Classify: by criteria 10-11 OUT “Animals” Exercise 1 by criteria “Animals” 10-11 Level 1 ......

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Classify: by criteria

“Animals”

10-11

Level 1 Exercise 1

Aims

Practise observing a series and being able to work out a system of classification according to given criteria.

Applications (examples)

In class: look at the notion of difference and exclusion, file documents according to given criteria, assess results, find similarities. At work: classify statistical elements, organise, find things according to predetermined criteria. Also arranging a shop or a workstation. In everyday life and for leisure: put away your things according to the system in the household, help a friend to move house.

Materials

A page showing pictures of farm animals. The teacher can ask the pupils to cut out each page to make the work easier for those who prefer to use their hands.

Instructions

The pupils must group the animals according to the following criteria:

1°) group the four-legged animals; 2°) separate the birds from the others; 3°) classify the animals according to their habitat.

Comments

The teacher will make sure that each pupil knows and recognises the animals shown.

Variations (examples)

The teacher can suggest other criteria for classifying and work on biology vocabulary (mammals, oviparous; fur, feathers; animals with hoofs; etc.). The teacher can ask them to find 2 (or 3) different criteria from those given in the exercise to classify the animals and group them according to those criteria. The pupils can also add to their list other animals of their choice, either by writing their names or by drawing them.

Individualisation

Yes.

Answers

Yes for questions 1 and 2 but not for question 3 because several “sub-criteria” are possible.

Euro Cordiale, a not-for-profit Association creating teaching tools - European Leonardo da Vinci Programme - www.euro-cordiale.lu

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“Animals” 10-11


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“Animals” 10-11

Answers

1°) Four-legged animals:

Fawn Pig Sheep Mouse Dog Cat Squirrel Horse 2°) Birds: Swan Sparrow Duck Eagle Goose Stork Parrot


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Classify by criteria

“The 24 signs”

10-12

Level 1 Exercise 2

Aims

- Practise observing a set. - Practise finding several classification systems according to predefined criteria.


In class : any mental operation consisting in classifying according to predefined criteria, for example, in grammar, classify words according to gender, or their function in a sentence, or their meaning, etc. Any practical operation such as sorting or putting away (one’s things) or "doing your school bag" without forgetting anything or preparing a file with dividers… At work: any job involving filing operations requiring sorting, putting away, setting out elements or parts according to predefined criteria (labelling, packing, setting out on shelves, marking, selection, etc.) Jobs requiring this mental capacity are very numerous in manufacturing companies. In everyday life and for leisure: any operation requiring classification according to given criteria, for example organising and presenting a collection (of stamps, postcards or any other thing requiring the use of albums or filing systems using criteria for presentation), any operation involving putting things into boxes or predetermined spaces (tool box, sewing box, etc.).

Materials

A page showing 24 road signs.

Instructions

The teacher will ask the whole group of pupils to find the different criteria according to which they must classify the signs. These criteria are: 1. the shape of the signs (triangular, square, round, rectangular) 2. their colour (white motif on a dark background or vice versa, etc.) The classification code will be left to the pupils to choose (the same number or letter for one criterion, or numbering all the signs then classifying in groups with the numbers marked, or any other means).

Comments

The pupils can cut out the signs and handle them if they wish, to help them in the classification. When they pool the results, the pupils can explain their classification code first.


1. The teacher can ask the pupils to classify the signs into two other groups: those which forbid and those which indicate. 2. The pupils can look for other classification criteria for these signs (for example, signs with people, letters, arrows, diagrams, numbers, etc.). 3. The pupils can ask questions about where they might see the signs and look for examples in their town or district.

Individualisation

Yes.

Answers

No (there are a lot of possible solutions).


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“The 24 signs” 10-12


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“Shapes and motifs”

10-13

Level 1 Exercise 3

Aims

Practise determining 2 criteria for separating an abstract set into 2 groups.


