (upto 99)
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 : Explores the tangram shapes as object and observes shape, size, colour/texture

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 NP1.2A : Is able to recognize shapes around axes – Horizontal, Vertical etc. and then place shapes across the same.

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

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 : Is able to make stories with varying number of tangram pieces and associates the count to the difference in pieces they have. QD2.1A : Is able to count the total number of shapes used in each group QD2.1B : Searches for proper shapes while making their designs, and say that they have not used others as those were longer and shorter shapes Level 2 Game Application QD1.2A : 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. Level 3 Game Application QD2.3A : 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.

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 : While taking shapes associates the total with the number. When a number if provided, they pick the right number of pieces NQ1.1B : 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.

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 SSU2.1C Is able to relate the shape with something they know of. Level 2 Game Application SSU2.2B Is able to relate each shape to the objects they have already seen/observed in their surrounding environment SSU3.2A Is able to co-relate the outlines of shapes to geometrical tactile diagrams they have been introduced to earlier. SSU3.2F 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 Level 3 Game Application SSU1.3A 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. SSU3.3B : 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.

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 SA3.1B : Creates 10 shapes by placing it in various combinations in their two hands ( Such as 2 and 8, 4 and 6, 5 and 5) SA3.1C : Is able to add the number of shapes of particular types and the total with the individual and then in the group.

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 : Counts and picks the tangram shapes as they require SC1.1B : Chooses tangram shapes creatively (e.g. in pairs, in types of shapes etc) SC1.1C : 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 SC1.1D : Is able to count shapes as objects and match the count with the number of shapes used. SC1.1E : Takes more shapes or discards some shapes depending upon the initial number of pieces and types of pieces picked. Level 2 Game Application SC1.2A : Counts tangram shapes in groups. Makes a mental map of the shape they have to make and picks tangram numbers accordingly. Level 3 Game Application 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 understa Is able to count the number of shapes used in designing their picture. e.g. A bird with 1 parallelograms, 1 square, 5 triangles.

Place Value card

Key Learning Areas

KEY LEARNING INDICATORS	Level 1 DNR.1A Attempts to write any given number (upto 99)
Game Applications

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

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 : Is able to make stories with varying number of tangram pieces and associates the count to the difference in pieces they have. QD2.1A : Is able to count the total number of shapes used in each group QD2.1B : Searches for proper shapes while making their designs, and say that they have not used others as those were longer and shorter shapes Level 2 Game Application QD1.2A : 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. Level 3 Game Application QD2.3A : 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.

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 SA3.1B : Creates 10 shapes by placing it in various combinations in their two hands ( Such as 2 and 8, 4 and 6, 5 and 5) SA3.1C : Is able to add the number of shapes of particular types and the total with the individual and then in the group.

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 : Counts and picks the tangram shapes as they require SC1.1B : Chooses tangram shapes creatively (e.g. in pairs, in types of shapes etc) SC1.1C : 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 SC1.1D : Is able to count shapes as objects and match the count with the number of shapes used. SC1.1E : Takes more shapes or discards some shapes depending upon the initial number of pieces and types of pieces picked. Level 2 Game Application SC1.2A : Counts tangram shapes in groups. Makes a mental map of the shape they have to make and picks tangram numbers accordingly. Level 3 Game Application 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 understa Is able to count the number of shapes used in designing their picture. e.g. A bird with 1 parallelograms, 1 square, 5 triangles.