After watching dozens of adults totally miss the English contribution to this simple little game, I thought this would be a great way to teach students how to recognize the difference between what words describe and what numbers calculate. Toward that end, I created an exercise to show how “English vs Mathematics” solves the puzzle within this game. I’ve also listed activities that can be used at each grade level from PreSchool to grade eight to help students make the distinction between language usage and mathematical language using manipulatables in the lower grades, as well as more intellectual ideas about the differences in language and mathematics which they all unknowingly use every day (another resource to come).

Goal: Start the new school year establishing a relationship with each students' parents. Send a short text or email introducing your students' family to the teacher and permission to send or drop by with a short list of things students can do to get ready to start the school year, each of which relates to the nine activities planned for the first week of school. Objectives: 1. Students and parental figuers will get acquainted with teacher, expectations for students and PF's participation in class activities. 2. Students and PF's will learn things about each other and establish a rapport. 3. Students will be asked to complete specific simple tasks and to be sure to bring very specific items to them the first day of school. 4. Students and parents will be introduced to and experience flipped classroom activities right from the start of school, using fun activities for children and adults. 5. Students will engage in several mysterious activities that will have them anticipating the first day eagerly. 6. Parents will be provided with contact information and told they will be contacted by text or email regarding their children's progress and/or any issues that may arise. 7. Students will also have an opportunity to communicate with teacher before the first day of school.

Goal: To create interest in/understanding of geography through exploration and mapping Objective: 1. Students will work in pairs to locate pokemon go figures on or within walking distance of school in search of hidden treasure ("gold coins"), following longitudinal/latitudinal clues using compasses to help locate each "gold coin." (for prek-second year students, use alphabetical mathematical problems, riddles, or simple code.) Note: more than one coin tin be placed at each stop according to the "value" of each pokemon character. multiple coins should be placed in individual plastic bags - enough for each pair. perhaps any not claimed tin be awarded to pairs that a. finish first; b. collect the most coins; c. collect the most Pokemon; d. have the highest scores, etc.) 2. Students will retrace their steps and take note (draw, videotape, vocally record, write, etc.) information individually, and as a class create a "thought map" of the area explored as a collaborative enquiry discussion of following: a. area covered from point a (school ) to point b b. (farthest parameter) c. number of steps, feet, yards, fractions of mile, miles, etc. covered 3. Students will also identify visual markers: a. street signs b. other markers (alleys, parks, houses, etc.) 4. Students will measure area after consensus of how it is to be measured, then create map scale - how many feet, yards, miles - and map equivalent: one inch = one mile. 5. Students will individually create treasure map games on Scratch or as Board Match , etc.