In class : organise your time in school activities (homework and lessons) and personal activities, or divide the teachers into nice ones and ones it is better to avoid! Or homework that is easy to do and homework that takes a bit longer to do. At work: all activities in which you need to choose between two itineraries or two working methods, or between two very distinct methods. In everyday life and for leisure: things you do because you have to and things you do for your pleasure; people in your family that you enjoy seeing and the others, starters and desserts, etc.

Materials

An exercise sheet with an apparently disparate set of geometrical shapes of different forms and colours.

Instructions

The pupils look at the exercise sheet for a few moments in order to determine the 2 different criteria used to separate the shapes, which will then be presented in 2 groups. The pupils who can will write the 2 criteria they have found so that the other pupils are not influenced by the answers given when they come to correct the exercise.

Comments

The word "criterion" is often difficult for the pupils to understand. The teacher will make sure that they have completely understood the term by giving and soliciting concrete examples. When the answers are pooled, the teacher can ask the pupils to look for the shapes corresponding to the criteria stated by the pupil who is showing his work. Conversely, the teacher can ask one pupil to show his two groups to the others, who must then find the criteria to which the two groups correspond.


The teacher can suggest that the pupils draw other shapes in the two groups that they have formed, according to the criteria they have chosen, of course. The teacher can encourage the pupils to create two groups of shapes and to show them to the other pupils, who will then have to find the criteria used to define the classification.

Individualisation

Yes.

Answers

No.


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“Shapes and motifs” 10-13


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“Sports”

10-21

Level 2 Exercise 1

Aims

- Practise observing sets. - Practise determining criteria when observing sets. - Practise defining several classification systems.


In class: any mental operation consisting in classifying according to criteria which must be defined, for example in grammar, classify words (according to gender, their function in a sentence, their meaning, etc.). Any practical operation, like sorting or tidying (your belongings) or " getting your school bag ready " without forgetting anything, or preparing a ring binder or notebook with separations … At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria that must be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out and testing them. In everyday life and for leisure: any operation requiring classification according to criteria that must be defined, for example organising a room, a kitchen, a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials

An exercise sheet showing 14 sporting events in diagram form.

Instructions

The pupils must find at least two criteria for classification and group the sporting events according to them. These criteria are to be worked out by each pupil during the individual work phase. When the results are pooled, the criteria should not be given immediately, but each pupil should give his classifications and the group can work out the criterion used for each classification.

Comments

The teacher should first make sure that the pupils know and can name the different events shown on the exercise sheet. The pupils can cut out the drawings and handle them if they wish, to make the classification easier. When the results are pooled, the pupils will first explain the classification code that they used (1, 2, 3, 4... or a, b, c, d... etc.)


1. The teacher can ask the pupils to work in groups to look for criteria that were not suggested during the pooling of results. 2. The pupils (working in pairs, for example) can look for other sports and make a list of them, or draw very simple pictures of them. They will first think of two or more classification criteria, but will show their list (or their drawings) without keeping to the classification. This should be worked out by the group.

Individualisation

Yes.

Answers

No


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“Sports” 10-21

2 u p f h l i b Z r y 3


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“Shapes”

10-22

Level 2 Exercise 2

Aims

- Practise observing, comparing, finding a criterion for classification. - Practise determining a graphic code that will differentiate between classification groups.


In class: any mental operation consisting in classifying according to criteria which must be defined, for example in grammar, classify words (according to gender, their function in a sentence, their meaning, etc.). Any practical operation, like sorting or tidying (your belongings) or "preparing your school bag" without forgetting anything, or preparing a ring binder or notebook with separations… At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria that must be defined (labelling, packing, tidying, etc.) Classifying tasks according to their methods or the tools to be used. In everyday life and for leisure: any operation requiring classification according to criteria that must be defined, for example organising a room, a kitchen, a wardrobe or chest of drawers. Classifying children’s activities according to age, or according to the weather, or the necessary equipment, etc.

Materials

An exercise sheet with pictures of 10 parts that could be used in mechanics.

