Mathville 1 School Edition User Manual
Contents
1. The Home Page is designed to allow students to easily and freely explore the program discovering activities which they find fun and interesting Teachers who prefer to direct students to particular activities could copy or describe the picture button for the activity and instruct students to look for that button on the screen and click it The Mathville 1 Student Record Sheet on page 37 of this manual could also be used for this purpose as well as to record student achievement during each session Students should be encouraged to follow their natural inclinations to play and explore and to answer their own What do do next or How do l type questions by looking at the screen and experimenting Ask students to think of what else they might do or to look again at what has happened so far Students generally work independently with the program for a complete period and often enjoy working in pairs Having small groups of children work together on the program provides a good opportunity for cooperative play and problem solving and fosters communication as children share knowledge and ideas and discuss strategies Both audio and written directions are given at the beginning of each activity in Mathville 1 In addition the context sensitive HELP button in the top right of every screen may be clicked at any time to repeat the directions or receive additional text and audio messages Mathville 1 uses audio messages and sound effect2. User Manua SCHOOL EDITION Mathville 1 Version 1 1 2007 Courseware Solutions Inc www mathville com Purchasers of the program Mathville 1 are hereby granted permission to copy or distribute this manual in whole or in part for non commercial educational purposes under the condition that the copyright by Courseware Solutions be acknowledged Table of Contents General Information O T 1 New in Hhisupdate iii ici 1 suggested Grade FANG sonic 2 Curriculum conien a caba 2 SUGGESTIONS TOUS di 3 Directions and electrical liada 3 learning dppEOSCliang iiri dede eniti nn 4 Lavel en ET E ade aetna tee 5 Tracking and econ nido 5 Printing options and worksheets cccccccccccceceessssssssessesceeeeeeees 6 Technical Information Requiem accio canes 7 OT el STAR y AA E 7 553 de Fe Ure y BERE OP CONO uo nent T 7 TOUDIESNOOIING iii iS 8 Network and Internet access occccccccccccnocononnnnnacccccnnnnncnnnnnnos 8 Curriculum Connections Number Sense amp Measurement occccccccccccoccconnnnnonocncnnnnnnnnnnnnos 9 SING POS rotas 10 rateros Dot ripio 10 Home Page Home Page OBIIOIS adan li cates 11 Activity Descriptions and Sample Worksheets COI teta Ee 12 Numbers amp Fractions ooooooccccccccoccnnnnnnnnnnnnnnnnccnnnnnnnos 14 A A ida E 16 Jn A 18 Add S SUDIFOEEL sitiado lada 20 luce c eae 22 A nece ed dela ceu 24 Np SNE AE 26 BUIO EA 28 deuil ere
3. 0 0 0 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Add amp Subtract SKILLS e add and subtract numbers to 20 Picture button may be copied and given to students to assign activity DESCRIPTION At the Mathville duck pond the ducks are numbered from 1 to 20 and remain in order as they swim round and round Above the pond two ducks display an addition or subtraction problem in vertical format Students demonstrate their addition and subtraction skills by clicking the duck in the pond with the correct answer The ordered and numbered ducks provide a model for solving addition and subtraction problems by counting on or counting back allowing students to work out a method for solving addition and subtraction problems Presenting subtraction immediately following addition and suggesting counting back as a method of solution highlights the inverse relationship between addition and subtraction Level 1 Add 1 to a single digit number The feedback for this level encourages the students to think of adding 1 as thinking of the number that is one more than a given number or looking for the first number that comes after the given number Level 2 Add single digit numbers that total 10 or less Students who answer the problem X Y incorrectly are directed to look for duck X and then count Y more ducks Level 3 Add single digit numbers that total between 10 and 20 inclusive Level 4 Subtract a sing
4. dimensional figures and sort and classify them by their attributes compose and decompose common two dimensional shapes and three dimensional figures describe the relative locations of objects using positional language Specific Expectations Geometric Properties By the end of Grade 1 students will identify and describe common two dimensional shapes e g circles triangles rectangles squares and sort and classify them by their attributes e g colour size texture number of sides using concrete materials and pictorial representations e g put all the triangles in one group Some are long and skinny and some are short and fat but they all have three sides trace and identify the two dimensional faces of three dimensional figures using concrete models e g can see squares on the cube identify and describe common three dimensional figures e g cubes cones cylinders soheres rectangular prisms and sort and classify them by their attributes e g colour size texture number and shape of faces using concrete materials and pictorial representations e g l put the cones and the cylinders in the same group because they all have circles on them describe similarities and differences between an everyday object and a three dimensional figure e g A water bottle looks like a cylinder except the bottle gets thinner at the top locate shapes in the environment th
5. 5 2 6 Solve addition and subtraction problems with one and two digit numbers eg 5 58 _ 2 7 Find the sum of three one digit numbers 3 0 Students use estimation strategies in computation and problem solving that involve numbers that use the ones tens and hundreds places Estimate 3 1 Make reasonable estimates when comparing larger or smaller numbers Algebra and Functions 10 Students use number sentences with operational symbols and expressions to solve problems 1 1 Write and solve number sentences from problem situations that express relation ships involving addition and subtraction Add amp Subtract 1 2 Understand the meaning of the symbols 1 3 Create problem situations that might lead to given number sentences involving addition and subtraction Measurement and Geometry 1 0 Students use direct comparison and nonstandard units to describe the mea surements of objects 1 1 Compare the length weight and volume of two or more objects by using direct comparison or a nonstandard unit Time 12 Tell time to the nearest half hour and relate time to events e g before after shorter longer 2 0 Students identify common geometric figures classify them by common attributes and describe their relative position or their location in space RA 2 1 Identify describe and compare triangles rectangles squares and circles including the faces of three dimensional objects Sort 2 2 Classi
6. Florida e explains if an event is certain probable or impossible e discusses results of games and activities dependent upon chance e knows if a given event is more likely equally likely or less likely to occur for example six blue marbles and two green marbles in a bag e constructs appropriate questions for a class survey in a whole group setting e analyzes results of a survey as part of a class discussion Florida Department of Education 4 Ontario Ministry of Education The Ontario Curriculum Grades 1 8 Mathematics 2005 ISBN 0 7794 8121 6 Print ISBN 0 7794 8122 4 Internet Grade 1 Number Sense and Numeration Overall Expectations By the end of Grade 1 students will 35 read represent compare and order whole numbers to 50 and use concrete materials to investigate fractions and money amounts demonstrate an understanding of magnitude by counting forward to 100 and backwards from 20 solve problems involving the addition and subtraction of angle digit whole numbers using a variety of strategies Specific Expectations Quantity Relationships By the end of Grade 1 students will represent compare and order whole num bers to 50 using a variety of tools e g connecting cubes ten frames base ten materials number lines hundreds charts and contexts e g real life experiences number stories read and print in words whole numbers to ten using meani
