Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Semi - Detailed Lesson Plan about Rectangular Coordinate System. There is a lot of activities here. Try to send me a message so that I could send you a worksheet.
References are from Google.com.
Strategies in Teaching Mathematics -Principles of Teaching 2 (KMB)Kris Thel
Solving problems is a practical art, like swimming, or skiing, or playing the piano: you can learn it only by imitation and practice. . . . if you wish to learn swimming you have to go in the water, and if you wish to become a problem solver you have to solve problems.
- Mathematical Discovery George Polya
MATH Lesson Plan sample for demo teaching preyaleandrina
This is my first made lesson plan ...
i thought before that its hard to make lesson plan but being just resourceful and with the help of different methods and strategies in teaching we can have our guide for highly and better teaching instruction:)..
Semi - Detailed Lesson Plan about Rectangular Coordinate System. There is a lot of activities here. Try to send me a message so that I could send you a worksheet.
References are from Google.com.
Understand what are fractions..... Get hints to understand them understand by 1000 of examples and then practice all of them in last. Easy to understand and easy for children to understand. Resourceful content even it is gonna improve life skills. So go through out the journey and enjoy maths. Best ppt ever pleasse go through this is my 3 days efforts.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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5. OBJECTIVES
• To show how fractions looks like.
• To show similar fractions or fractions with the same
denominators.
• To show dissimilar fractions or fractions with not the same
denominators.
• To show how to add and subtract fractions simpler.
7. HOW TO USE
• The tile board is divided into two.
• The upper division will represent the numerator while the
lower division will represent the denominator. The
denominator is based on what set of tiles will be
placed, either 6,7,8,9 or 10.
8. SHOWING HOW FRACTIONS
LOOKS LIKE
• Example 1, to show 5 over 6 or 5/6, put the two six-divided sheets on the two
divisions. Place 5 tiles out from the set of 6 tiles on the upper division, which
will be the numerator, and place another set of 6 tiles fitted on the lower
division, which will be the denominator.
• Example 2, to show 8 over 9 or 8/9, put the two six-divided sheets on the two
divisions. Place 8 tiles out from the set of 9 tiles on the upper division, which is
the numerator, and place another set of 9 tiles fitted on the lower
division, which will be the denominator.
9. SHOWING SIMILAR FRACTIONS OR
FRACTIONS WITH THE SAME
DENOMINATOR
• Example 1, to show 7/8 and 3/8, put first the two eight-divided sheets on the
two divisions. Then place 7 tiles out from the set of 8 tiles on the upper
division, and 3 tiles out from another set of 8 tiles. The filled parts on the two
eight-divided sheets will be the numerators. And the numbers of the division
of the sheets, which is 8, will be the denominator.
10. • Example 2, to show 9/10 and
5/10, put first the two ten-divided
sheets on the two divisions. Then
place 9 tiles out from the set of 10
tiles on the upper division, and 5
tiles out from another set of 10 tiles.
The filled parts on the two ten-
divided sheets, which are 9 and
5, will be the numerators. And the
numbers of the division of the
sheets, which is 10, will be the
denominators.
11. SHOWING DISSIMILAR FRACTIONS OR
FRACTIONS WITH NOT THE SAME
DENOMINATORS
• Example 1, to show 4/9 and 4/5, put first the nine-divided sheet on the upper
division and the five-divided sheet on the lower division. Then place 4 tiles
out from the set of 9 tiles on the upper division, and place also 4 tiles out from
the set of 5 tiles on the lower division. The filled parts on each sheet represent
the numerators. On the other hand, the numbers of the division of the
sheets, represent the denominator.
• Example 2, to show 2/7 and 2/6, put first the seven-divided sheet on the
upper division and the six-divided sheet on the lower division. Then place 2
tiles out from the set of 7 tiles on the upper division, and place also 2 tiles out
from the set of 6 tiles on the lower division. The filled parts on each sheet
represent the numerators. On the other hand, the numbers of the division of
the sheets, represent the denominator.