Instructions

The pupils must classify the parts shown according to 2 distinct groups using a graphic code that they must invent (crosses, dots, circles etc.).

Comments

In this type of exercise, the pupils are sometimes tempted to establish their classification system with more than 2 groups. The teacher must therefore insist on this point. Other criteria can be worked out in a variation.


The pupils can be asked to find as many criteria as possible for the same shapes, perhaps working in pairs, and on condition that each criterion groups at least two shapes.

Individualisation

Yes.

Answers

Yes (the parts can be divided into parts with notches and parts without notches, but other criteria are possible).


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“Shapes” 10-22


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“Shapes” 10-22

Answers

♦ • • ♦ • ♦ ♦

♦ • ♦


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“A bunch of words”

10-23

Level 2 Exercise 3

Aims

- Practise being able to determine a criterion for classification or a point in common in a series, then classify - Variation: choosing according to given criteria


In class: any mental operation consisting in making associations according to criteria that must be defined, for example in written English, word collocations, use associations to memorise… At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria of association to be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out or memorised, and testing them. In everyday life and for leisure: any operation requiring associating elements in order to classify them or determining classification criteria, for example for tidying utensils in a kitchen, or a bathroom, arranging things in a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials

A list of objects (written code) related to clothing and/or sport, except one. This list can be presented in the form of flash cards to be handled if the pupils can read but not write (they can cut out their own exercise sheets to make the cards).

Instructions

The teacher will ask the pupils to read the list and then find a classification system according to one or more criteria that they must first each define.

Comments

All the elements in the list can be used or, to keep things simple at first, just part of the elements. When they have finished their classifications, the pupils will realise that there is an odd one out.


Using the same list, the pupils can choose what they need to go for a motobike ride in cold weather. They can also find other situations requiring special clothing that they can choose from the list. Conversely, the pupils can make up a list of clothes and have the others work out in what circumstances they would be worn.

Individualisation

Yes, if the pupils can read.

Answers

No


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“A bunch of words” 10-23

shoes

jersey

sweater

net

shorts

pitch

trousers

helmet

goal

kneepads

socks

line

jacket

racket

tracksuit

scarf

pool

goggles

ointment

ball

cap

shirt

spikes

motorbike

sweatshirt

ski

blouse

gloves

skate

leek

track

polo


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“Groupings”

10-31

Level 3 Exercise 1

Aims

- Practise finding linking criteria. - Practise associating. - Combining so that all the elements are used.


In class: any mental operation consisting in making associations according to criteria that must be defined, for example in written English, word collocations, use associations to memorise … At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria of association to be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out or memorised, and testing them. In everyday life and for leisure: any operation requiring associating elements in order to classify them or determining classification criteria, for example for tidying utensils in a kitchen, or a bathroom, arranging things in a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials

An exercise sheet with a list of 24 words presented in 3 columns: the first column contains names of animals, the second different nouns and the third names of places.

Instructions

The pupils must associate elements from each of the columns so that the 3 elements have a common link and can give rise to an intelligible, logical sentence that will show the relation between the words. Example: cow - grass - field (because a cow can eat grass in a field).

Comments

This aid cannot be used in the case of a group of pupils who have little or no literacy skill. The teacher should therefore choose exercise 10-33 of the tool “Work it out”. The difficulty lies in combining the elements in the 3 columns so that nothing is left to chance and that all the associations have a logical link. Thus, it is interesting to show how each pupil organised his work when pooling the results. It is also interesting to see how the pupils undertook to present the links between the words (arrows, numbers, different codes).


1. When pooling the results, after several pupils have given their solutions, others can show the associations that they made and ask the group to suggest sentences that will express the logic of the associations. 2. The pupils (working in pairs, perhaps) can look for other words that they can write up in lists of 3 columns or that they can do simple drawings of. They will first think of the criteria for association that the other pupils will have to work out.

Individualisation

Yes.

Answers

No (there are many possible solutions).


