Wednesday, 21 November 2012

Fraction Wall




Whenever we create apps, we make them because WE would like to use them in our classrooms. We don't make "stuff" that already exists! Those who know me personally and professionally are used to my somewhat 'laid back vocabulary' but know that underneath everything that happens in the classroom or in the apps we make, is a strongly held belief (knowledge and understanding) about best practice and pedagogy. I can fire out the vocabulary and knowledge if you'd like, but lets not alienate non-certified parent-teachers, or use too much jargon or latest buzz words. More importantly, I am data driven teacher, (not testing driven) and have a passion for hands on approaches. (Refer my previous ramblings on MAB for example!) 

So far our app sales have allowed us to buy some new tech and take a little bit of unpaid leave, finance my further studies. We are not a large company. It is just the three (well two) of us plodding away making apps that I would like for my classroom (or for tutoring students). We have only made ONE app with an in-app purchase just to dabble with what that meant. 

The testing phase involves students using the app, finding bugs, and us as educators noticing that we wouldn't use it the way we thought we would.

We are teachers. You are a teacher. (Whether a certified, trained, paid one or a unpaid parent-teacher) You will probably want something different than what we want. That's okay, Let us know what you think either by emailing us at support@littlemonkeyapps.com

 
or the feedback button on our web page www.littlemonkeyapps.com
 

 


Here's a sneak peak and five free codes for those people who would like to know what our new app Fraction Wall is all about!
 

 
 
 

Remember, read the teacher instructions before you dabble, extended ideas are on the website, or watch me rambling on about it on the video on the website.
 

Worldwide codes, due to expire on the 21st of December 2012
77PXERAYFT3A
LAR94K9RAR6R
WFL77XF73KRX
7L7X4LMLE3WY
KPKR6JLY4KML


Please post a "gone" statement in comment section so others know you've used it!

~Aleesha

Wednesday, 12 September 2012

What on earth would I use a Venn Diagram for?

We recently had a request to include some visual organisers and simple graphing tools. We aim to please at LMA, so if you have an idea, please feel free to let us know.



 

So here is our latest App Teaching Graphs.

I feel myself rolling my eyes when I hear the term Venn Diagram. Pointless right? Who really cares if Sue likes Bananas and Apples, but not Oranges! What point does this have in the real world?

A lot actually. Reading and Interpreting graphs and graphics has become more important than ever. Increasingly, we are given these types of presentations to persuade us.  We need to be aware of how to read and create these diagrams and graphs in order to become aware of what actual data is being presented (or misrepresented).

Venn diagrams help us to organise information and make links between similarities and differences of a particular set (or traits) We do need to start with 'eats bananas and apples...' but then use these charts to move onto more complex (and meaningful) data sets to compare and contrast such as  animal diet or habitat e.g. eats meat, eats leaves.

Carroll diagrams work in a similar way (I really prefer Carroll diagrams to Venn diagrams as a learner myself) It is basically a YES / NO chart. Basically you put the object in 'the right box' to match all of the criteria. My favourite for this was 'lays eggs' or 'live born' during a unit on life cycles. (Love the fact that some sharks lay eggs...)

The rest of the App is about numerical data sets and graphs,  making them, reading and interpreting them. NOOOOOOO Voice overs (seems we are always getting requests for voice overs... which in our next app we have included but it seemed silly to voice over here because the student will have to re-read to pick out key phrases anyway...)

In my teacher mode I really wanted students to make the graphs on a computer (and by hand) but using Spreadsheet programs meant I had to teach cell references and how to change colours and fonts. You can make any graph look pretty or over-do something (often with inappropriate use of Word Art or too many colours... I can feel my loathing rising) ... I was just interested in the graph part...especially Pie Charts Below is my spiel from the website...



Pie chart maker

Pie chart creation can be difficult without the assistance of IT devices as young children aren't able to understand the mathematics behind its creation (angles, using a protractor,) Students are able to create their pie chart by inputting data sets, change the colour and value for each slice. Great introduction to percentages for more advanced students..work backwards and complete the task on the App and (oh my goodness, yes, I'll say it...) by HAND!
If you are doing this by hand, my personal favourite way of introducing percentages is to have students collect 100 hama beads or other small beads onto floristry wire, put all of the same colours together, tie off to make a loop, then bend into a circle. Use a white kinder circle (or cut one out the same size as the wire circle) Then mark the mid point of the circle, put the wire circle of beads on the top of the paper circle and then mark where each colour starts and stops. Use a ruler to join to the centre of the circle and colour in to match. Voila! A pie chart. Then you can go on to teach that each bead is worth 1%. You might like to get fancy and only collect 50 beads and discuss how each bead is now worth 2%. You could do this with people too. Put all the students who match a criterion together, move the whole group into a circle and sit down (or stand if you want), use string or streamers, or plastic tablecloths if you want a solid colour to show the slice!






