Unit 4: Algorithms
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KS1 NC: Understand what algorithms are, how they are implemented as programs on digital devices
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Target Tracker Assessment: Understand what algorithms are and how they are implemented on digital devices
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Week
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Objective
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Activity
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Resources
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1
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To understand what an algorithm is.
An algorithm is a precise sequence of instructions or a set of rules for performing a specific task.
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BBC Bitesize Computer Science KS1 What is an algorithm – watch and discuss
Teach pupils the Alligator algorithm chant. Ask pupils to use percussion instruments and actions to accompany the song.
Make alligator algorithm models or hats.
As a class create new verses for the song
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BBC Bitesize Computer Science KS1 What is an algorithm
Copy of the Alligator Algorithm chant
Percussion instruments
Hat or puppet making craft materials
“ Alligator Algorithm, step, step, step, she’s very, very bossy but she gets things done, how to draw a character, how to open the door, Alligator algorithm think of some more?”
https://barefootcas.org.uk/
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2
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To know what an algorithm is
To write an algorithm
To use an algorithm
To debug an algorithm
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By teaching this short, unplugged activity, your pupils will create a set of instructions on how to draw a Crazy Character. This will help them begin to understand algorithms.
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Barefoot Computing lesson plans - Crazy Character Algorithms
https://barefootcas.org.uk/
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3
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To know what an algorithm is
To write an algorithm
To use an algorithm
To spot patterns in algorithms
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By teaching this short unplugged activity your pupils will work out a simple algorithm, a set of instructions on how to share objects and so start to understand what algorithms are.
Pupils will go on to share between different numbers of friends and then compare the similarities and differences between their algorithms. In doing this they are using pattern to create a general rule for sharing. Sharing presents an opportunity to start to learn about fractions like ½,⅓, ¼.
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Barefoot Computing lesson plans – Sharing Sweets
https://barefootcas.org.uk/
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4
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To know what an algorithm is
To understand that spelling rules can be thought of as algorithms.
To predict what a simple algorithm will do by using a spelling rule.
To use the ‘or’ phoneme (or other phoneme you are learning).
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In this short unplugged spelling activity, pupils explore the graphemes for a particular phoneme (its spelling rules), as chosen by you. They start to understand what algorithms are, and use logical reasoning to predict the behaviour of simple algorithms.
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Barefoot Computing lesson plans – Spelling Rules
https://barefootcas.org.uk/
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5
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To know what an algorithm is
To use an algorithm to accomplish a specific goal.
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Use Lego or stacking maths cubes to build simple towers of mixed colour cubes and simple models. Pupils work in pairs sitting on chairs back to back. Partner A builds the model and then tells partner B the algorithm to make the model. Put key words for the algorithms on the board for children to use like on top, below, under, first, second, next, across.
Other ideas:-
Musical algorithms (Hokey Cokey): Can pupils write the algorithm, sequence picture cards, create new dance routines?
Blindfolded hide and seek
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Stacking maths cubes or Lego bricks
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6
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To know what an algorithm is
To write or sequence simple algorithms.
| Children write or sequence simple algorithms like brushing teeth, getting up in the morning or making a sandwich. |
TES resource muddled up instructions
https://www.tes.com/teaching-resource/muddled-up-instructions-breakfast-6109775
Twinkle has a number of simple instruction tasks and sequencing activities
Twinkle 7-Step-Sequencing-Cards-Making-A-Sandwich.pdf
http://www.twinkl.co.uk/resources
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7
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Understand what algorithms are and how they are implemented on digital devices
| Explain what a digital device is. Look at the BBC Bitesize website clips to discuss how a robot and a computer game work. Show pupils a Bee-bot. Demonstrate how an algorithm is implemented on the Bee-Bot to make it move. At first shout at the Bee-Bot…move forward. Ask why it isn’t moving. Make a list of everyday devices with computers in. Go on a walk around the school / classroom and make a list of digital devices that are controlled by instructions. Use catalogues and cut out pictures to create a collage of devices that use algorithms. |
Catalogues
Glue, paper and scissors
BBC Bitesize KS1 How do you program a robot? And How do computer games work?
Bee-Bot or programmable toy
NOTE – Computers exist in many digital devices that we use daily. Digital devices may be input, output or storage devices.
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Assessment Task
Target Tracker Assessment: Understand what algorithms are and how they are implemented on digital devices
Task: Can pupils tell you what an algorithm is? Ask them to tell you or show you how an algorithm helps a Bee-Bot to move. Can they name any digital devices that need instructions (algorithms) to work?
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Unit 5: Bee-Bot Tinkering
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KS1 NC: use logical reasoning to predict the behaviour of simple programs
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Target Tracker Assessment: Predict the behaviour of simple programs
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Week
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Objective
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Activity
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Resources
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1
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To explore Bee-Bots to find out what they do and how to program them.
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Follow the Bee-Bot Tinkering lesson plan from Barefoot Computing
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Barefoot Computing – Bee-Bot Tinkering
Bee-Bots
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2
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Use logical reasoning to program a Bee-Bot to get from A to B
Begin to identify an algorithm to achieve a specific purpose
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Bee Bot mat activities
http://www.tts-group.co.uk/_RMVirtual/Media/Downloads/BEEBOT-How-To-3.pdf
Place some numbered cards in the pockets of the transparent pocket mat.
