Measure Marsh

Introduce the idea. Luna opens with the coins visual — a tray of coins to count a money amount / make change, across 2 narrated beats, so the concept is seen before it is ever practised.

What Luna says

• Money is counted in cents. Let's add up coins, starting with the biggest.
• A quarter is twenty-five cents, plus a dime is ten more — thirty-five cents.

In the open config

id: count
label: Count up
beats:
  - say: lmo-1
    caption: Money is counted in cents. Let's add up coins, starting with the biggest.
    view:
      kind: coins
      key: c2
      coins:
        - 25
        - 10
  - say: lmo-2
    caption: A quarter is twenty-five cents, plus a dime is ten more — thirty-five cents.
    view:
      kind: coins
      key: c2
      coins:
        - 25
        - 10

Preview

Worked example. Luna walks one case step by step with the coins view — a tray of coins to count a money amount / make change, turning the idea into a procedure a child can repeat.

What Luna says

• Add a nickel and three pennies to keep counting up.

In the open config

id: more
label: Add more
beats:
  - say: lmo-3
    caption: Add a nickel and three pennies to keep counting up.
    view:
      kind: coins
      key: c6
      coins:
        - 25
        - 10
        - 5
        - 1
        - 1
        - 1

Preview

Your turn. The lesson hands off to the practice board: the child now answers, applying what the coins visual — a tray of coins to count a money amount / make change just showed.

What Luna says

• Start with the biggest coins and count up. You try!

In the open config

id: go
label: Your turn
beats:
  - say: lmo-4
    caption: Start with the biggest coins and count up. You try!
    view:
      kind: coins
      key: c3
      coins:
        - 25
        - 25
        - 10

Preview

Introduce the idea. Luna opens with the clock visual — an analog clock set to a time, for telling time, across 2 narrated beats, so the concept is seen before it is ever practised.

What Luna says

• A clock has two hands. The short hand points to the hour, the long hand to the minutes.
• Short hand on three, long hand straight up on twelve — that is three o-clock.

In the open config

id: hands
label: The hands
beats:
  - say: lti-1
    caption: A clock has two hands. The short hand points to the hour, the long hand to the minutes.
    view:
      kind: clock
      key: t3
      h: 3
      m: 0
  - say: lti-2
    caption: Short hand on three, long hand straight up on twelve — that is three o-clock.
    view:
      kind: clock
      key: t3
      h: 3
      m: 0

Preview

Worked example. Luna walks one case step by step with the clock view — an analog clock set to a time, for telling time, turning the idea into a procedure a child can repeat.

What Luna says

• When the long hand points straight down at the six, it is half past.

In the open config

id: half
label: Half past
beats:
  - say: lti-3
    caption: When the long hand points straight down at the six, it is half past.
    view:
      kind: clock
      key: t330
      h: 3
      m: 30

Preview

Your turn. The lesson hands off to the practice board: the child now answers, applying what the clock visual — an analog clock set to a time, for telling time just showed.

What Luna says

• Short hand is the hour, long hand is the minutes. You try!

In the open config

id: go
label: Your turn
beats:
  - say: lti-4
    caption: Short hand is the hour, long hand is the minutes. You try!
    view:
      kind: clock
      key: t9
      h: 9
      m: 0

Preview

Introduce the idea. Luna opens with the elapsed visual — two clocks (start and end) showing elapsed time, across 2 narrated beats, so the concept is seen before it is ever practised.

What Luna says

• Elapsed time is how long something takes — from a start time to an end time.
• From two o-clock, count on one hour to three, then thirty more minutes — one and a half hours.

In the open config

id: count
label: Count on
beats:
  - say: lel-1
    caption: Elapsed time is how long something takes — from a start time to an end time.
    view:
      kind: elapsed
      key: e1
      h1: 2
      m1: 0
      dh: 1
      dm: 30
  - say: lel-2
    caption: From two o-clock, count on one hour to three, then thirty more minutes — one and a half hours.
    view:
      kind: elapsed
      key: e1
      h1: 2
      m1: 0
      dh: 1
      dm: 30

Preview

Your turn. The lesson hands off to the practice board: the child now answers, applying what the elapsed visual — two clocks (start and end) showing elapsed time just showed.