7. Mathville 1 addresses mathematics topics commonly taught in first grade North American classrooms With its multi level approach however many parts of the program are also suitable for both younger and older children The variety of activities and difficulty levels and the fact that all games and problems are randomly generated allow Mathville 1 to be used and re used throughout the school year All of the Mathville series programs are specifically designed to correlate closely with the recommended math curriculum of many national and regional jurisdictions Included in this manual are annotated copies of the official recommended curriculum guides for three representative areas California Florida and Ontario As is evident from the annotations Mathville 1 covers a significant portion of the Grade 1 math curriculum for all of these areas 2 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Suggestions for use Directions and help For specific curriculum content please refer to the Curriculum Connections table pages 9 and 10 and the individual activity descriptions that follow Before each session the volume level of the computer should be adjusted to a comfortable audible level Teachers may wish to start the program so that students see the Home Page on the computer screen when they sit down and explain that students will use the mouse to click the picture buttons for a game or activity see page 11
8. or closed e transfers patterns from one medium to another for example concrete objects to actions or symbols e predicts extends and creates patterns Pattern e identifies and generates patterns in a list of related number pairs based on real life situations for example T chart with number of children to number of eyes e Number of Children Number of Eyes l 2 2 4 e solves addition and subtraction sentences where an unknown number is represented by a geometric shape for example 2 U 9 e uses concrete objects to solve number sentences with equalities and inequalities using the symbols gt lt e uses concrete objects to solve real world addition and subtraction problems using one unknown for example There are 28 children in this class and 25 are here today How many are absent Data Analysis and Probability e surveys a small group to answer a simple question involving two categories or choices for example students who bring lunches or students who buy lunches e uses mathematical language to read and interpret data on a simple concrete graph pictorial graph or chart e uses concrete materials pictures or graphs to display data and identify range and mode Graph e discusses a reasonable prediction for a large group using data from a small group e uses acalculator to compare data and explores computer graphing software e knows the likelihood of a given situation for example snowing in South
9. or photocopy the next page and hand out to students before or as they sit down to use the computer To assign a specific activity circle the appropriate picture on the sheet and instruct students to click the same picture in the program Alternatively copy or describe the activity s picture button from the preceding pages and hand it out first Hand out the Record Sheet later in the session Near the end of the session draw the students attention to the Record Sheet and ask them to circle the picture button of the activity they did If they did more than one activity they should circle more than one button On the back of the page they should draw a picture of one of the things they did or write some words to describe what they did or both Share the Record Sheets with parents post them on bulletin boards or include them in a learning portfolio 36 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Circle what you did today Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Appendix A California Grade 1 Math Curriculum Correlation Appendix B Florida Grade 1 Math Curriculum Correlation Appendix C Ontario Grade 1 Math Curriculum Correlation 38 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Adopted by the California State Board of Education December 1997 By the end of grade one students understand and use the concept of ones and tens
10. 30 A NE E EE EE ERE TOERE SEE SEERE TET 32 E EE 34 Student Record Sheet Descripcion 36 SUGGESTIONS TOM USC rela 36 Appendix A California Grade 1 Math Curriculum Correlation Appendix B Florida Grade 1 Math Curriculum Correlation Appendix C Ontario Grade 1 Math Curriculum Correlation General Information Overview New in this update Mathville 1 is the first grade member of the Mathville series of educational software which is used in thousands of schools and recommended by many departments and boards of education The Mathville series is based on the belief that EVERY student can enjoy developing and demonstrating their mathematical ability within a fun supportive mathematically rich environment Mathville 1 has 12 multi level learning activities grouped in strands NUMBER SENSE 8 MEASUREMENT SHAPES PATTERNS amp DATA Count Numbers 8 Fractions Identify Pattern Estimate Skip Count Balance Add amp Subtract Time Build Graph Descriptions of the activities are included in this manual Mathville 1 is easy to use requiring no special registration or installation process It is also very versatile and may be used on single computers with a CD ROM drive classroom or school networks or internet servers Updates supplementary materials and technical support are available from the website www mathville com Mathville 1 is a major update of the program Mathville Kidway It incorporates content structure and usa
11. al shapes must be sorted based on their faces 26 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Write the number of sides in each shape Make every circle green Make every square yellow Write BALL BOX Like a Like a Like a or CAN 27 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Build SKILLS identify shapes in a geometric design combine shapes to form other shapes discover through experimentation how to manipulate an object in a desired direction Picture button may be copied and given to students to assign activity DESCRIPTION In this puzzle challenge students are presented with an outline shape a set of shapes that can be combined to fill the outline and a robot whose movements can be controlled by clicking left right up and down arrows The object is to assemble the shapes to fill the outline Part of the challenge is to figure out how the robot can be maneuvered to push the shapes in different directions Students must experiment and observe how the robot interacts with the shapes to develop a successful moving strategy which is dependent upon their relative positions Level 1 All of the puzzles are two simple two dimensional shapes that fit together to form another simple two dimensional shape For example two triangles combine to form a rectangle Level 2 Three or four shapes must be combined to form a geometric shap
12. an environment that encourages students to try a variety of solutions and to persevere until the problem is solved The feedback prompts and scoring are designed to lead students to recognize that trying a solution that doesn t work is the first step in finding one that does The game like nature of the activities allows students to connect their natural problem solving play experiences with the math they learn in the classroom Many children will be more likely to apply the strategies of perseverance and reasoning that they have used to master games and puzzles outside of school rather than attempting to recall a memorized algorithm or number fact 4 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Levels The activities in Mathville 1 have between 3 and 6 levels of difficulty Students are automatically routed through these levels by the program Students always enter an activity at level 1 This is done to e build confidence by creating a comfortable positive predictable environment for the students who enjoy demonstrating their knowledge and skills e provide an opportunity to review and consolidate skills e create a natural progression of learning experiences that is intended to lead students to extend their understanding of basic concepts to more complex ones e model a problem solving strategy of beginning with a simpler more approachable version of a problem and working up to a more complex pre
