Curriculum

We offer over 200 activities from our extensive library of quality children’s educational software.

Activity sheets reinforce the learning experience and provide feedback to parents.

Computer Gym also develop specialist courses to work with the schools and nurseries. For example our touch typing course to help dyspraxic and dyslexic children.

Example lesson plan:

LET’S CREATE SENIOR LESSON PLAN

Lesson 8

Handouts:
Level C: Plan a Pattern
Level D: Tessellation

Learning Opportunities:

• Development of the concept of fractions and equivalent fractions.
• Development of musical rhythm and beat.
• Understanding of tessellation.
• Producing an ordered pattern.

Introduction: Talk to children about musical instruments. Who plays an instrument? What is their favourite instrument etc.? Ask them about fractions and tell them they are going to combine fractions with music.

Level C & D:

• Children open program and click on door to enter the Math Workshop.
• They sign in and click on the hole in the brick wall at the control room to enter the Rhythm Shop.
• Grades 1 & 2 start on green level, grades 3 & 4 start on orange level, and grades 5, 6 & 7  start on red level.
• Children start with the first tune as they progressively get more difficult
• Level C – Fanfare. Take whole purple bar and place in fractionator. Click do it. Bar is cut into halves. Take one half and place into pattern bin Click do it again and the ½ will be cut into ¼’s. Place these into pattern bin and tune will play.
• Repeat these steps for subsequent rhythms.
• Level D – the fractions are more difficult but the same procedure is followed.
• The Gluer is used to gluetogether pieces of the same size. The Melder is used to meld together pieces, which are different sizes. E.g. to make 3/8 you meld together ¼ and 1/8.
• Children spend at least 10 – 15 minutes in Rhythm Shop then click on skylight to enter Pattern Windows.
• Tell the children they are going to colour tessellations. Taking a shape (or multiple shapes) and duplicating the shapes to cover the whole area creates tessellations. Children may choose whichever pattern they wish to colour. Encourage them to plan what colours they are going to use rather than just colouring randomly. Some children will spend a long time in this section making beautiful patterns, others will tire of it quickly.
• Next, have the children choose a tessellation that is made up of the same shape. E.g. triangle, square. Tell them that they are a fabric designer and they must design the pattern for a new line of fabrics that are about to be released. They must plan and carefully choose their colours so that they compliment each other.
• If there is time left, the children may choose their favourite game in Math Workshop to continue with. Close program.

Conclusion