Teachers can finally start that chess club without fear; ChessKid includes everything a coach needs, including tools to manage the club participants and weekly reports to organize teams. Classroom teachers can lean into the program's Classroom Planner, which includes unit lesson plans. A downloadable guide to the Common Core State Standards (CCSS) demonstrates all K-4 standards supported by the program, although kids of every level will learn from the lessons.
With messaging limited to accepted friends as well as the ability of families to restrict their kid's acceptance of friends, adults can confidently allow students to play and reach out to other safe users.Continue reading Show less
ChessKid teaches the game of chess with lessons and play. Each player, regardless of mastery level, can learn from lessons and videos that cover a wide range of topics, such as an introduction of each chess piece, opening offensive and defensive strategies, and common attacking patterns. Videos are followed by interactive quizzes, so players can test their new knowledge. Completing all video lessons and quizzes helps players level up through the rankings -- Pawn through Knight -- and unlock lessons for more challenging tactics and strategies. Several modes of play offer something for everyone. Options include slow or fast play, choosing an opponent from bots or a list of friends, and even joining tournaments.
ChessKid's tracking and management tools with on-hand lesson plans make coaching approachable for teachers and parents alike. The beauty of the game is accessible to everyone through entertaining videos and an incremental approach to the lessons. Games allow for real-time critical thinking and problem-solving at a level that matches each player's ability. Multiple formats, including against the computer, against a friend, or in a tournament, really keep the gameplay interesting for students. Students of all levels can master chess through this program since lessons take time to cover the basics before entering into more complex strategies. And students get a chance to test their knowledge after each lesson before seeing it in action during gameplay. Closed-captioning for videos would make ChessKid even more accessible to students.
Key Standards Supported
Counting And Cardinality
Count to 100 by ones and by tens.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Correctly name shapes regardless of their orientations or overall size.
Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Classify two-dimensional figures in a hierarchy based on properties.
Operations And Algebraic Thinking
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
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