13. and destroy themselves and any other shapes already in the tank The game aspect of this activity and the direct connection between accurate sorting skills and game success motivate students to demonstrate or improve their geometric classification and sorting skills By observing and experimenting to achieve success in the game students can also discover or consolidate sorting and classification skills The speed of the falling objects is controlled by up and down arrows allowing for individual student preferences and learning styles Those with well developed sorting skills who enjoy a fast moving game can increase the speed Students whose skills are at a lower level or who are uncomfortable with the pressure of a speed dependent situation can slow or stop the falling taking as much time as they want to make their sorting decisions Level 1 Common two dimensional shapes such as circles squares rectangles and triangles drop towards tanks with the names of the shapes Each shape must be correctly guided to the tank with its name Level 2 Common two dimensional shapes such as circles squares rectangles and triangles drop towards tanks labeled with attributes For example the three tanks might be labeled 3 corners 4 corners no corners Level 3 Common three dimensional shapes such as spheres cubes and cylinders must be sorted into tanks with labels such as like a box like a ball like a can Level 4 Common three dimension
14. at have symmetry and describe the symmetry Geometric Relationships By the end of Grade 1 students will compose patterns pictures and designs using common two dimensional shapes Sample problem C reate a picture of a ue flower using pattern blocks identify and describe shapes within other shapes e g shapes within a geometric pua build three dimensional structures using concrete materials and describe the two dimensional shapes the structures contain cover outline puzzles with two dimensional shapes e g pattern blocks tangrams Sample problem Fill in the outline of a boat with tangram pieces Location and Movement By the end of Grade 1 students will describe the relative locations of objects or people using positional language e g over under above below in front of behind inside outside beside between along For the purposes of student learning in Grade 1 attributes refersto the various characteristics of two dimensional shapes and three dimensional figures including geometric properties See glossary entries for attribute and property geometric Students learn to distinguish attributes that are geometric properties from attributes that are not geometric properties in G rade 2 GRADE 1 Grade 1 Patterning and Algebra Overall Expectations By the end of Grade 1 students will e identify describe extend and create repeating patterns e demonstrate an un
15. atterns amp Data Extend simple geometric repeating patterns involving one attribute Recognize and extend simple repeating numeric patterns Demonstrate an understanding of equality Record primary data using a concrete graph e Sort and organize categorical data and display it using a concrete graph a pictograph or a bar graph ACTIVITIES Identify Sort Identify Sort Build Pattern Pattern Balance Graph Graph Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Home Page A ubtract The Mathville 1 Home Page has 12 house buttons one for each activity Normally the red activity titles which are for the benefit of teachers rather than students are not displayed e To display a red activity title roll the mouse over a house button e To go to an activity click its house button In addition there are 3 buttons in the upper right corner e QUIT immediately quit and exit the Mathville 1 program e HELP see and hear a context sensitive help message e CREDITS see a list of the creators of Mathville 1 This button changes to PRINT once student has earned a star e PRINT print out a session progress record or a worksheet covering the same skills of the last activity A star appears on a house button to indicate that the activity was completed successfully during the current session For example the stars on the sample page above show that during this sessio
16. ber varies randomly from 10 to 100 The type of bug also varies randomly to add more interest and variety Students are given feedback after each guess If the guess is not a reasonable one they are told whether the guess is too high or too low Students should be encouraged to talk out their guessing strategies Level 1 Students guess the number of bugs by choosing from 5 numbers 10 25 50 75 100 There is no time limit for guessing Level 2 same as Level 1 but a 20 second limit on guessing time is introduced Level 3 Students guess the number of bugs by choosing from 6 numbers on a number line 0 20 40 60 80 100 Level 4 Students guess the number of bugs by choosing from 10 numbers on a number line 10 20 30 40 50 60 70 80 90 100 16 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com 1 20 30 40 50 60 70 1 20 30 40 50 60 70 Circle your guess Count _ Circle your guess Count ____ 17 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Skip Count SKILLS e count forward by 2 s 5 s and 10 s to 100 using a number line hundreds chart and grouped items e count backward from 20 by 2 s 5 s and 10 s using a number line Picture button may be copied and given to students to assign activity DESCRIPTION In this activity students skip count to make a frog jump from one lily pad to another to traverse a number line segment or to count equal siz
17. derstanding of the concept of equality using concrete materials and addition and subtraction to 10 Specific Expectations Patterns and Relationships By the end of Grade 1 students will identify describe and extend through investigation geometric repeating patterns involving one attribute e g colour size shape thickness orientation identify and extend through investigation numeric repeating patterns e g 1 2 3 1 2 3 1 2 3 maea describe numeric repeating patternsin a hundreds chart identify a rule for a repeating pattern e g We re lining up boy girl boy girl boy girl create a repeating pattern involving one attribute e g colour size shape sound Sample problem U se beadsto make a string that shows a repeating pattern involving one attribute represent a given repeating pattern in a variety of ways e g pictures actions colours sounds numbers letters Sample problem M ake an ABA ABA ABA pattern using actions like clapping or tapping 39 Expressions and Equality By the end of Grade 1 students will create a set in which the number of objects is greater than less than or equal to the number of objects in a given set demonstrate examples of equality through investigation using a balance model Sample problem D emonstrate using a pan balance that a train of 7 attached cubes on one side balances a train of 3 cubes and atrain of t