12. SHOWING HOW TO ADD SIMILAR
FRACTIONS
• Example 1, to show how to add 3/8 and 4/8, first, put the two eight-
divided sheets on the two divisions. Place 3 tiles out from the set of 8
tiles on the upper division then place also 4 tiles out from another set
of 8 tiles on the lower division. Afterwards, place the tiles from the
upper division to the lower division. Count how many tile you have in
all, which is 7. Then the answer is 7/8.
13. • Example 2, to show how to add 7/10 and
2/10, first, put the two ten-divided sheets
on the two divisions. Place 7 tiles out from
the set of 10 tiles on the upper division
then place also 2 tiles out from another
set of 10 tiles on the lower division.
Afterwards, place the tiles from the
upper division, which is 7 tiles, to the
lower division. Count how many tile you
have in all, which is 9. Then the answer is
9/10.
14. SHOWING HOW TO SUBTRACT
SIMILAR FRACTIONS
• Example 1, to show how to subtract 5/9 from 7/9, first, put the two nine-
divided sheets on the two divisions. Place 7 tiles out from the set of 9 tiles on
the upper division then place also 5 tiles out from another set of 9 tiles on the
lower division. Tiles must start from left to right. Afterwards, remove those tiles
from the lower division together with the corresponding or aligned tiles from
the upper division. The number of tiles left is the answer. So, in this case, the
number of tiles left is 2. Therefore, the answer is 2/9.
• Example 2, to show how to subtract 3/6 from 6/6, first, put the two six-divided
sheets on the two divisions. Place 6 tiles out from the set of 6 tiles on the
upper division then place also 3 tiles out from another set of 6 tiles on the
lower division. Tiles must start from left to right. Afterwards, remove those tiles
from the lower division together with the corresponding or aligned tiles from
the upper division. The number of tiles left is the answer. So, in this case, the
number of tiles left is 3. Therefore, the answer is 3/6.
15. • *Note: Answers of fractions to be added or
subtracted are only proper fractions.
26. ADDITION
In adding, just let the indicated fractions put in
the fraction box and combined them. Put the first
fraction as it labeled to the bigger box and
combined the second box. The answer is seen on the
labeled box.
28. SUBTRACTION
The first fraction should be larger than the second
fraction. In subtracting, let the first fraction be at the
back and the second fraction should be in front of
the first fraction. The fraction should be labeled to
what is indicated and the second fraction should be
placed in front of the first fraction, it must be end to
end. The answer will be the remaining parts of the first
fraction.
32. 1. Students will add and subtract fractions.
2. Students will develop strategies for adding and subtracting
fractions using number lines.
OBJECTIVES
33. In adding fractions you just get the made representation of the 2
given fractions and insert it where the number lines is located and you
can see the answer on the number lines.
In subtracting fractions you just get the made representation of the 2
given fractions and insert first the highest fraction and put the lower
fraction under the highest fraction and you can see the answer on the
number lines.
HOW TO USE
38. OBJECTIVES
• The student will be able to:
a)Define units, common denominator, simplify and lowest
terms.
b)Recognize that only the numerators should be added, not
the denominators.
c)Describe the procedure for adding fractions with like
denominators.
39. HOW TO USE
• Put chips in the pockets. Make sure that the
denominators are the same and put the yellow chips
as your denominator in the lower pocket. And the pink
chips will be your numerators representation and put it
into the upper pocket. And count the chips in the
upper pocket and that is your numerator as well your
denominator. If the numerator and denominator are the
same just put 1 in the answer.
47. HOW TO USE
• First, place the cork board on a wall.
48. CHIPS REPRESENTATION
• The chip has two sides – a blue one and a red one. The blue side of
the chip represents the positive integer while the red one represents
the negative integer.
49. CHIPS REPRESENTATION
• Moreover, a pair of red and
blue chip represents zero value,
meaning, this pair is disregarded
or not counted.
50. ADDING INTEGERS
• Positive. To add positive integers, let say positive 4 plus positive 2, simply pin 4
positive chips and 2 positive chips on the board and then combine them.
Count how many chips you have. In this situation, you have 6 positive chips.
Therefore, the answer is +6.
