This activity works toward the following Standards:
T.5.2.1 Identify, discuss, and use common multimedia terms and concepts.
T.1.1.1 Identify the computer as a machine that helps people communicate, work, and play.
This activity works toward the following Education Standards.
R.3.3.5 Draw conclusions and make inferences about short passages.
R.3.4.5 Predict probable outcomes from knowledge of events obtained from a reading selection.
This activity works toward the following Education Standards.
M.2.2.2 Relate addition and subtraction to length. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1,, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
This activity works toward the following Education Standards.
R.2.4.1 Recognize and comprehend the meaning of moderately complex occupational, technical, and content-specific vocabulary using word, sentence, and paragraph clues to determine meaning.
R.3.4.10 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
This activity works toward the following Education Standards.
W.3.3.2 Identify compound subjects and predicates in sentences.
W.4.4.2 Identify how parts of speech work in a particular sentence, i.e., noun used as an object instead of a subject.
Finish a work of art and learn about the original artist.
This activity works toward the following Standards:
T.1.1.3 Identify and discuss common features and functions of computer software and devices.
T.5.1.1 Identify and discuss components of multimedia.
T.4.2.2 Identify, discuss, and use word processing as a tool to open, edit, print, and save documents.
T.4.3.2 Recognize and use menu and toolbar features to edit and make corrections to documents.
This activity works toward the following Standard:
M.1.4.1 Fluently add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. [Note: Applications involving financial literacy should be used.]
Monkey Drive - Mixed Operations Review
This activity works toward the following Standard:
This activity works toward
Education Standard T.1.
The student will demonstrate knowledge of
important issues of a technology-based society and exhibit ethical behaviors
related to the use of computers, digital resources, and other technologies.
T.1.1
Grade Level 0.0-1.9
T.1.2
Grade Level 2.0-3.9
T.1.3
Grade Level 4.0-5.9
T.1.4
Grade Level 6.0-8.9
T.1.1.1 Identify
the computer as a machine that helps people communicate, work, and play.
T.1.2.1 Recognize and discuss the rights of ownership
of computer-created and online work.
T.1.3.1 Recognize, discuss, and use terms and
concepts related to networks and protection of computers, networks, and
information.
T.1.4.1 Recognize, discuss, and use multi-tasking
concepts.
Specifically how to click, drag, and change
a scenario on the computer.
This activity contextually works toward Education
Standard R.3.1.
The student will develop
and demonstrate knowledge of a variety of comprehension strategies to derive
meaning from literary, functional, and informational text.
R.3.1.1 Locate pertinent
information in simple, familiar materials and ask and answer questions about
the key details.
R.3.2.1 Locate
explicitly stated information in functional reading. Ask and answer questions
such as who, what, where, when, why and how to demonstrate understanding of key
ideas in a text.
R.3.3.1 Identify the
main idea of a text and explain how it is supported by key details; summarize
the text.
R.3.4.1 Read and
interpret information in common manuals and other functional readings.
This activity works toward the
following Education Standards.
`R.4.3.01
Fluency
Reading
aloud
Read
instructional level text, prose, and poetry orally, with fluency and accuracy
and with appropriate pacing, intonation, and expresssion. Read grade-level
prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
This activity works toward the
following Education Standards.
R.1.1.03
Phonemic
Awareness/Word Analysis
Consonants
and word positions
Identify
single consonants/sounds in initial, middle, and final word positions and
manipulate initial sounds to recognize, create and use rhyming words.
This activity works toward the
following Education Standards.
R.1 The student will develop and demonstrate knowledge of print
concepts and phonemic awareness, word analysis, and decoding strategies to
pronounce and derive meaning of words.
This activity works toward
Education Standard R.1.
R.1.1.03
Phonemic
Awareness/Word Analysis
Consonants and word
positions
Identify single
consonants/sounds in initial, middle, and final word positions and manipulate
initial sounds to recognize, create and use rhyming words.
This activity works toward
Education Standard M.1.
M.1.1
Grade Level 0.0-1.9
M.1.2
Grade Level 2.0-3.9
M.1.3
Grade
Level 4.0-5.9
M.1.1.1
Understand place value. Understand that the two digits of a two-digit number
represent amounts of tens and ones.