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“Groupings” 10-31

cow plant house sheep grass mountain dog egg apartment donkey meat field cat milk hill mouse basket garden goat cheese country hen hole pen


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“Tools”

10-32

Level 3 Exercise 2

Aims

- Practise finding several criteria for grouping. - Practise associating. - Combining sets so that all the elements are used.


In class: any mental operation consisting in making associations according to criteria that must be defined, for example in written English, word collocations, use associations to memorise … At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria of association to be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out or memorised, and testing them. In everyday life and for leisure: any operation requiring associating elements in order to classify them or group them together, or determining classification criteria, for example for tidying utensils in a kitchen, or a bathroom, arranging things in a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials An exercise sheet with a list of 24 tools.

Instructions The pupils have to group the tools according to criteria that they must determine beforehand.

Comments

This aid cannot be used in the case of a group of pupils who have little or no literacy skill. The teacher should therefore choose exercise 10-33 of the tool “Work it out”. The teacher must make sure that the pupils understand all the words in the list. The group will use their knowledge, their intuition and their imagination to try to define the tools that they do not know.


1. The teacher can ask the pupils if and when they have had the opportunity to use certain tools in the list. 2. The pupils can add names of tools to the groups presented during the pooling of results, depending on their knowledge of the trades. 3. The pupils can draw up a list of the tools they use in their jobs or that are used in a job that they know about. The group can then classify this list by finding criteria for grouping them together.

Individualisation Yes.

Answers

No (there are many possible solutions).


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“Tools” 10-32

saw nippers drill plane scissors crowbar needles knife vice tenderiser ice-axe clamp pneumatic drill rasp file shears milling machine wire-cutters pliers awl guillotine paper clip stapler rubber


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“Mr Morse’s invention”

10-33

Level 3 Exercise 3

Aims - Practise observing an abstract set. - Practise determining criteria when observing sets.


In class: any mental operation consisting in classifying according to criteria which must be defined, for example in grammar, classify words (according to gender, their function in a sentence, their meaning, etc.). Any practical operation, like sorting or tidying (your belongings) or "preparing your school bag" without forgetting anything, or preparing a ring binder or notebook with separations… At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria that must be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out and testing them. In everyday life and for leisure: any operation requiring classification according to criteria that must be defined, for example organising a room, a kitchen, a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials A page showing all the signs of Morse code.

Instructions The pupils must find the criterion that Mr Morse used to invent Morse code for numbers.

Comments

- An extra page is available for the teacher giving some elements of the life of the inventor of the code, Samuel Morse. This page can be used to teach the pupils about this invention and its inventor. - This exercise can be done by pupils who have not mastered writing skills: they just need to be able to read the numbers from 0 to 9, which most pupils, even those with no literacy skills, know how to do.


1. The teacher can ask the pupils if other combinations of 6 elements can be found, comprising only dots and dashes, which is an initiation to combinations (skill 27 in the tool Work it out). 2. The pupils can look for other examples of codes used in everyday life and ask each other about their characteristics.

Individualisation

Yes.

Answers Yes.


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“Mr Morse’s invention” 10-33

Page 1

Look at the page wi th the Morse code on i t , and

imagine what cr i ter ia Mr Morse used when

invent ing the Morse code for numbers.


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“ Morse code”

10-33

Page 2

MORSE CODE

A • – T –

B – • • • U • • –

C – • – • V • • • –

D – • • W • – –

E • X – • • –

F • • – • Y – • – –

G – – • Z – – • •

H • • • •

I • •

J • – – – 1 • – – – –

K – • – 2 • • – – –

L • – • • 3 • • • – –

M – – 4 • • • • –

N – • 5 • • • • •

O – – – 6 – • • • •

P • – – • 7 – – • • •

Q – – • – 8 – – – • •

R • – • 9 – – – – •

S • • • 0 – – – – –

Signal to begin a message – • – • –

Signal of end of transmission • – • – •

Awaiting answer signal • – • • •

Question mark • • – – • •

Full stop • – • – • –

Word separation /


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“Mr Morse’s invention” 10-33

Answers

- Mr Morse used only 2 types of s ign:

a dot and a dash .

