Psst. Here's the tip-off. Students
love learning with this fun math mystery!
Description
From
Max’s detective office, students solve The Case of the Missing Numbers
and develop skills in these four important areas:
- Telling Time: Students read analog and digital
clocks, translate
between digital and analog time representations, and determine elapsed
time.
- Using Measurement: Students estimate length and area
measurements using non-standard units, and explore length and volume.
- Counting and Number Sense: Students put numbers in
order, skip count, count backward, and put missing numbers in a
sequence.
- Money Skills: Students identify coins, find values of
sets of coins, find sets of coins equal to a given value, and make
change.
 As students complete each
activity, they collect a clue to eliminate a suspect in the case. This
intriguing context keeps students returning to the program to solve
their saved mystery or start anew with a fresh array of suspects and
number situations. Three levels of difficulty ensure that students are
challenged.
Students can use the program in Practice or Mystery mode. Practice
allows students an open-ended exploration of the activities. Mystery
mode requires students to successfully complete four different
activities and solve the mystery. A Help Screen with audio support is
available for each activity. Students can save their games for future
play.
Numbers Undercover can be easily modified to meet the individual needs
of students. Teachers set time length of play, number of rounds of
play, and the difficulty level for each activity. The teacher’s guide
contains 20 extension activities that reinforce math learning.
Classroom Activities &
Suggestions
Use Numbers Undercover as a springboard for interesting, hands-on
classroom activities.
*Going to Sneaker Lengths*
- Have
students play "Measuring Mysteries" (levels 1, 2, or 3).
- Ask
them what kinds of things they can use to measure lengths of various
objects. Point out that certain kinds of tools may be more efficient
and accurate than others (e.g., it's easier to measure objects with
straight edges, rather than with curved or round edges).
- Ask
students to take off one of their shoes or sneakers. Have them mark
their "sneaker unit" by tracing their sneaker on a sheet of paper with
a pencil. The traced unit should indicate the distance between the back
(heel) and the front (toes) of their sneaker.
- Using
their tracing, ask students to estimate the width and length of the
classroom in their own sneaker units. If they are familiar with the
concept, have
them estimate the area of the classroom, too.
- Then
allow your students to find out the exact width and length of the
classroom in their particular sneaker unit.
- Afterwards,
have students share their findings and compare their measurements
according to different sneaker units.Who had the largest sneaker unit?
Who had the smallest? How did the sizes of their measurement units
affect their findings?
- Try
estimating the other lengths using "sneaker units" for fun! (e.g., the
height of the classroom walls, the height of the school building, the
length
of their hallway)
Awards
- BESSIE
Award, ComputEd Learning Lab
- Parents'
Choice Approved Category, Parents' Choice
System
Requirements - Windows:
Win 3.1, 95, 98, 8 MB RAM (16 MB RAM recommended), 486/DX2-66MHz
processor, 640x480 screen resolution, 4X CD-ROM drive or faster, 20 MB
hard disk space, 256 color*, SVGA compatible video card and monitor
*Must run under 256 color setting
System Requirements - Macintosh:
System 7.0 or higher, 8 MB RAM (16 MB RAM recommended), 68040 processor
or better, 640x480 screen resolution, 4X CD-ROM drive or faster, 20 MB
hard disk space, 256 color
| 685 |
Single Version
|
$ 34.95
|
|
| 687 | School Version | $59.95 | |
689
|
School Version Lab Pack
(10 CDs)
|
159.95
|
|
688
|
School Version Network Version |
697.95
|
|
690
|
School Version Unlimited
Site License
|
697.95
|
|
|
