Makeni Educational Learning MaterialsV4

8/12/2019 Makeni Educational Learning MaterialsV4

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Makeni Ecumenical Center

Educational / learning materials

Author : P.Jongeling / V.Ootes

Date : 15-12-2012Version : 0.3

Status : Final

Distribution list:

e!. Fr "u#u$a%ba

&ine#e '(arts

Do)u%ent *a%e: "a#eni e+u)ational %aterials o, 1



Pre-s)hool an+ ri%ar$ e+u)ation..............................................................................................................

ntro+u)tion...........................................................................................................................................

"ini unit blo)#s natural..........................................................................................................................4lo)# in la$ stages...............................................................................................................................

"ini unit blo)#s )olore+.......................................................................................................................10

6olore+ blo)#s7 shaes an+ )olors......................................................................................................106lo)#........................................................................................................................................................11

nstru)tions..........................................................................................................................................12

6lo)# rea+ing e8er)ise........................................................................................................................209ours:..................................................................................................................................................20

9al, hours.......................................................................................................................................21

uarter ast.....................................................................................................................................22uarter to........................................................................................................................................23

uarters...........................................................................................................................................2

"ath u;;le..............................................................................................................................................25

<otto la$ti%e..........................................................................................................................................2"e%or$ a!ensburger.............................................................................................................................2

9o( to Pla$ "e%or$ =a%es (ith 6hil+ren.......................................................................................2

"e%or$ ,air$ tales7 $oung ani%als7 (oo+...............................................................................................2>&angra%....................................................................................................................................................2

9o( to la$.........................................................................................................................................2

Ani%als....................................................................................................................................................2"i#a+o.....................................................................................................................................................3

Ob?e)ti!e.............................................................................................................................................3

ules....................................................................................................................................................3

Dress u u;;les.......................................................................................................................................5Di,,erent )olors an+ +i,,erent ,igures an+ i)tures to be re)ogni;e+.......................................................

Do%ino.....................................................................................................................................................>

Do%ino ga%e instru)tions...................................................................................................................Pu;;le.......................................................................................................................................................50

Silhouette u;;le......................................................................................................................................51

Floor u;;les.......................................................................................................................................52Pu;;le: 0 ie)es7 0 i)es7 ie)es......................................................................................................52

<earning @nglish......................................................................................................................................53

nitting sool...........................................................................................................................................5Fra)tions bo8............................................................................................................................................5

Di,,erent )olours......................................................................................................................................0

*i?nt?es )olour )arousel...........................................................................................................................1

&ra!el the Borl+.......................................................................................................................................26ontrast....................................................................................................................................................

6ris 6ross (or+ )hallenge.......................................................................................................................>

4oar+ ga%e: )al)ulate $our stes to %o!e ,or(ar+.................................................................................ules to the &o% C Jerr$ ga%e...........................................................................................................

Aba)us......................................................................................................................................................0

Aba)us nu%bers..................................................................................................................................09o( to tea)h Aba)us to #i+s...............................................................................................................1

Shoela)es..................................................................................................................................................2

&$e)ase...................................................................................................................................................




"agneti) alhabet....................................................................................................................................5

<ottino......................................................................................................................................................5

@as$ learning )al)ulations........................................................................................................................

"aster%in+..............................................................................................................................................9a$ ,a%il$ )ar+ ga%e..........................................................................................................................>0




Pre-school and primary education

Educational materials, so called learning tools are to be used in both pre, primary andsecondary schools, and can be integrated in the education methodology. It can help to make

Makeni more special compared to other educational centers in the surrounding who don’thave such supporting learning tools.

Such a project will have more than one objective:

• supports the students in the learning process

• increase o teaching and learning eiciency

• will make school more attractive or students, teachers and parents

• to be used or students recruitment advertisements, older, yearly open day,

advertisements at the gate, etc....

!his manual will show a number o educational materials in "uite a large variety. !he idea isthat you will make use o them and to test them all at pre , primary or secondary school.

#uite a number o these educational materials are send by the last container to beintroduced to the management, teachers and students o Makeni.

#uestions to be answered : $Makeni supports the idea to make use o educational supporting materials %es& 'o

In case o %es:$which tools it(s in the educational methodology in use by Makeni )*ambia+

$I useul, classiy the tool by grade $Instruction guide re"uired $lesson eamples re"uired $Is additional training needed or teachers $-er tool, advice per tool the total number needed )or classical education+$In case you ound out that some speciic useul tools are not listed in the oveview, add them

to list by your sel.