+ =
51. • Positive and Negative. To add positive and negative integers, let say positive
3 plus negative 2, simply pin 3 positive chips and 2 negative chips on the
board then simply combine them. First, count how many pairs of zero values
you have then disregard them. Count how many chips remain. In this
situation, you only have 1 positive chip remained. Therefore, the answer is +1.
*The sign of the answer depends on what color of chip/s was/were left on
the board.
+ = =
52. • Negative. To add two negative integers, let say negative 5 plus
negative 8, simply pin 5 negative chips and 8 negative chips on the
board then simply combine them. Count how many negative chips
you have in all on the board. In this situation, you have 13 negative
chips. Therefore, the answer is -13.
53. SUBTRACTING INTEGERS
• *In subtracting integers, first change the sign of the subtrahend then
proceed to addition.
• Positive. Let say, positive 3 minus positive 10. Positive 10 will become
negative 10. Just flip the chips and pin it again. Then we will add negative 10
to positive 3. Positive 3 and negative 10, when combined, we have 3 pairs of
zero values, and what were left are 7 red chips. Therefore, the answer is
negative 7.
54. • Positive and Negative. Let say positive 6 minus negative 8. Negative 8
will become positive 8. Now, add positive 6 and positive 8. The answer
is positive 14.
55. • Negative. Let say negative 5 minus negative 3. Negative 3 will
become positive 3. Then add negative 5 and negative 3. We can
observe that we have 3 pairs of zero values, therefore, they are
disregarded. Count how many chips was left. We have 2 negative
chips left, so the answer is negative 2.
58. OBJECTIVES
Students will be able
• To add subtract multiply and divide integers.
• To classify real numbers
• To round numbers
59. THE YELLOW COLOR REPRESENTS A NEGATIVE
NUMBER AND THE
RED COLOR REPRESENTS A POSITIVE NUMBER.
60. ADDITION OF INTEGERS
• When you add integers we move the adjustment to the right
Example: 6 + 3 ?
61. • In equation: -5+ x = 2 this equation simply asking you ―What number do
you add to -5 to get 2?
• Count the number of units to the right therefore x is equal to 7.
63. • In equation: 5+ x = -2 this equation simply asking you ―What number do
you subtract to 5 to get -2?
• Count the number of units to the right therefore x is equal to -7.
64. MULTIPLICATION OF INTEGERS
N x M =?
N = what number you will add
M= how many times you will add
Example:
3x 4 = 3 + 3 +3 + 3 = 12
65. - 2 x 3 = -2 + -2 + -2 = -6
-2 x-2 = get the opposite numbers -2=2 and -2 =2
2 x 2 = 2+ 2 = 4
76. This Cartesian Coordinate Plane or Graphing
Board will be used in the solving systems of
linear equations.
Students will be able to present the graph
systems of linear equations in two variables.
They will be able to identify if the graph is
inconsistent, dependent and independent
systems of linear equations.
77. There are three possible answers in solving systems of
linear equations in two variables.
DEPENDENT INCONSISTENTINDEPENDENT
78. EXAMPLE
y = x + 1
y = -2x + 1
We can easily solve the
equation if we let the x and
y be zero.
y = x + 1
y= 0, x = -1
x = 0, y = 1
y = -2x + 1
y = 0, x = ½
x = 0, y =1
79. This would be the graph of y = x + 1 and y + -2x +1.
y = -2x + 1y = x + 1
(0, 1) is the solution of the
equation
The graphs has a dependent solution (0, 1).
82. OBJECTIVES
• The students will be able to learn:
• how to evaluate an expression and how to combine like terms
• how to balance algebra equations (using the subtraction property of equality)
• the ability to solve one and two-step algebra equations
• To solve equations with unknowns variables on both sides.
83. HOW TO USE
Students use a white pawn for the unknown (for the 'x') and cubes for
the constants. White cubes for positive integer and black cubes for
negative integer. From level II on, they use a black pawn for (-x), also
called a "star", and denoted with x. The equations are modeled on the
balance so that the left side of the equation goes on the left side of the
balance, and similarly for the right side.