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Saturday, 8 September 2012

Introducing MAB Addition and Subtraction



Ever watched, really watched a young mathematician complete an addition problem without intervening? Try, lets say 247 plus 345. Not too difficult right? Ever asked them, without judgement, why are you putting that little one up the top (or bottom)?

Child: You add the 7 and 5 first. 
Me: why do we start at the right with the ones?
Child: You just do, that is 12. So you put a little one under the four and write two down.
Me: why do we put that little one under the 4? Doesn't that make it 14 or 41 now?
Child: No, now it is 4 plus 4 plus 1. 
Me: Okay.
Child: So that is 9 (writes 8 down) and then 2 and 3 are 5. 
Me: So the answer is ...?
Child: Five Nine Two
Me: Five nine two?
Child: Yeah.

MAB is a physical way to demonstrate what is actually happening when we complete these types of addition problems with regrouping... regrouping... that is what is called when you add the 7 and 5 and get 12 and put the "little" 'One' in the next column.

Some students don't know WHY they put the little one there, they just do it because that is where they have been told to put it. They don't recognise that the numbers they are adding can be pulled apart, 200+40+7.... and 300+40+5.... So when we line these up in columns the answer would be 500+80+ 12. 

As for subtraction, why all of that crossing out you might ask. What's all this borrowing? My mother was taught the add ten here, add ten there method... whoa! Wasn't that confusing as a seven year old trying to do MY homework in Mum vs School methods!  

As I always harp on about iPad should never replace a hands on physical method. Have a read of my previous blog post on MAB and using manipulatives to teach place value.

Monday, 20 August 2012

I just build towers with them!


All our Apps come from a NEED whether this be a past colleague or a random email from a user. Mainly, they come from my tutoring efforts and the NEED to reach into a little person's brain and tap into where they are at... because it isn't happening at school or with other methods.

So... here's the story behind Little Monkey Apps Place Value MAB.

I’ve been tutoring my neice Miss Ten again and we’ve been working on number facts to ten, twenty. She gets the tens frame, she gets that if she knows 5+5 is ten then 15+5 is 20. So to mix things up a little we played a game called double plus one. So 5+6 is like 5+5+1. Having her talk about her thinking is REALLY helping her to become cognizant of what it is she is actually doing. 

At the end of the session though, she appealed to me, “But Aunty Leasha all of this doesn’t help me when I have to do addition with regrouping!” Ah, I thought, its time to transfer this knowledge to something that is undertaught in our classrooms today…. Mathematical Manipulatives! Yes! Hands on stuff. “Do you use MAB at school?” I asked her. She rolled her eyes and replied, “I just build towers with them!”



I remember as a kid throwing the ones (minis, units) across the table at one of my peers. I remember some kid putting ones up his nose and two tens (longs) in his mouth like fangs. As a teacher, I was always finding ones in inconspicuous places and tripping over them even after I thought they’d been well packed away…vacuum cleaners DO NOT pick them up! 

Not having any Multibase Arithmetic Blocks at home (and no access to school supplies since being on Leave with Little Angel) I pulled out a pack of craft icypole sticks, rubber bands and a shoe box and made her make me bundles of ten, then advance to 36, 29, 45, 92, 105. We played games with dice, and had races to make the number rolled. We rolled dice again, made the number with sticks and then… added them together… but what happens, I asked her with the bundles and sticks. You’ve got 47 and 29? Oh my goodness…. Regrouping!!!!  

On a large place value mat (laminated A3 placemat) we wrote HTU (hundreds tens and units) and put the bundles and sticks in the right place. We wrote the problem out on the mat and she saw that when written out vertically on the place value mat the problem was, “like at school!”  We then wrote the problems out first, then used the sticks and bundles to solve the problem. 

I was hoping to have her transfer her knowledge of doubles and near doubles to this situation and to use bundles of pencils and glue beans on sticks in sessions following. 