18. diiMathville1 exe Installation Mathville 1 may be run directly from the CD ROM or from a hard drive in which case the CD ROM is not needed and need not be in the drive To run from a hard drive without the CD copy the following file and folder into an MV1 folder any folder name will do on the hard drive e Mathvillel exe Windows or Mathville 1 Macintosh e the folder named data and all its contents e WorksheetGenerator exe Windows or Worksheet Generator Macintosh teacher worksheet generator program 7 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Troubleshooting If some activities appear blank e Make sure that the data folder is at the same level and in the same folder as Mathville 1 or Mathville 1 exe e Check that all of the contents of the data folder have been copied Network and Internet access To purchase an annual school subscription to Mathville 1 which allows all students and teachers to use the program over the school s high speed internet connection contact Courseware Solutions through www mathville com To run the program on an unlimited number of workstations in a school a network version is available For even more flexibility an internet ready version which can be run on the board or school s own secure server and accessed through an Internet browser is also available If users wish to upgrade from a School Edition to a Lab Pack or Network or Internet
19. e For example two triangles and a square combine to form a parallelogram Level 3 Four or five shapes must be combined to form a geometric design such as a house or a bird 28 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com O E Cut out the black shapes below and use them to make the shapes above 29 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Pattern SKILLS extend simple repeating patterns extend simple geometric repeating patterns involving one attribute extend simple numeric repeating patterns Picture button may be copied and given to students to assign activity DESCRIPTION A magic wand waves at a set of frogs and one by one they turn into a shape object or number The wand stops over the last frog and five choices are displayed The object is to recognize the developing pattern and extend it to guess the result when the wand waves over the final frog If the guess is incorrect the frog remains a frog The frog is transformed when the pattern is extended correctly Level 1 The frogs turn into simple everyday objects like apples or balls The pattern is a two element repeating pattern For example the pattern might be apple orange apple orange apple Level 2 The frogs turn into simple two dimensional geometric shapes The pattern is a two element repeating pattern involving one attribute For example the pattern might be small r
20. e the passage of time through investigation using non standard units e g number of sleeps number of claps number of flips of a sand timer read demonstration digital and analogue clocks and use them to identify bench mark times e g times for breakfast lunch dinner the start and end of school bedtime and to tell and write time to the hour and half hour in everyday settings name the months of the year in order and read the date on a calendar relate temperature to experiences of the seasons e g In winter we can skate because it s cold enough for there to be ice Measurement Relationships By the end of Grade 1 students will compare two or three objects using mee surable attributes e g length height width area temperature mass capacity and describe the objects using relative terms e g taller heavier faster bigger warmer If put an eraser a pencil and a metre stick beside each other can see that the eraser is shortest and the metre stick is longest compare and order objects by their linear measurements using the same non standard unit Sample problem U sing a length of string equal to the length of your forearm work with a partner to find other objects that are about the same length GRADE 1 57 Grade 1 Geometry and Spatial Sense Overall Expectations By the end of Grade 1 students will identify common two dimensional shapes and three
21. ed groups of frogs The faster and more accurate the skip count the faster the frog hops along and reaches the end of the pond or line Level 1 Make a frog hop from point to point on a hundreds chart by clicking the next number in a skip count If you click an incorrect number the frog splashes into the water and returns to its previous position Each correct number in the count is highlighted to draw attention to the pattern created on the hundreds chart Level 2 Make a frog jump along a number line by clicking the next number in a skip count If you click an incorrect number the frog splashes and fails to leap forward Level 3 Make the frog jump from 20 to O along a number line by counting backward from 20 by 2 s 5 s and 10 s Level 4 Find the total number of frogs when presented with a random number of groups of 2 5 or 10 frogs each As the culmination of levels 1 2 and 3 this level can be used to model the concept of multiplication as counting by multiples Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Count by 5 s to 100 14 15 16 17 Draw a Pw box 24 25 26 27 around the 34 35 36 37 pumou 44 45 46 47 54 55 56 57 10 s to 100 64 65 66 67 Use green 74 75 76 77 triangles to show the 84 85 86 87 numbers 94 95 96 97 Start at 20 and count by 2 s back to 0 Circle the numbers 0123456 7 8 9 10 11 12 13 M 15 16 17 18 19 20 Count by 2 s How many are there Cp Cp Cp Cp C CP Cj
22. ed square small blue square small red square small blue square small red square Level 3 Similar to Level 2 but the pattern is a three element repeating pattern involving one attribute For example the pattern might be small red square medium red square big red square small red square medium red square big red square small red square medium red square Level 4 In this level the frogs turn into single digit numerals The pattern is a two or three element repeating pattern For example the pattern might be 5 8 1 5 8 1 5 8 30 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Fill in what comes next gt Q c amp v QeQeg oCc o t o Qo 00 OPPOPPOP 32 132 I 3 2 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Balance SKILLS demonstrate an understanding of equality apply the concept of conservation of number compose and decompose numbers for example 5 connected cubes equals 3 connected cubes and 2 connected cubes Picture button may be copied and given to students to assign activity DESCRIPTION In this activity students use a pan balance model to explore the concept of equality Level 1 Students must balance 2 4 or 6 cubes that are initially all on one pan Students can move the cubes from one side of the balance to the other and immediately see the impact by the movement of the balance beam Level 2 Students mus
23. for example finding how many students are sitting at tables one and two uses concrete objects to solve number problems with one operation describes thinking when solving number problems writes number sentences associated with addition and subtraction situations knows appropriate methods for example concrete materials mental mathematics paper and pencil to solve real world problems involving addition and subtraction uses a calculator to explore addition subtraction and skip counting uses the language of estimation and approximation to identify and describe numbers in real world situations for example about near closer to between estimates the number of objects explains the reasoning for the estimate and checks the reasonableness of the estimate by counting makes reasonable estimates when comparing larger or smaller quantities Estimate estimates reasonable answers to basic facts e g Will 7 8 be more than 107 demonstrates and builds models to show the difference between odd and even numbers using concrete objects or drawings Measurement knows how to communicate measurement concepts demonstrates an understanding of measurement of lengths by selecting appropriate units of measurement for example inches or feet demonstrates an understanding of weight by selecting appropriate units of measurement for example grams or kilograms demonstrates an understanding of time using digital and analog clock