'ote: the large variety o the materials mentioned in this manual is just an indication o what isoered on the market or low pricing. It currently unknown i we can oer you eactly thematerials as mentioned in this document. In case the item is no longer on the market place,we can try to ind similar materials.

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Subject Useful Y/N

Grade Guide Y/N

Lesson Y/N

Training Y/N

Number

Mini unit blocks natural/

Mini unit blocks colored/

0lock

Math pu11le

2otto

Memory

!angram

3nimals

Mikado

4ress up pu11les

4ierent colours and dierent igures

4omino

-u11le preschool

Silhouette pu11le

5loor pu11les

2earning English

6nitting spool

5ractions bo

4ierent colours

'ijntjes colour carousel

!ravel the 7orld

0ontrast0ris 0ross word challenge

8oard game: calculate your steps to move orward

3bacus

Shoelaces

Magnetic alphabet

2ottino

Easy learning calculations

Mastermind

9a$ ,a%il$ )ar+ ga%e

A,ter ,inali;ing7 lease return this age b$ e%ail to: aul?ongelingoutloo#.)o%




Introduction

!he concept o learning by educational materials is not new. In act, or ages, children havebeen taught highly comple concepts by means o games and activities $ concepts that theywouldn(t have otherwise grasped. Such educational materials and activities enhance personallearning and development that no book can provide. It is true that a school provideseducation, but knowledge is subjective and can be increased and improved by means osome very simple methods such as educational supporting materials. !here are so manythings that children do, without reali1ing the kind o message it is imparting to them, or thekind o eect it has on their minds. 2earning by eperience has a positive eect on kids andhelps develop their personality and skills.

It is human nature to learn by eperience, rather than when told or eplained by someone

else. 0hildren should be allowed to learn rom the conse"uences o their actions, and thenreali1e why they were or weren(t asked to do something. 7ith teacher participation andinvolvement, or children, learning can be made un rather than a mundane, stressul task thatemphasi1es only on cramming as much inormation as possible.

In order to encourage learning educational supporting materials, it is important that kids beallowed to learn in their own way. !here is a dierence between guiding and pressuri1ing, andas a teacher, you ought to know where to draw the line. 9ere are some guidelines that willhelp you aid learning through the process o playing.

• !he educational materials introduced to children should be age$appropriate.

3ll in all, this idea o enabling children to learn by educational supportedmaterials can beimplemented in dierent manners. 'ot all children take to a particular activity and may haveother ways o imbibing knowledge and wisdom. %et, this is a very eective way o laying astrong oundation o concepts that are not taught by books to children.

!here is a lot or children to learn in lie, and though not everything will be highly beneicial toall o them.

3 lot o concepts that education cannot impart are taught by the simple act o engaging invarious indoor and outdoor activities. 9ere(s what kids learn when they engage in suchactivities:

•

8y using these materials, children are ree to eplore their surroundings anddevelop eperiences that are uni"ue to them.

• !hey learn to take control and are capable o making their own decisions.

• !hey learn to respect rules and the choice o others around them.

• 0hildren learn how to develop creativity. !he use o imagination also helps them

shut out unpleasantness and tackle inherent ears.

• Interactions with others help develop communication skills and aid personality

development.




ini unit bloc!s "natural#

7ooden blocks encourage creative and imaginative play and assist in developing problemsolving skills. 8locks are teachers, not just toys. Educators agree that modular blocks teachmathematical ideas o length, ractions, volume, weight, and geometry. !hey also supportchildren’s knowledge and understanding o the world as they eperiment with concepts like

design, balance, spanning and building.




Block in play stages

3ll children progress through speciic stages as they use blocks in play. !his is also true orolder children who have not previously eperienced block play )ecept or stage one, which isomitted by older children+, although older children progress through the stages much more

"uickly. 6nowledge o these stages will help teacher’s better support children(s block play.Stage $ 8locks are carried around but are not used or construction )very young children+.

Stage % 0hildren mostly make rows, either hori1ontal )on the loor+ or vertical. !here is muchrepetition in this early building pattern, which is basic unctional play with blocks.

Stage & 8ridging: children create a bridge )or portal+ by using two blocks to support a third.In architecture this is known as the post$and$lintel system.