What Luna says

• Count on from the start time to the end time. You try!

In the open config

id: go
label: Your turn
beats:
  - say: lel-3
    caption: Count on from the start time to the end time. You try!
    view:
      kind: elapsed
      key: e2
      h1: 4
      m1: 0
      dh: 2
      dm: 0

Preview

Introduce the idea. Luna opens with the unitladder visual — a unit-conversion ladder (big ↔ small, e.g. m ↔ cm) showing the ×/÷ factor, across 2 narrated beats, so the concept is seen before it is ever practised.

What Luna says

• We measure with units, and we pick the right size. One meter is a hundred centimeters.
• So two meters is two hundred centimeters.

In the open config

id: meter
label: Meters
beats:
  - say: lun-1
    caption: We measure with units, and we pick the right size. One meter is a hundred centimeters.
    view:
      kind: unitladder
      key: um
      big: m
      small: cm
      per: 100
      "n": 2
  - say: lun-2
    caption: So two meters is two hundred centimeters.
    view:
      kind: unitladder
      key: um
      big: m
      small: cm
      per: 100
      "n": 2

Preview

Worked example. Luna walks one case step by step with the unitladder view — a unit-conversion ladder (big ↔ small, e.g. m ↔ cm) showing the ×/÷ factor, turning the idea into a procedure a child can repeat.

What Luna says

• To change a big unit into a small one, we multiply. One kilogram is a thousand grams.

In the open config

id: kilo
label: Kilograms
beats:
  - say: lun-3
    caption: To change a big unit into a small one, we multiply. One kilogram is a thousand grams.
    view:
      kind: unitladder
      key: uk
      big: kg
      small: g
      per: 1000
      "n": 1

Preview

Your turn. The lesson hands off to the practice board: the child now answers, applying what the unitladder visual — a unit-conversion ladder (big ↔ small, e.g. m ↔ cm) showing the ×/÷ factor just showed.

What Luna says

• Big unit to small unit: multiply. You try!

In the open config

id: go
label: Your turn
beats:
  - say: lun-4
    caption: "Big unit to small unit: multiply. You try!"
    view:
      kind: unitladder
      key: um3
      big: m
      small: cm
      per: 100
      "n": 3

Preview

Introduce the idea. Luna opens with the unitladder visual — a unit-conversion ladder (big ↔ small, e.g. m ↔ cm) showing the ×/÷ factor, across 2 narrated beats, so the concept is seen before it is ever practised.

What Luna says

• We measure with units, and we pick the right size. One meter is a hundred centimeters.
• So two meters is two hundred centimeters.

In the open config

id: meter
label: Meters
beats:
  - say: lun-1
    caption: We measure with units, and we pick the right size. One meter is a hundred centimeters.
    view:
      kind: unitladder
      key: um
      big: m
      small: cm
      per: 100
      "n": 2
  - say: lun-2
    caption: So two meters is two hundred centimeters.
    view:
      kind: unitladder
      key: um
      big: m
      small: cm
      per: 100
      "n": 2

Preview

Worked example. Luna walks one case step by step with the unitladder view — a unit-conversion ladder (big ↔ small, e.g. m ↔ cm) showing the ×/÷ factor, turning the idea into a procedure a child can repeat.

What Luna says

• To change a big unit into a small one, we multiply. One kilogram is a thousand grams.

In the open config

id: kilo
label: Kilograms
beats:
  - say: lun-3
    caption: To change a big unit into a small one, we multiply. One kilogram is a thousand grams.
    view:
      kind: unitladder
      key: uk
      big: kg
      small: g
      per: 1000
      "n": 1

Preview

Your turn. The lesson hands off to the practice board: the child now answers, applying what the unitladder visual — a unit-conversion ladder (big ↔ small, e.g. m ↔ cm) showing the ×/÷ factor just showed.

What Luna says

• Big unit to small unit: multiply. You try!

In the open config

id: go
label: Your turn
beats:
  - say: lun-4
    caption: "Big unit to small unit: multiply. You try!"
    view:
      kind: unitladder
      key: um3
      big: m
      small: cm
      per: 100
      "n": 3

Preview