24. fy familiar plane and solid objects by common attributes such as color position shape size roundness or number of corners and explain which attributes are being used for classification 2 3 Give and follow directions about location 2 4 Arrange and describe objects in space by proximity position and direction e g near far below above up down behind in front of next to left or right of 6 GRADE ONE Statistics Data Analysis and Probability 10 Students organize represent and compare data by category on simple graphs and charts E 1 1 Sort objects and data by common attributes and describe the categories 1 2 Represent and compare data e g largest smallest most often least often by using pictures bar graphs tally charts and picture graphs 2 0 Students sort objects and create and describe patterns by numbers shapes sizes rhythms or colors Pattern 2 1 Describe extend and explain ways to get to a next element in simple repeating patterns e g rhythmic numeric color and shape Mathematical Reasoning 1 0 Students make decisions about how to set up a problem Build 1 1 Determine the approach materials and strategies to be used Balance 1 2 Use tools such as manipulatives or sketches to model problems 2 0 Students solve problems and justify their reasoning 2 1 Explain the reasoning used and justify the procedures selected 2 2 Make precise calculations and check the validi
25. ge improvements suggested by the many teachers and students who used Kidway from its release in 1997 to 2006 For example e Curriculum coverage has been increased and updated to reflect the revised curriculum standards of many educational jurisdictions The number of activities has increased from 8 to 12 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com e Students are automatically advanced through each activity s multiple levels and are not required to select their own entry level to begin the activity e A worksheet generator is included on the CD Teachers can use this program to generate and print worksheets that address the curriculum skills covered in the Mathville l activities e A new PRINT feature has been added allowing students to print out a record of their progress during the session and to generate and print worksheets addressing the skills of each activity As a result of the extensive technical upgrade Mathville 1 e runs on virtually all computer systems commonly used by schools It is Macintosh OSX native and compatible with the most recent versions of Windows but still runs on much older Mac and Windows operating systems e has been reduced in size by over 75 from Kidway despite higher quality graphics and audio significantly increasing network performance e is available by subscription through a school s high speed Internet connection Suggested grade range Curriculum content
26. he other sde determine through investigation using a balance model and whole numbers to 10 the number of identical objects that must be added or subtracted to establish equality Sample problem O n a pan bal ance 5 cubes are placed on the left side and 8 cubes are placed on the right side How many cubes should you take off the right side so that both sides balance THE ONTARIO CURRICULUM GRADES 1 8 MATHEMATICS Grade 1 Data Management and Probability Overall Expectations By the end of Grade 1 students will collect and organize categorical primary data and display the data using concrete graphs and pictographs without regard to the order of labels on the horizontal axis read and describe primary data presented in concrete graphs and pictographs describe the likelihood that everyday events will happen Specific Expectations Collection and Organization of Data By the end of Grade 1 students will demonstrate an ability to organize objects into categories by sorting and classifying objects using one attribute e g colour size and by describing informal sorting experiences e g helping to put away gro ceries Sample problem Sort a collection of attribute blocks by colour R e sort the same collection by shape collect and organize primary data e g data collected by the class that is categorical i e that can be organized into categories based on qualities such as c
27. he activity house buttons and earned stars see page 11 e What did is a one page list of all the activities for which the student earned a star during the session Students could be directed to choose this option once at the end of the session e Worksheet is a print out of a dynamically created problem set designed for off computer use Each worksheet addresses the skills covered in the most recent activity accessed by the student These worksheets are designed to consolidate the learning acquired during the computer activity They can be used to provide practice and reinforcement and to help integrate Mathville 1 into the classroom curriculum Sample worksheets are included with each Activity description 6 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Technical Information Requirements Mathville 1 is a dual platform multimedia CD ROM program that is Win XP and Mac OSX native but also runs on most older Windows PC or Macintosh computers with very minimal requirements Windows 95 or higher System 8 or higher CD ROM drive In addition the program runs best if the display is set to at least 1024 by 768 and the sound is adjusted to be easily heard by the student Quick start Insert the CD ROM into the drive and e for Macintosh double click the Mathville 1 icon e for Windows choose Run from the Start menu and either browse to find the file Mathville1 exe or alternatively type
28. in the place value number system Students add and subtract small numbers with ease They measure with simple units and locate objects in space They describe data and analyze and solve simple problems Number Sense 1 0 Students understand and use numbers up to 100 1 1 1 2 Count 1 3 1 4 L5 Count read and write whole numbers to 100 Compare and order whole numbers to 100 by using the symbols for less than equal to or greater than lt gt Represent equivalent forms of the same number through the use of physical mod els diagrams and number expressions to 20 e g 8 may be represented as 4 4 5 3 2 2 2 2 10 2 11 3 Count and group object in ones and tens e g three groups of 10 and 4 equals 34 or 30 4 Identify and know the value of coins and show different combinations of coins that equal the same value 2 0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems 2 22 2 9 2 4 243 4 Know the addition facts sums to 20 and the corresponding subtraction facts and commit them to memory Use the inverse relationship between addition and subtraction to solve problems Identify one more than one less than 10 more than and 10 less than a given number Count by 2s 5s and 10s to 100 Show the meaning of addition putting together increasing and subtraction taking away comparing finding the difference GRADE ONE
29. its of the same size 30 e compare describe and order objects using attributes measured in non standard units Specific Expectations Attributes Units and Measurement Sense By the end of Grade 1 students will demonstrate an understanding of the use of non standard units of the same size e g traws index cards for measuring Sample problem M easure the length of your desk in different ways for example by using several different non standard units or by starting measurements from opposite ends of the desk D iscuss your findings estimate measure i e by placing non standard units repeatedly without overlaps or gaps and record lengths heights and distances e g a book is about 10 paper clips wide a pencil is about 3 toothpicks long construct using a variety of strategies tools for measuring lengths heights and distances in non standard units e g foot prints on cash register tape or on connect ing cubes estimate measure i e by minimizing overlaps and gaps and describe area through investigation using non standard units e g It took about 15 index cards to cover my desk with only a little bit of space left over estimate measure and describe the capa city and or mass of an object through investigation using non standard units e g M y journal has the same mass as 13 pencils The juice can has the same capacity as 4 pop cans estimate measure and describ