Stage ' Enclosures: children place blocks in such a way that they enclose a space. 3llchildren progress through speciic stages as they use blocks in play. !his is also true or olderchildren who have not previously eperienced block play )ecept or stage one, which isomitted by older children+, although older children progress through the stages much more"uickly. 6nowledge o these stages will help teacher’s better support children(s block play.

Stage ( 7ith age, children become steadily more imaginative in their block building. !hey usemore blocks and create more elaborate designs, incorporating patterns and balance into theirconstructions.

Stage ) 'aming o structures or dramatic play begins. 8eore this stage, children may havenamed their structures, but not necessarily based on the unction o the building. !his stage o block building corresponds to the realistic stage in art development.

Stage * 0hildren use blocks to represent things they know, like cities, cars, airplanes, andhouses. !hey also use blocks to stimulate dramatic play activities: 1oo, arm, shopping center,

and other locations.

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ini unit bloc!s "colored#

Colored blocks, shapes and colors

!his wooden block set includes blocks o various shapes, si1es, and colors. 'ot only will thisset provide Makeni children with tons o pretend play and help them develop their hand eyecoordination as well as ine motor skills, but it will also give you the opportunity to teach thoseshapes and colors.




+loc!

3s children grow, they become aware o the passing o time and begin to associate theconcept with clocks and watches. School$age children are ready to understand the concept o telling time when they can count at least to ;< and ideally up to =>. 8eing able to count by ivealso helps children identiy the minutes o an analog clock. !elling time can be taught in one

session or over a period o days.




Instructions

• Show students an analog clock. 3sk how many big numbers are on the clock.

?eview the numbers with students by pointing to each number and having themcall it out.

• Show students the hour hand. Eplain when the hour hand moves rom one

number to the net an hour has passed. -rovide eamples o activities studentscould do in an hour, such as play soccer or take a nap. Move the analog clock todierent hours while keeping the minute hand on the ;<. 3sk the students toindicate the time and have them write it down on a worksheet.

• Show students the minute hand. Eplain when the minute hand moves rom one

mark to the net a minute has passed. -rovide eamples o activities studentscould perorm in a minute, such as making a sandwich or lossing teeth.

• -ractice counting up to the number =>. Eplain to the student there are =>

minutes in an hour. 7hen the minute hand moves rom one mark to another, iveminutes have passed. Move the minute hand to each mark while keeping the

hour hand on the ;<. 3sk the students to indicate the time and have them write itdown on the worksheet.

• ?eview the lesson by changing the hour and minute hands and asking the

students to indicate the time.

• ?einorce the lesson with homework by having the students sketch their daily

schedules in clock orm on a piece o paper.




Clock reading exercise

Hours:

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,alf hours




uarter past




uarter to




uarters

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ath pu..le

Math’s games can be a motivating in learning number acts and can help with the

understanding o mathematical ideas. -roblems and pu11les can inspire children and helpthem to see mathematics as an interesting and engaging activity.

0ount the number o displayed items and try to ind the right number. In case you ind theright number, card should it into the other card.




Lotto playtime

!ry to complete the board with simulator pictures shown on the small cards. 5our boards, meaning a

maimum @ players

Shule the card tokens and drop them ace down into the bo. !he back o the card should be on top.!he irst player dips into the bo irst and draws out a card token. I that(s you then check and see i itbelongs on your game board. I it does then place the card token over the matching space. I itdoesn(t, return the card ace down to the bo. 'et player will give it a try. !he irst player whocomplete his or her own game board is the winner.




emory a0ensburger

How to lay Memory !ames with Children

9elp children improve their memories by playing simple but un memory games. Memori1ingthings is a part o lie. Ance children start school, they memori1e everything rom the alphabetto multiplication acts. -laying these games with your children will help them improve theirmemories while having un.

Instructions

• -lace all the pieces ace down on the playing surace and shule them to get

greater variation.

• Ance shuled, arrange them in a s"uare grid. Bsually this will be si$by$si or

eight$by$eight. Make sure the pieces are ace down.

• !he irst player lips over two pieces. I they are matching images on the other

side, she removes the pieces rom the playing surace and takes another turn. I

they do not match, she simply turns them back over and her turn is over.

• !he net player does the same thing. 3s more and more turns are taken, the

players will begin to remember where the match to a piece may be, and they willac"uire pieces aster and aster.