84. Students are instructed about "legal moves" with which to "play"
with the equations until they arrive to the solution. The legal moves of
course correspond to the regular principles used in algebra. For
example:
• In level I, students are told they can remove the same number of
pawns from both sides, and the scale will still balance.
• In level II, students are instructed that a pawn and a "star" (the
black pawn) are opposites, canceling each other. (Pawn
corresponds to x, and star to -x).
85. • In level III, students are taught about a "convenient zero"—
essentially adding (x + (-x)) to one of the sides, after which it is
possible to remove pawns or stars from both sides, whichever the
need might be.
89. OBJECTIVES:
To be able the students learn to
represent simple and multi-step word
problems by drawing.
To enable students to solve
difficult math problems and learn
how to think symbolically.
90. HOW TO USE
In the model area, the bars are provided at
the outset, and the student must drag them
into position. Question marks are used to
indicate what is unknown. The arrangement
and labelling of the bars and lines help
students understand what they know and
what they need to find out.
92. The first arrangement, by including 2 of the
smaller number in the model, allows us to see that
two of the smaller number, added to the difference
(8), will give us the sum of the two numbers (20).
After the model is set up, it functions as a bridge to
algebra. A blue block can be labelled b, and from
there, we can write equations to express what is
shown in the model and solve for a.
93. EXAMPLE:
A man sold 230 balloons at a fun fair in the morning. He sold another 86
balloons in the evening. How many balloons did he sell in all?
230
86
X
96. THE SURFACE AREA AND
THE VOLUME OF
PYRAMIDS, PRISMS, CYLIND
ERS AND CONES
97.
98. OBJECTIVES
• 1. To Solve for the surface area of a given solid figures.
• 2. To Compute for the volume of the given solid figures.
• 3. To illustrate the relationship between the volume of prism &
pyramid, and cone & cylinder.
99. SURFACE AREA is the area that describes the
material that will be used to cover a geometric solid. When
we determine the surface areas of a geometric solid we
take the sum of the area for each geometric form within
the solid.
VOLUME is a measure of how much a figure can hold
and is measured in cubic units. The volume tells us
something about the capacity of a figure.
100. A PRISM is a solid figure that has two parallel
congruent sides that are called bases that are
connected by the lateral faces that are
parallelograms. There are both rectangular and
triangular prisms.
101. • To find the surface area of a prism (or any other geometric solid)
Measure each side of the prism
Find the area of the base and its lateral faces.
Add the areas of each geometric form.
• To find the volume of a prism (it doesn't matter if it is rectangular or
triangular) we multiply the area of the base, called the base area B, by
the height h.
V= BH where B = Area of the base
H= Height of the prism
102. A PYRAMID consists of three or four triangular lateral
surfaces and a three or four sided
surface, respectively, at its base. When we
calculate the surface area of the pyramid below
we take the sum of the areas of the 4 triangles area
and the base square. The height of a triangle within
a pyramid is called the slant height.
103. • To find the surface area of a prism (or any other
geometric solid)
Measure each side of the prism
Find the area of the base and its
lateral faces.
Add the areas of each geometric form.
• The volume of a pyramid is one third of the
volume of a prism.
V= 1/3 BH where B = Area of the base
H= Height of the prism.
104. A CYLINDER is a tube and is composed of
two parallel congruent circles and a
rectangle which base is the
circumference of the circle.
105. • To find the Surface Area of the Cylinder
The circumference of a circle +The area of one circle +
The area of the rectangle.
To find the volume of a cylinder we multiply the base area (which is a
circle) and the height h.
Where:
∏ = 3.14 (constant)
r = the radius half of the diameter then square it
h = height of the cylinder
106. CONE. The base of a cone is a circle and that is easy
to see. The lateral surface of a cone is a parallelogram
with a base that is half the circumference of the cone
and with the slant height as the height. This can be a
little bit trickier to see, but if you cut the lateral surface of
the cone into sections and lay them next to each other
it's easily seen.
107. The surface area of a cone is thus the sum of the areas
of the base and the lateral surface:
• Area of the base
The area of one circle
Area of the lateral surface
where l is the slant height
The volume of a cone is one third of the volume of a
cylinder.
