Activity Book has been designed to be intuitive for the child -
most children who are familiar with a computer keyboard and mouse will
be able to use it without any instruction.
From the Contents page, the child simply types-in their name (or
selects it from a list) and clicks on the page wanted in the contents
list. Each page has one, or a number of tasks on it with multiple
skill levels - for a correct answer the child gets a 'correct' symbol
displayed (happy face, tick, star or thumbs-up) and 'correct' sound (beep
etc.) - while for a wrong answer the child gets an 'incorrect' symbol
(sad face, cross, black mark or thumbs-down) and 'incorrect' sound.
When completing a page, the child can press a More button to do some
more of that activity or select one of the buttons at the top to
select another page. Most pages have other options that can be used to
scale the complexity of the activity to the child's ability.
Activity Book keeps score for the child - one is added to their
score for each correct answer and one subtracted for each wrong answer
- and the child is timed for completing a page. Each child's scores
and their best times are recorded.
Each page in Activity Book has levels, and some have additional
options. The levels are advanced automatically as the child plays and
the level reached and chosen options are recorded for each child - so
that they can resume where they left off. For worksheets with a set
number of activities (such as symmetry), the easiest level is
reinstated when the hardest is completed.
The Contents Page
When first used the Contents page appears without scores and the
name box is blank. The child can type in their name or, if they've
played before, click on the combo-button to the right of the box and
select their name from the list displayed.
Some children are resistant to scores being kept, so to run
Activity Book without registering a name, the child just presses the
Enter (Return) or Tab key before selecting a page.
Once a child's name has been entered their current score for each
page and their best time for completing each page are displayed (the
scores are blank for any pages not yet used). Next to the highest page
scores and best times recorded, a 'good' symbol is displayed. And, if
selected by the parent or teacher, a 'bad' symbol is placed next to
the lowest score and worst time - this has been made optional because
some children will be motivated by it, while others will 'switch off'
or get agitated. To switch this feature on or off double click on the
little picture of a book in the top right corner- this will make
visible some extra options on the screen. Through this facility each
individual score or time can be amended if necessary - simply click on
the number to change and amend it in the corresponding box at the
bottom. Also, a player can be removed from the list. To hide these
features, double click on the little book again.
To select a page, the child needs to click on its title or number.
If a name is spelt incorrectly it can be changed simply by clicking
on the name and typing corrections.
To register a new player, just type a new name in when the program
is started, or after completely erasing a current name, enter the new
player's name and press Enter. If the name matches a name already
registered, the scores for that player will be displayed - so, if two
children have the same first name, add a surname or use a nick name to
make them different.
The Heading Bar
The heading bar is always available - it contains buttons to
navigate the pages as follows:
· The next button moves on the
to the next page
· The back button moves back to
the previous page
· The contents button displays
the contents/scores page
· The options button displays a
screen on which the child can change the symbols and sounds used
The child can click on the chosen pair of symbols and sounds. The
Chords and file sound options can only be used with
computers with a sound card. Clicking on the file allows any
pre-recorded sound to be used - a file selection window is displayed
to choose a correct sound followed by another for a wrong sound.
Note that only wave files can be used - these are files with the
suffix '.wav' - a few example files are provided. If you have a
microphone you can record your own sounds using a sound recording
program (not provided with Activity Book). Children love to hear
their own name, so consider recording messages such as: "well done
Charlotte" or "hard luck Alistair".
Also on this screen, each child can select a favourite colour for
the title bar and background pattern.
· The print button prints the
page currently displayed - for example a page of sums can be printed,
or the Children's scores
· The exit button quits
Activity Book
· The Page time is the time in
seconds that the child has taken on the current page
· The Score is the child's
total score for the current page
· The Page is the number of the
page and the title is displayed below it
· The open book symbol is for teachers/parents
to manually amend scores, switch on/off worst score highlighting and
remove players from the list. Double-click on the symbol while the
Contents page is displayed to invoke these facilities and
double-click again to hide them.
Page 1 - Odd One Out
This page helps the child scan symbols - a useful skill for early
reading and maths. The child simply clicks on the odd one out in each
line of symbols. Three levels are provided: easy, medium and hard.