• Ance all the pieces have been taken o the playing surace, the game is over

and the player with the most pieces wins the game.




emory fairy tales1 young animals1 2ood




Tangram

9ere(s some pu11ling or the kids rom ancient 0hinaC !angrams, seven pieces o cleverness, are anancient 0hinese pu11le which is still mind$bending and intriguing todayC !his document includes someprintable tangram pu11les which are perect or kids $ they help with logic and thinking skills.

How to play

-rint out one o the !angram templates $ either in color or black and white. 0ut out very careully alongthe lines. 'ow use the seven pieces to make pictures $ either inventing your own or using our print$able !angram pu11le pages as a challenge )you will ind ;> pu11le pages below+. %ounger childrencan lay the !angram pieces over the printed pu11le pages and move them around until they itD olderchildren can just use the printed page as guidance.




3nimals

!hese animals can by used or playing in preschool and biology lessons




i!ado

"b#ecti$e

!his game is to be used in classrooms to support and to develop the ine motor skills o young

children.

Rules

!he classic Mikado game consists o @; sticks. !hey are coded with dierent values that havea total o ;> points and are around ;F cm long.

name & traditional wood type & coding; & coding < & value & number o the sticks:

• Mikado, walnut, blue, <> points, ; stick

• Mandarin, cherry, yellow&black, middle wide two narrow stripes on the ends, ;> points,

F sticks

• 8on1en )jap. bou1u+, oak, orange, ive stripes, F points, F sticks

• Samurai, beech, green, three stripes, G points, ;F sticks• 6uli )chin. guli+ & 7orker , ash, red, two stripes, < points, ;F sticks

!he sticks are bundled and taken in one hand that touches the table&ground. !he releasecreates a circularly jumble. 'ow one stick ater another should be taken up withoutmoving&touching others. !he take away could be by hand, possibly through pressing on astick(s tip or i already picked up a special stick )Mikado&Mandarin+ could be used as a helper,possibly to throw up another stick.

It is allowed to stand up on but not to leave the own place. 3 bad throw could be rerun and the




rules should be kept strict in respect to moving sticks to enjoy the game.

An a ault the turn ends )the last stick taken is not counted+. !he net player bundles anddrops the sticks again. 3ter several rounds normally F the one with the highest score is thewinner.




4ress up pu..les

0omplete the igures, try to ind the legs, body and head.




4ifferent colors and different figures and pictures to be recogni.ed

8oard: one

!he irst plate is to be used to learn to recogni1e dierent colors.!he child needs to move the cards with the color to the e"ualcolor on the board. 3sk the child i he she knows the names othe colors on the board.




8oard: two

8ord two is to be used to recogni1e both dierent kind o colors and

igures. 3sk the child i he she knows the names o the dierent kindo igures.

8oard: !hree

8ord three will combine dierent colors and igures in one picture.

3sk the child to move the cards to the right place on the board. Is

the color and picture recogni1edH 0an he or she tell you the nameo the color and what is shown on the picture.

8oard: our

8ord our will combine dierent colors and igures in one picture, abit more diicult as board number three

3sk the child to move the cards to the right place on the board. Isthe color and picture recogni1edH 0an he or she tells you the nameo the color and what is shown on the picture.




4omino

6ids that are old enough to count can play. %ounger children can watch or play with thedominoes by stacking them in shapes. !he game is educational because it re"uires usingmath skills. 4ominoes are small plastic or wood pages with small holes, like dice, thatrepresent dierent numbers. Some children and adults set dominoes straight up$and$downand line up in a row, and then knock over one that in turn knocks over the rest, but this is avariation o the traditional game.




%omino game instructions

• -lace all the dominoes on blank side up on a table or lat surace. Select seven

pieces each or two players and ive pieces each or more than two. Make sureto hide your dominoes rom the rest o the players by placing them on their side

with the blank side acing out or by placing them in your lap. 9elp youngerchildren by playing together on a team.

• 4ecide on playing in rounds, trying to get a certain number o points, or playing

one round. Since you(re playing with children, keep the games short by playingto a low point total like F> or playing one round. 4raw dominoes to see whogoes irst. !he player with the highest number o dots on the domino gets to goirst. ?eturn all the dominoes used to see who goes irst to the draw pile.