- He combined the 2 types of s ign to make 10 d i fferent

combinat ions for numbers (numbers f rom 0 to 9) .

- From number 1 to number 5 : he a lways begins wi th a

dot fo l lowed by dashes , adding one dot and tak ing away

a dash , f rom number 2 to number 5 .

- From number 5 to number 10: he does the opposi te of

the ser ies “1 to 5” ; he begins wi th a dash fo l lowed by

dots and cont inues by adding one dash and removing a

dot f rom number 6 to number 0 .


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“Signposts”

10-41

Level 4 Exercise 1

Aims

- Practise observing sets. - Practise determining criteria when observing sets. - Practise finding several methods of classification. - Practise deciphering pictograms.


In class: any mental operation consisting in classifying according to criteria which must be defined, for example in grammar, classify words (according to gender, their function in a sentence, their meaning, etc.). Any practical operation, like sorting or tidying (your belongings) or "getting your school bag ready" without forgetting anything, or preparing a ring binder or notebook with separations… At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria that must be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out and testing them. In everyday life and for leisure: any operation requiring classification according to criteria that must be defined, for example organising a room, a kitchen, a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials

A page showing signposts from the work health and safety code.

Instructions

The pupils must find at least two criteria for classification and group the signposts according to the criteria determined. These criteria must be worked out by each pupil during the individual work phase. When the results are pooled, the criteria should not be given immediately, but each pupil should give his classifications and the group can work out the criterion used for each classification.

Comments

The teacher should first make sure that the pupils can read and understand the written signs. A brainstorming session on what the signs might mean is likely to be necessary, especially if the pupils are not familiar with the world of work. In this exercise, the pupils sometimes tend to determine an enormous number of categories for classification... with some categories only containing one signpost. The group could agree on a maximum number of categories, 5 or 6 perhaps, it being understood that each category should include more than one sign. When the results are pooled, the pupils will explain the classification code that they used (1, 2, 3, 4... or a, b, c, d... etc.).


1. The teacher can ask the pupils to work in groups to look for criteria that were not suggested during the pooling of results. 2. The pupils (working in pairs, for example) can look for other signs and make a list of them, or draw very simple pictures of them. They will first think of two or more classification criteria, but will show their list (or their drawings) without keeping to the classification. This should be worked out by the group.

Individualisation

Yes.

Answers

No


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“Signposts” 10-41


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“Morse code signs”

10-42

Level 4 Exercise 2

Aims

- Practise observing sets. - Practise determining criteria when observing sets. - Practise finding several methods of classification.


In class: any mental operation consisting in classifying according to criteria which must be defined, for example in grammar, classify words (according to gender, their function in a sentence, their meaning, etc.). Any practical operation, like sorting or tidying (your belongings) or "getting your school bag ready" without forgetting anything, or preparing a ring binder or notebook with separations… At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria that must be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out and testing them. In everyday life and for leisure: any operation requiring classification according to criteria that must be defined, for example organising a room, a kitchen, a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials A page showing all the signs of Morse code.

Instructions

The pupils must work out a classification system for the signs in the Morse code corresponding to the letters of the alphabet. This system must include at least 5 different criteria.

Comments

An extra page is available for the teacher giving some elements of the life of the inventor of the code, Samuel Morse. This page can be used to teach the pupils about this invention and its inventor.


1. The teacher can ask the pupils to work in groups to find criteria that were not suggested when pooling the results. 2. The pupils can look for other examples of codes used in everyday life and ask each other about their characteristics.


Answers

Yes but only suggested, as there are many possible criteria for classification.