Creating an MAB App was on my mind to create because I had no access to the real equipment and couldn’t afford to buy it for tutoring one child. 
By this time, Little Angel was awake. I grabbed the playdough to keep her amused, but it was clear that she wanted the icypole sticks to stick into the playdough. Looking at Miss Ten and Little Angel I asked them both, “Want to build a tower?”

Wednesday, 8 August 2012

Recording, Reporting and Statistics

Lately, we have had a few requests for our Apps to record data and statistics. Some of our Apps do this such as Timestables, but many of our Apps just congratulate on the correct answer or prompt too high or too low. We have added a few "stars" or "points" boards to our apps as feedback to student in response to this; however, we stand firm on not over-analyzing every step a child takes!

As a professional I understand the benefits of recording data and being data driven in your teaching. In Victoria, Australia, there is SINE numeracy testing, Observation Survey literacy testing for the junior classes and NAPLAN Australia wide standardised testing Years 3, 5. There are other tests schools implement such as the PAT Maths and Comprehension, SA spelling test, CARS and MARS. I personally utilized the DMT tests in my classroom as a comprehensive fail-safe in order to ascertain understanding of key concepts. All of the tests mentioned when used correctly are valid forms of assessment and inform teaching. 

When it comes to every day classroom assessment there comes a point that you might want to stop and think what is the point of assessing (and recording) every little step. Am I doing this activity as a valuable learning activity or to test if the child has grasped the concept? Am I presenting an environment where learning itself is valued? Will this assessment be valid, reliable and consistent, genuine, ongoing, involve feedback and reflection? Will the assessment improve student performance or direct teaching? Will the assessment be OF Learning, FOR learning or AS learning? Heard of that phrase. Basically what I'm trying to say is that Little Monkey Apps doesn't assess...You do... You know why you are assessing (and How) If YOU choose to use any Little Monkey Apps to assess your students great!

Sure, we could add statistics to each of our Apps but what do those numbers really tell you? Unless you are sitting beside the child 1:1, there is no way you will be able to tell if Max who got 15/20 was just lucky or really has the skill down pat or if Harriet who got 10/20 wasn’t just pressing the wrong answer because she liked the response of the deflated ‘farting’ balloon when she got a number too low. 

Speaking of sitting beside a child (or small group of children) using the App…that is how I use Little Monkey Apps to assess a child.

 

The teaching module came about because I personally use use the teaching module to teach and assess. Use it to present a problem or have the child show and explain what they are doing. I know you don’t have time to do this every minute with every child, but you also don’t have the time to look at statistics that mean nothing.  

Want a more reputable source? 

Snakes and Subitising




Have you ever played snakes and ladders (or any board game) with a four and a seven year old? Ignore the need to win, the wriggling mess that they become when they slide down a snake or the bragging when they climb a ladder…. And look at what happens when they roll the die…

Oh if Miss Four counted the die dots one by one, one more time Master Seven was going to scream! “Six, the die is six, why do you need to count every dot… when it looks like that it is a six!” Master Seven was annoyed with her because he was able to subitise, while she had yet to grasp this automatic knowledge. 

Subitising (or subitizing) is the ability to automatically recognise a small group of objects…like on a die or a collection of counters or on a ten frame. It helps with the four processes, counting on, counting back, automatic recall, trusting the count, self checking… I could go on.

Miss Four couldn’t do it, yet! How could I help her? My experience with early mathematic skills has led me to believe that exposure, real life and game situations provide this ‘help’. Most importantly though, is the ability for Miss Four to explain how and why she knows ‘it’. Metacognition and ability to explain how you have reached an answer is paramount in building a solid understanding of mathematics. 

What about Master Seven? Sure, he could subitise a die, but what about when it came to other patterns or objects other than dots? What if I changed them around? 

For our next game, we made our own die.  Not to change too much around, we used sticky dots. We even added a seven, eight, nine and ten. The four year old didn’t get it and still needed to count from one but Master Seven was able to verbalise what he was doing ‘in his brain’ to subitise the numbers. 

Needless to say, that is why Little Monkey Apps SubitisingFlash Cards was created. We hope you like it.