30. le digit number from a number up to 20 Students who answer X Y incorrectly are guided to find duck X and then look for the number that is Y in front of it 20 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com 8 7 2 42 8 10 6 8 10 9 2 2 Mathville 1 v 1 1 2007 Course 21 ware Solutions Inc 14 www mathville com SKILLS read digital and traditional clocks tell time to the hour and half hour e read a clock to identify benchmark times for example times for breakfast lunch bedtime etc Picture button may be copied and given to students to assign activity DESCRIPTION In this activity students read traditional and digital clocks time words for example six o clock and half past two and relate benchmark times breakfast lunch bedtime etc to the time displayed on the clock Level 1 Students click the number on the clock face where the hour hand should point The time is presented in the form n o clock where n is between 1 and 12 Level 2 Students click the number on the clock face where the hour hand should point The time is presented in digital form for example 10 00 Level 3 Students click the number on the clock face where the shorter hour hand should point and also where the longer minute hand should point The time is presented in either digital form for example 6 30 or word form for example half past 6 Level 4 The c
31. level can be used to provide an introduction to the strategy of counting on to solve an addition problem Level 4 The object is to knock down up to 30 pins by rolling two balls There are three groups of 5 to 15 pins each The goal is written as a numeral 12 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Count and write the number TI aaa a DE DE DE DE DE DE DE NE mm mom gt t tt oe 944090909090990909090950 9999999999999 E 9999999999999 999999999 Draw EIGHT circles Draw SIX squares Draw 25 boxes Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Numbers amp Fractions SKILLS e count out the number of objects in a set read number words in a meaningful context e count by 1 s 2 s 3 s 5 s and10 s demonstrate an understanding of halves and quarters as part of a shape or object Picture button may be copied and given to students to assign activity DESCRIPTION In this activity students use their counting skills and recognition of number words fraction words and multiples to fill a food order at the Mathville Snack Shack Food items are selected from the moving counter by a single click of the mouse Players are immediately notified if an incorrect item has been selected Correct items drop to a tray and positive feedback is given When an order is complete the next one is presented This Numbers amp Fractions activity can be
32. lock shows a time hour or half hour and the student must select the event that would most likely occur at that time A choice of three events is presented each one in both picture and word format Level 5 The traditional clock shows a time hour or half hour and the student must select the correct digital form of the time from a choice of four possibilities 22 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com 9 3 4 4 7 6 5 765 7 8 amp 5 4 o clock 1 o clock 6 00 1 1 y 1 1 4 1 1 4 10 2 10 2 10 2 9 gt e 3 5 ms 3 9 e 3 8 E 8 4 5 4 A LaS P d s 11 30 half past 3 breakfast time What time is it Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Identi SKILLS e identify 2 and 3 dimensional figures recognize the relationship between 2 and 3 dimensional figures recognize geometric shapes in everyday objects Picture button may be copied and given to students to assign activity DESCRIPTION In this Bingo game students exercise their skill in recognizing 2 and 3 dimensional shapes and the relationship between those shapes and everyday objects The game begins with a ball that drops down the ramp All the squares on the bingo card that match the shape on the ball must be selected BINGO is attained when any row column or diagonal on the card is completely marked There are no penalties for incorrect guesses Level 1 The shapes on the card and droppi
33. n Count and Identify were completed 11 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Count SKILLS count up to 30 objects read number words to ten e read numerals to 30 Picture button may be copied and given to students to assign activity DESCRIPTION At the Mathville bowling alley students see and count three sets of pins They then position and roll bowling balls to knock down a specified total number of pins Balls rolled at sets of pins that are the wrong quantity miss completely becoming gutter balls Accurate counting and positioning result in strikes knocking down all of the pins By immediately giving positive feedback for correct counts this activity guides students to accurately count and read number words and numerals The bowling game setting and the sight and sound of knocking down a set of pins provides extra motivation and a real world application of counting Level 1 Students try to knock down up to ten pins with a single ball The number of pins to be knocked down is given as a written number word only Level 2 Students must knock down up to 20 pins with a single ball The number of pins to be knocked down is a numeral Level 3 Students are to knock down up to 15 pins by rolling two balls There are 3 groups of 1 to 10 pins each and the student must decide which two of the groups can be combined to total the goal number of pins The goal is written as a numeral This
34. nce counts orally to 100 or more by 2s 5s and 10s with or without a hundred chart Skip Count uses concrete materials pictures and symbols to show the grouping and place value of numbers to 100 or more counts forward and backward by one beginning with any number less than 100 counts forward by tens from any number less than 10 using a hundred chart knows place value patterns and uses zero as a place holder for example trading 10 ones for 1 ten knows the place value of a designated digit in whole numbers to 100 demonstrates knowledge of the meaning of addition putting together increasing and aa amp Subtract subtraction taking away comparing finding the difference using manipulatives drawings symbols and story problems solves basic addition facts using concrete objects and thinking strategies such as count on count back doubles doubles plus one and make ten describes the related facts that represent a given fact family up to 18 for example 9173 12 12 923 12 3 9 knows how to use the commutative and associative properties of addition in solving problems and basic facts Florida Department of Education 1 Sunshine State Standards Grade Level Expectations Mathematics First Grade adds and subtracts two digit numbers without regrouping sums to 100 using models concrete materials or algorithms poses and solves simple number problems by selecting the proper operation
35. ng balls are limited to squares rectangles triangles and circles The bingo card is 3 by 3 Level 2 The shapes on the bingo card are everyday 3 dimensional objects that must be matched to a related 2 dimensional shape The bingo card is 3 by 3 Level 3 The shape possibilities are expanded to include ellipses and trapezoids The bingo card is 3 by 3 Level 4 The shapes squares rectangles triangles circles ellipses and trapezoids are presented on a 5 by 5 bingo card Level 5 As in Level 2 everyday objects are presented on a 5 by 5 bingo card Level 6 Randomly rotated shapes squares rectangles triangles circles ellipses and trapezoids are presented on a 5 by 5 bingo card Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Which shape do you see Write square rectangle circle or triangle How many squares ____ rectangles ____ circles triangles Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com SKILLS identify sort and classify common 2 dimensional shapes e sort and classify common 2 dimensional shapes by their attributes e sort and classify common 3 dimensional shapes by their attributes Picture button may be copied and given to students to assign activity DESCRIPTION Students guide falling shapes to sort them into three fish tanks each labeled with a different shape name or attribute Shapes that fall into the wrong tank splash