Ask a child, or group, to move Bee-Bot to the number that is 1 more than he is on.
Progress to ask the children to move Bee-Bot to the number that is 2, 3 and 4 more than the number he is on, or to move to a number between e.g. 3 and 8. Try using Bee-Bot with single commands or a sequence.
Also have a go with the Number Track Mat and use dice to determine the number of moves Bee-Bot should make or the Money Mat to introduce coin recognition. Can pupils say the algorithm before pressing the buttons?
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Bee-Bots
Bee-Bot mats
Twinkle have a number of Bee-Bot mats you can print out
http://www.twinkl.co.uk
Create your own Bee-Bot world
http://code-it.co.uk/beebot
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3
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Give and follow instructions to get Bee-Bot to move around
Explore outcomes when buttons are pressed in sequences on the Bee-Bot
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Bee Bot Adventure
http://www.tts-group.co.uk/_RMVirtual/Media/Downloads/BEEBOT-How-To-2.pdf
Create a 3D environment for your Bee-Bot. Can Bee-Bot navigate the obstacles? Can he follow the route and travel under the bridge or through the tunnel you have made? Work with a partner and give each other instructions. Encourage pupils to enter more than one instruction at a time.
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http://www.tts-group.co.uk/_RMVirtual/Media/Downloads/BEEBOT-How-To-2.pdf
Bee-Bot activity cards
http://www.ccc-computing.org.uk/misc/download/zyr5Y9Cgt9e7C9fE
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4
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Give and follow instructions to get Bee-Bot to move around
Explore outcomes when buttons are pressed in sequences on the Bee-Bot
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Bee Bot Skittles
Teach Bee bot to play skittles. Mark each skittle with a number that represents the points scored if bee bot knocks done the skittle. Experiment with different starting points, different formations for the skittles and distances apart. Encourage pupils to enter more than one instruction at a time.
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Bee-Bots
Skittles or paper cups
Squares of coloured paper 15cm x 15cm to mark out the grids to place the skittles on
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5
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Use logical reasoning to predict the algorithm needed to get Bee-Bot to travel to a given place.
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Bee Bot Stories
Create a story map and predict the algorithm to get Bee-Bot to travel to specific characters, places or events in the story. Some story ideas are:-
Rosie’s Walk’ by Pat Hutchins
We’re Going on a Bear Hunt – M.Rosen and H.Oxenbury
A Nice Walk in the Jungle – Nan Bodsworth
The Very Hungry caterpillar
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Twinkle Bee-Bot Bear Hunt lesson pack
Queensland Government Bee-Bot Guide
http://elresources.skola.edu.mt/wp-content/uploads/2010/06/doc_669_2468_beebotguideA4v2.pdf
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6
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Begin to use software to create movement on screen
To create simple algorithms and use logical reasoning to predict the behavior of simple programs
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J2Code lesson plan 1
Pupils create simple algorithms to make a rocket move.
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J2Code Year 1 lesson plan 1
http://www.j2e.com/j2code/
You could also explore 2Simple Infant Toolkit -2Go
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Assessment Task
Target Tracker Assessment: Predict the behaviour of simple programs
Task: Bee-Bot Challenge cards. Select 1 or 2 challenges for the pupils to complete as an assessment task.
Can pupils do the following:-
Describe what happens when they press buttons on a robot.
Press the buttons in the correct order to make the robot do what they want it to
Describe what actions they need to do to make something happen and begin to use the word algorithm.
Begin to predict what will happen for a short sequence of instructions.
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Unit 6: Data Handling
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KS1 NC: Use technology purposefully to create digital content
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Target Tracker Assessment: Use technology purposefully to create digital content
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Week
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Objective
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Activity
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Resources
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1
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To understand that data can be collected and presented as pictograms
To understand that data represented graphically can be easier to understand than textual data
To use pictograms to answer simple questions
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Ask the pupils if they have a car and what colour it is. Build up a Pictogram using the information and the data sheet which is included in the materials. Use the car picture cards included in the resource pack (see resources).
Show the class the picture of cars in a carpark. Ask them how many cars they can see of each colour. Use 2Simple Infant Toolkit 2Count to produce a pictogram using this data. At this stage 1 symbol represents 1. You can use the preset ‘bear’ image or create your own car picture to use in your pictogram.
Discuss how pictograms show information at a glance. Ask the class to use the pictogram to answer questions, e.g. Which colour car is the most popular in this street?
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Old QCA ICT Unit 1E and pictures of cars from Lancashire ngfl website:-
http://www.lancsngfl.ac.uk/curriculum/computing/index.php?category_id=23
2Simple Infant Toolkit – 2Count - Explore counting with pictograms
Cars in a car park image
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2
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Understand that ICT can be used to create pictograms
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Ask each pupil to choose his/her favourite colour from the colours of the bears in 2Count. Demonstrate to the class how to enter data and show them the icons which will produce a pictogram of data entered.