Page 2 - Words
This Worksheet is designed to aid the child's word recognition and
to show them that the written word represents an object. By having to
select the correct word for the picture shown, the child must scan the
other words displayed. The words are in alphabetical order so that the
child will begin to learn the starting letter sequence.
Page 3 - Sorting
On this Worksheet the child has to sort words, letters, numbers or
objects into two categories. This encourages the child to seek out the
common attribute, for example size or colour, from other features. It
introduces the idea of sets and also tests knowledge.
Page 4 - Sequence
Sequences are very important for early maths and a prerequisite for
spelling - on this page the child has to work out which symbol is the
next in a sequence. Initially, the sequence is made up from two
symbols (the easy setting) but after ten correct answers moves onto
three symbols (the hard setting).
Page 5 - Counting
Counting is the fundamental skill needed for all maths. This
worksheet can be used by children just starting to count as well as
children learning to count on from an initial starting point. The
child has to count the number of symbols in two lines, and, if they
can, work out the difference in the numbers and the sum of the numbers.
With the difference show the child how by matching the symbols between
the two lines, those not having a match is the difference. For the
Total, the child will gradually learn that they don't need to count
the first line of items again, thus learning "number conservation".
Through this activity the child will gain an understanding of basic
adding and subtracting - without having to equate the written sum
involved. The 'easy' setting just has the counting questions, the 'medium'
also has the difference and total questions and deals with numbers
below 10, the 'hard' setting has numbers up to 20.
Page 6 - Matching
This is another word recognition page. On this page the words
displayed are all connected by a theme, colours, shapes for example -
the child has to drag the word to box with the corresponding picture.
As well as learning the words, the child will learn the drag-and-drop
technique that is widely used in modern computing interfaces. The drag
goes from left to right, thereby helping to enforce the concept of
reading and writing from left to right. Three levels are provided:
easy, medium and hard. The 'skip' button allows the child to miss out
ones they have already done on a previous go.
Page 7 - Estimating
Estimating is a skill that is becoming more and more important as
calculators and computers take over the actual arithmetic. Children
should always be encouraged to do an estimate before doing any sum on
a calculator, otherwise a simple keying error may not be noticed which
may lead to a result a factor of 10 or more out. By doing an estimate
first, the child can check the result from the calculator and repeat
the sum if the answer is unexpected.
This Worksheet introduces estimating by showing a large number of
objects and asking the child to select the number they think are
displayed from a list of three rounded numbers. The concept of
rounding numbers is introduced to the child - which is the essence of
estimating. For younger children just knowing what a large number of
objects looks like is enjoyable - and they will learn how to read
larger numbers.
The 'easy' and 'hard' settings affect the scale of difference
between the displayed numbers - the child has to be more accurate with
its estimate on the 'hard' setting.
Page 8 -Multiply
This Worksheet introduces multiplication - it shows a child what
multiplication actually means. The child is presented with a repeated
object that contains a repeated number of items within it, for example
four pencils in each of three pencil cases. Many children will
initially count the number of items, but they will soon realise that
by multiplying the numbers they get the answer more quickly. Thus when
they later see multiplication they fully understand the concept.
These simple multiplications will soon be memorised, giving the
child the foundation for learned tables.
Page 9 - Spelling
Spelling is essential for every day communication. This page helps
the child to learn spellings through reading and then typing
individual words.
The words are organised in levels according to how commonly they
are used - level 1 being the most common. The level is automatically
incremented when all the words of a level are completed. However,
because there are a large number of words and they are displayed
randomly (within each level) the child is unlikely to complete all the
words in a level in one session, so the level can also be changed
manually to suit the child's ability.
Each word is displayed for two seconds and then blanked out, the
child can either type in the word using the keyboard or use a set of
buttons, which are in alphabetical order, to enter the word. If a
mistake is made a wrong symbol is displayed and a score deducted.
Wrong letters can be rubbed out using the back space key or <- button.
The child can start typing before the two seconds are up if they wish.
To view the word a second time or to keep it visible for longer,
the child can hold down the right mouse button. This is useful for the
child using a spelling strategy involving looking for words within
words, looking for the vowels etc. - or simply if the child didn't see
the word in the two seconds. The word is also displayed for another
two seconds if typed letters are all blanked out.