Tuesday, 12 June 2012

Rote Counting






Our two year old, Little Angel has started “counting” to ten.  It isn’t “real” counting, more reciting of number names in more or less the right order. We aren’t pushing it or even overly encouraging her, she just recites when she sees numbers (or letters) or picks up objects and starts counting. She recently surprised us by saying eleven, twelve. But a new skill has emerged… counting by 2s. “Two, four, sic (six) eigh (t), ten.” We had no idea where she picked this up… but they are little sponges, so we had a hard think and watched ourselves carefully. 

So here is what we were thinking:
·           She is not rote counting by 1s because she is unable to consistently count to ten in the right order, but can recite count by 2s to ten.
·           She is not one to one counting, but is able to give out one cookie to each person. (this is the beginning of one to one correspondence)
·           She doesn’t say the number one and won’t count unless there is more than two objects .
·           We often count together to change her nappy (often a two adult job)
·           She LOVES watching Playschool and Sesame street on TV. They do a lot of counting!
·           Her Favourite iPad app is Counting Bear
·           We read A LOT of books that encourage counting in them like Playful Penguins and Busy Bees.

We asked at Childcare (she attends twice a week) and their response was that they use a play based curriculum and they don’t teach children to count at this age.  (I wonder if they’ve been reading any books with numbers or counting objects, setting the table with spoons and cups? and if my child is play counting then shouldn't they then include this in their planning?)

Then we went to visit Grandma...
·           When nappy changing, Grandma counts with Little Angel, taking it in turns to say a number.
·           At Grandma’s she watches Thomas the Tank Engine (boy cousins) on TV and guess what …in the intro song they count by 2s! 

But could this be enough to make her count by 2s? 

As qualified teachers of 4-12 year olds we know that it is important to learn to rote count. It is the beginning of counting and a solid understanding of number. Later students can learn to rote count backwards from 10 (or 20) and then rote count by number patterns such as 2s, 3s 5s. From this stage we can go onto talking about ‘trusting the count’,  cardinal numbers, bridging when counting (you know counting, 17,18, 19 then to 20 or backwards from 100 by tens 100, 90, 80, 70 …my five year olds often counted 100, 90, 80, 70,60, 50, 40, 30, 20, 19, 18... 


But for Little Angel, that’s taking a giant leap. For the moment, we have decided to set up a number of counting “opportunities” for Little Angel. 



We don’t have the type of child to sit and be “taught” (and what two year old sits and listens) We can’t do a three part lesson, Montessori fails us in that regard. So we’ve put out around the house IKEA side tables and a number of “Toys”. An empty shoe box and a bucket of dinosaurs, an egg carton (cut off to be a ten frame for one of my tutoring students) filled with pom poms and a set of tongs, Paper and stackable PLAYON crayons, translucent beads on the Light Table with plastic cups, coloured icypole sticks and playdough and laminated cardboard shapes – all triangles. (Taken from a Year Three teacher-made board game)   

Little Angel won’t learn to count overnight and we’re not expecting her to. We’re not encouraging the counting by 2s though, we’ll keep counting by 1s! It is our job and parents and her primary educators to give her every opportunity to explore and PLAY with her new found skills and if the icypole sticks end up making a pretty hedgehog or birthday cake with candles, then so be it!
For some useful reading and teacher jargon check out:

Friday, 8 June 2012

Little Ladybird



Like all mothers I plan, I organize, but since ceasing my classroom duties, I find that my creative flair has been somewhat stifled! For Little Angel's first birthday, we went straight for my favourite picture story book, The Hungry Caterpillar. For her second birthday, I thought Ladybirds (or Lady bugs depending on where you live!) 
As I started to Google cake ideas, decoration ideas I remembered making ladybirds to demonstrate halves and doubles with my junior classes. I found a Black Line Master hidden in my rarely touched filing cabinet, rejigged it to make it easier to cut out, and found some sticky black dots (my Aunty worked at a label factory so I had heaps!)  

As I was making these Ladybirds I thought that I’d keep them for when Little Angel is ready for one to one counting and subitizing work. My DH (& Little Monkey Apps programmer) thought I was mad for making the decorations until I explained what I was going to use them for later on…


To cut a long story short, that is how Ladybird Maths began.
Like our other Apps, the initial idea always stems from something I found valuable in the classroom. When we flesh out ideas we end up with several activities that are springboards into other areas. The ‘teaching module’ always comes first in my planning, then the activities.  
I know I harp on about this but remember that Apps are only ONE way of presenting material. Use blocks, counters, real life experiences followed up by iPad work and written work (yes in some schools this is a dirty word but for heavens sake!)  