36. ngful contexts e g tory books posters demonstrate using concrete materials the concept of conservation of number e g 5 counters represent the number 5 regard less whether they are close together or far estimate the number of objects in a set and check by counting e g guessed that there were 20 cubes in the pile counted them and there w cubes 17 is close to 20 compose and decompose numbers up to 20 in a variety of ways using concrete materials e g 7 can be decomposed using connecting cubes into 6 and 1 or 5 and 2 or 4 and 3 divide whole objects into parts and iden tify and describe through investigation equal sized parts of the whole using fractional names e g halves fourths or quarters apart Counting relate numbers to the anchors of 5 and 10 By the end of Grade 1 students will e g 7 is 2 more than 5 and 3 les than 10 _ demonstrate using concrete materials the identify and describe various coins i e penny nickel dime quarter 1 coin 2 coin using coin manipulatives or draw ings and state their value e g the value of a penny is one cent the value of a toonie is two dollars represent money amounts to 20 through investigation using coin manipulatives concept of one to one correspondence between number and objects counting count forward by 1 s 2 s 5 s 2 100 using a variety of tools and strategies e g move wi
37. olour or hobby and display the data using one to one correspondence prepared templates of concrete graphs and pictographs with titles and labels and a variety of recording methods e g arranging objects placing stickers drawing pictures making tally marks Sample problem C ollect and organize data about the favourite fruit that students in your class like to eat Data Relationships By the end of Grade 1 students will read primary data presented in concrete graphs and pictographs and describe the data using comparative language e g more students chose summer than winter as their single favourite season pose and answer questions about collected data Sample problem W hat wasthe most popular fruit chosen by the students in your class Probability By the end of Grade 1 students will describe the likelihood that everyday events will occur usng mathematical language i e impossible unlikely less likely more likely certain e g It s unlikely that will win the contest shown on the cereal box
38. ready version the full purchase price of the School Edition will be credited Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Curriculum Connections SKILLS e Read number words to ten and numerals to 30 e Count forward by 2 s 5 s and 10 s to 100 using Number Sense amp Measurement Count up to 30 objects a number line hundreds chart and grouped items Count backward from 20 by 2 s 5 s and 10 s using a number line Apply the concept of conservation of number Compose and decompose numbers Demonstrate an understanding of halves and quarters as part of a shape or object Estimate the number of objects in a set and compare the estimate with the actual number Add and subtract numbers to 20 Read digital and traditional clocks to the half hour and identify benchmark times e g lunch bedtime etc 9 ACTIVITIES Count Numbers amp Fractions Count Numbers amp Fractions Numbers amp Fractions Skip Count Skip Count Count Balance Balance Numbers amp Fractions Estimate Add amp Subtract Time Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com SKILLS Shapes Identify 2 and 3 dimensional figures and recognize the relationship between them e Recognize geometric shapes in everyday objects Sort and classify common 2 and 3 dimensional shapes by their attributes Recognize that shapes can be combined to form other shapes P
39. s for example hour and half hour intervals demonstrates an understanding of temperature using thermometers demonstrates an understanding of capacity by selecting appropriate units of measurement for example cups pints quarts liters measures length weight or capacity of an object using standard and nonstandard units for example pounds grams or wooden blocks uses nonstandard customary and metric units to measure compare and order objects according to their lengths or weights Florida Department of Education 2 Sunshine State Standards Grade Level Expectations Mathematics First Grade knows that a uniform unit is needed to measure in real world situations for example length weight time capacity estimates measures and compares dimensions of an object estimates and measures the passage of time using before or after yesterday today or tomorrow day or night morning afternoon or evening hour or half hour knows and compares money values including the quarter 25 cents half dollar 50 cents and dollar 100 cents selects and uses an appropriate nonstandard unit to measure length weight time and capacity knows appropriate standard tools for measuring linear dimensions weight capacity and temperature knows appropriate tools clocks and calendar for measuring time including days weeks months Geometry and Spatial Sense knows attributes of two and three dimensional figure
40. s for example vertices edges identity Sort sorts two and three dimensional figures according to their attributes Sort understands lines of symmetry in two dimensional shapes for example paper folding ink blot pictures mirrors knows shapes that can be combined to form other shapes for example using pattern blocks six triangles make a hexagon uses concrete materials to demonstrate slides turns and reflections follows directions to move or place an object and describes the relationship of objects using positional language for example over to the left of compares and sorts two dimensional and three dimensional real life objects identify Sort knows geometric shapes in real life situations identity compares describes and sorts objects according to attributes for example corners curves faces locates and explains known and unknown numbers on a number line from 0 to 100 or more Algebraic Thinking identifies describes and compares patterns using a wide variety of materials and attributes for example size shape color Pattern describes a pattern rule Florida Department of Education 3 Sunshine State Standards Grade Level Expectations Mathematics First Grade e explores number patterns on a hundred chart and with a calculator e predicts and extends existing patterns that are concrete or pictorial Pattern e uses one attribute to create a pattern for example thick or thin open
41. s for their motivational value and because they are helpful to children with particular learning styles or reading disabilities or 3 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com levels All information required to use the program is also presented in text form so that the program is suitable for use with hearing impaired students or in settings where sound is not available or desirable In general the directions provided by the HELP button are brief and procedural due to the fact that children are unlikely to choose or respond to longer tutorial style directions and in keeping with the general learning approach of Mathville 1 Learning approach The primary goal of Mathville 1 is to make learning fun and so many of the activities are game like in appearance or structure drawing on the positive experiences and feelings of competency that many children have developed through game playing At the same time students must do a significant amount of math in order to complete each activity The activities have been structured to reflect and emphasize the particular math skill being addressed to guide the child through a problem solving exercise that will help them to extend their understanding and learn the skill Mathville 1 relies on this structure and immediate feedback to foster active student involvement in the learning process To promote the development of problem solving skills Mathville 1 provides