109. CONES AND CYLINDERS with the same base area
and height have a unique relationship. The same
relationship exists between pyramids and prisms
with the same base area and height. In the
following activity you will look for a relationship
between these shapes.
110. I. CONES AND CYLINDERS
• Fill the cone with sand and pour into the cylinder.
• Repeat until the cylinder is filled to the top.
Since it takes 3 cones to fill 1 cylinder, the volume of a
cone is 1/3 the volume of a cylinder (see figure below).
111. TO FIND THE VOLUME OF A CONE, FIND THE
AREA OF THE BASE (THE CIRCLE), MULTIPLY
BY THE HEIGHT AND THEN DIVIDE BY 3.
V = BH B = AREA OF THE BASE
3 H = HEIGHT OF THE CONE
112. II. PRISMS AND PYRAMIDS
Does the same relationship exist between the square prism
and the square pyramid with the same base area and
height?
• Fill the pyramid with sand and pour into the prism.
• Repeat until the prism is filled to the top.
• Since it takes 3 pyramids to fill 1 prism, the volume of a
pyramid is 1/3 the volume of a prism (see figure below).
113. TO FIND THE VOLUME OF A PYRAMID, FIND THE
AREA OF THE BASE, MULTIPLY BY THE
HEIGHT AND THEN DIVIDE BY THREE.
V = BH B= AREA OF THE BASE
3 H= HEIGHT OF THE
PYRAMID
116. TANGRAMS
• Tangrams are an ancient Chinese Mathematical Puzzle. There are 7
pieces in a Tangram Puzzle (5 triangles and 2 quadrilaterals), and the
idea is to make different shapes using ALL SEVEN PIECES.
117. OBJECTIVES
1) To form a specific shape (given only in outline or silhouette) using all seven
pieces, which may do not overlap.
• 2) To find for the perimeter and the area of the formed polygons.
118. RULES
1) Use all seven tans
2) All pieces must touched
3) And non can be overlap
123. OBJECTIVES
• This circular angle clock will be used in demonstrating angles. The following
objectives will be obtained in discussing angles.
• a. To identify and present what angle is and it’s parts.
• b. To show the students what are the kinds of an angles with their
measurements.
• c. To determine the other kinds of angles by adding two angles.
124. HOW TO USE
• Circular Angle clock is composed of 0 degrees to 360 degrees with two
hands which the smallest hand represents the initial side and the longer
hand represents the terminal side and the vertex that connects the two
hands.
• For angles there are five kinds the acute, right, obtuse, straight and reflex.
126. OTHER KINDS OF ANGLES
Complementary Angle Supplementary Angle Adjacent Angle
127.
128. INSTRUCTIONAL MATERIALS
IN TEACHING STATISTICS-
PROBABILITY
SNAKE AND LADDER
Rizaldy A. Castro - Carina Y. Ancheta - Roselyn T. Udani
Chezan Marie D. Brillo – Angeline P. Bumatay
129.
130. OBJECTIVES
• To perform a game snake and ladder that shows the
probability of how often a certain part of the roulette will be
chosen.
132. HOW TO USE
• The following are the rules and regulations of the game:
• Each player will get his own chip. The players’ chips must be different from
one another.
• Each player will start from zero as the starting point.
• The roulette has two circles – the big one and the small one. The big circle is
for the steps on how far the player will move upward while the small circle is
on how far the player will move downward.
• If the player is still at 10 and below, he must not spin yet the small circle.
133. • Whenever a player stops on a number where there is a ladder, he must
follow the ladder upward until where it stops but whenever a player stops on
a number where there is a snake’s mouth, he must follow the snake
downward until where it stops.
• On the big circle, whenever a player chooses ‘Twice’ as he spins it, he must
make another spin on that big circle to determine what number will he twice
as his steps upward. Afterwards, he will move to the small circle for his steps
downward.
• Whenever a player is at 91-99, he will no longer spin the small circle. But
whenever he is near the finishing point, which is 100, let say 98 and he
chooses 5, he must move 2 steps upward and move 3 steps downward to
make that 5 steps he has chosen. Or in other words, his excess moves will be
his downward moves.