Understand the following special cases:
a. 10 can be thought of as a bundle of ten
ones – called a “ten.”
b. The numbers from 11 to 19 are composed of
a ten and one, two, three, … eight, or nine ones.
The
numbers 10, 20, 30, 40, 50, 60, 70, 80 90 refer to one, two three, four,
five, six, seven, eight, or nine tens (and 0 ones).
M.1.2.1
Understand that the three digits of a three-digit number represents amounts
of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Understand the following special cases:
a. 100 can be thought of as a bundle of ten
tens – called a “hundred.”
b. The numbers 100, 200, … 900 refer to one, two, … nine
hundreds (and 0 tens and 0 ones).
M.1.3.1 Generalize place value
understanding for multi-digit whole numbers. Recognize that in a multi-digit
whole number, a digit in one place represents ten times what it represents in
the place to its right and 1/10 of what it represents in the place to its
left.
This activity works toward the following Education Standard.
R.1 The student will develop and demonstrate knowledge of print concepts and phonemic awareness, word analysis, and decoding strategies to pronounce and derive meaning of words.
This activity works toward the following Education Standard.
R.1 The student will develop and demonstrate knowledge of print concepts and phonemic awareness, word analysis, and decoding strategies to pronounce and derive meaning of words.
Measure lengths indirectly and by iterating length units. Express the length o;f an object as a whole number of length units., by laying multiples copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Bill and Melinda Gates said that since schools are shut down during the COVID-19 lockdown, our young people need mentors to continue their education. I would add: so do many of our older people.
Over the last two years, I had created a schoolwork log for Viola, a student of mine who was dedicated, wise to the value of education, and wonderful to have in the classroom. She suddenly passed away last Thanksgiving, leaving us all heartbroken. In my grief over her death, I filed away all this material and largely retreated from teaching.
Then the coronavirus happened, I saw Bill Gates' TED interview on it, and I decided to make this blog a learning depot in Viola's honor, a place where people, regardless of age, can further their progress toward an education by brushing up on their reading, writing, math, and computer skills in a fun and free way. It matches a basic education standard with a link to a site where you can practice and learn a skill. These learning sites are not mine; I only provide the link to them in order to create a sort of learning hub. The standards used here are NCCCS (The North Carolina Community College System College and Career Readiness Adult Education Standards). They are largely identical to the standards used in K-12 public schools.
I plan to keep posting daily until I run out of material.
Who is it for?
Everybody. While some of these activities, like finding info on a bill, are designed for adults, others are geared toward kids. I've met teachers and tutors who worry they might insult or embarrass an adult learner. But I've never met an adult learner who doesn't welcome this fun way to learn. And I haven't met any teacher or tutor willing to stand so staunchly by their convictions that they're willing to uninstall their Candy Crush game. If students are having fun playing a game, then there are fewer barriers to comprehension and engagement no matter how old they are. While the kids' games can be immensely fun, the adults' activities can introduce kids to things like checkbooks and job applications. Nowhere on this site will you find a place where information beyond a first name or user name may be obtained by another player, and there's nothing any player can do with that info.
Maybe some would use this as a daily curriculum or a place where students can extend their learning from a more formal learning site. However you navigate through this material, feel free to take what you need and leave the rest.
A Word On Flash
Many of these games use Flash, which is perhaps rightfully shunned by the tech community and supposed to be getting phased out. As much as I've visited these sites, tried out the games, and followed links, I've never experienced security problems with my computer. I downloaded the free security package, Avast, and it has now and again captured a cookie or prevented a suspicious site from loading malware onto my computer. So, if you're worried about security, I'd suggest you load an antivirus app like Avast onto your computer and that you download the latest version of Flash.
If you're trying to play a game and it's not loading, do the following:
Click the padlock or info icon to the left of the URL address.
2. To the right of the Flash puzzle piece, select Allow.
3. Then click the blue Reload button, and the game should appear.
Another way to enable Flash is as follows:
Click the icon beside the URL.
Choose Settings, then Privacy and security.
Scroll down to Flash. Select Allow.
Thanks!
Thank you for checking out this blog. Questions, comments, and suggestions are welcome.