We hope you enjoy Little Monkey Apps Lady Bird Maths

Wednesday, 23 May 2012

Number Lines



Whatever the year level, whatever the school, there was always a number line across a wall in my classroom. In younger years it was zero to ten or zero to twenty or in older classes we would add decimals to tenths or hundredths and equivalent fractions as well as negative numbers. 

Recently, I have been tutoring with my niece Miss Ten. She is not doing too well at school having been at three schools in five years due to moving, my sister asked me to do some numeracy testing to see what was ‘going on’ with her. As it turns out, there were a few gaps in her learning. 

She could add with regrouping, subtract with renaming to hundreds but still used her fingers to add 5 and 9. She could complete multiplication tables like 5x5 and could rote count by 2s, 3s, 4s and 5s but couldn’t complete a pattern like 3,7,11, 15 (count by 4 start at 3). She understood simple decimals like 1.5 and 2.7 and could order them but couldn’t put them on a number line. When I asked her what it was she said she’d seen a number line but had NEVER used one.  

Having most recently been in the Junior Primary classes I took her right back to the beginning just to see what it was she ‘got’ and didn’t ‘get’. She loves using the iPad and has an iTouch of her own.  Little Monkey Apps Number Lines was created for Miss Ten. 


 Its free! So try it out.

Saturday, 28 April 2012

Don’t get me started…



My two year old, Little Angel, can count to ten, well, with a little help! She skips number one probably because we are always starting her off by saying, “How many? Lets count… one..” So in our house, its two, two, three, two, sic, seve, eight, nigh, ten. One of our favourite apps at the Little Monkey Apps house is Counting Bear by GrassHopper Apps What a great way to get young children to count objects with one to one correspondence! 

There are so many great early learning and numeracy products out there and for simple addition and subtraction but not too much for the in-between stages. After showing off my Little Angel’s talents to a colleague she expressed her experience that her students hadn’t had enough exposed to ten frames. They also needed exposure to subitising, they didn’t know their friends of ten (2+8, 3+7, 4+6 1+9). 

At Little Monkey Apps, we never make something that already exists and meets the standard that we would use in our own classrooms. After having a look at the App store together, I noticed my colleague was right!  Ten frames were missing (although now there are some!) or were simply flash cards or question and answer, multiple choice. 

Professionally, it is pedagogy, and to steal a Montessori phrase the “prepared environment” that I am interested in, thus most of our Apps will have a teaching module. When it comes to it (and I will harp on about this) it is the teacher, tutor or peer combined with a learning experience that allows the child to come to the “ah ha” moment! 

Please don’t think that because you’ve got iPads that you MUST use them for everything!  Apps are only ONE way of presenting material. Use blocks, counters, real life experiences, for goodness sake! (If you MUST use the iPads every lesson, take a photo of a physical experience or activity your class has completed!) It is through the presentation of the same concept multiple ways that will allow more students to reach this “ah ha” moment and that is why Friends of Ten is useful.  


Back to my original story though, we have stopped prompting Little Angel by saying “One” now. She is like many two years olds when it comes to learning new things and has just started to say “No Mama…I do!” I’m sure what she is trying to say is “Don’t get me started, I can figure this out for myself!” So instead we ask “How many are there? What number do we start with?”

Friday, 27 April 2012

Multiplication Tests every Friday!

From Year Three to Year Six, I remember being tested on my tables. There were twelve questions at Year Three and Four on a specific table, then twenty random questions at Year Five and Six…every week of my schooling for four years. If I remember these tests as a regular occurrence, then I’m sure others do too! 

So when I started teaching Year Five I heard the groans when the tables test was about to be given. They were sick of it. Were they sick of learning their tables, or sick of the presentation? Did these tests allow for individual needs or students who were in a music lesson when the tables were due to be called out?   
Tables had to be learnt. So with my students we brainstormed various ways of learning and testing tables…. Partner tests, Small Group tests, Tables race, Tables grid, Footy tables, Tables ladder, Dice tables, Choose your own…. I still needed a way to record the data without the mundane correction, time wasting recording of results…and get on with more authentic assessment!