• -ick one o your dominoes to lay down, ace up, in the center o the playing

surace i you(re the irst player. I you(re playing with young children, count thedots and say the number out loud. o around in a circle. Each player must

match one end o a domino already played. I children are having troublecounting, help by counting the dots out loud.

• 6eep going around the table in turns until one player runs out o dominoes. I a

player cannot match one o the currently played dominoes, he must draw. Makesure to help children that might be "uick to draw when they actually havedominoes to play.

• 0ount the dots on the let over dominoes rom everyone that didn(t get rid o all

dominoes irst. !hat number o points is awarded to the player that got rid odominoes irst. I you(re playing one round, the player to get rid o dominoes irstwins.




Pu..le




Silhouette pu..le




&loor pu''les

Pu..le5 *6 pieces1 )6 pices1 77 pieces




Learning 8nglish

!wo groups o cards, names and pictures. !ry to ind the name o the picture, try to ind thepicture by the name




9nitting spool

Spool !nitting1 cor!ing1 :rench !nitting or tomboy !nitting is a orm o knitting that uses a spooland our nails to produce a narrow tube o abric. Spool knitting is a traditional way to teach childrenthe basic principles o knitting.

Many things can be made rom the resulting tube e.g. it can be wound in a spiral to produce a mat or

rug, or i a larger spool with more nails in is used, a sock or a hat could be made. I you cannot ind aknitting spool, you can make one yoursel with a large wooden cotton reel and small nails on top.

9o( to use a #nitting sool




:ractions bo;

9ands on 3ctivities in Math on 5ractions or Early rades. 5or some children, learning ractions ischallenging. !o help ease into the process and to make it more enjoyable, use hands$on teachingmethods to help children reali1e how ractions work. Bse one or all o the activities over a period o time to epress the idea o ractions and decimals, which will help children with later math lessons.

!ry to ind the raction that will it on the board




4ifferent colours

!wo players. 5irst player will shule the dice on the table. In case the colour o the shule willmeet the colour o the bead, then move the beat to the other side o the igure. In case thecolour o the bead will not meet the colour o the bead, the bead will stay as is. 'et playerwill give it a try.




Nijntjes colour carousel

5our players. Each game board will have round cards. 5irst player will shule the two diceson the table. !he player will search or a round card with these two colours. In case the card

is ound, move it to the round hole with the similar two colours on the game board whichpresent the picture o the small round card. In case no card is ound or is already oundpreviously in de game, net player will give it a try.




Tra0el the <orld

!ravel the world will instil an interest in geography at an early age with an awareness o distance andlocation. !he countries used in the topics will help the children where countries are an how large somecountries are compared to others. !he countries selected are those ound on the most earlyschool$age.

4ue to the scale o the map it is impossible to show every country without conusing.

!he postcard eercise is much more diicult., because it entails matching capital cities, !he picturesvary in diiculty and shows a scene rom the relevant country and not necessarily the capital o thecountry.

“Pick a card and together see if you can find where it comes from on the map. Talk about what isshown on the card.”

!ravel the world:

Shule all the tickets. -lace them ace down in a pile. Each student picks up G or F cards.

5or children in the age o F&= year pick G cards

5or children in the age o =&J year pick F cards

!he remaining cards are then put into a pile on the board.

Each player takes their top ticket and this becomes his or her starting place. !he player declares theirstarting country and places their chosen playing piece on the relevant red dot on the board.

Every player now turns over the remaining < or @ cards to see their travel destination. !he aim o thisis to travel to the dierent countries on your tickets and to return to the starting country.




-ostcards:

!his eercise is or older children only. Each player gets F cards, which shows a landmark, costume,animal or something peculiar or well known or that particular country. -lease note the children that theillustrations do not symboli1e the capital but the whole country. !he aim o this eercise is to match thepostcard to the country ticket. In case one o the players do not know the answer, he or she can askother students to assist. !he teacher should check the answers given by the students.