Page 10 - Sums
This Worksheet provides traditional sums for the child introducing
or reinforcing the basic maths functions. Children of all ages need to
learn these concepts and can return to this worksheet again and again
to practice and speed up their mental maths (the time function is
particularly useful with this worksheet). Even with the wide
availability of calculators, it is very important that all children
can quickly do mental arithmetic.
The four basic mathematical functions are available on the
Worksheet: adding, subtracting, multiplying and dividing - to switch
between them the child simply clicks on the appropriate option-button.
A number line is available - the child should be encouraged to
sometimes use this and sometimes not. The number line is used to teach
the child to count-on, or back, from the first number to get the
answer.
After each Worksheet is completed the Level is incremented, making
the next set of sums more difficult. The appropriate level can be set
at any time - the software does not try to enforce a particular level
of skill.
The numbers that appear in multiplication sums have been carefully
worked out with the easier ones at lower levels to more difficult ones
at higher levels. The numbers are mixed up - making the sums more
appropriate for practising ‘times-table’ knowledge. Multiplication
tables are one of the few mathematical concepts worth memorising by
wrote - a child who has these at his or her fingertips will cope with
more complex maths and mental arithmetic so much more easily.
Page 11 - Size
Most children will be familiar with low numbers, up to 10 or 100,
but they will not be so certain with large numbers. This Worksheet
uses symbols and words to compare numbers. The child is presented with
large numbers - they will soon learn the construction of these through
comparison.
Page 12 - Symmetry
Symmetry comes naturally to some children, while others find it
hard. This Worksheet enables the child to draw the lines of mirror
symmetry for a number of shapes - the child clicks on one of the
squares around the shape to start a line and clicks on another to
complete the line. When the child thinks they have drawn all the lines
of symmetry for the shape shown, they should click on the 'more'
button - if they have not drawn them all a message is displayed
telling the child to look for more (a score is deducted), otherwise
the next shape is displayed.
The shapes are displayed randomly within 'easy' and 'hard' levels.
The 'skip' button allows the child to miss out ones they have already
done on a previous go.
Page 13 - Numbers
The ability to read numbers, whether out loud or within ones head
is essential. On this sheet the child is presented with numbers which
they have to deconstruct into words - easy for low numbers but much
harder with high ones. The child will learn how numbers are
constructed from patterns - giving them the ability to be able to read
any number.
Page 14 - Time
Learning to tell the time involves many number skills, making it a
very useful mathematical learning aid, as well as being a useful piece
of knowledge. Most children find it difficult to comprehend the
relationship between the digital and face clocks, this worksheet will
greatly increase the understanding.
The Worksheet displays random times on a clock face, the child has
to translate this and enter the time into a digital clock or spell it
out using words. There are 6 levels: level 1 is times on the hour,
level 2 the half hour, level 3 the quarter hour, level 4 the five
minute marks, level 5 to the minute and level 6 just shows the time
now (assuming the PC has the correct time set up). The level is
automatically increased after 10 correct answers. 12 or 24 hour times
can be used - it is best to use the 12 hour times first; then, when
the child fully understands the relationship between the hands and the
numbers/words, to practice the 24 hour clock.
Page 15 - Area
On this Worksheet the child has to calculate the area and perimeter
of rectangles and squares. Even if they don’t initially know these
concepts they will soon be able to work them out for themselves. The
rectangles are broken down into squares or portions of squares, the
child will initially use these to determine the area (using the
addition of fractions when necessary). Similarly units of length will
be used to determine perimeter.
The ‘easy’ level uses shapes made up of just whole squares, the
‘medium’ level introduces half squares and the ‘hard’ level quarters.
After a while the child will spot or can be introduced to
techniques to calculate the area and perimeter: Area = Length times
Height; Perimeter = twice Length plus twice Height.
Page 16 - Hard Sums
This Worksheet is an extension of the earlier Sums sheet. Larger
numbers, greater than 100, are used so the child will be forced to
break the sum down. The Worksheet provides spaces to jot down
‘carries’ and ‘borrows’ - click on the ‘Show Working’ option to use
these.
All four basic mathematical functions are included: addition,
subtraction, multiplication and division. Children should be taught
techniques on how to do each of these. Although a child may be able to
use these when they are first taught, they often forget them soon
after. This Worksheet should be used at regular intervals so the child
remembers and understands the techniques.