Other teachers used a tables grid. I tried it for a while…A piece of paper with tables across and down. The timer went on. Students called out “finished” and a student monitor called out the time. Students read quietly while they were waiting for the 10 minutes to be up. Then a student monitor called out the answers, another student monitor collated the results on the group chart. Students could see their own improvements of time and accuracy, allowing for individuals to make their own progress. 

It worked well, something different! But everything gets boring if you use it too often. I soon figured out that Term 1 should be spent gauging were the students were at with their tables through small group tests, partner tests and teacher student interactive games, I  would use tables grid in Term 2 and 4, and something else in Term 3. 

Then, the iPad hit my school. Sure, there are quality teaching and learning apps out there and we played for a term or so, just getting used to the technology. At the back of my mind was that for some teachers, the iPad would be daunting and they would want to stick to tried and true pedagogies. Surely tables something that has to be tested EVERY week could be on the iPad, an easy way to do something familiar for teachers and students to make the leap and use the technology that was right in front of them! 

Little Monkey Apps Timestables was born! The app saves paper, and time for correction and allows for individuals to track their progress. In an update, students can pick their tables, choose the size of the grid or learn one set of tables. 

I would still have a chart of scores and times displayed because I love the morale booster when all the students can see a student making progress and congratulate each other (or commiserate when scores weren’t progressing). It gives ownership back to the student. The data collected is interesting, and as a whole gives you a snap shot of whether a child assesses well using this type of ‘test’. It forms ONE tiny jigsaw piece in the assessment puzzle!  (Don’t get me started on authentic assessment but I would prefer to ask “can you explain 8x5 to me as if I was an alien?” to see whether they REALLY understand multiplication!)
 
Every now and then, I think it would be beneficial to print off a grid, just to see if writing the numbers makes a difference to the way a student processes and recalls their multiplication facts. 

iPads don’t teach the student. Technology and Apps don’t provide the learning experience. The best teachers can teach without all the paraphernalia. Nothing can replace a quality educator, but if you’ve got the technology why not use it in a meaningful, useful and purposeful manner!

Monday, 13 February 2012

Introducing Little Monkey Apps

As a first post, we'd like to say hello and introduce ourselves. Aleesha, Kevin and E.M.K make up the Little Monkey Apps team.

Aleesha has worked for twelve years in primary school classrooms and worked with other educators on to implement various technologies into classroom practice without anxiety. (for the teachers that is!)  She is passionate about utilizing technology in an adaptive manner and not being caught up in technology for technologies sake. Aleesha’s  favorite phrase is ‘Why would you do it that way?’  or when she is not being so polite, 'What's the point of that?' Aleesha has a Bachelor of Arts, Bachelor of Teaching and is part way through completing her Masters in Education. 




Kevin has worked for many years in software development.Kevin gained access to an iPad at work, bringing home an unopened dust gathering box. After downloading a few games for his daughter he noticed that these early years Apps were either incorrect (when first teaching the alphabet a does not say the sound uh it also says a as in apple, o as in was, ay as in tray… )  These games were designed for a child to play and be quiet.

As a challenge professionally and personally, he decided to create a simple App for his daughter. After watching her play it, he decide that he could have a go at this App developing! Whilst his day job takes up most of his time, of an evening, Kevin hides himself in the study, stealing one of the Ipads when his family aren’t looking. 


EMK is the Little and Monkey section of the team.

How did Little Monkey Apps begin?


Little Monkey Apps began as a response to the use of iPads in classrooms and the misconstrued view that simply by using the technology students would learn. It appeared that whilst iPads were being bought, there was no connection between quality teacher-student pedagogy , interaction between teacher and student  and the content available on iTunes.  Teachers recognise that there is a place for ‘edutainment’  - quality games that reinforce skills in an interesting way. Little Monkey Apps does not intend to enter this market, too many quality games have already been created.

What do we value?
Little Monkey Apps have been created for educators to interact with their students and includes educational activities that follow on from core teaching activities.  Little Monkey Apps aims to provide tools which educators can use to teach their students. Some Apps such as Times Tables has been created as a response to provide familiar teaching activities that mirror traditional pen and paper (or blocks and counters) so that even the most reluctant iPad teacher can be supported and gently introduced to utilizing this technology for teaching experiences. 

Most importantly, we do not intend for Little Monkey Apps to replace physical experiences. Students require material to be presented in a number of ways, on paper, physical use of blocks, through games and use of the iPad. The Apps contain ideas on how to use non-iPad based pedagogy.