Ask each pupil to enter their favourite colour and to choose the icons that will create a pictogram. Print the pictogram and ask the class to answer simple questions about the pictogram, e.g. which colours are the most/least popular?
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Old QCA ICT Unit 1E and pictures of cars from Lancashire ngfl website:-
http://www.lancsngfl.ac.uk/curriculum/computing/index.php?category_id=23
2Simple Infant Toolkit – 2Count - Explore counting with pictograms
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3
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To use IT to classify information and present findings
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Prepare a collection of shapes. Ask the pupils to group the shapes according to number of sides. Ask them to use 2Count to create appropriate icons to represent their data. Ask them to create a pictogram to represent the data they have collected and to present what they have learnt from their pictogram.
Encourage pupils to check that they have entered data correctly and provide support when they are making corrections.
More able pupils could be encouraged to use their pictograms to answer more complicated questions, eg are there more things with three sides than six sides; how many more?
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Old QCA ICT Unit 1E and pictures of cars from Lancashire ngfl website:-
http://www.lancsngfl.ac.uk/curriculum/computing/index.php?category_id=23
2Simple Infant Toolkit – 2Count - Explore counting with pictograms
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4
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Understand that data can be collected and presented as pictograms
To use IT to classify information and present findings
Use technology purposefully to create and organise digital content.
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Introduce children to simple bar charts using the following website activity shown on the whiteboard.
http://www.hbschool.com/activity/counting_objects/
Model how to enter data into the graphing software. Show pupils the bar chart option. Discuss the differences between the types of graph. Allow time for the children to explore the software.
Choose a topic for the children to collect data on. Pupils then enter the data into the graphing software and print their work. Pupils then write some sentences interpreting the graph they have made. My bar chart shows…..
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2Simple Infant Toolkit – 2Graph
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5 & 6
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Use technology purposefully to classify and sort digital content.
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Select sorting and classifying activities on the computers / laptops for children to use. Some examples are:-
Symmetry Sorting
Sort the pictures, shapes and letters into symmetrical and not symmetrical sets.
https://www.topmarks.co.uk/symmetry/symmetry-sorting
Grouping and Changing Materials
The first section involves grouping a range of everyday objects according to the materials they are made from. The second part is a quiz where you need to decide if the materials are natural or man-made.
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/grouping_materials_fs.shtml
Barnaby Bear Out of Place
Classroom Museum sorting activity
http://www.crickweb.co.uk/Key-Stage-1.html
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Top Marks can be searched for sorting and classifying activities that link to different curriculum areas
https://www.topmarks.co.uk/
Crickweb has a number of KS1 drag and drop activities children can use to sort and classify data.
http://www.crickweb.co.uk/Key-Stage-1.html
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Assessment
Target Tracker Assessment: Use technology purposefully to create digital content
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ALL CHILDREN SHOULD BE ABLE TO:
Use technology purposefully to create digital content.
Use a graphing package to select appropriate icons to create a pictogram or bar chart.
Drag and drop icons to sort and classify information.
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MOST CHILDREN WILL BE ABLE TO:
Use technology purposefully to create, organise and manipulate digital content.
Use a graphing package to select and create their own appropriate icons; recognise quantities and create a pictogram and bar chart.
Save and print their work with help.
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SOME CHILDREN WILL BE ABLE TO:
Use technology purposefully to create, organise, store, manipulate and retrieve digital content
Use a graphing package to select and create their own appropriate icons; recognise quantities and create a pictogram and bar chart.
Make comparisons, such as ‘twice as many’
Independently save and retrieve their work.
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Autumn 1
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Autumn 2
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Spring 1
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Spring 2
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Summer 1
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Summer 2
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Y1
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TT - COMPUTERS
Recognise common uses of IT in the home and school environment
Technology in Our Lives
Somerset ELIM resources for Y1
Camera License – Twinkle
http://www.twinkl.co.uk
Code-it How a Library Works
CBeebies Apps, Toca Kitchen, Collins Story Apps
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TT - USING COMPUTERS
Use technology purposefully to create digital content
Storytelling
Ideas from Switched on Computing Talking stories OR
2Create a story
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TT - E-SAFETY
Understand where to go for help and support when he / she has concerns about content or contact on the Internet and other online technologies
E-safety Stories
Smartie the Penguin
DigiDuck’s Big Decision
Chicken-Clicking-by-Jeanne-Willis-and-Tony-Ross
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TT - CODING
Understand what algorithms are and how they are implemented on digital devices
Algorithms
BBC Bitesize Computer Science KS1 What is an algorithm
Alligator algorithm
Barefoot Computing lesson plans - Crazy Character Algorithms, Spelling rules, sharing sweets
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TT - CODING
Predict the behaviour of simple programs
Barefoot computing Bee-Bot Tinkering
Bee-bot mats, routes from A-B
J2Code or 2Simple Infant Toolkit -2Go
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TT - USING COMPUTERS
Use technology purposefully to create digital content
Data Handling using 2Simple Infant Toolkit
2Count pictograms
2Graph bar charts and pie charts
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