42. splayed as random numbers of two choices such as apples and oranges These objects must be correctly placed on a pre labeled concrete graph Level 2 The answers in this level must be categorized in order to be correctly placed on a concrete graph For example the question might be Are you eating a fruit or a vegetable and the answers are random numbers of apples oranges bananas carrots corn potatoes etc Level 3 The questions and answers are the same as those for Level 2 but the answers must be categorized and displayed as a pictograph by placing representative pictures rather than the objects themselves on the graph template Level 4 Similar to Level 3 but the data must be displayed as a bar graph by dragging bars to the graph template 34 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com 6 no C A 0 Le Buy Bring Bring or buy lunch Ask 6 friends Do you bring or buy lunch Write the answers in the box Make a bar graph of the answers 35 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Student Record Sheet Description Suggestions for use The Mathville 1 Student Record Sheet on the next page is a simple way to let students record the work that they did during a Mathville 1 computer session It may also be used as an assignment sheet by marking or pointing out the picture of the activity that the teacher would like the student to do that day Print
43. t balance an even number of cubes up to 12 by determining the number of cubes to add or subtract from each side to establish equality Level 3 Students must balance three stacks of attached cubes where stack1 stack2 stack3 The largest stack possible is 10 cubes tall For example students must demonstrate that a stack of 6 attached cubes on one side balances a stack of 2 cubes and a stack of 4 cubes on the other side Level 4 Same as Level 3 with four cube stacks where stack stack2 stack3 stack4 Level 5 Same as Level 4 with four cube stacks where stack stack2 stack3 stack4 32 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Draw in the missing blocks 33 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Graph SKILLS record primary data using a concrete graph e sort and organize categorical data and display it with a concrete graph or a pictograph e classify data and represent it with a bar graph Picture button may be copied and given to students to assign activity DESCRIPTION In this activity students are given a graph template and unsorted data in the form of the responses to a question They must organize the data and display it in graph form Incorrectly placed items bounce out of the graph area guiding the student to create an accurate graph Level 1 The answers to questions such as Which fruit did you like more are di
44. th steps skip count on a number line place counters on a hun dreds chart connect cubesto show equal groups count groups of pennies nickels or dimes THE ONTARIO CURRICULUM GRADES 1 8 MATHEMATICS count backwards by 1 s from 20 and any number less than 20 e g count back wards from 18 to 11 with and without the use of concrete materials and number lines count backwards from 20 by 2 s and 5 s using a variety of tools e g number lines hundreds charts use ordinal numbersto thirty first in meaningful contexts e g identify the days of the month on a calendar Operational Sense By the end of Grade 1 students will Solve a variety of problems involving the addition and subtraction of whole num bersto 20 using concrete materials and drawings e g pictures number lines Sample problem M iguel has 12 cookies Seven cookies are chocolate U se counters to determine how many cookies are not chocolate solve problems involving the addition and subtraction of single digit whole numbers using a variety of mental strategies e g one more than one less than counting on counting back doubles add and subtract money amounts to 10 using coin manipulatives and drawings GRADE 1 Grade 1 Measurement Overall Expectations By the end of Grade 1 students will e estimate measure and describe length area mass capacity time and temperature using non standard un
45. ty of the results from the context of the problem 3 0 Students note connections between one problem and another Grade Level Expectations for the Sunshine State Standards Mathematics First Grade FLORIDA DEPARTMENT OF EDUCATION www myfloridaeducation com Sunshine State Standards Grade Level Expectations Mathematics First Grade The first grade student Number Sense Concepts and Operations uses one to one correspondence to count objects to 100 or more Count Numbers 8 Fractions_ reads and writes numerals to 100 or more Count Numbers amp Fractions uses ordinal numbers 1 10 or higher compares and orders whole numbers to 100 or more using concrete materials drawings number lines symbols lt gt and vocabulary such as equal to more than or less than represents real world applications of whole numbers to 100 or more using concrete materials drawings and symbols represents explains and compares fractions one half one fourth three fourths as par of a whole and part of a set using concrete materials drawings and real life situations knows that the total of equivalent fractional parts makes a whole for example two halves equal one whole a represents equivalent forms of the same number up to 20 or more through the use of concrete materials including coins diagrams and number expressions for example 16 can be represented as 8 8 10 6 4 4 4 4 20 4 17 1 Count Bala
46. used to reinforce reading skills as well as math skills and can easily be extended to many off computer classroom activities Level 1 Students fill an order by selecting the correct number of food items The number in the order is a numeral between 1 and 5 Level 2 Students select the correct number of food items in an order The number in the order is a number word between one and five Level 3 Students must select the correct number of food items in the order The food items that move along the counter are in groups for example a bunch of 5 bananas and the number ordered is a multiple Level 4 Fraction pieces of food for example half of an apple are presented and students must select the correct half or quarter piece 14 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Draw 4 SER iEn 5 cherries bso V Draw 3 cherries and 4 B i Draw THREE bananas and TWO apples How many are d dd Count by j How 2 y there Count 4 2 s Show half of a gt m EN Show a quarter of a sandwich Sy 15 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Estimate SKILLS estimate the number of objects in a set and compare the estimate with the actual number e locate a number on a number line Picture button may be copied and given to students to assign activity DESCRIPTION In this activity students guess the number of bugs that appear on a branch The num
47. viously difficult to approach problem At each level a student may do up to 4 randomly generated challenges depending upon the particular activity before being advanced by the program to the next level Tracking and recording The levels are represented by rows of stars on the right side of the screen the first row being Level 1 the second Level 2 etc Each successfully completed challenge is recognized and recorded with a star By glancing at the stars a teacher can tell how many problems a student has solved and at what level they are operating When a student completes all of the levels in an activity a star appears on the activity s house button on the Home Page see page 11 Students can be directed to record this progress by either using the Mathville 1 Student Record Sheet on page 37 or one of the printing options described below Also available for evaluation of progress are the worksheets that can be created using the worksheet generator These worksheets one for each of the 12 activities can be printed out and given to the students to measure their skill level both before and after using the Mathville 1 program 5 Mathville 1 v 1 1 2007 Courseware Solutions Inc www mathville com Printing options and worksheets After completing an activity and earning a star the student has an opportunity to choose Print Three print options are available e Home Page is a print out of the Home Page showing all t
Download Pdf Manuals
Related Search