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10-42

Page 1

MORSE CODE

A • – T –

B – • • • U • • –

C – • – • V • • • –

D – • • W • – –

E • X – • • –

F • • – • Y – • – –

G – – • Z – – • •

H • • • •

I • •

J • – – – 1 • – – – –

K – • – 2 • • – – –

L • – • • 3 • • • – –

M – – 4 • • • • –

N – • 5 • • • • •

O – – – 6 – • • • •

P • – – • 7 – – • • •

Q – – • – 8 – – – • •

R • – • 9 – – – – •

S • • • 0 – – – – –

Signal to begin a message – • – • –

Signal of end of transmission • – • – •

Awaiting answer signal • – • • •

Question mark • • – – • •

Full stop • – • – • –

Word separation /


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“Morse code signs” 10-42

Page 2

Who was the inventor of Morse code

Samuel Morse was born in 1791 in the United States and died at the age of 81. He studied painting in London. Back in New York, he founded a fine arts society. In 1829, he goes back to visit Europe and, on the ship on the way back, a conversation about the recent discovery of electricity gave him the idea for his electric telegraph. He actually worked out the main ideas before the end of the crossing. With very little material means and no help, Samuel Morse spent several years perfecting his invention. In 1837, he gave the first demonstrations of his machine. But the American government showed little interest. Morse took it to Europe, but had no success there either. It was not until 1840 that he obtained his patent, and three years later the financial help needed to create a line between two towns in the United States. In Europe, Samuel Morse’s telegraph was first set up in Austria, Germany and Switzerland. In the 1850s Morse’s electric telegraph system was adopted in Europe, with the exception of the United Kingdom where another system was in use.

* * *


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10-42 Answers

Suggested answers

Here is a classification with 5 criteria:

- All the signs containing only dots: E H I S - All the signs containing only dashes: M O T - All the signs containing as many dots as dashes: A C N P X Z - All the signs containing more dots than dashes: B D F L R U V - All the signs containing more dashes than dots: G J K Q W Y


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“From one word to the next”

10-43

Level 4 Exercise 3

Aims

- Practise finding several criteria for grouping. - Practise associating. - Combining sets so that all the elements are used.


In class: any mental operation consisting in making associations according to criteria that must be defined, for example in written English, word collocations, use associations to memorise … At work: any job involving filing operations requiring sorting, tidying, setting out elements or parts according to criteria of association to be defined (labelling, packing, filling shelves, marking, selecting, etc.) Looking for criteria to simplify or facilitate tasks to be carried out or memorised, and testing them. In everyday life and for leisure: any operation requiring associating elements in order to classify them or group them together, or determining classification criteria, for example for tidying utensils in a kitchen, or a bathroom, arranging things in a wardrobe or chest of drawers, and more generally, any tidying in boxes or other spaces according to practical criteria.

Materials Une feuille où figure une liste 7 mots séparés par des lignes en pointillés sur lesquelles les élèves pourront écrire un autre mot.

Instructions

Between each of the words proposed, the pupils must write (on the dotted lines) a word that enables them to go from one word to the next according to a linking criterion that they must be able to explain when the results are pooled.

Comments

This aid cannot be used in the case of a group of pupils who have little or no literacy skill. The teacher should therefore choose one of the other two exercises in level 4 in the tool “Work it out”.


1. Lors de la mise en commun, après que plusieurs élèves ont donné leur solution, d'autres peuvent montrer les associations qu'ils ont faites et demander au groupe d'en découvrir la logique. 2. The pupils (working in pairs, for example) can look for other words that they can make into a list and that require finding an intermediate word to express the association. Ils penseront au préalable à des critères d'association que devront découvrir les autres élèves.


Answers

Yes, but there are many possible solutions.


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“From one word to the next”

10-43

TROUSERS

. . . . . . . . . . . .

CURTAIN

. . . . . . . . . . . .

GLASS

. . . . . . . . . . . . .

BULB

. . . . . . .. . . . . . .

PLANT

. . . . . . . . . . . . . . .

INDUSTRY

. . . . . . . . . . . .

COAL


Classify: by criteria 10-11 OUT “Animals” Exercise 1 by criteria “Animals” 10-11 Level 1 ......

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