0ountry 0apital -icture

3laska Kuneau -olar bears

3ntarctica '3 because it is a continent -en"uins

3rgentine 8uenons 3ires auchos

3ustralia 0anberra 6oalas

8angladesh 4haka ?ice ields and donkeys

8elgium 8russels !he grand place

8ra1il 8rasilia Sugar 2oa Mountain

0anada Attawa 8rown bear 0hile Santiago 0ape 9orn

0hina 8eijing !he reat 7all

4enmark 0openhagen 2ittle mermaid statue

Egypt 0airo -yramids and camel

5rance -aris Eiel !ower

ermany 8erlin 8randerburg castle

hana 3ccra irl in national dress

reece 3thens 3cropolis

reenland odthab Eskimo in Iglo

9olland 3msterdam 7indmill and girl in nationaldress

Iceland ?eykiavik Ice capped mountains

India 'ew 4elhi !he !aj Mahal

Indonesia Kakarta 2egong dancers

Israel Kerusalem 5ortiied city

Italy ?ome !he coliseum

Kapan !okyo eneric temple

2uembourg 2uembourg Liew o capital

Madagascar 3ntananarivo 2emur

Meico Meico city 31tec architecture

Mongolia Blaanbaatar 2ocal horseman

Morocco ?abat Moorish archways and waterseller




'ew *eeland 7ellington 3 gyser

'igeria 3buja 3rican village

-akistan Islamabad Snake charmer

-eru 2ima -eruvian indian

?ussia Moscow St 8asils cathedral

Saudi 3rabia ?iyadh 0ity wall and mos"ue

South 3rica -retoria Saari bus and animals

Spain Madrid 5lamenco danser

Sweden Stockholm 5erry

Bnited 6ingdom 2ondon ?ed bus

Bnited States o 3merica 7ashington 7hitehouse

Lene1uela 0aracas 0aracas house and congres

7est Indies '3 group o islands !ropical beach

*aire 6inshasa 5ishing boat




+ontrast

Shule the cards. -ickup one card and try to ind the other card that will show a picture incontradiction to your irst card.

Eample:

• 5ull glass o lemonade will match with the card that shows an empty glass

• 8ig animal versus small animal

• Sun is shining versus raining




+ris +ross 2ord challenge

&r$ to %a#e so%e (or+sE

• our o(n na%e

• "a#eni

• et)




=oard game5 calculate your steps to mo0e for2ard

Rules to the Tom & Jerry game

-lace the @ pawns on ;/

!he irst player begins. Shule the dice on the table. 0ount the number on the dice. 'ow youmove orward with your pawn on the board the number you counted on the dice. !heremaining players can then cast the dice clock$wise. !he player to reach the cheese irst onF= is the winner.

Should a player get to a red spot, he & she has to skip a turn. Should a player get to a bluespot, he or she can cast the dice again.




3bacus

Abacus numbers

3bacus is a great way to teach numbers and arithmetic to kids. !here are many ways to teachnumbers to kids. Some can be un and eciting and some can be boring to children o youngage. 3bacus is a great tool to teach your child simple math such as counting, addition,subtraction, multiplication and even division. It is also used to work with ractions and withinding s"uare and cube roots. 3bacus comes rom the reek aba, which means countingboard. It consists o beads that can be moved up and down on a series o sticks or stringswithin a wooden rame. 3bacus tool uses beads or numbers making it easier or the child tounderstand. 8elow you will ind ho2 to teach abacus to !ids using various techni"ues.




How to teach (bacus to kids

It is a basic ;>> bead abacus for !ids ages G and up. It contains ;> racks and ;> beads in

each o them. 0hildren love to play with it because o its ama1ing color and teture. 6ids needto learn what each bead represents in the abacus. Each row o the abacus can be used as anumber column. 5or eample, irst row is ones column, second row is tens column and thenhundreds column and so on.

,o2 to teach counting to !ids using abacus5

;. 5irst ask your child to move the entire bead to the right.

<. !ell your child to move ew beads on one side o the rack. 'ow ask your kid to count how

many beads are on the let and how many beads on the right.G. 0hildren can also learn numbers ; to ;>> by moving the beads on all the ;> racks.

,o2 to teach addition to !ids using abacus5

3ll the beads on the bottom row o abacus tool is worth ; each. 5or eample to teach yourchild a simple addition like <@NH 3sk your kid to move all the beads to the right. 3sk them tomove < beads to the let. 'ow tell the child to move @ beads rom the right to the let. 0ountthe beads together on the let side. 'ow you get a total o = beads.

3nother eample ;><> NH Each bead on the second row is worth ;> each. Move ; bead inthe second row to the right. 'ow move < more beads to the right. It makes a total o G beadswhich is e"ual to G>.

,o2 to teach subtraction to !ids using abacus5 5or eample to teach simple subtraction @$<. Move @ beads to the let side o the irst wire.5rom that move back < beads on the same wire to get the inal answer.

%ou can do multiplication and division using the same concept.




Shoelaces

2earning to tie your own shoe laces is a tricky ine motor skill or children, but with patienceand practice, both teachers and parents can teach the child to tie their own laces.

!ying your own shoe laces re"uires a level o deterity most kids don(t possess until they(re

between F and , so take it slow.!each them how to tie shoe laces by practicing on a shoe with sot laces. It helps to actuallycolor in one hal o the lace to make it a dierent color and allow the child to distinguishbetween the two sides o the lace.

Sit side by side so you have eactly the same perspective and can help your child mimic youractions. 9old an untied shoe between your upper legs or knees. !he shoe should be acingaway rom you so that it is in the position that your own shoe would be in i you bent to tie it.

Instruct the child to hold one end o the shoestring in each hand. Everything you tell them todo,you.should also do so that they can copy you.




Typecase




agnetic alphabet

Magnetic alphabet is to be used on white boards. %ou can eplain the alphabet or try to makesmall words either names.

Lottino

2ottino is a lotto or little children. !he pictures are ull o epression and so simple that theyare especially suitable or children.

2evel ; up to G are applicable or both sided o the boards. Silhouettes are shown on thereserve side o the board. 5inali1ing the objectives with silhouettes is more diicult. Memorylottino by using silhouettes is the highest level and challenging.




2evel ;:

Each child receives a base$board. Etra base$boards with their corresponding cover$cardsare put aside. !he remaining cover$cards are shuled and placed ace down on the table. !hebeginner is chosen. 9e shows one cover$card ater another and names the object shown. !hechild who inds the same object on his base$board claims the card, receives it and places itonto the identical picture on his baseboard.

!he objective or the child is to cover all spaces on his base$board.

2evel:<

Ane o the childs shows a cover$card without naming it. !he child who has the correspondingpicture on his board claims the cover$card, but he only recieves it i he can name the picturecorrectly.

Lariation: !he child will not shown the card to the other childs, but will only names it. !he childwho will ind the corresponding picture on his board claims the card.

2evel G:

Each child receives a board. !he board may be looked at or approimate G> seconds withthe aim o memori1ing the pictures which are shown on them. 3ter this the boards are turnedace down on the table. !he child now draws the cover$cards one ater another and eithershows them or merely names the depicted objects. !he child who is sure that a cover$cardbelongs to his board claims it. !he cover$cards placed ace$upwards beside the boards. I twochild(s will claim the same card it is put to the bottom o the childs stack. 3ny cards notclaimed is removed rom the game.

7hen all covers$cards have been used up the child(s turn their boards over. Each matching

cards receives < points. 5or each wrongly claimed or missing card a point is deducted. !hechild with the highest score wins.




8asy learning calculations

5our type o calculation eercises. %ou will ind the answer o the eercise on the back o thecard. Student should write the calculation, included the outcome o paper. !he teacher eitherthe children themselves can check the calculations.




astermind

Mastermind is a code breaking game or two players.

!he game is played using:

• a decoding board , with a shield at one end

covering a row o our large holes, and twelve )orten, or eight+ additional rows containing our largeholes net to a set o our small holesD

• code pegs o si )or moreD see Lariations below+

dierent colors, with round heads, which will be

placed in the large holes on the boardD and• key pegs, some colored or black, some white,

which are lat$headed and smaller than the codepegsD they will be placed in the small holes on theboard.

!he two players decide in advance how many gamesthey will play, which must be an even number. Aneplayer becomes the codemaker , the other the

codebreaker . !he codemaker chooses a pattern o our code pegs. 4uplicates are allowed, sothe player could even choose our code pegs o the same color. !he chosen pattern is placedin the our holes covered by the shield, visible to the codemaker but not to the codebreaker.

!he codebreaker tries to guess the pattern, in both order and color, within twelve )or ten, oreight+ turns. Each guess is made by placing a row o code pegs on the decoding board. Anceplaced, the codemaker provides eedback by placing rom 1ero to our key pegs in the smallholes o the row with the guess. 3 colored or black key peg is placed or each code peg romthe guess which is correct in both color and position. 3 white key peg indicates the eistenceo a correct color code peg placed in the wrong position.


Makeni Educational Learning MaterialsV4

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